INCLUSION CONFERENCE 2018 Harrogate County Council

‘Jump into a Story’ helping children to develop their language and communication through

role play and storytelling techniques

Delivered by Mud Pie Artswww.mudpiearts.co.uk

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There are so many different ways we can engage children in reading and exploring a story:

1. To sit down on a one to one or in a small group and read together2. To find clues or objects in the picture to explore3. To become characters in the story e.g. through role play4. To allow the child to become the experts e.g. to be the ones giving advice for a

situation or help to solve a problem5. Teacher in role as one of the characters in the story6. To create a sensory experience through the telling of the story7. To use games to encourage play and imagination8. Using books to make up our own stories

Oral storytelling Learning a story: It is key to remember that learning a story is not to learn it word for word. You want to tell the story in your own words.

1. Try starting with a written version of the story from a book and read over and over.2. Write the story down in your own words. This will help you absorb the narrative. You can then simplify this onto note form focusing on key moments or words that will trigger your memory and remind you of the story structure.3. Try learning your story aurally. Record yourself telling the story and listen repeatedly. Perhaps you are a kinesthetic learner, if so, record the story, and put it on your iPod.4. Visualise the story. Find a quiet place and think through the story, visualising each ’scene’.

Whatever techniques you use to learn the story, it will not be truly committed to memory until you have spoken the story. Practice saying it out loud – whilst you are at home or in the car this will help you to remember the story and practice your storytelling skills.

Introducing the storyStart by telling the child that the story is going to take place in a wood. Ask the children what the wood looks like and invite the children to begin to draw the wood and the animals they might see there. Explain that on either side of the wood there are two palaces. Ask the children what each palace looks like and begin to draw it. Then tell them that in the middle of the wood there is a well, again draw the well. The well is important in our story today.

Soundscapes:What sounds would we hear in a forest? Each child can then put forward a suggestion of a sound they might hear.

Tell the story of the “ Frog Prince ” (see appendix for full version)

Top Tips for telling a story. 1. Make sure the children are ready, quiet and listening. Make sure you are ready and focused.2. Remember that this is storytelling not acting. Be yourself, relax and enjoy the storytelling. It does not need to be word perfect, in fact it should be different and unique each time you tell it.

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3. Make eye contact. This is the most effect way of connecting with your listeners. Storytelling is a shared experience between teller and audience so everything is directed to your listeners. This will help the children to engage with the story. 4. Enhance the story with changes in rhythm and pace, for example a slight gasp and pause when the Princess drops her ball down the well. The use of facial expressions and different voices for the characters also helps to engage the children, for example, the disgusted look on the Princess’s face as she watches the frog eating from her plate. Use gesture in the story, for example, when the Princess picks up the frog mime how the Princess gingerly picks up the frog and puts him on the table. Be creative with your storytelling and add these elements in if they are not already obvious. 5. Revealing a carefully chosen prop within the story engages the children and gives a wow factor to the storytelling, for example drawing the golden ball out of the red bag.6. Have a clear beginning and end, even if it’s just the traditional ‘Once upon a time’ and ‘happily ever after’.

TIR as the frog (hand puppet)ALWAYS have a purpose to going into role, think about the information that you want the children to learn. In this example you want the children to help you turn back into a prince. When in role get the children to become the experts and come up with solutions. Ask the children for their help.

When you feel that the children have got the right information and have come up with solutions, you can say, “Thank you for your help” and then take off your token costume. You can then ask the children as yourself who they met and what they found out.

Play Keeper of the Keys Finding the spell book and turning the frog back into a prince.

The Sensory experience through storytellingWe know that young children are oriented toward sensory experiences; as they learn about the world by touching, tasting, smelling, seeing, and hearing. For example, as children explore sensory materials, they develop their sense of touch, which lays the foundation for learning other skills, such as identifying objects by touch, and using fine-motor muscles. So wherever possible try to find ways of developing the use of these materials in your storytelling, for example “Billy’s Bucket” by Kes Gray and Garry Parsons.

It was Billy’s birthday and he wanted a …. (ask the children what they think Billy wanted) a bike, a computer game, and new pair of trainers etc…No Billy wanted a bucket!So he went to Buckets r us to buy one. There were plastic, red, rubber, metal garden, farm buckets, seaside buckets and even football buckets. What sort of bucket you would have?

