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1001 Stories for Adult Learning PDF

128 Pages·2013·7.68 MB·English
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Sheherazade S h e h e r a z a d e for Adult Learning Editors: Guy Tilkin and Michèle Paulus, Landcommanderij Alden Biesen, Bilzen, Belgium Jennifer Land, Meath Partnership, Kells, County Meath, Ireland Sheherazade 1001 Stories for Adult Learning ISBN 9789081794114 Legal deposit: D/2013/8926/1 Published by: Lies Kerkhofs, Landcommanderij Alden Biesen, Kasteelstraat 6, B-3740 Bilzen Project Number: 2011-4676-518365-LLP-1-2011-1-BE-GRUNDTVIG-GMP Design & production: COMMIX Graphic Solutions – www.commix.be Translations of this manual in Bulgarian, Dutch, French, German, Norwegian, Spanish and Swedish are available on the Sheherazade website: www.sheherazade.eu Disclaimer: This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the Sheherazade consortium, and the Commission cannot be held responsible for any use which may be made of the information therein. Sheherazade 1001 Stories for Adult Learning Editors: Guy Tilkin and Michèle Paulus, Landcommanderij Alden Biesen, Bilzen, Belgium Jennifer Land, Meath Partnership, Kells, County Meath, Ireland Co-authors: Tilman Fromelt, Brunnenpassage, Wien, Austria Dorinda Dekeyser and Els Borghys, CVO Leuven-Landen, Leuven, Belgium Eliza Stefanova, Sofia University St. Kl. Ohridski, Sofia, Bulgaria Stefanie Talley and Cecile Stola, Elan Interculturel, Paris, France Heidi Dahlsveen and Hilde Madsø Jacobsen, Oslo and Akershus University College, Oslo, Norway Ida Junker and Tomas Carlsson, Fabula Storytelling, Stockholm, Sweden Patsy Lang and Iwan Kushka, Superact CIC, Bristol, United Kingdom Project co-ordinator Preface 7 The Sheherazade Project: an Introduction 8 Chapter 1: State of the Art and Needs Analysis 11 Analysis of the Presence of Storytelling in Teacher Training Curricula 12 Research on Storytelling Methodology 13 Adult Learning Theory 13 Storytelling for Learning 14 The Use of Storytelling as a Pedagogical Tool: A Methodological Approach 16 Preparation/warm-up 17 Technical Activities 18 Index Workshop 19 Performance 20 Chapter 2 : Storytelling and Competence Development 21 Introduction 22 What is a Competence? 22 Competence Oriented Education and Learning 22 Offering Competences for Language Learning and Inclusion 23 Conclusion 25 4 Chapter 3 : Aiming at the Improvement of Language Skills 85 Educational Guidelines The Dolls of Sorrow – Belgium 85 Storytelling Techniques in a Language and Approaches 27 Course for Adults – Belgium 87 Let’s Live Together – Bulgaria 90 Introduction 28 Art Integrate - Finland 92 Stories of Life in a Wagon – Ireland 94 Practical Exercises 29 It’s Visible in your Eyes that you Understood! – Preparatory Phase - Warming up exercises 29 Sweden 96 Technical Activities 32 Workshop 38 Performance 45 Chapter 5: Pilot projects 99 Good Practices of Storytelling Workshops Involving Teacher Training 46 Storytelling for Language Learning at an Early Stage – Austria 100 Tips and Tricks 50 At home with Sheherazade – Belgium 102 What is a story? 50 The Fishmonger Arnout and his Love for Soetkin – How to Choose a Story? 50 Belgium 104 Advice for the new storyteller 51 A Story with a Happy End – Bulgaria 107 Where can I find stories? 53 Sheherazade Workshop, 1001 Stories for How to remember stories? 53 Adult Learning – France 109 What are the storytellers’ tools? 53 Life Skills through Stories – Ireland 111 Personal Stories and Inclusion – Norway 113 It’s in their Eyes – Sweden 115 Storytelling with Refugees – United Kingdom 117 Chapter 4: Good Practice Examples 55 References and Resources 119 Promoting Social Inclusion amongst Adult Learners 58 Annex 1: Interviews of Storytellers 121 Zeit.Geschichten – Austria 58 Learning Community – Belgium 61 Present yourself as an Expert through the Story - Bulgaria 62 Collecting Workshop – France 64 Ways in the City - Germany 66 The International Project – Ireland 69 ARTikulere – Norway 72 Mother Tongue Day in Stovner bydel – Norway 74 The Prodigal Son Dilemma – Spain 76 Tell for the Future- Narratives from the Holocaust – Sweden 78 Migrants Crossing Borders in ‘New Town’ – The Netherlands 80 Openstorytellers – United Kingdom 83 5 Pictures: Mats Rhenman (SE) Benjamin A. Ward (NO) 6 H. Timmerman (BE) Preface “After nourishment, shelter and companionship, stories are the thing we need most in the world.” (Philip Pullman) The manual at hand is one of the products of Sheherazade, a Grundtvig Multilateral Project that raises awareness of the potential of storytelling as an educational tool. As part of this project, we developed methodologies and materials for using stories and storytell- ing in adult teaching and learning. Using stories and storytelling techniques, the trainer is introducing a great tool within the training process. By offering subject content as a narrative, transformed into images, one improves the quality of the transfer of this content. Introducing stories and storytelling as a tool “performed” by adult learners is a great way to improve creativity, linguistic, social, emotional and artistic skills. The ultimate beneficiaries of the Sheherazade approach are adult learners in different social and cultural settings, namely low-skilled adults, disadvantaged citizens, newcomers and migrants, and adult foreign language learners. In order to reach these groups, the Sheherazade material and methodologies target initial teacher training