Blog #6: Storytelling Experience Reflection #2

Digital Storytelling Assignment

When I first read the instructions for creating our digital storytelling experience, I was excited to learn that we could choose to create it on any topic as long as children were our intended audience. However, I still had difficulty coming up with an topic idea until I viewed Marie Lovejoy’s moving digital storytelling tribute to her father, Resaved, from StoryCenter while watching our week 10 class learning module. Resaved prompted me to realize I could tell a story through my pictures, something I already had plenty of as a scrapbooker.

Resaved (Lovejoy, 2012)

I then had to decide what topic to build my story upon. At first, I selected a broad focus of motherhood. Upon further reflection I decided that zeroing in on the experience of my youngest son, who is 8 years old, would be more relatable to our young target audience. The next step in the process was to write the story, which I roughly based off of the chronology of my son's scrapbook. After I had a rough draft of the text, selecting and matching the pictures to the text that accurately conveyed the intended message was the most difficult and time-consuming task of the project. Once this was complete, whew(!), I was onto recording.

After viewing some classmate’s more professional looking projects, I wish I had spent a bit more time selecting my digital storytelling platform. I created mine in PowerPoint and recorded screenshots and narration with Screencast-o-matic, a webiste I have used in many of my other USC classes. A benefit of using Screencast-o-matic was that it has a free option, but the downfall of using the free program is that it doesn’t include video editing (you get what you pay for); therefore, I had to create my project in one recording, which required what felt like about a million re-takes. 

While the process of creating this digital storytelling experience was at times trying, it has provided practice of a skill I can add to my future library-teaching repetoire. It has also given me a new respect for the effort involved in creating cohesive, entertaining, digital stories. Viewing my classmate’s projects has shown me how varied and creative digital storytelling can be, from those that are hand-illustrated, animated, or told through photography, as mine is. A plus from my experience is that I now have a digital family keepsake, The Youngest Brother: A Story about Family, that we will be sure to enjoy for years to come (albeit its amature videography).

References

Lovejoy, M. (2012). Resaved - by Marie Lovejoy [Video]. YouTube. https://youtu.be/GZ0ouK6xBBA

Blog #5: Library Programming

 

Story Time with Ms. Snelgrove (2021)

This week’s class focus on library programming was a subject I recently discussed with a local children’s public librarian. As part of my internship hours for SLIS 794, I observed Ms. Snelgrove (also a USC MLIS graduate!) conduct a mid-morning toddler story time at Pelham Road Library, part of the Greenville, SC Library system, on September 30^th. After enjoying the thoroughly engaging nature-themed half-hour experience (we sang, we danced – wait, did that count as exercise?!), I asked Ms. Snelgrove what elements go into creating her toddler story time. She shared that the materials she selects are entirely up to her (and the other children’s librarians when they create their own story time), except for one element: in partnership with the kindergarten readiness program, First Steps of Greenville, the story times must connect with one of the elements of the Five Palmetto Basics below.

Palmetto Basics (2021)

The success of Ms. Snelgrove’s story time, as shown by the happy faces of its participants, was partly based on our class textbook’s statement, “A [library] program that includes a variety of types of stories and provides a change of pace and mood will appeal to the greatest number of children" (Greene & Del Negro, 2010, p. 213). This particular multi-media story time program, meaning those that use a combination of at least two “storytelling, film, music, [and] dance” formats (Greene & Del Negro, 2010, p. 220), included a variety of books, songs, and dance. The event began with an interactive song, followed by a foot-stomping read aloud, and went on alternating like this until it ended with my favorite activity that day, the catchy, finger play, "One from the Left" (below). 

Gill (2016)

While it is evident that much preparation went into creating this event, I believe the biggest contributor to its success was Ms. Snelgrove’s positive demeanor (it doesn’t hurt either that she has a beautiful singing voice!). It was highly obvious that she was enjoying what she was doing, from her inviting smile to her encouraging words throughout the program. (Not surprisingly, these traits were what led me to introduce myself to her at her story time with my youngest son a couple of years ago when we first met.) Ms. Snelgrove's story time experiences display that, “The storyteller establishes the mood of the storytelling program” (Greene & Del Negro, 2010, p. 96).  

