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Sequence 73the story place over and over, much like a favorite walk that follows the same route but yields something new and different… |
Sequence 74WHEN IT COMES TO BUGS I like crawlers, I like creepers, hoppers, jumpers, fliers, lea pers, walkers, stalkers, chirpers,… |
Sequence 75ments of animals or the wind in the trees, or to express feelings, they are given the opportunity to explore alternate… |
Sequence 76There can be little doubt that engaging the listening ear with a story transports the listener to another level of… |
Sequence 77when crafted well are memorable experiences. I was privileged to be at the last live performance of Chief Dan George telling… |
Sequence 78memory. Over the centuries, they roamed sea and land and learned them well; their history was encoded in stories and chants,… |
Sequence 79Life, they say, is a great circle, beginning with Creation and ending, not with death, but with a return to Creation itself.… |
Sequence 80Someone has said that the Great Spirit made humans because He/ She loves stories. every moment, be treated with proper… |
Sequence 81implementing new ways of educating our children today, informed by a different view of teaching and learning, of the kind that… |
Sequence 82also chanted throughout the dances. Their dress, representing each of these animals, had taken years to make, and the sense… |
Sequence 83story told by an Inuit woman to ethnologist Rasmussen early in this century: In the very earliest time when both people and… |
Sequence 84REFERENCES Abram, D. (1996). The spell of the sensuous. New York: Pan- theon Books. Coles, R. (1990). The spiritual life of… |
Sequence 85The NAMTA Journal 81 |
Sequence 86TEACHING ANCIENT CIVILIZATION THROUGH STORY DAVID H. MILLSTONE 82 The NAMTA Joumal • Vol. 22, No. I • Winter 1997 |
Sequence 87TRANSFORMING CHILDREN INTO STORYTELLERS by David H. Millstone David Mi/stone's documentation of his original… |
Sequence 88Columbus. I was doubtful about her chances for success, but I decided to give her lots of rope, quietly rehearsing the speech… |
Sequence 89them? And once that decision has been made, how do fifth graders become storytellers? An incident from the first year of the… |
Sequence 90before his visit, Odds had lost his voice, and we were unable to reschedule a mutually convenient time. Children learned the… |
Sequence 91has commented, "Despite the implications of its name, literature does not seem to have been the invention of literate… |
Sequence 92.:, societies, and speculates how those children's oral skills might be put to use in our 20th-century classrooms: We… |
Sequence 93from local artists, and for many stories, she has two sets-one that she uses when telling a story, and another less delicate… |
Sequence 94He disagreed: "You've just returned from a year of studying this material. I like listening to you describe your… |
Sequence 95personnel, we had seven storytellers. The list of storytellers during those two years was wide-ranging: • Rod Alexander,… |
Sequence 96Hunt drew an exaggerated map of the Mediterranean before launch- ing into a casual and humorous telling. Jo Valens brought a… |
Sequence 97Once, long ago, more than 3,000 years before our time, on the island of Ithaca off the west coast of Greece, lived a king… |
Sequence 98Of these adventures, oh Muse, lift the great song again, tell us again in our time. (Mary Sinclair) After we had listened to… |
Sequence 99pictures he drew. Other things that helped me were facial expressions and different voices. To me it was like he really got… |
Sequence 100One teller brings a unified vision to the telling, a clarity and sense of purpose. The teller has a strong mental image of… |
Sequence 101one episode from Horner well enough to teach it to the first graders. These preparations take weeks. "WHICH TEXT Do… |
Sequence 102Then Ulysses rolled a boulder next to the giant's head and climbed on it, so that he was looking down in the eye. It was… |
Sequence 103In any case, I remind the students, their job is not to retell Homer word for word, but rather to present the story in their… |
Sequence 104Think about the different stories, and think about which ones you want to tell. Don't worry about getting all the… |
Sequence 105When you watch TV or go to the movies, the pictures are all there for you on the screen. All you have to do is look at them.… |
