Here are the mind maps we made together in the session with your ideas related to Children's Literature. Sorry it took me so long to post them.
dijous, 12 de febrer del 2015
dimarts, 3 de febrer del 2015
Why do we use stories in the classroom?
Here are the resasons we came up with in the session:
To introduce language, topics, vocabulary
Input
Acting out stories: output, performing skills
Speaking skills
Listening skills
Patterns and repetition
Exercises imagination and creativity
Comprehension
Motivating and fun
Stories give meaning the the child’s world
To tackle difficult topics
Memorable
To educate
Atmosphere: relaxing, sets routine, stress-free
Universal: every age and every culture
Bonding with our audiemnce/Social experience
Opens our minds to new experiences/cultures
To introduce language, topics, vocabulary
Input
Acting out stories: output, performing skills
Speaking skills
Listening skills
Patterns and repetition
Exercises imagination and creativity
Comprehension
Motivating and fun
Stories give meaning the the child’s world
To tackle difficult topics
Memorable
To educate
Atmosphere: relaxing, sets routine, stress-free
Universal: every age and every culture
Bonding with our audiemnce/Social experience
Opens our minds to new experiences/cultures
dilluns, 2 de febrer del 2015
Think about it
The first time I read this passage in John Stephens' "Language and Ideology in Children's Fiction" I was doumbfounded by the implications of what it meant. It made me think deeply about what children read (or listen to) and how that might have an impact on them. How about you?
“Writing for children is usually purposeful, its intention being to foster in the child reader a positive appreciation of some socio-cultural values which, it is assumed, are shared by author and audience. These values include contemporary morality and ethics, a sense of what is valuable in the culture’s past (what a particular contemporary social formation regards as the culture’s centrally important traditions), and aspirations about the present and the future. Since a culture’s future is, to put it crudely, invested in its children, children’s writers often take upon themselves the task of trying to mould audience attitudes into “desirable” forms, which can mean either an attempt to perpetuate certain values or to resist socially dominant values which particular writers oppose.” (Stephens, 1992)
Etiquetes de comentaris:
children's literature,
John Stephens
Storytelling theory
We have three major components in the storytelling event. One is the context of the event, the physical and social setting in which a story is told. A second is the transfer of imagery that occurs between storyteller and audience (we will develop this concept a few paragraphs below). And finally, there are three obvious ingredients: storyteller, audience and story. These three ingredients form the storytelling triangle that you can see here:
In this triangle the storyteller has a relationship with both the audience and the story. This last one –storyteller and story- includes the intellectual understanding of the story, emotional experience with the story and the imagining of the story.
The mentioned relationships involve the storyteller. There is a third relationship that does not: the relationship between the story and the audience. In a successful storytelling event there will be a connection between them. As a storyteller, we can try to influence this relationship but we cannot force the audience to create one. However, making effective use of the tools available to us, we can try and encourage this relationship between the story and our audience.
Now let us go back to the transfer of imagery. We can define “imagery” as the internal representation of an actual experience. When a story is told there is a transfer of imagery from the storyteller to the audience. Before the story is told, the storyteller has mental images of the story. After the story is told, the listeners have created their own mental images of the story. The bridge between our images and their images is oral language –together with gestures, posture, tone of voice, facial expression, etc- and the visual support you use.
(These definitions are extracted from the book “Improving your storytelling” by Doug Lipman)
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