2. Theater is an ark. We are all on board and
we are all equal. In theater when we
choose to dress as a role and we pretend
to be someone else or travel to imaginary
places elsewhere, all differences and all
diversities disappear.
3. Folktale is a general term for the
various kinds of narrative prose
literature, found in the oral traditions of
the world. It is used for various related
types of stories, which can include
Legends
Myths
Fables
parables
Allegories
fairy tales
4. Contain religious, imaginary or mythical
elements, and deal with the sometimes ordinary
traditions of everyday life. The telling of stories
appears to be culturally universal, because the
different forms of folktales often resemble one
another.
Subtypes
Folk narrative, are the animal tales, ordinary
folktales and jokes, anecdotes and formula tales,
can also be mentioned
5. Legends are stories of persons and heroes with
important accomplishments and describe
plausible, but extraordinary past events. These
are represented for example through the 12
ancient Gods, Hercules, Perseus & Andromeda,
Robin Hood, Faust, Hamlet and many others.
Myths on the other hand, involve supernatural
beings and explain how something came to exist,
I.e. Medusa, Prometheus or Orpheus.
Subtypes
Fables
6. Parables are short narratives about human-
beings that ought to teach moral and ethnic
principles, told by Jesus Christ, such as “The
parable of the prodigal son etc.
Allegories, are more complex, because they
have a double meaning, as in the story of
“Gulliver’s Travels”.
7. Are normally written in prose and include magical
elements such as charms, disguise and spells.
They deal with the fortune or misfortune of a hero
or heroine who experienced various adventures
(e.g.: Cinderella, Snow white...)
8. Folktales can include moral or psychological
aspects. Usually they also incorporate
entertainment value, depending upon the
nature of the teller or the story, the style in
which they are recounted and age of the
listeners.
9. What the teachers have to do with folktale?
How teachers can use folktales in order to
transfer knowledge to the students?
Yes, folktales can be a tool in teaching and
education procedure.
We are in a CREATIVE LEARNING territory
10. How teachers can use the folktales?
Teachers can use existing folktales.
Teachers can make up folktales and use them
for the purposes of the lesson
What forms can the lesson take?
A folktale can take the form of theatre action.
Or the form of interaction between students and
teachers
Or the form of narration by the teacher
11. birth and childhood,
challenge and
adventure,
love and marriage
death and inheritance.
NATURE
why the seasons come
and go.
why animals look or act
in a certain way
why the weather changes.
Aside from telling things
about a certain country
(social and cultural
expression or behavior),
friendship or love
Stories of a brave young
hero.
MORAL TEACHING
what happens to lazy
children
to children who do not do as
they are told.
12. it becomes clear that folktales are carriers of
knowledge. They carry a wealth of information
related to one's knowledge, learning, culture,
socialization and familiarity with the world.
Especially for children - naturally discovering the
world and the way they integrate into it – folktales
are a very effective means of learning, knowledge
and culture.
13. Creative learning is an acquisition of knowledge
and skills through active participation. Story telling
has the same characteristics.
Learning is creative if it stimulates imagination,
memory, sensitiveness and the
sentiment, mimesis, play, art and creation.
14. Theater play or professional narration must be
perfect in general and in particular elements
(acting mostly, but also scenery, costumes, props
etc) .
Narration of folktales as a teaching method our
main interest covers the various ways we use
within the boundaries of teaching.
15. The elements of the narration are useful for
any lesson/subject especially for lessons like
Language
History
Geography
Ethics
Also
Chemistry or physics
16. Folktales/narration offers:
A new fruitful vocabulary and grammar
The image of language Structure
Configuration of personality and character
Important cultural aspects
Things about other countries
Addressing listening, speaking, reading and
writing
Activities related with school lessons
17. Ancient people used storytelling.
The Bible uses storytelling. Our grandfather
uses storytelling.
We are already a storyteller as we need to
narrate facts almost everyday
So here are Six main characteristic
of the teaching based on fairytales
and narration
18. From the moment that narration moves on as
the characters and the heroes are caught up
in the “adventure”, we have to deal with a
context of human attributes. This happens
both if the heroes are human or other entities
but again with human characteristics (animals,
plants, elves, dragons etc
19. Whether the teachers use a well-known
folktale or invent one for the needs of the
lessons cognitive subject, they enter the
fantasy realm, to the freedom of the mind and
creativity and have to follow these roads to
complete their lesson from start to end.