References

Gill, J. (2016, May 30). One from the left (A finger play) [Video]. YouTube. https://youtu.be/2CX-jFsVtR4

Greene, E. and Del Negro, J.M. (2010). Storytelling: Art and technique (4th ed.). Libraries Unlimited.  

Palmetto Basics. (2021). Palmetto Basics. https://palmetto.thebasics.org/

Blog #4 - Blog Share: Storyline Online

 

I first learned about Storyline Online as an elementary school media clerk. Although I do not recall the book being read aloud that day, I do remember how neat it was to see a famous person sharing a book with children online; what a great way for celebrities to positively leverage their influence by entertaining and educating the young. I immediately went home that day and added Storyline Online to my personal list of library resources. 

According to Storyline Online's website, this award winning* literacy platform is created by the non-profit Screen Actor's Guild (SAG) Foundation/American Federation of Television and Radio Artists (AFTRA) and "streams videos featuring celebrated actors [such as Oprah Winfrey and Kevin Costner] reading children's books alongside creatively produced illustrations" (Storyline Online, n.d.). 

*Awards (Storyline Online, n.d.) 

While no recent posts have been added in over a year, the Storyline Online Blog features selected read alouds based on nationally recognized notable dates that can be used year after year, such as Betty White's video of Harry the Dirty Dog (below) for National Pet Day in April.  

(Betty White, 2012)

One great feature discovered in exploring this resource are the books' accompanying teacher guides. The Harry the Dirty Dog teacher guide for the read aloud above includes a suggested grade level, story synopsis, themes, learning standards, teaching objectives and procedures, and student activities (based on grade level). All of the books featured on Storyline Online have similiar teacher resource guides. 

(Harry the Dirty Dog, n.d.)

I know I will be referring to the Storyline Online blog and website in my future school media specialist role. There are a wide variety of books to choose from (although an exact or even ball park number could not be identified without indivdually counting them). The easy-to-navigate site enables users to sort books by author, reader, title, or run time. Creating this blog post motivated me to re-visit this resource and discover its additional benefit of teacher guides. 

Before closing, with Halloween almost upon us, I would like to share the the ghost stories I have been reading from the book Even More Short and Shivery:

Appointment in Samarra

Deer Woman

The Maggot

Witch Woman

The Berbalangs

References

Betty White. (2012, May 21). Harry the dirty dog [Video]. YouTube. https://youtu.be/7j0OY3236jw

Harry the Dirty Dog. (n.d.). Activity Guide [PDF]. https://storylineonline.net/wp-content/uploads/2018/01/HarrytheDirtyDog_TeacherActivityGuide.pdf

Storyline Online. (n.d.). About us. https://storylineonline.net/about-us/

Storyline Online. (n.d.). Awards. https://storylineonline.net/awards/

Blog #3: Live Historical Re-enactment

(What is Chautauqua?, 2021)

 

This fall I had the pleasure of experiencing a historical re-enactment during my city’s Chatauqua: History Comes Alive! festival in Greenville, SC. Described as “a nonprofit, experiential oral tradition that brings history to life through interactive theater and compelling discussion aimed at stimulating critical thinking” (What is Chautauqua?, 2021), Chautauqua, pronounced “Shuh-TALK-wa” originated from an upstate NY Sunday school teacher  education program in 1874 which grew to include family outdoor recreation and education (History & Vision, 2021). Celebrated across America since its inception in permanent locales and traveling settings, Chatauqua’s Greenville SC summer festival that I visited has been held annually for the past two plus decades (History & Vision, 2021). 

(Greenville Chautauqua, n.d.)

I had been curious to bring my kids to see one of these free(!) shows based on their engaging advertisements ever since I moved to this area a handful of years ago; we could be entertained while we learn about history out in nature and screen-free, all for no cost - yes, please! 

(Past Festival, 2021)

Due to my family’s overscheduled life of sports (and more sports), only my youngest son, who's 8, was able to join me on this adventure. 

