There were times that oral storytelling ruled. It was a great way to tell people about their history, to settle their arguments, and to come to grasps with all sorts of aspects of the phenomena of the world around them.
Then later came along the written word with all its mysteriously looking symbols. For quite a while, just the privileged and the rich and privileged were having access to these wonders, but over time, signs, books, memos, pamphlets, cereal boxes, letters, even constitutions and countless other types of writing were appearing everywhere people turned up.
The ability to write and read now was ruling many lands. The art of oral storytelling was done away with as foolishly old fashioned. Sure, in more casual ways people were continuing to tell stories across dinner tables, at bedtime, or around campfires, but storytelling as a great learning tool was no longer respected and became almost forgotten.
Why Storytelling should be included in school
Everyone who’s able to speak can also tell stories. We tell stories informally when we are relating the wonders and mishaps of our day-to-day experiences and lives, and we are sometimes gesturing, exaggerating, raising our voices, or take a small pause, for effect.
Listeners will lean in and compose scenes of our tales in their minds. It happens often that they are reminded of similar tales from their very own lives. These naturally mastered oral skills may be very well used and built upon in our classrooms and in many different ways.
Students who have searched their memories for all sorts of details about a certain event will find it easier to capture these details in writing if they have told orally earlier. Writing theorists are valuing the rehearsal (or pre-writing stage) of composing. Sitting around in a circle and swapping fictional or personal tales, is among the best methods to help writers rehearse their pieces.
Storytelling allows listeners to encounter familiar or new language patterns, and they will learn new contexts or new words for already existing and familiar words. Those individuals who hear stories on a regular basis will subconsciously acquire a sort of familiarity with narrative patterns, and begin to predict often upcoming events.
Both experienced and beginning readers are calling on how they understand patterns when they are tackling unfamiliar texts. Then they will re-create these patterns in both written and oral compositions. Learners who are telling stories regularly will become aware of the way audiences are affected by a certain way of telling, and they will carry that awareness also into their writing.
Both listeners and tellers find reflections of themselves in the stories. Through the art of symbol-language, parents and children can act out, through a story, the understandings, and fears that are so easy to express in everyday talk.
Story characters are usually representing the worst and the best in humans, and when we explore story territory in an oral way, we explore ourselves, be it through ancient folk tales and myths, poems, literary short stories, or modern picture books.
Teachers who are valuing personal understanding of students can learn a lot if the note what kind of story a child is choosing to tell and it composes that story is his or her unique way. The same process can be applied by teachers if they want to learn something about themselves.
Storytelling is often the best vehicle if we want to pass on factual information. Historical events and figures are lingering in the minds of children when they are communicated in a narrative.
Other cultures, both living and ancient, will acquire honor through storytelling, and all facts related to how animals and plants develop, how government policies have influenced history, how numbers are working, or any topic, may well be incorporated into any story form and become more memorable in case listeners take the story to heart.
It happens often that children, at any level of their school education, who are not feeling as good as their peers in writing or reading, are quite masterful at telling stories.
They often feel more comfortable at the oral tale, and this can be a great path for them to improve their writing. Tellers who have become familiar with just one tale as they retold it over and over again will learn that also literature may carry a new meaning each time they encounter it, and students who are working in small storytelling groups will learn too that the meaning of a tale can be negotiable.