Three By the Sea, written by Edward Marshall and illustrated by James Marshall. Three friends picnic on the beach and agree it is the perfect time for each to tell their own story.
Three By the Sea, written by Edward Marshall and illustrated by James Marshall. Three friends picnic on the beach and agree it is the perfect time for each to tell their own story.
Three By the Sea, written by Edward Marshall and illustrated by James Marshall. Three friends picnic on the beach and agree it is the perfect time for each to tell their own story.
Three By the Sea, written by Edward Marshall and illustrated by James Marshall. Three friends picnic on the beach and agree it is the perfect time for each to tell their own story.
Three By the Sea, written by Edward Marshall and illustrated by James Marshall. Three friends picnic on the beach and agree it is the perfect time for each to tell their own story.
Three By the Sea, written by Edward Marshall and illustrated by James Marshall. Three friends picnic on the beach and agree it is the perfect time for each to tell their own story.
In this video adapted from the University of Alaska, Anchorage, Alaska Native people of Chevak teach visitors about the beauty of Cup'ik culture and the spirit of the earth, sea, and animals.
Story circles can be used to build a sense of community in the classroom. The technique was pioneered by the late John O’Neal, a civil rights activist and theater artist. He developed the story circle process while moderating audience discussions after performances. He found that audience members listened more and found common ground by telling personal stories instead of trying to persuade and argue their points.
The videos here demonstrate how a story circle works. A facilitator offers a prompt, and then individuals have a set amount of time to respond with a relevant story from their lives. No one interrupts. After everyone has a turn, the group talks together. From the individual stories, the group then creates one story or takeaway.
In these videos, Bob Martin, a community arts specialist in Eastern Kentucky, facilitates a story circle, adapted to an online format because of the COVID-19 pandemic. In the first video, Martin explains the ground rules and quotes O’Neal: “Share the story that comes from the deepest place.” He gives the group this prompt: Tell a story about a time when you were unexpectedly proud of your place or your community.
This is a guide and workspace for participants to brainstorm stories and consider how, where, and with whom to share those stories.
People make the past come alive as students research and then share stories about famous Americans who promoted democratic ideals.
After hearing a familiar story, Child(ren) will create something new to change the plot. For example, what would happen if it were Goldilocks and the Three Cats? DIscuss how that would change the events in the story? Child(ren) could change the characters in a story, the setting of the story, the beginning, middle, or end of a story, the sequence of events in the story, etc.
In this podcast, listen to a traditional Inuit tale about the seasonal light and darkness of the Arctic.
Children will take turns adding to stories. You can pick a topic and start off by saying “Once upon a time…” and then take turns embellishing and extending the story. The goal is to pay attention to details, attend to one another while building their working memory, focusing their attention, and practicing self-control.
Examines a number of famous trials in European and American history. Considers the salient issues (political, social, cultural) of several trials, the ways in which each trial was constructed and covered in public discussion at the time, the ways in which legal reasoning and storytelling interacted in each trial and in later retellings of the trial, and the ways in which trials serve as both spectacle and a forum for moral and political reasoning. Students have an opportunity to study one trial in depth and present their findings to the class.
Students will engage in a photo scavenger hunt then tell a story using the images taken.
Students will watch a video of a storyteller coming up with a rap that tells a story. They will identify story elements (who, what, and where), and record significant details. The next lesson plan ,Using Story Elements to Write a Rap, has students creating their own rap with the story elements.
Framework Arts presents art/inter/acts, a resource for teachers and students that can be enjoyed by the entire community.
Each art/inter/acts film is made up of three parts. This film provides an artist profile, discussion prompts, and an activity inspired by the work of artist Aïsha Lehmann.