Dramatization of adult-authored stories

     

 

 

                                           

The first step in dramatization adult-authored stories is for the teacher or children to choose a story to "act out". Then the teacher reads the story aloud, at least once, when the story is finished the teacher assigns children to play the different parts. Next, the teacher, reread the story while the performers take up their roles. Their job is to interpret the text as best they can, with some help from the teacher and the audience.

The dramatization of adult-authored stories accomplished 3 goals

It provides the children with a model of "book language" an story form.

It furthers the presence of stories in the classroom once young children have had the regular experience of dramatizing stories, they will invariably think to dramatize a new one, thus becoming players as well as listeners in the world of stories.

It sets the tone for dramatization of the children's own stories.

 

 

                                           

                                    

Dramatization after Dictation

 

 
Young children interest in a concrete representation of their stories coincides with young children's emotional need to establish their individual identity with the group. Children are drawn to dramatization because it provides a guaranteed opportunity to exercise some control over their lives, their wishes and their destinies. Dramatization offers the child-author an opportunity to have the final say in a play situation.

 

 

 

                                                                                                         

Stages in Dramatization

 

 
Children have more opportunities to act in a story then to write one. Teacher often find that children's acting abilities may exceed their storytelling development. The social nature of the dramatization helps children work through their ideas about stories and acting. Young children know about pretending from many sources: from their own play, from previous dramatic productions at school, the distinction between real life and television,

 

                                                       

Stage 1:

*Toodlers and young nursery school children who are newcomers to dramatization will need some more prompting.

*Older children, even those with little experience acting out such stories, without rehearsal or props, catch on quickly.

*The teacher waits for the child to act on her question.

 

 
Stage 2:

*It comes when the children are ready for more subjective suggestions regarding the intentions or feelings behind the words, as well as more precise actions.

*The teacher helps the actors interpret the author's intentions as accurately as possible

 

 
Stage 3:

*It occurs at the point when the teacher begins to talk more for the benefit of the audience than of the actors, because the actors have become so skilled that they no longer need much help.

 

When Stories Come To School: Telling, Writing, and Performing Stories in the Early Childhood Classroom by Patsy Cooper

 

                         

                                                   

                                           

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Tote-Bag Telling
A tote bag can be a storytelling prop in which you carry other props or crafts to help you tell a tale. You can hide props or craft items until it is the right time in a story to introduce them. You can take out items one at a time to keep a tiny tot interested in a story.