Storytelling There are many benefits that occur for children when they are storytelling. These consist of expanding their knowledge and understanding of different topics, due to the fact that they are discovering facts and information when reading; maybe without realising. Mij Byram (2014) expresses his opinion and says that storytelling enhances a social understanding of other peoples and cultures and that we feel connected to others in stories and this promotes compassion, tolerance, respect and responsibility which connects us as a family and community. This shows that there is a development of communication when telling a story to a group of peers, along with becoming more considerate and allowing others to have their turn in reading their part of the story. Children are able to enhance their skills of reading and spelling from this process. It can also affect children’s development, storytelling and imaginative play which are highly significant to cognitive and effective development. There is known to be a cultural change when children are telling their own story; ‘they desire to step away from a detailed prescriptive curriculum which stifles creativity’ (Donaldson, 2015). This suggests that the curricula designs is changing and aiming towards developing children’s creativity. Storytelling has been a part of many child and adult lives and can result in a life time of memories and allow them to broaden their imaginary skills. Reading can allow individuals to enter a different world and form their own image of every character in the story. This can allow them to escape from real life situations and have the opportunity to experience relaxation. (Stone, 2005) suggests that storytelling is about humanity’s health and well-being, not economic well-being. Children learn through experience; and it becomes easier to create their own stories if they are provided with the opportunity to explore. During my time studying this module, I walked around a forest, picking up objects and thinking what it could be transformed into by using a child’s imagination. This helped my peers to select ideas for a fictional story which will also relate to children. For example, imagining that a stick is a wand, a troll’s claw or a tail can enhance wonders into a child’s mind and possibly lead to an effective story. Authors aim to capture the reader’s thoughts, and sequences are also formed when storytelling because they are connecting each part of the story together and discovering the main points. ‘Amazingly children are born knowing how to put every thought and feeling into story form’ (Paley, 1990, p.4). This may because the nurture of children can influence their thinking and speech, as people speak as though they are telling a story.
The focus that has been taught during most lectures and seminars is known as ‘Hmmm’ which stands for ‘here, mind, music, magic and mystery’. This is important to remember as they are recognised as the aspects in which to include in every written story, and children can use these devices in their work. It also allows children to have greater ability to write their own stories and to notice these techniques in other stories too. My seminar group and I visited the reading area and read from a range of Roald Dahl books. My group and I chose ‘The Twits’ and discovered the aspects being used. This session allowed me to recognise what techniques need to be included within stories. ‘Here’ is where the writer portrays the story as being in the moment. An example of a starting sentence that is used is ‘have you ever wondered...’. which is known as direst address to the reader and encourages them to become more engaged in the story. The ‘Mind’ technique represents the patterns, morals and imagination implemented into the story. Stallcup (2012, p.33) suggests that playing with categories: we sort things into categories, which incongruity then disorders. Therefore, the reader automatically assumes or predicts what is going to happen next and they form their own patterns. ‘Music’ creates sounds, suspense, rhythm and emotion. ‘Humans have evolved emotions not only in order to enable them to act intelligently in the world, but also the propensity to express them and the ability to interpret such expressions in others’ (Mithen, 2005, p.89). Music within stories, can allow the reader to engage in what the characters are feeling which can allow them to become attached. ‘Magic’ is included, especially in children’s books which also enhances imagination and fantasy, which amplifies the ‘mystery’ and wonder. Reference list Donaldson, G (2015) Successful futures: Independent Review of Curriculum and Assessment Arrangement in Wales. Welsh Assembly Government. Crown
The focus that has been taught during most lectures and seminars is known as ‘Hmmm’ which stands for ‘here, mind, music, magic and mystery’. This is important to remember as they are recognised as the aspects in which to include in every written story, and children can use these devices in their work. It also allows children to have greater ability to write their own stories and to notice these techniques in other stories too. My seminar group and I visited the reading area and read from a range of Roald Dahl books. My group and I chose ‘The Twits’ and discovered the aspects being used. This session allowed me to recognise what techniques need to be included within stories. ‘Here’ is where the writer portrays the story as being in the moment. An example of a starting sentence that is used is ‘have you ever wondered...’. which is known as direst address to the reader and encourages them to become more engaged in the story. The ‘Mind’ technique represents the patterns, morals and imagination implemented into the story. Stallcup (2012, p.33) suggests that playing with categories: we sort things into categories, which incongruity then disorders. Therefore, the reader automatically assumes or predicts what is going to happen next and they form their own patterns. ‘Music’ creates sounds, suspense, rhythm and emotion. ‘Humans have evolved emotions not only in order to enable them to act intelligently in the world, but also the propensity to express them and the ability to interpret such expressions in others’ (Mithen, 2005, p.89). Music within stories, can allow the reader to engage in what the characters are feeling which can allow them to become attached. ‘Magic’ is included, especially in children’s books which also enhances imagination and fantasy, which amplifies the ‘mystery’ and wonder. Reference list Donaldson, G (2015) Successful futures: Independent Review of Curriculum and Assessment Arrangement in Wales. Welsh Assembly Government. Crown
Mithen, S. J. (2005). The singing Neanderthals: The origins of music, language, mind, and body. Harvard University Press.
Mij Byram (2014) Benefits of Storytelling. Available at: http://mijbyram.com/Benefits%20of%20Storytelling.htm (accessed : 22/04/19)
Paley, V. G. (1991). The boy who would be a helicopter. Harvard University Press. P.4
Stallcup, J. E. (2012) Discomfort and Delight: The Role of Humour in Roald Dahl’s Work for Children. In
Alston, A. and Butler, C. (2014) Roald Dahl. Basingstoke: Palgrave MacMillan.
Stone, R. (2005). The healing art of storytelling: A sacred journey of personal discovery. New York: iUniverse.
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