Tampa Storytelling Festival: Manual Appendices

* Permission is hereby granted to the user of this manual to reproduce the forms and handouts in necessary quantities to organize his or her participation in the Storytelling Festival, as long as copyright notices are retained.
Note that the forms do not look very nice printed from the online manual.
See the Coaching Manual page for information on obtaining a hard copy of the manual.

Storytelling Festival Registration Card

__Festival Quality Storyteller

Child's Name: ___________________________________ Age: _______ Grade:______

Parent's Name: ________________________________________________________

Child's home Address: ____________________________________________________

City: __________________________Zip Code: _______ Home Phone: ____________

School/Playground:_______________________________________________________

Contact Person:__________________________________________________________

Mailing Address: _________________________________________Phone: __________

Name of Story: __________________________________________________________

Length of Story: Minutes: ________ Seconds:________

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Certificate

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The Tampa-Hillsborough County
Storytelling Festival Committee

Proudly presents this

Special Acknowledgement

to _____________________________________________

for promoting and participating in

the art of storytelling as a Folk tradition.

Awarded on this _____________ day of ___________________ , ______.

Prisilla Lakus Virginia Rivers
Festival Co-Chairs

Evaluation Form

(a nicer looking version may be found in the print manual)

School ________________________________________

Recreation Center ________________________________

Storyteller ______________________________________

Story __________________________________________

Festival Quality?
Criteria Comments Yes / No

Choice of Story
Appropriateness for storytelling
Held interest of audience

Memory
Does the story flow smoothly from
start to finish?

Projection
Voice quality clear and distinct

Diction
Correct enunciation and
pronunciation of words

Personality
Reflected mood of story
Eye contact made with audience

Poise
Is the storyteller relaxed?

Time
Story must be 10 minutes or less!

OVERALL PRESENTATION
Judge's viewpoint

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Story Summary Worksheet

NAME: _________________________________________________________________

The name of the story I want to tell is ____________________________________________

from (book/author) _________________________________________________________

The country or culture that my story comes from is __________________________________

Where does the story take place? _______________________________________________

List the main characters and a few words to describe each:_____________________________

_________________________________________________________________________

What is the beginning? _______________________________________________________

_________________________________________________________________________

What is the problem? ________________________________________________________

_________________________________________________________________________

What is the middle? _________________________________________________________

_________________________________________________________________________

List events in order: _________________________________________________________

_________________________________________________________________________

________________________________________________________________________

What is the climax or most exciting part? __________________________________________

_________________________________________________________________________

What is the end? ____________________________________________________________

__________________________________________________________________________

What is the main idea? ________________________________________________________

__________________________________________________________________________

List phrases that should be memorized: ____________________________________________

__________________________________________________________________________

_________________________________________________________________________

What are the closing lines that end the story?________________________________________

___________________________________________________________________________

Draw your storyboard or story map here:

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HANDOUT: Basic Storytelling Techniques To Keep In Mind
©1998 Tampa-Hillsborough County Storytelling Festival Committee

Memory:

The story should not be memorized word for word. The story should flow when told; the teller should not have to stop to think about what comes next.
However, memorize the first and last lines of the story for a comfortable start and a smooth finish.
If you goof, keep going. Just pause, take a deep breath, and continue. Don't interrupt the flow of the story by apologizing or starting over.
If you skip part of the story, just work it in when it fits. For example, if in telling "The Three Billy Goats Gruff" you forgot to mention that the grass was all eaten up on the goats' side of the river, have the first goat say to the troll, "It's me, the little Billy Goat Gruff, and I want to cross the bridge to go eat the grass on the other side because there is no more grass on this side."

Vocal quality:

Projection: the storyteller should speak so that all can hear.

Diction: the storyteller should enunciate carefully and use her/his voice effectively.

Speed: not too fast and not too slow.

Personality:

The flavor of the story should be brought out by the storyteller's presentation; i.e., humorous story, scary story, tall tale.
Voices should be used effectively to bring the characters to life. However, do not use more than three different voices in one story.
Use plenty of expression. Your voice should show when characters are sad, happy, frightened, sleepy, etc. You will lose the listener's interest if you speak in a monotone.
Vary your volume and speed. Use pauses effectively.
Add some movement to add interest to the story and emphasize key plot points and actions. However, do not act out the story.