20. The lesson through the narration methods will
develop in between “entities”. Humans,
animals or anything else that uses language
and movements that are familiar to us
21. These characters will built up a
constructive conflict between them, that
will have as a result the lesson, the
cognitive subject and its understanding/
learning by the students.
22. The narrative action takes place in an
invented place where time has no
meaning or matters. Where we can build
the environment we want and where
live heroes as we imagine and fit to the
topic and regarding the actual
understanding of the lesson.
23. Characters and actions naturally escape
the context of reality and become
symbols. This is one more advantage.
Symbols are poetically energized and
carry away not only the mind but also the
emotions of the students. Therefore,
learning becomes more concrete and
permanent.
24. 1. Have an Enemy and a Hero
Stories need a “good” and a “bad”– or a hero and an
enemy if you prefer. 2 equal opponents.
2. Relation & Conflict
Conflict is the relation of these two elements. The
hero and the enemy.
Any detail that doesn’t move the story forward or
develop the characters is not useful
3. Irrelevant Detail do not help the action
25. 4. Tell the Story Like You Talk
Talk like you would normally talk.
5. Make It Visual
6.
Images bring a story to life.
Don’t avoid to express your personality. It is not
bad to reveal your weaknesses, feelings & fears
7. The unexpected …Add Surprise
A story with no surprises is boring.
26. 8. Create a simple plot : start-develop-end
Few Characters, clear names, straight action
8. Create some unexpected problems only to …
keep the suspense and the surprises
8. Give a final resolution/glorious ending !
and a clear conclusion for the lesson’s topic you had
taught
27. The folktales and the narration as teaching method
establish not only a mind function but also the
memory, the motion the filling of the student.
With a developed imagination and a rich emotional
world, with intense curiosity and spontaneity, they
are identified with the characters and the situations
that have been recounted, and as a result the story
that is developed via the verbal speech, is
transformed into experiential reality
Editor's Notes
The proposal
Lets examine closer and get to know the material we encourage the teachers to use SLIDE
Folktales are the most common and fruitful kind of narration. There is a different from fairytales because fairytales are stories with magical elements, fairies, spells etc. Yes I know, that both the titles are legal and common but I prefer to be precise and say FOLKTALES. Διαβάζω το slide.
They are also, the most common as many experts (folklorιsts sociologists etc) investigated the oral tradition of countries regions and people.
Furthermore, the subgroup Fables generally embrace animals, plants or inanimate objects that show human characteristics and have an obvious moral lesson (e.g.: Aesop’s fables).
Allegories which appear in both the Old and New Testaments (Παλαια και καινη διαθήκη),
The psychological aspect in our case of Diverse project are very significant as the teacher has to handle and negotiate with students from other cultures and religions, absolutely different family backgrounds, also students may come from a traumatic environment –war, financial disasters etc.
Having looked at the origins of folktales, one can see that the stories also have various important functions.
The tales might explore a common theme in the lives of people, such as for example birth and childhood, challenge and adventure, love and marriage or death and inheritance. They sometimes also explain something about nature: why the seasons come and go, why animals look or act in a certain way or why the weather changes. Aside from telling things about a certain country (social and cultural expression or behavior), friendship or love, they could recount the story of a brave young hero. Moral teaching also plays a significant role in many of the tales. In this matter a story can, for example, tell us about what happens to lazy children or to children who do not do as they are told. Folktales do not just have moral teaching – they also exist for the purposes of entertainment. Most of the students have fun reading folktales, because they deal with everyday problems. As a result, the tales are filled with hope, dreams, sorrow and pain that we all share.
So it becomes clear that fairy tales are carriers of knowledge. They carry a wealth of information related to one's knowledge, learning, culture, socialization and familiarity with the world. The codes of conduct contained in fairy tales are very, very rich and important. This means that for children - naturally discovering the world and the way they integrate into it - fairy tales or narratives are a very effective means of learning, knowledge and culture and very understandable and more over familiar to children's function. Children are full of instinct, imagination is an everyday life for children and they don’t cares about the logic and the rationalism point of view like adults.
