Mary Medlicott, Storyteller and Author - Storyworks

Archive for the ‘Managing problems’ Category

Storytelling Starters ~ Settling into a story

Saturday, July 1st, 2017

Roses 3Do stories need explanation? And what kind of explanations might be needed for a story from an unfamiliar culture? I did wonder a bit about these issues while preparing The Tale of Farizad of the Rose’s Smile for telling to the older children in Wolfscastle School this last Monday. No wide cultural diversity there except for that between Welsh and English. Probably little awareness of Muslim culture. No great variety among children’s names. Certainly nothing like Farid, Faruz and Farizad.

But what explanation does a good story need? I plumped for just going ahead, telling the story without explanation. First I’d told the wonderfully daft story of Shemi and the Enormous Cabbage. Older they might be but they enjoyed that a lot. Then I came to the Farizad story. This is in a very different vein and how it begins is rather a shock. For it tells how, over the course of the three years following the marriage of the King of Persia to the youngest of three sisters, the king is told that his queen has given birth to a dead dog, a dead cat and a dead mouse. Can this be true? No, these are just lies. The queen has actually given birth to three babies and it’s her jealous sisters who have made up the stories.

Would they stick with it? (more…)

Storytelling Starters ~ The truth of the matter

Saturday, March 26th, 2016

The question comes up quite often and I feel privileged whenever it does. Usually it gets asked by someone in a Year 5 or 6 class who is therefore one of the older-age children in a Primary school. Almost always,  a silence has fallen before it’s asked and invariably it’s asked in a quiet, thoughtful way. The question is: ‘Is that story true?’ On one unforgettable occasion, I’d just finished telling a most unbelievable Japanese story about a lazy liar who deserves a comeuppance.  

A Japanese story: The Magic Nose-Fan

P1010704One day, lolling under a bush, Kotaro is offered a magic nose-fan by a tengu who is a kind of mischievous Japanese troll-type figure usually recognisable by his very long nose. Our anti-hero accepts the nose-fan in return for the dice he’s been idly tossing about and it’s this same magic nose-fan that leads to the story’s final denouement in which Kotaro is left dangling off a far-distant planet, his little legs no doubt kicking around in the air.

What happens in between is that our anti-hero discovers that, when one side of the nose-fan is turned towards a nose, the fan will make the nose get longer. When its other side is turned nose-wards, it makes the nose get smaller again. With judicious use, it can return the nose to its normal size.

And how does our anti-hero make use of the tengu’s gift? Why, when he sees the local princess taking the air in the royal gardens, he wanders casually by and uses his fan to make her nose get long. Panic and pandemonium ensue. What is to be done? Doctors are called. Creams are deployed. Nothing works until our lazy no-good-boyo presents himself at the palace and, in a darkened room, returns the princess’ nose to its regular size. In return he gets to marry the princess as his reward and that enables him to lead an even lazier life than before.

But here comes the comeuppance. (more…)

Storytelling Starters ~ What works, what does not

Saturday, November 21st, 2015

P1070774How did it go? Most storytellers, I guess, look back at any event they’ve been involved with, formal or informal, and consider if it lived up to how they’d have liked it to be. For me, that process happened twice yesterday. The morning held a long interview on Skype with a storyteller in Bangalore in India. I’ve never been a great aficionado of Skype but this conversation was really magic. My interviewer’s list of questions was very much to the point and during it, she asked what advice I’d have for a new storyteller. My answer included what long ago became a motto I gave to myself: forgive yourself if you feel your storytelling didn’t go as well as you’d have hoped. There is always a next time and you have to learn from your mistakes.

The afternoon involved the birthday party I spoke briefly about in last week’s blog.  In the event, 14 girls turned up, one or two of them rather quiet, the rest of them very excited. An initial activity involved them thinking up a magic power, a magic food and a magic creature. Then it was over to the storytelling. After a name game to help all  feel included and an introductory story about a frog that happily made them all laugh, we went immediately into that story from Grimms’ Other Tales, the story of Catharinella.  The children settled into it quickly, though I realised from the looks on one or two faces that even at 7 years old, the idea of an ogre that might eat you up can feel a tad alarming. Where necessary, you have to go easy.  Then as we went on, I felt really glad that, in my advance preparations, I’d  become aware of some unresolved features in the story as written. My thoughts about how to resolve them proved very productive and that felt nice.

The story in brief: (more…)

Storytelling Starters ~ Return to sender

Saturday, August 29th, 2015

You give a person a present. The person later  dies and in the process of sorting that follows, the present you gave is offered back to you because it had come from you in the first place. This has happened to me more than once. It happened again this week. What came back on this occasion brought enormous delight for several different reasons, primarily that some of the books involved can now become presents all over again. Among the bounty were the following:

Time for Telling1 copy of Time for Telling (the book of children’s stories from around the world that I compiled and edited back in 1990)

1 copy of The River That Went To The Sky (the book of African stories I compiled and edited in 1995) 

I copy of By Word of Mouth, the 43-page booklet on storytelling which accompanied the four-part TV series of the same name I devised for Channel 4 in 1990

There were other things too in the pile. But these three meant a great deal to me.

Time for Telling:

Time for Telling had proved hugely popular when it was published and is evidently still being much used today both here and in other countries. (I know this from the twice-yearly records I receive from ALCS of photocopies people have made from it.) I myself ran out of copies of it quite a while ago for it’s not been in print for some time either in its original hard-back form or in the two paperback versions it afterwards became, The King With Dirty Feet and The Big-Wide-Mouthed Toad-Frog. Now I’ll be able to give the hardback copy that’s been so thoughtfully returned to me as a gift to one of the precious young children who have since come into my life.

