My first storytelling experience was fun but challenging. I believe that I had to retake the video five times before I felt my final video was the best. This week in SLIS 600 we learned that storytelling is not only for young children. It is also beneficial for teens and young adults. I thought there is no way teens and young adults would even be remotely interested in being read to, however, the benefits of it can be educational. When I was trying to find a book to read for this assignment, I focused more on the elementary school-age level because I wanted to see how I did with voice cues and facial expressions.
I believe from experience that storytelling helps children with comprehension and vocabulary. According to Marcus (2002), “the formal grammar found in literature teaches them to speak correctly” (p. 12). Storytelling can give young children the opportunity to visually see the importance of communication and enunciation. Storytelling for teens and young adults can help provide more knowledge and insight into real-world experiences. “Traditional literature is the well from which much contemporary fantasy springs, which makes the more complex traditional tales, such as romance, hero tales, ghost stories, and epics a rich source for storytelling to young adults” (Greene & Del Negro, 2010, p. 176). As a young adult, I was interested in reading romance novels as well as scary books. I felt that being read to at an older age allowed me to comprehend what I was hearing. I was able to understand what was being taught in class.
My setup was very simple for the video, I had calm lighting and made sure that there were no background noises present. As I was choosing a book to read I went through my reading list to see what would be interesting to a young child. The book I picked was not one I had read before, but when I found it at the local library and saw it in person, I thought it was perfect! I made sure I sat up straight and allowed the camera to see the illustrations before reading aloud. The book I chose was The Wolf, The Duck & The Mouse by Mac Barnett and illustrated by Jon Klassen.
During the process of reading the story, I made sure to talk in a slow but exciting manner. I would say things quietly and some things loudly according to the character's actions. I thought this was a fun experience because I felt like I was in the story playing the parts like it was a play. There were happy and sad times during the story, so I had to make sure I matched my voice to the correct tone. I practiced reading this book aloud five times before feeling comfortable reading to my audience.
When I picture my library, hopefully in an elementary school, I see a reading corner that is especially for storytime with my students. I picture a rocking chair and a colorful rug for students to sit with pillows. Storytime is not only a time of learning but also a time of leisure. I want students to come to the library and be excited about what they will read each day! For the younger students, I may read more than one short picture book and for the older elementary-age students, I can read short fiction novels that may take more than one class period.
I plan to work on my speech skills to read aloud a story more effectively. Voice cues and creating expressions will help students become excited about hearing the story. I think it is easier to motivate younger students than teens and young adults. However, I plan to practice my storytelling skills and continue to create ideas that will motivate all ages to become interested in reading!
How to prepare for storytime!!
References
Barnett, M., & Klassen, J. (2017). The wolf, the duck & the mouse. Candlewick Press.
Ellin Greene, & Janice Del Negro. (2010). Storytelling: Art and technique. Libraries Unlimited.
Marcus, I. (2002). Using storytime to teach information skills. Literacy in the Library, 12–14.
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