“This is the one” shouted Billy (reveal the bucket.) Ask a child to fill it with water. TIR look in the bucket as Billy “WOW! I can see a rock pool with crabs and seaweed and little shrimp things” Get the children to then look in the bucket to imagine what could be under the sea.

Using a blue cloth the children can play with the material, creating a stormy sea, dipping their toes in the water or becoming the creatures under the sea.

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Games in Storytelling – using the book “ Jack and the Flumflum Tree ” by Julia Donaldson

Before storytelling ALWAYS make yourself familiar with the story, know the structure, what it is about and any repeated rhythms or rhymes.

Resources: Patchwork sack with drum, pegs, bowl, balloons, gum, skipping rope, spotty hankies, Gran’s apron.

Read the first few pages of the book, this will introduce the rhyme.

Shall we all go to the isle of Blowyernose? I shall play Jack (put on a scarf/token costume to represent Jack)

Role-play building the boat. Get the children to mime hammering, sawing, drilling, painting etc. Ask questions along the way, what colour shall we paint it? What is the picture on the flag? Etc.

Play Captain’s coming: (see appendix at the end)

We are now ready for our voyage. We’re off to the isle of Blowyernose. Look what Granny has left us….a patchwork sack. Shall we look inside?

Each child takes out an item and tells the rest of the group what it is. Once all the items are out put them back in the sack ready for the adventure.

THE VOYAGE Sit the children down and get out a pretend telescope, have a look through it. Give it to a child, what do you see out at sea? Gather suggestions and encourage them to use their imaginations.

TIR as Jack/or use a child suddenly see some sharks.

OH NO SHARKS – Whatever shall we do? (Get the children to try to repeat this phrase) Don’t get your knickers in a twist said Jack, let’s have a look in the patchwork sack.”

What can we use from the sack?Let’s use the balloons. Blow blew them up and the sharks will chase them, bang, pop, splash!

OH NO A LEAK! Whatever shall we do?Don’t get your knickers in a twist said Jack, let’s have a look in the patchwork sack.”

What can we use from the sack?Chewing gum to fill the hole and Granny’s porridge Bowl to bail out the water

WHOOPS! Stu fell overboard...... Whatever shall we do? Don’t get your knickers in a twist said Jack,

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let’s have a look in the patchwork sack.”

What can we use from the sack?A skipping rope to pull him out.

Play Follow my leader (see appendix at the end) round the island of Blowyernose, until you get to a very tall flumflum tree and at the top a purple spotted flumflum fruit. Oh no the tree has no branches!

Whatever shall we do?Don’t get your knickers in a twist said Jack, let’s have a look in the patchwork sack.”

What can we use from the sack? Tent pegs knock them in and climb the tree quick! (Get the flumflum fruit.)

TIR as Jack: It has been very exhausting! Let’s have a quick kip before returning home.

Place the flumflum fruit in the centre of the circle.Ask the children to close their eyes and TIR as monkey steals the fruit!

A THIEF! A MONKEY! Stole the flumflum fruit!

Whatever shall we do?Don’t get your knickers in a twist said Jack, let’s have a look in the patchwork sack.”

What can we use from the sack?Use the Tom Tom and wooden spoons to play something and sing a song. What shall we sing? Go with the first suggested song.

TIR as monkey drop the fruit and take the drum and wooden spoons.

Travel back home with the flumflum fruit to see granny.

TIR as granny: thank the children for going to the island. Eat the flumflum fruit. Oh my moozles have disappeared! Oh it tastes like…..who wants to have a try (encourage them to suggest different flavours) What is left in the bag? (hankies) Well, you know what to do with them don’t you…blow your nose!

Follow on play ideas:Draw a picture of your favourite part of the story.Extended story – ask the children open questions, what happened on the way home? What other object could you use in the story? What other adventures did they have?

Making up Stories:Charlie Cook’s Favourite Book excerpt from Rowena Frog Follow my leader: On the way to the library, we passed a……. went through a……..(gather ideas from the children)

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Role play: The library. What is it like at the library? Set up a role-play with assistants and children choosing books.