The wonderful thing about Time for Telling is that the stories it contains came from working storytellers and were specially written down for the collection by them. Telling these stories, they had made them their own. Pomme Clayton, Duncan Williamson, Patrick Ryan, Amoafi Kwapong, James Riordan, Eric Maddern, Jane Grell, Helen East … what a roll-call of persons who have proved important and influential in the storytelling world. In my own work as a storyteller, I then saw the effect their stories as they had written them down for me were having. Many teachers  I came across were using Time for Telling with their pupils. Indeed, one school I visited had turned their entire October Book Week into a Storytelling Week in which children explored how to tell stories and then practised performing them to each other, to whole classes and in assemblies. Time for Telling was their starting point.

The River that Went to the Sky: (more…)

Storytelling Starters ~ What’s new? What’s true?

Saturday, July 4th, 2015

P1070490Last week I asked this question: What did Iron-Age people have? Karen’s response was: ‘They’d have had each other.’ The elements were what  had been in my mind – earth, air, fire, water. With characteristic insight, Karen thought about the people. Her response has been helping me think through one of the issues that arose from my training day at Castell Henllys on Monday. (more…)

Storytelling Starters ~ Risky Business

Saturday, March 22nd, 2014

Taking risks is not easy. You push yourself out of your normal groove. Then you see where you’ve got to. Sometimes you like it, sometimes you don’t. But whichever the outcome, hopefully there can be a morsel of learning.

A step on the road

For instance, I’ve never much liked photographing people, certainly not strangers in the street or the park. I feel a bit superstitious about it, like the Masai tribespeople I once encountered on a remote journey in Kenya. They didn’t want their pictures taken: they felt it was robbing them of their spirit. I feel a bit the same, as if taking something from people unawares. Last Sunday, however, I discovered I’d found a way to try it out.

We were sitting in Battersea Park by the river. A constant stream of people went walking by and I became fascinated. I liked the variety of clothes and ways of moving. I liked the rhythms of walking and the regularity of the steps. Suddenly I found myself with my camera raised, pointing at trees the other side of the path. Then I clicked whenever people crossed my camera screen. I liked the fact that it felt anonymous and that, on the whole, I was photographing people from the back. I include a few of the results today: evidence of me taking a risk. (more…)

Storytelling Starters ~ Getting Participation/5

Saturday, February 22nd, 2014

It’s one thing to make sounds while you’re telling a story. Relishing them is quite another and it’s something children really respond to – so much so that it’s my tip this week for getting participation.

What happens when a really good sound comes from the storyteller’s mouth – the hoot of an owl for instance – is that it attracts children’s attention. You can almost see their ears prick up. A good sound is different both from the normal level of talk and the rebukes and instructions so often administered to children.

Cow mooing, monkey chattering, tap dripping, wind whooshing – such sounds make all the difference. They make children sit up and pay attention. But that’s not all. Interesting sounds inspire them to copy. (more…)

Storytelling Starters ~ Getting Participation/ 2

Saturday, February 1st, 2014

My current series of postings is about how to get children actively participating in stories. As the basis of today’s tip, I’m focussing on a well-known nursery rhyme. It’s come back to mind because of what’s been going on recently in the outside world. The pot-holes in my road have been overflowing with it. People at London bus-stops have been moaning about it. Friends have asked glumly if it’s ever going to stop. And of course the ‘it’ has been the rain. Here’s the nursery rhyme:

     Doctor Foster went to Gloucester
     In a shower of rain
     He fell in a puddle
     Right up to his middle
     And he never went there again.

Because of the incessant rain – and today’s clear skies in London serve as a reminder of how bad it’s been – this rhyme could be a good one to include in Story-time soon. It may even be an advantage if the rhyme is already familiar to the children. Handled in a different way from usual, it can help you build up your techniques for getting participation from them. (more…)

Storytelling Starters ~ Subversives wanted

Saturday, October 5th, 2013

Monsters make an excellent theme for developing children’s creativity. Monsters appeal to young people – there’s something essentially subversive in both.

So whether you’re a parent, teacher or children’s club leader – and whatever the age of the children you work with – you can get a lot out of monsters.

Here’s a programme for pursuing a Monsters theme:

• Find one or two good monster stories – for instance the Greek story of Typhon with older children 

• Prepare the stories for telling, then tell them to your children, be they in class, at home or in some kind of children’s club

• Allow time for the children to come up with comments and questions (in class or clubs, working in pairs or groups is best)

• Ask the children to suggest some modern-day monsters – you might be impressed by their ideas – and make a list of the monsters

• Invite them to draw, paint or make models of the monsters they’ve thought of (this gives them useful thinking time)

• Give them the time to make up a story about their particular monster (working in groups is best in a class)

• Get them to tell their story (each group can tell in turn to the others)

Fantastic!

This whole enterprise could take a full morning or evening session or be spread out over several sessions. (more…)

Storytelling Starters ~ Aaargh!

Saturday, March 3rd, 2012

Funny, isn’t it? Storytelling can give such great satisfaction yet is often so full of terrors. 

Aaargh!

This last Wednesday, I was at Warwick University doing a workshop with a lovely group of people taking a module in Storytelling for their Foundation Degree.  (Hello to anyone who was there. It was so good to meet you. I thought you said some amazing things.) One topic that came up in discussion was the fears we can all feel about our storytelling. It made me think that, in this week’s blog, I’d take a look at some of these and try and lay a few ghosts. I thought Edward Munch’s famous painting, The Scream, would make a suitable accompaniment.

The fears:

1. Other adults 

Especially when you’re working with children and those other adults are somewhere on the sidelines, they can feel most alarming. What are they thinking of you? Are they laughing behind your back, whispering that you’re rubbish and they could do much better? Are they thinking you’re childish or boring or silly or, god forbid, that your nose is too big? (more…)