The frequent repetition of main themes, phrases, or building refrains can be especially useful for any lesson/subject especially for lessons like language, history, geography, ethics.
For example (improvising now) if we see the type H2O as a marriage of 2 molecules' of Hydrogen with a groom of a Oxygen and a birth of water.
I am a person who believes that any fairytale can be used for any learning topic. For example “little red riding hood” easily can be used for a geography lesson. At first point of view it has nothing to do with Maths. But with a small adaptation by the teacher can be a good fairytale to teach addition and subtraction and division if for example the girl’s mother gave her 10 flowers for the granny and little red riding hood gather another 6 from the forest How many she has now (16). And 4 of them felt from the basket how many she brought to the granny's house (12) and if there are 2 vases in the house how the girl will share the flowers in order to be equal (6 and 6).
Especially for the language lesson WHICH IS THE MAIN LESSON ESPECIALY FOR STUDENTS WITH DIFFERENT CULTURE BACKGROUNDS, IMMIGRANDS and refugees fairytales/narration , offer a
new fruitful VOCABULARY
The concrete vocabulary, with most of the words being things you can see, feel, taste, touch and smell, is easier to grasp than abstract language.
and GRAMMAR.
The normally simple grammar, with short sentences and past or present tenses assist in understanding the story
STRUCTURE OF THE LANGUAGE
As a consequence of the frequent repetitions STUDENTS can easily predict what is coming next, which makes it easier to understand the text as a whole.
The configuration of personality and character
The concrete ideas, with plain and concrete goals, but with characters that represent abstract qualities, such as greed, patience, humility, arrogance, foolishness, sneakiness, and kindness, contribute to the teaching of abstract vocabulary.
Especially if the students has the opportunity to read or to see folktales books they will find numerous illustrations that provide support and context for the text. Apart from making the folktale more fun to read, the pictures help with understanding difficult parts of the story and correspond directly or indirectly with the text itself.
Moreover, there are also important cultural aspects when teaching multicultural issues. The students are able to read stories from different cultures, which help them to build bridges between different countries, because of relational themes. They can also learn a wide variety of things about other countries, because the folktales are part of the people’s heritage and cultural identity
Socialization of the students
Folktales are important for addressing listening, speaking, reading and writing
Additionally, folktales offer a range of activities for school lessons, which will be introduced in the next section
Not many, not something difficult. Just a click to his technique of previous practices or experience. Just a click from cognitive to an image based vision of the lesson.
Narration is in our functionality even it is something, that nowadays we choose to forget.
Especially for the language lesson WHICH IS THE MAIN LESSON ESPECIALY FOR STUDENTS WITH DIFFERENT CULTURE BACKGROUNDS, IMMIGRANDS and refugees fairytales/narration , offer a
new fruitful VOCABULARY
The concrete vocabulary, with most of the words being things you can see, feel, taste, touch and smell, is easier to grasp than abstract language.
and GRAMMAR.
The normally simple grammar, with short sentences and past or present tenses assist in understanding the story
STRUCTURE OF THE LANGUAGE
As a consequence of the frequent repetitions STUDENTS can easily predict what is coming next, which makes it easier to understand the text as a whole.
The configuration of personality and character
The concrete ideas, with plain and concrete goals, but with characters that represent abstract qualities, such as greed, patience, humility, arrogance, foolishness, sneakiness, and kindness, contribute to the teaching of abstract vocabulary.
Especially if the students has the opportunity to read or to see folktales books they will find numerous illustrations that provide support and context for the text. Apart from making the folktale more fun to read, the pictures help with understanding difficult parts of the story and correspond directly or indirectly with the text itself.
