Autumn Schaffer Reflection of Story Performance http://autumnschaffer.pbworks.com/Story-Video The actual production of the storytelling session was somewhat different than theatmosphere of the practice sessions. The main difference, I believe, was the simple fact that thiswas indeed a production. What happened was what the audience heard; I could not simply startand stop the way I had in the practice sessions. I will admit, as well, that many of my practicesessions were interrupted, for I would tell the story to myself whenever I had a free moment. Forthis reason I really didn’t know an exact time of how long it took to tell the story from beginningto finish. Overall, however, I was so comfortable with the events within my story that I was ableto tell it with my own words. During practice sessions I tended to focus more on retelling andincluding certain words that were mentioned within the original work. During the actualproduction, however, I didn’t have the time to think of such words, so I simply retold the storyfrom my own perspective. I think this actually turned out rather well, however. I chose to use visuals within my story, which I think enhanced the production as well asthe understanding of my audience. Beforehand, the class had debated as to whether such visualsenhanced or took away from the actual oral production of the story. I was careful in using themso that I told the story and used the visuals to explain to the audience what the characters lookedlike. I decided to do this because some of the characters are ocean animals that are not readilyseen by humans. I also “picked” them out of the ocean, one by one as I talked about them, andplaced them onto the back of the hermit crab’s shell, just like in the story. By the end of thestory, the audience could actually see what had occurred as well as recognize all the characterswithin the story. I also chose to begin and end the storytelling session with a discussion as I interactedwith my audience. I used my teaching roots to engage my students into the context of the storyby talking about the ocean and ocean animals. I also prompted them into referencing other bookswritten by that author. There was some engagement within the story as the students “swayedback and forth” with the sea anemone. I provided some extra facts as well, including thestarfish’s ability to re-grow arms. At the end of my story I discussed some of the characters andgave the students an opportunity to share their favorite character within the story. This broughtthe story to their own level, which I felt was an appropriate way to end the story. When I askedthem to explain why the students liked that certain character, may of the referenced facts thatwere embedded within to the story itself. (One audience member said that she liked the snailsbecause they were tidy.) Before the performance began I was slightly nervous. My main worry was whether or notI was going to be able to remember all of the components of the story. Not that I wanted toremember every word that I had practiced with, I just wanted to make sure that I told all of theelements and events in the story in order. If I did not, the story would not flow correctly, and theoutcome of the story would not make clear sense. During the performance, however, I allowedmyself just to tell the story as I remembered it. It seemed almost natural as I added in “teachablemoments” that I had not practiced beforehand. I was rather surprised at how successful I was intelling the story from the beginning to the end without pausing or re-telling certain sections.