Read & Play: How to Tell a Good Story!

“Tell us another story!”

“Yes, more stories!”

These were the cries from the P.S. 10 Kindergarten class as I concluded their class visit to Kings Highway Library. I had just performed the French folktale “Six Silly Cats” to this group of five-year-olds, and–much to my surprise and, of course, delight–it had gone over better than expected. Better even than the picture book I also read to them, Bathe the Cat by Alice B. McGuinty. While the children seemed to appreciate the book’s rhyme scheme, its Day-Glo illustrations, and the humor of a chore chart gone awry, when their teacher asked who liked Bathe the Cat, the verdict was–let’s just say–not unanimous. “Six Silly Cats” on the other hand, a folktale I recounted from memory without using any books, props, or pictures, was getting calls for an encore.

I do not know why I continue to be surprised each time an oral story is well received during one of my storytimes. I’ve studied the benefits of oral storytelling extensively. I wrote my graduate school final research paper on the subject. Yet I hesitate each time I plan an oral story at a class visit, like the one with P.S. 10, or at my Toddler Time. The kids won’t like hearing a story without illustrations or puppets, I think. I’ll forget my lines and look like an idiot. It’s hard enough to crowd control toddlers, how are they going to sit through a four-minute oral story? Sometimes I chicken out and I have the group sing another round of Itsy-Bitsy Spider. Sometimes I go for it. And every time I tell a story I get an overwhelmingly positive reaction (Yes, even from the toddlers.)

Professional research has shown that oral storytelling leads to increased attention spans, greater focus, and improvements in listening, vocabulary, memory, concentration, imaginative writing, visualization, cognitive engagement, critical thinking, story sequencing, and prediction.

So why the success with storytelling? Professional research has shown that oral storytelling leads to increased attention spans, greater focus, and improvements in listening, vocabulary, memory, concentration, imaginative writing, visualization, cognitive engagement, critical thinking, story sequencing, and prediction. It exposes children to other cultures through their folklore. Some stories–like “Six Silly Cats”–invite listener participation. And then there is the simple fact that stories work well with a large group (no one is straining over the person in front of them to see a tiny illustration). But sometimes I think the popularity of my stories lies in the novelty. Today’s children are not accustomed to hearing a story told without a book. And it turns out (paraphrasing Sally Field here) they like it, they really like it!

Which leads me to ask you, fellow parents, caregivers, librarians, or educators: when was the last time you tried telling an oral story to a child? If you have not tried it, are you up for the challenge?

Here is a drawing story I told recently called "The Bear." Enjoy the lively telling by Bill Gordh, professional storyteller and professor at Queens College, where I learned many storytelling tips.

I would love to hear your feedback! Librarians, do you regularly tell oral stories at your programs? Educators, have you tried this type of storytelling in your classroom? Caregivers, have you attended a library program with a storytelling component? How do children react to a story? Are there any child-friendly oral folktales you would add to the list above? Please comment below.

Another wonderful resource for storytelling are the books suggestions in our booklist entitled "Books to Assist Oral Storytelling.".  Some of these books are:

 

Telling Stories Wrong by Gianni Rodari, illustrated by Beatrice Alemagna

Grandpa playfully recounts a familiar fairytale--or his version, at least--to his granddaughter, and try as she might to get him back on track, he keeps on adding things to the mix, resulting in an unpredictable tale that comes alive as it is being told.

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Miss Brooks' Story Nook: (where tales are told and ogres are welcomed) by Barbara Bottner, illustrated by Michael Emberley

Missy loves her librarian, Miss Brooks. And she loves to go to Miss Brooks' before-school story time. But to get to Story Nook, she has to pass Billy Toomey's house and she does not love Billy Toomey. Billy always tries to steal her hat and jeers, "I'm going to get you!" It's vexing. Then one rainy (and hatless) day, Miss Brooks changes story hour to storytelling hour. She teaches the kids about characters and plot and action and satisfying conclusions and encourages them to make up their own tales. And that's when Missy has a brainstorm. She sees a way to use her made-up story to deal with her real-life bully.

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The Mitten by Jan Brett

Several animals sleep snugly in Nicki's lost mitten until the bear sneezes.

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