You can write your own story, use one that's written or modify a story that's written. But, the final story needs to fit both you and your audience. As the workbook The Entertaining Speaker from Toastmasters International says,
"It should suit your personal style and outlook on life. If you aren't comfortable with a story or a set of funny lines, your material won't go over well as part of an entertaining speech."
If you are writing an entertaining story, your personal experiences are a good starting point, but you don't have to stick to the facts. You can stretch the facts, combine different events or even modify a joke to fit. Also, a story doesn't have to funny to be entertaining; the ghost stories and the "Winter Cub Story" are entertaining by being dramatic.
If you are using an existing story, the workbook "Storytelling" from Toastmasters International offers the following points to consider.
The age of the audience. Are your listeners adults, teenagers or children? Different age groups prefer different types of stories.
The type of audience. Are your listeners boys, girls, men women?
The social and intellectual levels of your listeners.
Generally, younger children enjoy stories with plot and action. Older children and adults like stories with more humor and interplay with characters. All ages enjoy rhythm and movement of event in stories. Stories should be well paced, with few slow and no dull spots.
You also need to consider how your story will fit with other events. For example, if the story will be used at the beginning of a campfire, it should have a lot of excitement and energy. If the story will be used near the end, it should be quieter and more thoug
Saturday, July 17, 2010
Point of stories
Our stories must be kept simple and to the point. We are teaching children, with short attention spans, communicating in a story context which can and must add "clutter" to the message, aiming for no longer than 10-15 minutes!
The point should be summarized in one simple sentence. As I have told my son "A good preacher tells you what he is going to say, says it, then tells you what he said - and that is the sermon."
We retain only a tiny portion of that we hear, a little bit more what we read, and most of all that which we memorize. The VBS lesson is actually a combination of the story, the class lesson in their books, and their memory work. I suspect we would be rather humbled at how little they actually "catch" of the messages we aim at them.
VBS Bible lessons have depth and strong biblical content to aid you in your preparation, usually more than you will need for the actual story. But you must boil them down as you study the lesson till your focus is clear and precise. Develop sub-concepts only with strong reasons and make sure they remain subservient to the main message. Much as we wish children would catch the whole story, we must be realistic.
If you feel the prepared material covers too much, or misses the point then please adapt it. It's your lesson. Do however be sure that you look at what the children will be doing in their class workbooks when you are making your preparation. If the story departs too far from the lesson, they may become lost in the workbooks
The point should be summarized in one simple sentence. As I have told my son "A good preacher tells you what he is going to say, says it, then tells you what he said - and that is the sermon."
We retain only a tiny portion of that we hear, a little bit more what we read, and most of all that which we memorize. The VBS lesson is actually a combination of the story, the class lesson in their books, and their memory work. I suspect we would be rather humbled at how little they actually "catch" of the messages we aim at them.
VBS Bible lessons have depth and strong biblical content to aid you in your preparation, usually more than you will need for the actual story. But you must boil them down as you study the lesson till your focus is clear and precise. Develop sub-concepts only with strong reasons and make sure they remain subservient to the main message. Much as we wish children would catch the whole story, we must be realistic.
If you feel the prepared material covers too much, or misses the point then please adapt it. It's your lesson. Do however be sure that you look at what the children will be doing in their class workbooks when you are making your preparation. If the story departs too far from the lesson, they may become lost in the workbooks
Good story
Characteristics of a good story:
1. A single theme, clearly defined
2. A well developed plot
3. Style: vivid word pictures, pleasing sounds and rhythm
4. Characterization
5. Faithful to source
6. Dramatic appeal
7. Appropriateness to listeners
-Baker and Greene, Storytelling: Art and Technique, pp. 28
Be sure there is drama in the story as well. There should be a situation (a conflict or predicament) building to a climax and resolution in the tale. The conflict can be introduced immediately or foreshadowed to increase the suspense and intrigue. Try to have the audience worry along with your characters and care about what happens next.
"As the suspense of your story builds, be sure to have some comic relief periodically. Approach the climax through ever increasing tension interrupted with periods of relaxation." Hanford, Puppets and Puppeteering, p. 101.
The story has to seem real to you. "Become so thoroughly familiar with it, it is a part of you....Don't just tell it, live it!" Barrett, p. 35
Children respond to sight and sound more than logic and plot. Look over good children's books, or anthologies of stories. Notice how the stories paint word pictures and use the sound and rhythm and repetition of words. In developing and learning a story concentrate on its visual and audio aspects: either assemble it into a series of visual pictures like a filmstrip, or consciously absorb the rhythm and arrangement of the sounds of the words. Repetition and Exaggeration has always been basic elements of story telling.