students, in-service adult educators, social workers and train- ers. Sheherazade also targets storytellers making them aware of the educational value and potential of their art, and to help them find their way to adult education and teacher training organisations. This manual offers ideas and material to help teacher trainers and adult educators apply storytelling in their daily practice. Chapter 1 and 2 of the manual provide an insight into the advantages of using storytelling in an adult training context and offer a methodological approach for doing so in terms of competence development. Chapter 3 focuses on educational guidelines and of- fers a set of practical exercises, tips and tricks for direct use in an adult learning environment. Chapter 4 presents a number of good practice examples, collected from all over Europe, revealing the true value of stories and storytelling in a variety of adult learning set- tings. The Sheherazade partners each piloted an adult training experiment involving stories and storytelling and the behind-the-scene reports on these pilots can be found in Chapter 5 offering extra ideas, motives, settings and approaches. This manual does not read like a novel from page one to the end but is more a reference that can be consulted according to the needs of the reader. The project website www.sheherazade.eu also offers extra material including training modules for training trainers and material on how to integrate Sheherazade into international Grundtvig projects. We hope that you will enjoy reading and consulting this manual and that Sheherazade will contribute to the introduction of storytell- ing in teacher training and adult learning. On behalf of the Sheherazade Partnership Guy Tilkin, Project Co-ordinator Lies Kerkhofs Head European Department Director Landcommanderij Alden Biesen Landcommanderij Alden Biesen Project co-ordinator 7 The Sheherazade project: an introduction The title of this project comes from the collection of stories A definition of storytelling known as One Thousand and One Nights. The frame story of the collection is the tale of a Persian king who has been deceived Storytelling does not occur in a vacuum. To illustrate this, we by his first wife. This fills him with hatred against all women; would like to propose a model of the principles of storytelling and he decides that every night he will take a new virgin as his created by Norwegian storyteller Heidi Dahlsveen. wife and kill her at sunrise. After this has been going on for some time, the vizier, a high ranking advisor in charge of finding new wives for the King can no longer find any virgins to send, so it is finally his eldest daughter who must sacrifice her life. As the vizier’s daughter goes to the king’s cham- ber on their wedding night, her little sister comes and asks to hear a story before she goes to sleep. The King gives the virgin per- mission to tell. Through the intricate, mys- terious, and intriguing stories Scheherazade tells over one thousand and one nights; the young woman is able to change the King. By telling stories, she is able to save many lives, including her own and transform the authoritarian structure of her society. This is Sheherazade. According to Abdes- salam el Hakouni, Professor of Literature at the University of Mohamed V in Rabat, the tale of Scheherazade is a parable about the power of storytelling: “The moral is that one should not yield to tyranny. You should As shown in the graphic above, the process of storytelling begins use your imagination, be calm and think of love rather than with the “incident of a story.” The moment when the storyteller hate, hope rather than despair. If Scheherazade could save her is first introduced to the story, can take place through oral or neck for one thousand and one nights, that would be long written communication (“incident of telling” or “incident of a enough for the King to forget his vengeance. But the key was written text”). Stories can also be received through experienced not a physical weapon. Scheherazade had nothing; only good incidents, or can consist of fictional plots. Some storytellers use stories to tell and the ability to tell them well. The lesson is that, “spontaneous action” and improvise their story on the spot. if you want to survive, you better have a good story to tell.”1 However the storyteller receives a story, there are a host of fac- We have carried out this project because we have an unyielding tors that influence its delivery. Before a story can be told, it must belief that telling and listening to stories can make a difference. be structured in narrative sequences. The choice of what story We have learned that telling and listening to each other works; to tell is individual and may be based on the personal relevance we hope you will experience the same. a storyteller gives to a particular story. The historical and cultural background of the storyteller, the audience, and the story itself 1 Hamilton R. The Last Storytellers: Tales from the Heart of Morocco. Lon- 8 are also important to consider. don: I.B.Tauris, 2011

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This manual does not read like a novel from page one to the end but is more a reference that can be consulted according to the needs mission to tell. Through the intricate, mys- terious, and intriguing stories Scheherazade tells over one thousand and one nights; the young woman is able to change t
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