Poise:

The teller should be relaxed while presenting. Beware of nervous habits, such as playing with hair, shuffling feet.
The teller should make good eye contact. If you have a hard time looking audience members directly in the eye, look at their foreheads.

General:

Always introduce yourself and your story before you begin. Plant your feet firmly on the ground. Look around at the audience, take a deep breath, and then say: "My name is ____, and I'm going to tell you the story of _____," or any appropriate introduction.
Wait for the audience to finish applauding before you return to your seat. Take a short bow if you'd like, and say, "Thank you."
Always credit the source of your story.

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Professional Bibliography

Most of these books should be available at your favorite library. Otherwise, you can borrow them inter-library loan. See your librarian for details.

Storytelling History and Developing Your Storytelling Technique:

Baker, Augusta. Storytelling: Art and Technique.

Bauer, Caroline Feller. Handbook for Storytellers.

Bauer, Caroline Feller. New Handbook for Storytellers: with stories, poems, magic and more.

Cassady, Marsh. Storytelling Step by Step.

Dailey, Sheila. Putting the World in a Nutshell.

Dubrovin, Vivian. Storytelling for the Fun of It: a handbook for children.

Goforth, Frances. Using Folk Literature in the Classroom: encouraging children to read and write.

Hamilton, Martha and Mitch Weiss. Children Tell Stories: a teaching guide.

Livo, Norma J. Storytelling: Process and Practice.

MacDonald, Margaret Read. The Storyteller's Sourcebook: a subject, title, and motif index to folklore collections for children.

MacDonald, Margaret Read. Storytelling Start-Up Book: finding, learning, performing, and using folktales including 12 tellable tales.

Oryx Multicultural Tale Series:
Hearne, Betsy. Beauties and Beasts.
MacDonald, Margaret Read. Tom Thumb.
Shannon, George. A Knock at the Door.
Sierra, Judy. Cinderella.

Pellowski, Anne. The Family Storytelling Handbook: how to use stories, anecdotes, rhymes, handkerchiefs, paper, and other objects.

Pellowski, Anne. The Story Vine: a source book of unusual and easy-to-tell stories from around the world.

Pelton, Mary Helen White. Reading Is Not a Spectator Sport.

Schimmel, Nancy. Just Enough to Make a Story: A Sourcebook for Storytelling.

Creating and Compiling Family Stories:

Davis, Donald. Telling Your Own Stories: A New Resource for Discovering and Creating Your Own Stories.

De Vos, Gail. Telling Tales: Storytelling in the Family.

Greene, Bob and D.G. Fulford. To Our Children's Children: Preserving Family Histories for Generations to Come.

Zeitlin, Steven J., Amy J. Kotkin, and Holly Cutting Baker. A Celebration of American Family Folklore: Tales and Traditions from the Smithsonian Collection.

And don't miss our Links page with Storytelling Web sites!

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Sunshine State Standards Covered by Storytelling

Reading:

Standard 1: The student uses the reading process effectively.
(LA.A. 1.3) #1, 2, 3, and 4.

Standard 2: The student constructs meaning from a wide range of texts.
(LA.A. 2.3) #1, 2, 3, 4, 5 and 7.

WRITING:

Standard 1: The student writes to communicate ideas and information effectively.
(L.A.B. 2.3) #2

LISTENING, VIEWING, AND SPEAKING:

Standard 1: The student uses listening strategies effectively.
(L.A.C. 1.3) #1, 2, 3 and 4.

Standard 2: #2
Standard 3: #1, 2 and 3.

LANGUAGE:

Standard 1: The student understands the nature of language.
(LA.D. 1.3) #1, 2, and 3.

Standard 2: The student understands the power of language.
(LA.D. 2.3) #1, 2 and 4.

LITERATURE:

Standard 1: The student understands the common features of a variety of literary forms.
(LA.E. 1.3) #1, 2, 3, 4 and 5.

Standard 2: The student responds critically to fiction, nonfiction, poetry and drama.
(LA.A. 2.3) #1, 2, 3, 4, 5, 6, 7, and 8.