Even when telling an old a familiar story from the Bible, you must use imagination and all the storyteller's skills to make it come alive. Use your imagination to make the story come alive as you prepare. Give them personalities...live the story with them...know and feel their emotions...breathe the breathe of life into them, until they become so real to you that you feel like they are people you know. If you are convinced - your listeners will be too.
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Developing an appropriate story: Imagination and resources:
Use imagination to create your stories. "Imagination is to paint a picture in the mind, to invent ideas by seeing, because to imagine a thing is to image it." Feed that imagination. "It is reasonable then that the more you see and hear and read and experience and remember, the more the materials you will have on hand with which to feed your imagination. The more you practice the easier it will become." Barrett, pp. 85,86
Bible truths can be made into stories in quite imaginative ways, ways that will cause them to ponder, to apply, to understand their Bible lessons from different perspectives.
Good inspiration for story ideas include the stories of George MacDonald, the Narnia tales of C. S. Lewis, John Bunyun's The Pilgrim's progress, and The Holy war. These men were masters at making Bible teachings come alive. The children's section of your local library is another place for ideas and inspiration in preparing stories.
Pre-teaching...
Sometimes your audience needs to be prepared for the story by giving to them "listening tasks" (listening for certain information, or elements of the story). Perhaps you want them to listen for and respond to a particular word or phrase. Sometimes unfamiliar elements: objects, places, customs, etc. need to be illustrated or explained ahead of the story before puzzled looks or misuderstanding results. Pre-teaching can use a variety of visuals and activities, and can help bring the point into sharper focus.
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1. A single theme, clearly defined
2. A well developed plot
3. Style: vivid word pictures, pleasing sounds and rhythm
4. Characterization
5. Faithful to source
6. Dramatic appeal
7. Appropriateness to listeners
-Baker and Greene, Storytelling: Art and Technique, pp. 28
Be sure there is drama in the story as well. There should be a situation (a conflict or predicament) building to a climax and resolution in the tale. The conflict can be introduced immediately or foreshadowed to increase the suspense and intrigue. Try to have the audience worry along with your characters and care about what happens next.
"As the suspense of your story builds, be sure to have some comic relief periodically. Approach the climax through ever increasing tension interrupted with periods of relaxation." Hanford, Puppets and Puppeteering, p. 101.
The story has to seem real to you. "Become so thoroughly familiar with it, it is a part of you....Don't just tell it, live it!" Barrett, p. 35
Children respond to sight and sound more than logic and plot. Look over good children's books, or anthologies of stories. Notice how the stories paint word pictures and use the sound and rhythm and repetition of words. In developing and learning a story concentrate on its visual and audio aspects: either assemble it into a series of visual pictures like a filmstrip, or consciously absorb the rhythm and arrangement of the sounds of the words. Repetition and Exaggeration has always been basic elements of story telling.
Even when telling an old a familiar story from the Bible, you must use imagination and all the storyteller's skills to make it come alive. Use your imagination to make the story come alive as you prepare. Give them personalities...live the story with them...know and feel their emotions...breathe the breathe of life into them, until they become so real to you that you feel like they are people you know. If you are convinced - your listeners will be too.
--------------------------------------------------------------------------------
Developing an appropriate story: Imagination and resources:
Use imagination to create your stories. "Imagination is to paint a picture in the mind, to invent ideas by seeing, because to imagine a thing is to image it." Feed that imagination. "It is reasonable then that the more you see and hear and read and experience and remember, the more the materials you will have on hand with which to feed your imagination. The more you practice the easier it will become." Barrett, pp. 85,86
Bible truths can be made into stories in quite imaginative ways, ways that will cause them to ponder, to apply, to understand their Bible lessons from different perspectives.
Good inspiration for story ideas include the stories of George MacDonald, the Narnia tales of C. S. Lewis, John Bunyun's The Pilgrim's progress, and The Holy war. These men were masters at making Bible teachings come alive. The children's section of your local library is another place for ideas and inspiration in preparing stories.
Pre-teaching...
Sometimes your audience needs to be prepared for the story by giving to them "listening tasks" (listening for certain information, or elements of the story). Perhaps you want them to listen for and respond to a particular word or phrase. Sometimes unfamiliar elements: objects, places, customs, etc. need to be illustrated or explained ahead of the story before puzzled looks or misuderstanding results. Pre-teaching can use a variety of visuals and activities, and can help bring the point into sharper focus.
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Effective story telling
Effective storytelling is a fine and beautiful art. A well-developed and presented story can cut across age barriers and hold the interest and reach those who know little of Christian teaching. Our Lord was a master-storyteller as the Parables well testify. This page concerns improving the use of storytelling in Church contexts.