Sequence 106Guided Imagery Children find a quiet space in the room, either sitting on chairs or stretching out on the carpet with a… |
Sequence 107And walk around, with bare feet. What does it feel like under your feet? Is it the same over there, or over there? Rock… |
Sequence 108rather than simply cause a commotion. This activity helps create a community of risk-takers. Now, stop right there. Turn to… |
Sequence 109together, and each offers the individual a chance to try something new. We never know who will be affected by a particular… |
Sequence 110in character as you switch from person to person. Many storytellers find that if they can put themselves into each character… |
Sequence 111unique. Even the staunchest believer in The One Right Way had a hard time choosing. Enunciation exercises These offer an… |
Sequence 112I looked into their warm eyes, the amount of emotions was astonishing, but more than love or sorrow or hunger I saw greed. I… |
Sequence 113continues, "But let's not dwell on such matters," and describes the death of Achilles: I was not the… |
Sequence 114• "I went into the bathroom and locked the door and looked at myself in the mirror and told it. It was hard."… |
Sequence 1153. Imagine that you're there, in the place you're describing; have a picture in your head. 4. Include sound effects… |
Sequence 116graders. Fifth graders frequently dread telling it to their entire class, although after the fact they usually appreciate the… |
Sequence 117the theatrics of Laurence Davies and Bill Cook, Molly brings an old piece of cloth to her telling and she dashes back and… |
Sequence 118University of Vermont, where they held 750 high school Latin stu- dents spellbound in a gym during a presentation at Vermont… |
Sequence 119But why push children to tell stories? Why is it important to take that additional step? As we have seen, preparing a story… |
Sequence 120• "You can tell a story and not make it boring. You learn to get your point across. It's better to tell a story… |
Sequence 121Egan, K. (1987). Literacy and the oral foundations of educa- tion. Harvard Educational Review, 57, 445-472. Egan, K. (1989).… |
Sequence 122Mihaly Csikszentmihalyi 118 The NAMTA Journal • Vol. 22, No. 1 • Winter 1997 |
Sequence 123EVOLUTION AND FLOW by Mihaly Csikszentmihalyi Dr. Csikszentmihalyi presents his theory of "flow" in the… |
Sequence 124In fact, when we struggle against entropy, we do get an immedi- ate and very concrete reward from our actions: We enjoy… |
Sequence 125creation she is. Another woman describes the same feeling of extreme involvement and pleasure as she shares her skills and… |
Sequence 126fulfillment." On a more sober note, a surgeon describes why operat- ing is so enjoyable: "The personal… |
Sequence 1271. Clear goals: an objective is distinctly defined; immediate feedback: one knows instantly how well one is doing. 2. The… |
Sequence 128well he or she is doing. Most games, sports, artis- tic performances, and re- ligious ceremonies have well-specified goals… |
Sequence 129attention long enough for one to achieve a flow experience. The value of the goal is simply that it offers an opportunity to… |
Sequence 130It is really great. I no longer notice my fingers, the score, the keys, the room; only my emotions exist, and they come out… |
Sequence 131control of my world." Here is how a world-class figure skater describes a typical flow experience: I knew every… |
Sequence 132Here is how another skater describes the utter absorption when one feels that a performance is going well: It was just one of… |
Sequence 133compared to the game. You can think about a problem all day but as soon as you get in the game, the hell with it! [In figure… |
Sequence 134Rock climbers are particularly eloquent on this score: "It's a pleasant feeling of total involvement. You become… |
Sequence 135working 100 hours." And a chess master: "Time passes a hundred times faster. In this sense, it resembles a… |
Sequence 136priorities were mixed up, spending most of my hours in the office .... The years were slipping by. I enjoy being a carpenter… |
Sequence 137Whenever we discover new challenges, whenever we use new skills, we feel a deep sense of enjoyment. To repeat this… |
Sequence 138Almost every activity has the potential to produce flow. Some- such as games, sports, artistic performances, and religious… |
Sequence 139parison with this all-too-frequent condition, the total involvement of flow is experienced as rewarding. Our studies over the… |
