|
1. |
Storytelling session 1 – Preschool |
10% |
|
2. |
Cue Card 1 - Preschool |
5% |
|
3. |
Storytelling session 2 – Elementary/YA |
15% |
|
4. |
Cue Card 2 – Elementary/YA |
5% |
|
5. |
Storytelling session 3 – Adult |
20% |
|
6. |
Cue Card 3 - Adult |
5% |
|
7. |
Personal Topic Paper |
10% |
|
7. |
Live Performance and Evaluation |
10% |
|
8. |
Class Participation and Involvement |
20% |
|
|
Total |
100% |
Extra Credit for any other storytelling performance(s) you give to the public (with accompanying written evaluation).
In-class Storytelling Performances
(3)
Performance evaluation is a tricky process, as each performer has a unique style. In order to tailor my evaluation to each of you, your storytelling performances will be recorded, and we will meet one-on-one in my office to evaluate each performance. You will need to schedule a time to meet after each of your storytelling sessions (allow one hour). This evaluation will cover story selection, vocal qualities, presentation style, timing, whether you achieved your “power centers” and “risks” for the story, and the various performance techniques we discuss in class.
Cue Cards (3)
Please see the cue card template at: http://ils.unc.edu/~sturm/storytelling/cuecard.doc. The cue card is your evidence of background research into your story. Spend considerable effort on this endeavor, as the more you study your story, the more you’ll know its power centers, and the better performance you will give. Use this template to guide your thinking, and fill in the blank areas with your thoughts on your chosen story. My evaluation will include depth and extent of research, and thoughtfulness of your insights into the various aspects of your story.
Personal Topic Paper (1)
This is your chance to do some scholarly exploration of the literature about a topic of your choice. This is NOT a master’s thesis, but a chance to delve into a storytelling topic of interest to you. For a final product, I expect a well-written, short essay of about 7-10 double-spaced pages (12 point font). The paper should include citations to – and a bibliography of – the pertinent literature you used. Please clear your paper topic with me no later than September 27th. We will share these papers in class near the end of term. The purpose of this exercise is two-fold: 1) it gives you a chance to develop and pursue a unique, personal interest related to storytelling, and 2) it gives you a chance to see how your new-found performance skills help with oral information presentation (a slightly different skill but one that is closely related). I think you will find that the class helps you change both how you organize a presentation and how you present it!
Live Performance (1)
You are expected to perform at least one of your chosen stories to an audience outside the classroom that would be appropriate for that story (i.e., a school classroom, a church group, etc.). The purpose is to expose you to the true performance setting, in which the classroom vanishes and you encounter an audience for whom the story is targeted. I want you to work in small groups for this (I’d prefer you not telling solo). You will need to figure out your action plan (where to tell, with whom, how to sequence your stories, how to advertise if necessary), conduct your performance, and then evaluate it thoughtfully. Use what you learn about story selection, preparation, and presentation along with how to administer a storytelling event in designing and presenting this public session. (Saturday, November 20th, I have scheduled a performance at Cameron Village Library for anyone interested: up to 5 people and a pre-school/early elementary audience)
Class Participation and Involvement
I will come to class prepared, and I expect you to do likewise: 1) you have read and considered the assigned readings; 2) you have prepared for the practice session; and 3) you are willing to put your best efforts into practicing in class, and you are willing to leave your ego at the door of the classroom. This class functions on trust. We must build an environment of trust amongst ourselves so that we feel comfortable showing emotions, being vulnerable, and taking risks, for it is only through these three things that storytelling comes alive for the listeners.