I became involved doing VBS story-telling, started thinking about our methods and did some further study on storytelling as an art. I discovered that when our style of storytelling was at its best, it was because we had maintained some of the basic principles of storytelling, and when we flopped, often we had failed to follow one of these principles. Knowing and applying these basics will strengthen your lessons and Bible stories. On the following pages are concepts, ideas and hints to aid you in effective storytelling whether in Bible classes. Vacation Bible School, or any other Bible teaching situation.
I became involved doing VBS story-telling, started thinking about our methods and did some further study on storytelling as an art. I discovered that when our style of storytelling was at its best, it was because we had maintained some of the basic principles of storytelling, and when we flopped, often we had failed to follow one of these principles. Knowing and applying these basics will strengthen your lessons and Bible stories. On the following pages are concepts, ideas and hints to aid you in effective storytelling whether in Bible classes. Vacation Bible School, or any other Bible teaching situation.
Beginning of story
Beginning a story:
Storytelling is best done in a relaxed atmosphere free of distractions. The audience ought to be comfortable and close. Candle light and campfires are ideal situations for telling stories, but often impractical. The teller needs to give careful attention to the setting before hand - and be prepared to rearrange a room to bring his hearers closer, or use a backdrop or hangings to create atmosphere - especially in classroom settings. Props, costumes, or some getting acquainted patter may also help in getting and keeping attention and creating a mood.
Storytelling traditionally begins with a "Once upon a time..." opening. and then a storyteller’s silent pause to gather his thoughts. The traditional openings, of which there are many (often with responses from the audience), were "rituals" that served as a signal that the teller was suspending "time and space" as we know it and transporting the audience to a world of imagination and play. They identified the teller and established the audience’s commitment to accept for the moment that imaginary world and its "rules". Similar "rituals" also signal the end of the story and their return to reality. Many adults today have forgotten these "rules of the game." There are online lists of Beginnings and Endings.
Some attention keepers:
Many factors affect the attention of your listeners. A storyteller always needs to be sensitive to his audience and may need to regain their attention before continuing.
Involvement or participation. Use volunteer(s) from the audience in your story. Or have the audience participate in hand motions or making sound effects. Or responding with "chants" or refrains
A distinct change in your pace, voice, or mood.
An unusual or unexpected twist in the narration.
Throw-away lines or asides work well as does comic relief.
Be especially prepared to deal with disruptions with groups of children. There is always one or two children that want the attention. Sometimes you can just ignore it; sometimes it make take a stare, or a pause till the disruptive behavior ends, sometimes maybe involving a child in your story - whatever you do - do not speak harshly or in anger, or you will lose the audience.
Concluding:
Once you finish the story - stop! Don't ramble on. Leave their thoughts lingering over it. Don't feel you have to explain everything, or tie together all loose ends. Let them go away thinking about what has been said, and drawing their own meaning from it!
Applause is no measure of the effectiveness of a story presentation. Sometimes it will be exuberant, but other times the audience is quietly savoring and treasuring the story. An attentive audience and the feeling you "told it well" are the best reward you can have.
Finally...and most importantly: The more you practice- the more skilled you will become. Don't be afraid to try different methods. Be creative. As you do learn from your experiences. Expect to flop, the best of us do. Don't be overly self- conscious. Have fun and share the joy of story.
In the end, it is most important that you should tell your story in your own words with sincerity and enthusiasm and....
Tell stories!, Tell stories!! Tell stories!!!
Storytelling is best done in a relaxed atmosphere free of distractions. The audience ought to be comfortable and close. Candle light and campfires are ideal situations for telling stories, but often impractical. The teller needs to give careful attention to the setting before hand - and be prepared to rearrange a room to bring his hearers closer, or use a backdrop or hangings to create atmosphere - especially in classroom settings. Props, costumes, or some getting acquainted patter may also help in getting and keeping attention and creating a mood.
Storytelling traditionally begins with a "Once upon a time..." opening. and then a storyteller’s silent pause to gather his thoughts. The traditional openings, of which there are many (often with responses from the audience), were "rituals" that served as a signal that the teller was suspending "time and space" as we know it and transporting the audience to a world of imagination and play. They identified the teller and established the audience’s commitment to accept for the moment that imaginary world and its "rules". Similar "rituals" also signal the end of the story and their return to reality. Many adults today have forgotten these "rules of the game." There are online lists of Beginnings and Endings.
Some attention keepers:
Many factors affect the attention of your listeners. A storyteller always needs to be sensitive to his audience and may need to regain their attention before continuing.