Standard 3: The student understands that science, technology, and society are interwoven and interdependent.
(SC.H. 3.3) #5

PEOPLE, PLACES AND ENVIRONMENTS (GEOGRAPHY):

Standard 1: The student understands the world in spatial terms.
(SS.B. 1.3) #3

Standard 2: The student understands the interactions of people and the environment.
(SS.B. 2.3) #2 and 3.

THEATER

Skills and Techniques

Standard 1: The student acts by developing, communicating, and substaining characters in improvisation and formal or informal productions.
(TH.B. 1.3) #1

Creation and Communication
Standard 1: The student improvises, writes, refines script based on heritage, imagination, literature, history and personal experiences.
(TH.B. 1.3) #1

Aesthetic and Critical Analysis
Standard 1: The student analyzes, criticizes, and constructs meaning from formal and informal theater, film, television, and electronic media.
(TH.D. 1.3) #1, 2, 3, and 4.

Applications to Life
Standard 1: The student understands application of the role of theater, film, television, and electronic media in everyday life.
(TH.E. 1.3) #1, 2, 3, 4, and 5.

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Hillsborough County Benchmarks

Using Storytelling as a tool in the classroom addresses and reinforces each of these FCAT Reading benchmarks:

• INFERENCE Drawing a conclusion based on facts given.

• MAIN IDEAS/ SUPPORTING DETAILS

• CONTEXT CLUES Information obtained from the text that shows the definition of a word.

• CAUSE AND EFFECT One event makes another happen.

• FACT/ OPINION What is proven to be true compared to what is believed to be true.

• ELEMENTS OF A STORY Setting, character, plot, point of view, tone, theme, conflict, resolution, and climax.

• AUTHOR'S PURPOSE Why the author wrote the piece.

• STRONG vs WEAK ARGUMENT Effective or non-effective backup.

• INTERPRETING INFORMATION Explaining meaning.

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Curriculum Tie-Ins

Because storytelling is an integral part of the way we approach learning, it's an important facilitator for learning in most areas of study in the school curriculum. Listed below are but a few suggestions to help integrate storytelling into your classroom activities.

ART:
• Analyze stories for use of strong imagery and visual details.
• Use stories to develop themes.
• Use stories that create patterns or rhythms and translate them into visual patterns.
• Use stories to motivate and stimulate creativity.

HISTORY:
• Use stories that are based on historical events.
• Analyze details of stories that show cause and effect.
• Use biographical stories.

GEOGRAPHY/ SOCIAL STUDIES:
• Tell or listen to stories that show the way of life, customs, and beliefs of an area or ethnic group.
• Incorporate stories into the curriculum that explain the why and how of the earth's formation.
• Use stories that have geographical details in the setting.
• When studying West African or Jamaican cultures, listen to Anansi stories then discuss how these stories reflect the cultural identity of the people.

LITERATURE:
• Use stories to enhance and reinforce vocabulary development.
• Tell or listen to stories that provide examples of how literary elements are used effectively.
• Use stories to motivate and stimulate interest in reading and writing.

MATH:
• When teaching how to solve word problems, turn arithmetic equations into stories.
• Look for stories that include problem solving, inference, sequencing, and patterns.
• Use stories that make comparisons and show cause and effect.

MUSIC:
• Choreograph stories.
• Compose songs to go with the stories.
• Compose music to tell the story.

SCIENCE:
• For a unit on scientific theory, look for how and why stories such as Why Raven's Feathers Are Black and How The Leopard Got Its Spots.
• For a unit on the rain forests, look at stories from or about the indigenous people of Brazil.
• To teach analyzing skills, use stories that show cause and effect or that make comparisons.

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BIBLIOGRAPHY of TELLABLE TALES

Stories to tell: The following is a list of just of few of the many books which have tales suitable for storytelling (see Choosing a Story for information on choosing a tellable tale). Some are single stories, and some are collections of stories. Single stories are classified as simple, in-between, or complex. Simple stories are short and easy to learn with few characters and situations. Complex stories are longer with more characters and situations. And in-between stories are just that. Most of these books should be available at your favorite library. If not, you can borrow them inter-library loan. See your librarian for details.