TIR as Rowena frog (glove puppet).‘What book are you reading?’Rowena said – ‘Readit, readit, readit!’

Suitcase full of stories. Let’s make up some new stories for Rowena. Ask a volunteer to choose an item from the suitcase and make up a story from the hot seat.

Appendix:Games for storytelling

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Captain’s ComingThis is an easy call and response game that can be simply adapted to any story’s theme. Based on the pirate game, the leader gives an instruction or a key word. The children respond as quickly as possible with the matching action. E.g. ‘Scrub the deck!’ You read each sentence and demonstrate the action they must do on the highlighted command. When you have done this read the highlighted commands only and see if they can remember the correct action that goes with it:

Captain’s coming All saluteClimb the rigging Climb a rope ladderPort Run to the leftStarboard Run to the rightScrub the decks All get down on hands and knees and scrub the floorCaptains daughter “OOOO”Fire the cannons! Everyone get down on the floor and puts their hands on their headsMan overboard! Do the action of falling into the water and holding your nose

Keeper of the KeysSit the children in a circle and ask for a volunteer to sit blindfolded on a chair in the centre. Place a large key or object relating to the story under the chair. Choose a child to silently remove the object and then return to their space in the circle. Everyone puts their hands behind their back. The blindfold is taken off the volunteer on the chair and they then have to guess who has stolen the object.

Follow my Leader Everyone gets in a line behind the leader. The group then copies the actions and movements of the leader. For example you could use this technique to explore an island. The leader could take the group through mud, over stepping stones, swimming through water, crawling under bushes etc.

Teacher in Role (TIR):This simply means you put on a token item of costume in order to speak from someone else’s point of view. You do NOT have to be a great performer or good at accents! Young children enjoy seeing a grown up play this game and will not question your acting ability!

Children in Role (CIR):Children love to explore a story from within it, i.e. play a part in the story. Giving them a role can allow them to play the role of adviser or super helper. They have a vested interest in solving any problems. It can encourage empathy with others and of course it’s great fun.

Use of games within the drama:There are many standard playground games that can be easily adapted to fit into a story outside. All you have to do is explain the context and demonstrate the game. Games focus small children, involve everybody and offer them a physical challenge. Here are some of our suggestions:Creeping: Use ‘Grandmother’s footsteps’ format. Who is asleep? What do you want?Guarding: Use ‘Keeper of the Keys’ format. Who is the guard? What are they guarding?Hiding: Use ‘Hide and Seek’ format. Why must they hide? Who is coming?Chasing: Use ‘Tig’ format. Extension. Put the prisoners in a ‘jail’. Others must free them by approaching the jail and touching them without getting caught.

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Guiding: Use ‘Blind fold leading’ format. Who is blind? Who helps them? Where do they need to go?Battling: Use ‘Rock, Paper, Scissors’ format with actions. Play in teams and approach 3 steps towards each other before performing your warrior cry! Who beats who?

Soundscapes:Soundscapes are performances of the layers of sounds found in a setting. Children can use their own voices, their bodies, objects or percussion to recreate sound. They can conduct each other like a band to make a composition. You may like to ask the children to listen to the sounds of a wood (eyes closed helps them listen in to each sound), identify what is making each sound and record the sounds. Back indoors the group can try to recreate the sounds.Soundscapes can add great atmosphere to a story. You can signal for a spontaneous soundscape whilst you are telling a story E.g. It was a very windy day…

THE FROG PRINCE

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In the olden days, when wishing could help you, there lived a King with three beautiful daughters. But the youngest was the most beautiful; even the sun itself was filled with wonder when it shone upon the princess’s face.

Near to the Kings castle was a dark and vast forest, and in that forest, beneath an old oak tree, was a well. When the weather was hot the princess would often go down into the wood and sit by the well and draw water from it to cool her down. And when she got bored, she would take out her golden ball and throw it up in the air and catch it again. That was her favourite toy!

But one day whilst playing with her golden ball, the princess threw it up into the air and it didn’t land on the princess’s lap it went plop! Right into the well!!!

The princess looked into the well to see if she could see her golden ball, but it had disappeared from sight, the well was very deep!