Involvement or participation. Use volunteer(s) from the audience in your story. Or have the audience participate in hand motions or making sound effects. Or responding with "chants" or refrains
A distinct change in your pace, voice, or mood.
An unusual or unexpected twist in the narration.
Throw-away lines or asides work well as does comic relief.
Be especially prepared to deal with disruptions with groups of children. There is always one or two children that want the attention. Sometimes you can just ignore it; sometimes it make take a stare, or a pause till the disruptive behavior ends, sometimes maybe involving a child in your story - whatever you do - do not speak harshly or in anger, or you will lose the audience.
Concluding:
Once you finish the story - stop! Don't ramble on. Leave their thoughts lingering over it. Don't feel you have to explain everything, or tie together all loose ends. Let them go away thinking about what has been said, and drawing their own meaning from it!
Applause is no measure of the effectiveness of a story presentation. Sometimes it will be exuberant, but other times the audience is quietly savoring and treasuring the story. An attentive audience and the feeling you "told it well" are the best reward you can have.
Finally...and most importantly: The more you practice- the more skilled you will become. Don't be afraid to try different methods. Be creative. As you do learn from your experiences. Expect to flop, the best of us do. Don't be overly self- conscious. Have fun and share the joy of story.
In the end, it is most important that you should tell your story in your own words with sincerity and enthusiasm and....
Tell stories!, Tell stories!! Tell stories!!!
stories of adapting
Adapting to our audiences:
The audience has a very important role in storytelling - for their minds are the canvas on which the teller paints his tale. Oral storytelling involves much interaction between teller and hearer. I have observed that our audiences have lost some of the skills to follow a narrated story and see things in their minds. Storytelling has become more difficult. Attention spans are shorter and more demanding, more sophisticated, yet less able to independently imagine or visualize. People seem to need more visual stimulation.
Take the story as close to them as you can.
Keep it brief and simple- especially for younger children - pare down to the heart of the story.
Stimulate their senses so they feel, smell, touch and listen and see vivid pictures.
Describe the characters and settings, and help them sympathize with the character's feelings.
Aim your story at the younger ones when telling to a audience of mixed ages!
The audience has a very important role in storytelling - for their minds are the canvas on which the teller paints his tale. Oral storytelling involves much interaction between teller and hearer. I have observed that our audiences have lost some of the skills to follow a narrated story and see things in their minds. Storytelling has become more difficult. Attention spans are shorter and more demanding, more sophisticated, yet less able to independently imagine or visualize. People seem to need more visual stimulation.
Take the story as close to them as you can.
Keep it brief and simple- especially for younger children - pare down to the heart of the story.
Stimulate their senses so they feel, smell, touch and listen and see vivid pictures.
Describe the characters and settings, and help them sympathize with the character's feelings.
Aim your story at the younger ones when telling to a audience of mixed ages!
kinds or storiess
There are many kinds of stories you can work with. It is recommended you start with simple folktales, with simple elements.
While traditionally stories were learned by listening, the best source today is the children’s department of the Public Library - particularly in the section (J)398. There you will find all sorts of folk and fairy tales, tall tales, trickster stories, etc. Many stories are on the internet as well. As you browse, look for stories that "touch" you. Start with simple stories, then as your experience grows, be sure to explore and branch out.
With time you will probably find many kinds of tales that will interest you personally. All sorts to choose from including: folktales from many countries and cultures, accumulative stories, droll and humorous tales, traditional fairytales in numerous versions, wish (magic) tales, trickster tales, tall tales, myths, legends and hero tales from the sagas and national epics, animal fables, scary stories, urban legends, Bible and religious stories, literary stories, pourquoi (why?) stories. With time and experience you will want to try a variety of stories and perhaps even branch out into telling your own personal stories or giving Improvisational storytelling a try.
While traditionally stories were learned by listening, the best source today is the children’s department of the Public Library - particularly in the section (J)398. There you will find all sorts of folk and fairy tales, tall tales, trickster stories, etc. Many stories are on the internet as well. As you browse, look for stories that "touch" you. Start with simple stories, then as your experience grows, be sure to explore and branch out.
With time you will probably find many kinds of tales that will interest you personally. All sorts to choose from including: folktales from many countries and cultures, accumulative stories, droll and humorous tales, traditional fairytales in numerous versions, wish (magic) tales, trickster tales, tall tales, myths, legends and hero tales from the sagas and national epics, animal fables, scary stories, urban legends, Bible and religious stories, literary stories, pourquoi (why?) stories. With time and experience you will want to try a variety of stories and perhaps even branch out into telling your own personal stories or giving Improvisational storytelling a try.
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