© 2002 by Sharon Kirk Clifton, Purveyor of Magic Beans and Seeds of Truth

The money is there. Perhaps the parent/teacher/student organization sold thousands of candy bars, cheese crocks, and summer sausages; maybe the media specialist organized and held a book sale; possibly a community industry, business, or organization contributed significantly; or it could be that the administrator applied for, and was awarded, a literacy or arts grant. At any rate, the money is there, and a storyteller is scheduled to present at the school. Teachers can approach such an opportunity in one of two ways: they can schedule their students’ time with the teller and return to class, following lesson plans as usual, or they can make the most of the visit by preparing their students for live performance in general and for this program in particular, by sharing the storytelling experience with their students, and by following the storyteller’s visit with extension and enrichment activities in the various subject areas. Many storytellers provide suggestions for such activities either in a brochure or packet or on their websites. Mine appears on my website (http://groups.msn.com/SharonKirkCliftonStoryteller) and is called “What To Do When the Telling’s Through.”

The students of the former will enjoy some time apart from the regular routine as a pleasant hiatus. They may even remember some of the stories, telling them to family and friends at a later time. That’s a major goal of storytellers--to have their tales perpetuated in the oral tradition.

The students of the latter are more likely to value the program (remembering and retelling the stories) and to recognize storytelling as a member in good standing of both the language arts and the performing arts. They will see storytelling as an important component of the human experience...their experience. Before the Beginning So how can a teacher help to prepare students for the upcoming program? A first step would be to introduce them to proper behavior when attending live performance. I have a page on my website, “Manners Matter,” that lists several components to live performance etiquette. The normal things are included: feel free to join in when audience participation is invited; do nothing to hinder the enjoyment of the program by others in the audience; applaud at the conclusion of each story, etc. Of late, we’ve had to add, “Turn off cell phones and pagers,” because some students (and teachers) carry them.
In preparation for my visit, I advise the client representative – usually the principal, media specialist, or committee member – to give to teachers my website address and email address (magicbeans4you@hotmail.com), so that they can apprise themselves and their students of the nature of the program. I welcome communication with both teachers and students at both ends of the performance. Most storytellers also welcome such contact and would answer as quickly as possible. (Busy telling schedules may preclude immediate replies, however.) Some of us even provide lesson plans related to our programs.
Teachers will reap the most benefit from a professional storyteller’s visit if they can tie the performance into the curriculum. Storytelling easily connects to studies of the language arts of reading, writing, telling, listening, etc.; literature, mythology, folklore, the performing arts, social studies, core values studies, fine arts, and even physical education.

At the same time that I make the above statement, I must tag on a warning to teachers: don’t make the performance an assignment, per se. Please don’t give the students things to do while the storyteller is performing her art. Don’t make students take notes during the live performance or tabulate the “three clusters” (the times three things are mentioned--three bears, three wishes, three tasks, etc.), for example. Let them just enjoy the storytelling; let them be “in the moment.”

Analyzing the stories or the teller’s technique is worthwhile; therefore, teachers who want their students to take a closer look at the session may, with the permission of the teller, videotape the performance for later analysis. Most tellers would give such permission, if the teacher told exactly how the tape would be used, but the teller probably would place some restrictions regarding any other use of the tape. (As a courtesy for the teller’s granting permission for the videotaping, the teacher should give the teller a copy.) These are details that should be discussed before the day of performance.

The site of the storytelling greatly impacts the performance. Many storytellers, including myself, no longer tell to whole-school assemblies in gymnasiums, unless the student population number is very low. Even then, a sound system usually is required. Storytelling is an intimate, interactive art. Educators can enhance the quality of the performance by keeping the audience numbers to fewer than 200 students per session (number will vary among tellers). Larger student audiences are best accommodated in theatre auditoriums, however, because the acoustics are much better, the seats usually are more comfortable, and the setting tends to have a more intimate feel.

Let the Telling Begin! The faculty’s attitude toward the storyteller’s visit is extremely important to the students’ perceptions of the event. This cannot be emphasized enough. The kids will take their cues from these important role models.

Once upon a time, I was telling at an elementary school in a lovely “little theatre” setting. The acoustics were great. The lighting was flexible, so one of the teachers could set it to “moonlit night” when it was time for the slightly scary story I had planned. The students sat on wide, carpeted steps, while the teachers were on folding metal chairs. In one of the three sessions at that school, all of the teachers brought a stack of papers to grade while I told. I doubt that they would have tolerated the students’ doing homework during the performance, yet that was the message they sent to their charges. I like to include the teachers in my stories as a part of the whole audience, but these teachers were engrossed in their work. Essentially, they were absent. They would be unable to discuss the tales later in class, because they weren’t listening. Further, they sent the message that they did not value the presentation. I’ve taught. I know about the pressure to get papers! graded and returned in a timely manner. But this was not the right time. Therefore, I now include, “Watch your teachers, as they set a good example,” on my “Manners Matter” page. My contract and my pre-program email both suggest that teachers visit that page and share it with their students.

Teachers worry about discipline. It’s inherent with being a teacher. First, let me mention what are not discipline problems. If students are seated on the floor or bleachers, they are going to move around, given enough time. Adults do, also. Even carpeted floors get hard after awhile. Normal shifting of position is expected. Such movement is not a problem unless it encroaches on other students’ enjoyment and concentration. Spontaneous speaking out in response to the storyteller usually is not a problem, either, unless a student tries to hijack the program by talking loudly and constantly. The storyteller wants her audience to be caught up in the story and to participate.

Teachers can derail most “problems” before they even start by reviewing with their students my “Manners Matter” page before any live performance, not just mine, and by setting that “good example” of allowing themselves also to climb aboard the magical vehicle of story and to travel to the fantastic land of the imagination.
After the End

At night, when storytellers dream, they envision the members of their audiences with family, friends, and neighbors gathered around them on porches, under spreading chestnut trees, or around campfires, telling the stories they have heard. (Gentle reader, did you catch those “three clusters”?) Certainly, that’s a desired outcome of the storyteller’s sessions, and one that does not even require teacher direction or supervision. There also are many activities that can be done in the classroom to extend and enrich the storytelling/story-listening experience. I’ve listed several on my website. The Storytelling Arts of Indiana website (http://geocities.com/~storiesinc/index.html) offers many ideas and resources for teachers. For more ideas, browse the websites of the myriad storytellers and organizations listed on Storyteller.net.

Professional tellers are passionate about this art. We love to tell. We love to listen. And we love to talk about storytelling and our tales. Many of us also write. We do all we can to preserve and perpetuate our beloved craft. We are a continuing resource to teachers, students, librarians, other tellers, and all who want to learn more. We have much to offer to our fellow educators who recognize the value of story and either do or wish to integrate storytelling into their curriculum.