Art That Tells a Story
(Interactive)
Performing "The Walrus Hunt"
(Video)
Storytelling: Oral Traditions
(Lesson Plan)
Storytelling: Tales of Everyday Life
(Lesson Plan)
Storytelling: Writers' Workshop
(Lesson Plan)
Loading StandardsThis is one of four storytelling lessons. Three lessons in this series introduce students to narrative traditions and storytelling from Alaska, Hawaii, and other cultures through work with varied narratives, objects, and performance. In this lesson, students think about how stories can be told without words. They watch a music video performance made by Alaska Native students, and then examine art objects that may be used to tell a story, that may be part of a larger story, or that may inspire new stories. The fourth lesson has students draw on their new understanding of different types of narratives to inspire and enrich their own work.
Understanding and creating narratives is a fundamental literacy skill—it is also a universal human activity. When students work with written texts, recite or listen to stories, or present narratives through non-verbal means, such as art or dance, they are learning to comprehend, interpret, evaluate, and appreciate their world. Teachers can build rewarding experiences for students that activate their natural love for and interest in stories. They can do this in a way that expands children's fluency and confidence with language, as well as their respect for the rich diversity of narrative approaches and language use across cultures. As students experience narratives from different cultures, they gain perspectives on people and stories in worlds that may be unfamiliar. This will be valuable to students in many ways, for example by helping them bring a sense of perspective to their own culture and stories.
One theme woven through these four lessons is the diverse nature and form of narratives. All of the narratives presented in these lessons draw on the great range and variety of stories related to cultural resources available to teacher and student alike. Remember that although the term "narrative" is frequently applied to written texts and oral stories, narratives may also be inherent in a painting, a dance, an object, or a historical record.
To check out more storytelling lesson plans, go to:
Storytelling: Oral Traditions Lesson Plan
Storytelling: Tales of Everyday Life Lesson Plan
Storytelling: Writers' Workshop Lesson Plan
If you will be doing more than one storytelling lesson with your students, it may be helpful to have them use a journal to record their notes and complete their assigned writings. Electronic journals may also be used. When using either printed or electronic journals, integrate the handouts and assignments so that all the written material produced by the students can be kept in one place and be available for reference from one lesson to the next.
1. Begin by activating students' existing knowledge about how stories can be told without words. Ask the following questions:
2. Now, ask students to think about why writers start writing. Discuss the following questions:
3. Tell students that they are now going to watch students in Alaska who have an important story to tell, and who tell it through the form of a music video. Give students the following questions to guide their viewing:
Show the Performing "The Walrus Hunt" QuickTime Video
4. Divide the students into three groups and introduce the Art That Tells a Story Flash Interactive. Explain that the nine art objects included in this activity were selected because they relate to stories in several ways. The objects may tell a story, they may be part of a larger story, or they may inspire new stories.
Ask each group to take turns choosing an object until all nine objects have been selected. Then each group should look at its three objects more closely. Students should spend at least one minute looking quietly at the large version of each image on their own. Then for each object, the group should answer the following questions:
While the groups are working, put up nine pieces of chart paper (one for each object). When the groups are finished, have the groups describe their objects as you record their responses on the chart paper. Allow time for students to ask each other questions about the different artifacts.
Ask students to reflect in their journals on their experiences of looking at stories through performance and art — stories in which words themselves are not the main way of conveying the meaning. Have students also think about their discussion of charades. How can these experiences add to ways students might wish to prepare and tell their own story?
Education through Cultural and Historical Organizations (ECHO) offers you resources on Teachers' Domain that strengthen knowledge of local culture and identity.
Standards