GOOD COLLECTIONS TO LOOK FOR:

Baltuck, Naomi. Apples from Heaven: Multicultural Folk Tales about Stories and Storytellers.

Cole, Joanna. Best Loved Folktales of the World.

DeSpain, Pleasant. Thirty-three Multicultural Tales to Tell. [Look for more books by this author.]

Holt, David and William Mooney. Ready-to-Tell Tales: Sure-fire Stories from America's Favorite Storytellers.

Justice, Jennifer. The Ghost and I: Scary Stories for Participatory Telling.

MacDonald, Margaret. Celebrate the world: Twenty Tellable Folktales for Multicultural Festivals. [And look for other collections by this author.]

Miller, Teresa. Joining In: An Anthology of Audience Participation Stories and How to Tell Them.

Sierra, Judy and Robert Kaminski. MultiCultural Folktales: Stories to Tell Young Children. [Look for other titles by these talented authors.]

Yolen, Jane. Favorite Folktales from Around the World.

SIMPLE

Asbjrnsen, Peter. Three Billy Goats Gruff. various editions

Chorao, Kay. The Baby's Story Book.

Galdone, Paul. Gingerbread Boy.

Galdone, Paul. The Teeny-Tiny Woman: a ghost story.

Ginsburg, Mirra. Mushroom in the Rain.

Ginsburg, Mirra. Three Rolls and One Doughnut.

Grimm (and adapters). Little Red Riding Hood. various editions.

Leach, Maria. The Thing at the Foot of the Bed and Other Scary Tales.

Lobel, Arnold. Mouse Tales.

Marshall, James. George and Martha.

Parkinson, Kathy. (and other versions) The Enormous Turnip.

Rice, Eve. Once in a Wood: Ten Tales from Aesop.

Rockwell, Anne. The Three Bears and Fifteen Other Stories.

Schwartz, Alvin. In a Dark, Dark Room, and Other Scary Stories.

Williams, Linda. The Little Old Lady Who Was Not Afraid of Anything.

Zemach, Margot. The Three Wishes.

--. Henny Penny. various editions

--. Little Red Hen. various editions

--. The Three Bears. various editions

IN-BETWEEN

Aardema, Verna. Who's in Rabbit's House.

Brown, Marcia. Stone Soup.

Chocolate, Deborah Newton. Talk Talk: an Ashanti Legend.

Gag, Wanda. Millions of Cats.

Galdone, Paul. The Monkey and the Crocodile.

Ginsburg, Mirra. Two Greedy Bears.

Grimm (and adapters). Bremen Town Musicians. various editions

Lester, Julius. How Many Spots does a Leopard Have? and other tales.

Lester, Julius. The Knee-high Man and Other Tales.

Lottridge, Celia Barker. Ten Small Tales.

Medlicott, Mary. Tales for Telling from Around the World.

Mosel, Arlene. Tikki Tikki Tembo.

Parks, Van Dyke. Jump!: the Adventures of Brer Rabbit.

Rockwell, Anne. The Old Woman and Her Pig and 10 other Stories.

Rosen, Michael. How Giraffe Got Such a Long Neck - and why Rhino Is so Grumpy.

Schwartz, Alvin. Scary Stories to Tell in the Dark.

Seeger, Pete. Abiyoyo.

Tresselt, Alvin. The Mitten: an old Ukrainian folktale.

Zemach, Margot. The Three Wishes: an Old Story.

COMPLEX

Andersen, Hans Christian. Any of his fairy tales (in a variety of single story books and collections)

Bryan, Ashley. The Cat's Purr.

Chase, Richard. Grandfather Tales.

Chase, Richard. Jack Tales.

De Paola, Tomie. Strega Nona: an old tale.

De Regniers, Beatrice Schenk. Little Sister and the Month Brothers.

Jones, Terry. Fairy Tales.

Kesey, Ken. Little Tricker the Squirrel Meets Big Double the Bear.

Kipling, Rudyard. The Jungle Book.

Mosel, Arlene. The Funny Little Woman.

Scieszka, Jon. The True Story of the Three Little Pigs.

Steptoe, John. Mufaro's Beautiful Daughters.

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Do you have a question? Need more information?
Contact us at: info@tampastory.org

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