Teaching through storytelling: development of instructional materials
By: Margaret Hodgkin Lippert
Published: 1983
Uploaded: 10/18/2006
Uploaded by: Pocket Masters
Pockets: Gottesman Libraries Archive, Historical Dissertations
Tags: Aids and devices, Storytelling, teaching

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Description/Abstract:
ABSTRACT
TEACHING THROUGH STORYTELLING: DEVELOPMENT OF INSTRUCTIONAL MATERIALS
Margaret Hodgkin Lippert
The purpose of this study was to develop a storytelling manual for teachers focused on teaching them how to learn and tell stories, and how to develop curriculum using stories to teach content in subject matter areas. The-manual, entitled ˘Teaching Through Storytelling,÷ was written integrating ideas and information from a review of related literature, analysis of questionnaire responses from teachers experienced in storytelling and teaching through storytelling, and the researcherĂs knowledge and experience. The manual was reviewed by a panel of experts in storytelling, childrenĂs literature, curriculum development, teaching, and instructional product development, and revised to accommodate their suggestions.
Although dozens of manuals on storytelling have been published since 1890, none focus on using stories in curriculum development. Furthermore, the most recent storytelling manual for teachers was published in 1929. Recently there has been a surge of interest in storytelling nationwide, yet there is a lack of storytelling tradition in schools, partly because teachers lack materials instructing them in storytelling. This study focused on development of instructional materials for teachers to help meet this need.
The manual is sequenced from simpler to more complex activities. The first section focuses on developing storytelling skills. A step-by-step process of learning storytelling skills beginning with personal anecdotes, nursery rhymes, and familiar folk tales is described, followed by techniques for learning new stories, for adapting stories, and for writing original stories. Specific suggestions for self-evaluation through self-analysis and feedback from listeners are integrated with these learning experiences. The second section describes numerous ideas for using storytelling in teaching, including integrating storytelling with three models of curriculum development. A comprehensive procedure for integrating storytelling with the rational-empirical model of curriculum development is described and illustrated. A section containing rationale for using storytelling in teaching concludes the manual. The manual is written in a direct, personal, informal style to be as non-threatening as possible, and includes exercises to encourage readersĂ active participation. An audiotape of the stories used in manual and a videotape which illustrates some of the techniques described were made to supplement the manual.


Sponsor: Gary A. Griffin
Dissertation Committee: Karen Kepler Zumwalt
Degree: Ed.D., Teachers College, Columbia University