(Uberman, 2021)

Held outside on a beautiful cool morning in September at Mauldin Cultural Arts Center we watched the reenactment of Nikola Tesla, who “spark[ed] the electrical revolution” (Nikola Tesla, 2021) and is “credited with inventing everything from radar to the microwave oven – including alternating current, the Tesla coil, and wireless transmission” (Nikola Tesla, 2021). Professional actor, Ian Ruskin, did an amazing job of bringing Tesla’s life to, well, life. From his accent, to his period dress, to the music and props (he first walked out onstage holding an umbrella as sounds of rain played while he described the storm that occurred the night of his birth), all of these elements worked together to create an engaging interactive storytelling experience. My experiences in this storytelling class have given me a new respect for what I imagine to be the effort involved in creating Tesla’s character. Knowing the amount of time and re-takes I performed in just recording my first storytelling experience where I simply read the book aloud only magnifies the amount of preparation Mr. Ruskin must have did to portray Mr. Tesla, from memory, for 30 minutes straight.

(Nikola Tesla, 2021)

After the performance, Mr. Ruskin answered questions from the audience first in character (keeping the answers relevant to the time period, meaning he wouldn't talk about the internet because it didn't exist when he was alive) then out of character. This was an amazing experience for all ages and I look forward to seeing additional performers during Chatauqua’s festival next summer.

On a different note, here are the parables I have read recently:

The Parable of the Good Samaritan
The Parable of the Wise and Foolish Builder
Blessed Are…
The Parable of the Lost Sheep
The Parable of the Lost Son

References

Greenville Chautauqua. (n.d.). Greenville Chautauqua [Video]. YouTube. https://youtu.be/aJltfsLQEpk

History Comes Alive. (2021). What is Chautauqua? http://historycomesalive.org/about/greenville-chautauqua/

History Comes Alive. (2021). History & Vision. http://historycomesalive.org/about/history-vision/

History Comes Alive. (2021). Past Festival (September 2021). http://historycomesalive.org/performances/festival/

Nikola Tesla. (2021). Nikola Tesla. http://historycomesalive.org/performances/festival/nikola-telsa-shows/

Uberman, H. (2021). Mother and son [Photograph]. 

Blog 2 - Storytelling Experience

Fun With Storytelling (Beaman, 2021)

This week’s class focus on storytelling for teens and young adults was very timely. During my library internship visit a few days ago I taught a class of high school Teacher Cadets how to use picture books in the classroom (see video below for more information on the Teacher Cadet program). 

Teacher Cadet Information 

(WHS Teacher Cadet Ad, 2019)

While I spent hours researching and preparing the slide show for the Picture Books in the Classroom Lesson (Grabiec, 2021) featuring picture book benefits, resources, and a story elements lesson, the highlight of the presentation was the read aloud. You Don't Want a Unicorn was the book my internship supervisor selected for my lesson (as much as I’d like to take credit!). The cautionary tale is about a boy who regrets wishing for a unicorn after learning how much of a mess they make. 

Little Brown Young Readers (2017)

Its text contains bolded words in red that the students read aloud with me; this interactive element, along with the funny storyline, leant to an enjoyable experience between me, the reader, and (it seemed) the students, many who laughed often throughout the read aloud. 

Storytime Anytime (2019)

One somewhat embarrassing, yet minor incident occurred during the read aloud; although I practiced reading the book a couple of times beforehand, I didn’t realize until I was presenting it that I had the title incorrect due to the barcode sticker covering the first word (I read the title as, “I” Don’t Want a Unicorn, instead of “You” Don’t Want a Unicorn), a fact that I shared with the students. Interestingly, my internship supervisor told me my honesty throughout the lesson was one of its positive elements. This storytelling experience taught me the benefit of selecting read alouds that encourage audience participation, as well as no matter how much you prepare, you may still make a mistake, and that’s o.k. – admitting it and moving on may just be what connects you with others.  

Before I go, here is a list of legends I've read recently:

- King Arthur and His Noble Knights: The Marvel of the Sword

- The Merry Adventure of Robin Hood

- Mysterious Loch Ness Monster

- Yeti

- Chupacabra

References

Amazon, (n.d.). You don't want a unicorn. https://www.amazon.com/You-Dont-Want-Unicorn-Dyckman/dp/0316343471

Beaman, L. (2021). [Fun with storytelling] [Photograph]. 