Sequence 140In any case, when the conditions of flow are present, people tend to report an optimal state of inner harmony that they desire… |
Sequence 141THE CONSEQUENCES OF FLOW There are many reasons why experiencing flow is beneficial. Per- haps the most important is also the… |
Sequence 142devising more and more precise ways of measuring the speed of light. When he was asked in his old age why he had done so, he… |
Sequence 143These results suggest that flow has important implications for teaching students in our schools. The general attitude toward… |
Sequence 144esteem is for all intents and purposes suspended. But afterward, in recollection, one is led to say that the experience made… |
Sequence 145It is no exaggeration to say that a great many of our social problems are due to the lack of flow in everyday life. Addiction… |
Sequence 146time in public or alone, and she was involved in a host of new activities. The quality of Caterina's experience had also… |
Sequence 147chemicals is obviously an attempt to recapture some of the qualities of optimal experience by artificial means. Alcohol,… |
Sequence 148FLOW IN EVERYDA y LIFE There is no objective way to measure whether a person is in flow or not, comparable, let us say, to… |
Sequence 149I feel that concentration when I work on the looms; I am there and that's it. Because if your head is somewhere else and… |
Sequence 150It should be noted that this method for measuring flow is extremely liberal, relying on the same sort of generalizations one… |
Sequence 151presence of flow. People in general preferred leisure to working, regardless of whether they experienced flow or not. Thus,… |
Sequence 152are involved in active leisure-singing, bowling, biking, building a cabinet in the basement-they report some of the highest… |
Sequence 153take over their minds, mimicking enjoyment without providing substance. By the time they reach their teens, they have become… |
Sequence 154EVOLUTION AS PHILOSOPHY AND ACTION by Judith Cunningham-Scott Judith Cunningham-Scott's survey of the spiritual and… |
Sequence 155The story has been celebrated in elaborate rituals. It has provided moral and ethical guidance and sustained energy in… |
Sequence 156functioning earth (Gaia) are the geosphere, hydrosphere, atmo- sphere, biosphere, and noosphere (mindsphere) ( cited in Berry… |
Sequence 157The elements were bestowed on us by the stars, the complex compounds given to us by the young earth, the informed sequences… |
Sequence 158Thomas Berry hopes that the next geological era of evolution following the Cenozoic will be the Ecozoic Era (eco-, "… |
Sequence 159outer world we have altered our inner world. A barren Earth will be mirrored in the depths of the human soul (1992, p. 249).… |
Sequence 160The great work for the child, as for all humans, is to become a conscious collabo- rator with the unfolding of the universe… |
Sequence 161The NAMTA Journal 157 |
Sequence 162Sharon Dubble 158 The NAMTA Journal • Vol. 22, No. 1 • Winter 1997 |
Sequence 163GROWING SCHOOLS FOR HUMAN GROWTH by Sharon Dubble Sharon Dubble' s philosophy of developing schools incorporates a… |
Sequence 164Yet here we are, coming together to talk about schools-how to build whole schools. And we are drawn to learn together as a… |
Sequence 165oversee a capital campaign drive. We were, instead, drawn by the vision of the whole child-and then put ourselves in service… |
Sequence 166was a secure knowledge of the needs of the children, and that became my basis for decisions. In the face of a total lack of… |
Sequence 167Montessori pedagogy may not also be essential to the unique entity which is a Montessori school. I had an opportunity to… |
Sequence 168I must repeat that it is not that l first proposed these principles and then shaped my educational method around them. To the… |
Sequence 169Human development is not merely continuous, progressing in a steady and incremental manner. Rather, it is discontinuous-charac… |
Sequence 170teristics, and sensitivities. Perhaps further observation and greater knowledge of these characteristics of growing schools… |
Sequence 171child builds his individual personality through interaction with the environment. According to this principle, then, education… |
Sequence 172independence, and self-regulation. The individual must be free to choose an activity-a choice based upon knowledge, not merely… |