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DIVERSE Method introduction- Fairy Tales
The document discusses the use of folktales in education. It outlines that folktales can be used as a tool for teaching and transferring knowledge to students. Teachers can use existing folktales or create their own to bring lessons to life through narrative storytelling. This engages students' imagination and emotions, allowing them to identify with characters and situations and transform the story into an experiential reality that supports learning. The document provides characteristics of teaching through folktale narration, emphasizing the creation of heroes, enemies, and conflicts to develop lessons in an imaginative way.
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DIVERSE Method introduction- Fairy Tales
- 1. CENTRE OF HIGHER EDUCATION INTHEATRE STUDIES ATHENS JANUARY 2021
- 2. Theater is anark. 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 isa 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, imaginaryor 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 arestories 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 areshort 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 normallywritten 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 caninclude 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 theteachers 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 teacherscan 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 andchildhood, 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 becomesclear 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 learningis 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 playor 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 elementsof the narration are useful for any lesson/subject especially for lessons like Language History Geography Ethics Also Chemistry or physics
- 16. Folktales/narration offers: Anew 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 peopleused 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 momentthat 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 theteachers 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 lessonthrough 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 characterswill 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 narrativeaction 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 andactions 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 anEnemy 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 theStory 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 asimple 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 folktalesand 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
- #3 The proposal
- #4 Lets examine closer and get to know the material we encourage the teachers to use SLIDE
- #5 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.
- #6 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).
- #7 Allegories which appear in both the Old and New Testaments (Παλαια και καινη διαθήκη),
- #9 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.
- #12 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.
- #13 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.
- #16 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).
- #17 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
- #18 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.
- #19 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
- #20 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
- #21 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
- #24 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.
- #28 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