Moreover, there are also important cultural aspects when teaching multicultural issues. The students are able to read stories from different cultures, which help them to build bridges between different countries, because of relational themes. They can also learn a wide variety of things about other countries, because the folktales are part of the people’s heritage and cultural identity
Socialization of the students
Folktales are important for addressing listening, speaking, reading and writing
Additionally, folktales offer a range of activities for school lessons, which will be introduced in the next section
Especially for the language lesson WHICH IS THE MAIN LESSON ESPECIALY FOR STUDENTS WITH DIFFERENT CULTURE BACKGROUNDS, IMMIGRANDS and refugees fairytales/narration , offer a
new fruitful VOCABULARY
The concrete vocabulary, with most of the words being things you can see, feel, taste, touch and smell, is easier to grasp than abstract language.
and GRAMMAR.
The normally simple grammar, with short sentences and past or present tenses assist in understanding the story
STRUCTURE OF THE LANGUAGE
As a consequence of the frequent repetitions STUDENTS can easily predict what is coming next, which makes it easier to understand the text as a whole.
The configuration of personality and character
The concrete ideas, with plain and concrete goals, but with characters that represent abstract qualities, such as greed, patience, humility, arrogance, foolishness, sneakiness, and kindness, contribute to the teaching of abstract vocabulary.
Especially if the students has the opportunity to read or to see folktales books they will find numerous illustrations that provide support and context for the text. Apart from making the folktale more fun to read, the pictures help with understanding difficult parts of the story and correspond directly or indirectly with the text itself.
Moreover, there are also important cultural aspects when teaching multicultural issues. The students are able to read stories from different cultures, which help them to build bridges between different countries, because of relational themes. They can also learn a wide variety of things about other countries, because the folktales are part of the people’s heritage and cultural identity
Socialization of the students
Folktales are important for addressing listening, speaking, reading and writing
Additionally, folktales offer a range of activities for school lessons, which will be introduced in the next section
Especially for the language lesson WHICH IS THE MAIN LESSON ESPECIALY FOR STUDENTS WITH DIFFERENT CULTURE BACKGROUNDS, IMMIGRANDS and refugees fairytales/narration , offer a
new fruitful VOCABULARY
The concrete vocabulary, with most of the words being things you can see, feel, taste, touch and smell, is easier to grasp than abstract language.
and GRAMMAR.
The normally simple grammar, with short sentences and past or present tenses assist in understanding the story
STRUCTURE OF THE LANGUAGE
As a consequence of the frequent repetitions STUDENTS can easily predict what is coming next, which makes it easier to understand the text as a whole.
The configuration of personality and character
The concrete ideas, with plain and concrete goals, but with characters that represent abstract qualities, such as greed, patience, humility, arrogance, foolishness, sneakiness, and kindness, contribute to the teaching of abstract vocabulary.
Especially if the students has the opportunity to read or to see folktales books they will find numerous illustrations that provide support and context for the text. Apart from making the folktale more fun to read, the pictures help with understanding difficult parts of the story and correspond directly or indirectly with the text itself.
Moreover, there are also important cultural aspects when teaching multicultural issues. The students are able to read stories from different cultures, which help them to build bridges between different countries, because of relational themes. They can also learn a wide variety of things about other countries, because the folktales are part of the people’s heritage and cultural identity
Socialization of the students
Folktales are important for addressing listening, speaking, reading and writing
Additionally, folktales offer a range of activities for school lessons, which will be introduced in the next section
Characters and actions naturally escape the context of reality and become symbols. This is one more advantage. Symbols are poetically energized and carry away not only the mind but also the emotions of the students. Therefore, learning becomes more concrete and permanent.
Our aim is that the children achieve the best possible understanding and comprehension. The teacher, therefore, is the one to choose the best possible way in handling each educational topic. It is known that there is a variety of issues and topics that we can approach and teach in the form of narration.
A lecture could also come as a combination of narrative and action. It could begin with storytelling, continue with action, and end with a story.
Teachers know that repetition and routine spoil the children’s interest and concentration span, and therefore finding new teaching methods and presentations that could initiate the unpredictable, the astonishing, or simply the novel, is highly advisable.
Last but absolutely not least the folktales and the narration as teaching method establish not only a mind function but also the memory, the motion the filling of the student. The children don’t only learn but also live the lesson.
Every lesson can be learned through experiencing reality.
? relationships, characters and heroes, conflicts in a imaginary environment where exist too many other elements which make the world richful and the experience bigger