Grabiec, M. (2021). Picture books in the classroom [Slideshow]. https://docs.google.com/presentation/d/1rdcpUX7uZ2QaNPrxnpBN0SXMXOQ1V4jJyBKM9tdwQac/edit?usp=sharing

Little Brown Young Readers. (2017). You don't want a unicorn by Amy Dyckman [Video]. YouTube. https://youtu.be/lsVVrNCQt0Y

Storytime Anytime. (2019). You don't want a unicorn: Kids book read aloud [Image]. https://youtu.be/GjGpzKzsjzw?t=28

WHS Teacher Cadet Ad. (2019, December 12). Wahalla high school teacher cadet program [Video]. YouTube. https://youtu.be/_dFiuZUUnOI

Blog 1 - Fables

 Aesop's Fables (1947)

This blog post begins the review of my assigned readings in USC’s fall 2021 SLIS 600 Storytelling class. Our first week’s module instructed us to read a handful of fables. I thought, no problem, I’ll just head over to my children’s bookshelf. There, I learned however, that what I thought was a book of fables was actually a book of fairy tales, which I soon discovered are two different genres (something I’m feeling a bit guilty about not knowing as a library science student – better late than never?). According to The Book Genre Dictionary, fables are:

“made up of stories told through animals, mythical creatures, plants, inanimate objects, and/or forces of nature that have been give [sic] human traits, such as verbal communications (anthropomorphized). The stories in the fable genre impart some kind of moral lesson or useful truth to the reader that’s easier to take from the less human characters” (Malatesta, 2018)

After borrowing a much loved (evident from its many handwritten tabbed pages) Aesop's Fables (pictured above) from my homeschooling-mom neighbor/friend, my youngest son and I cuddled up for some old school lessons which we soon learned were just as relevant today as when written long ago.

 A short while later we had read the following five fables from Aesop’s Fables, including:  

“The Belly and the Other Members”

“The Country Mouse and the Town Mouse”

“The Fox and the Goat”

“The Fox and the Grapes”

“The Wolf in Sheep’s Clothing”

What immediately struck me when reading these fables were how short they were; the majority were a mere half page long; most likely the last time I read or heard a fable was when I was a young child and do not remember their length. As someone who appreciates un-minced words, these fables’ brevity was a welcome style to longer flowy prose. Another enjoyable aspect of the fables was the simple, yet un-juvenile storylines that I imagine would appeal to both the young (relatable animals) and to the old(er) (I found myself explaining what famished and trellis meant in my son’s favorite fable, The Fox and the Grapes). 

The Fox and the Grapes - Aesop's Fables

The Fox and the Grapes sparse wording was supported by the typically portrayed animal characters – a cunning fox and its naïve animal counterparts. All of these basic (in a good way) traits of fables from Aesop’s are wrapped up with postscript applications (or as we would call them nowadays, takeaways) that ring eerily true. For example, The Fox and the Goat, about a fox who tricks a goat into inadvertently helping him escape a well, has an application that states, “It is not safe to trust the advice of a man in difficulties,” something I believe most would agree with. These fable applications’ words of wisdom are similar to my beloved grandmother’s often touted sage sayings, such as, “You can’t put an old head on young shoulders.” The fables’ helpful and easily remembered statements on navigating life with their easily understood, brief, supporting stories, are a reason I will be seeking out additional fables to add to my storytelling practice for sure.  

 

References

Aesop. (1947). The belly and the other members. Aesop’s fables (p. 46). Grosset & Dunlap.

Aesop. (1947). The country mouse and the town mouse. Aesop’s fables (pp. 146-148). Grosset & Dunlap.

Aesop. (1947). The fox and the goat. Aesop’s fables (p. 15). Grosset & Dunlap.

Aesop. (1947). The fox and the grapes. Aesop’s fables (p. 14). Grosset & Dunlap.

Aesop. (1947). The wolf in sheep’s clothing. Aesop’s fables (p. 2). Grosset & Dunlap.

Aesop's Fables. The fox and the grapes - Hoopla Kids [YouTube Video]. https://youtu.be/teIj7fak6eU

Maletesta, M. (2018). Fable definition – Complete list of book genres. The Book Genre Dictionary. https://book-genres.com/fable-definition/