The princess began to cry, louder and louder, she was unable to stop herself. While she was crying a voice called out to her,

“What’s the matter Princesses? Why even the stones around the well could hear your wailing and crying?”

She looked up to see where the voice was coming from and there she saw a frog, with its huge ugly head peeping out of the well.

“Oh its you, you old splasher! I’m crying because my golden ball has fallen into the well.”

“Well stop crying and I will help you, but what will you give me in return if I fetch your toy?”

“Whatever you want dear frog, my dresses, my pearls why even my golden crown.”

“But I don’t want your dresses, pearls or crown. But if you promise to look after me, and let me be you friend and playmate, and let me sit at your table and eat form your little golden plate, and drink from your little golden cup and sleep in your little bed then I will crawl done into the well and get your golden ball.”

“Oh yes! I will give you anything just as long as you get me back my golden ball.”

The frog had her word and dived straight into the water!But secretly the Princess thought to herself, “What a silly old frog, crocking away down there in the well with the other frogs. Who would ever want him as a friend?”

After a little while, the frog came paddling back with the golden ball in his mouth and tossed it onto the grass. The princess was overjoyed! She picked it up and ran off with it.

“Wait for me” croaked the frog, “remember your promise, take me with you!”

She paid no attention and ran off back to the castle and quickly forgot about the poor frog.

The next day, the Princess was having dinner with her father, the King and her other sisters and courtiers, and eating from her little golden plate and drinking from her little

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golden cup, when something came crawling up the marble staircase, splish, splash, splish, splash. When it reached the top of the stairs, it knock at the door and called out,

“Princess, youngest Princess, let me in!”

She ran to the door and opened it to see who it was, it was the frog!!!

Terrified, she slammed the door as fast as she could and ran back to the table.

The king could see that his daughter was upset and asked,

“My child, why are you afraid? Was there a giant at the door coming to get you?”

“Oh no , It wasn’t a giant, but a disgusting frog.”

“What does the frog want form you?” asked the King

“Oh dear father, yesterday I was playing at the well and my golden ball fell into the water. I was crying so hard that the frog fetched it for me, and because he insisted I promised that he could be my friend, and now he want to come in and see me.

Just then there was another knock at the door,

“Princess, youngest Princess,Let me in.Did you forgetYesterday’s promiseDown by the chilly waters?Princess youngest Princess,Let me in.”

Then the King said, “When you make a promise, you must keep it. Just go and let him in.”

She went and opened the door. The frog hopped into the room until he reached her chair. Then he sat down and called out “Lift me up beside you”

She hesitated, but the King ordered her to obey. Once the frog was on her chair, he wanted to get on the table and once on the table, he said,

“Push your little golden plate nearer to me so that we can eat together.

She did as he said, but the Princess was clearly very unhappy. The frog enjoyed the meal and finished every morsel! Finally he said, “Carry me up to you room. I am tired and I want to go to sleep on your little bed.”

The princess began to cry, and was afraid of the clammy frog. She didn’t dare touch him and now he wanted to sleep in her beautiful bed!

The king grew angry and said, “You shouldn’t be nasty to someone who helped you when you were in trouble.”

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The princess picked up the frog with two fingers and carried him up to her room and put him in the corner. While she was lying on the bed, the frog crawled over to her and said, “I’m tired and I want to sleep on your bed. If you don’t I will go and tell your father.”

So the Princess picked up the frog and put him on her bed.

As the weeks and months passed the princess grew to like the frog and they became friends.

What games did they play together? Where did they picnic in the woods together? What songs did they like singing? Yes, that’s what I heard too.

Then one night as the frog climbed into bed the Princess gently kissed him goodnight – suddenly the frog changed into a handsome Prince with beautiful beaming eyes.

What was the Prince wearing? Who can show me how he stood in front of the Princess? What did the Prince say to the Princess? Who can tell me what his voice was like?

At her fathers bidding the two married the very next day. The Prince told her that a wicked witch had cast a spell on him and she alone was the only one who could release him from the well.

And whether they lived happily ever after is neither your business nor mine!

List of books used in the session:Jack and the Flumflum Tree by Julia DonaldsonBilly’s Bucket by Kes Gray and Garry Parsons.Charlie Cook’s Favourite Book by Julia Donaldson

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