Celebrating 100: Top 10 Storytelling Posts Over the Years

Reaching 100--whether as an age or the action of doing something that many times--is an accomplishment.

You are reading my 100th post on "Voice--A Storyteller's Lifestyle".

This blog started on August 17, 2006 with roughly two posts a month since that time. The articles here have ranged from storytelling techniques, tips, opinions, insights, and interviews.

Out of these 100 posts, the top 10 were determined by the number of times viewed or based on personal preference.

So drum roll please...

Top 10 Storytelling Posts:

10. Microphone Manners: Loud & Clear Ways for Pros (1/15/08)

As the microphone rests on the stand, waiting for you to grab it, confidence swells because you know the show will be successful.

9. Today's Bards & Seanachies: Irish Wisdom in Storytelling Techniques (3/15/09)

Having the "gift of gab" by kissing the Blarney stone is not enough to be a storyteller.

8. Storytelling Games: Never too old to Play (10/1/07)

Adults seem to shy away from playing storytelling games to improve their skills as storytellers. (Plus game examples)

7. Grant Writing for Storytellers: Art of Success (6/15/07)

You have a fantastic project in mind and everything is coming together . . .except for the funding.

6. Mythical Storytelling Network: Dreams of Reality (8/15/08)

Our dream ideas as storytellers to further the art in the minds of the general public are often hindered by our working within the boundaries--whether drawn by us or others. (Reflections from 2008 National Storytelling Conference Brain Trust Session led by David Novak)

5. Losing Your Voice & Finding it for Showtime (11/1/07)

Once I was told that my voice would be confiscated. ( (tips to care for throat)

4. Stage Fever: How to Make a Portable Backdrop (12/15/06)

The stage beckons many of us storytellers and often we wish we could always count on having a stage.

3. Story & Poetry Slams: 5-Step Evolution of Art (11/16/06)

Storytelling and poetry have existed for centuries and now these art forms have evolved into something more intense and lively.

2. That Fairy Tale called Childhood, Mr. Glodowski, and Lifelong Learning (10/15/10)

When our eyes glaze over and a goofy grin appears on our face, we might have entered that fairy tale called childhood.

1. 5 Ways How Adopting a Story is like Adopting a Child (1/15/10)

My husband and I have always wanted children. (adoption process of a story)

You may know how the #1 post got its position. That is personal preference as my husband and I are going through the adoption process. You can see our adoption profile here or see my "Year of the Adopted Family" storytelling project here.

What has been your favorite storytelling post?

Or, if this is your first time here, what drew you to this blog?

Your comments, as always, are welcomed.

Who knows? Maybe THIS post is your favorite.

Until we tell again,

Rachel Hedman

Professional Storyteller

Tel: (801) 870-5799
Email: info@rachelhedman.com

URL: http://www.rachelhedman.com/

How-To Blog: http://storytellingadventures.blogspot.com/

Family Famine Series Site: http://www.familyfamine.com/

Year of the Adopted Family Project: http://www.yearofthefamily.com
Fan Page: http://www.facebook.com/rachelfans
Other places to find me: Twitter, YouTube, Facebook, LinkedIn, Professional Storyteller

That Fairy Tale called Childhood, Mr. Glodowski, and Lifelong Learning

When our eyes glaze over and a goofy grin appears on our face, we might have entered that fairy tale called childhood.

Nothing could go wrong...or at least not for long...as memories conjure images of learning how to bike ride and then traveling farther than told to go, hanging around the basketball court and wondering when it would be your turn to shoot the ball, playing a night game of hide-and-go-seek and on and on.

Sparkles and rainbows often accompany the reflections as if anything we touched in those times were full of magic.

Then came the stormy fortress and villains within our life story. A few of us may have called this place "school".

Creativity was set aside so we could learn what all parents wanted their children to know: reading, writing, and arithmetic.

This scholastic kingdom divided its subjects into castes that could not invade another. Tall fences and barricades prevented Social Studies from invading Math and inhibited Science from merging with English.

Fortunately, I had a 5th grade science teacher named Mr. Glodowski.

He was a balding man with a few flicks of hair that gave his head a soft look when the light slipped through the large classroom blinds. His glasses were geometric in nature and magnified his eyes so that he could see what anyone was doing at any one time...like when I wrote stories while he taught.

I slipped my writing notebook under my science notebook when I felt a glance my way. But it was too late. I was caught. I could tell by the way Mr. Glodowski prolonged his gaze in my direction.

Instead of calling my name in front of the class at that time, he walked to my desk when the bell rang.

While stuffing my backpack, I kept my head down as if to thwart any lecture of my creative writing during his class.

Then I heard it.

"Rachel?"

Mr. Glodowski's tone had an edge of amusement to it. I was not expecting that.

"Y-y-yes?"

Mr. Glodowski's eyes sparkled and he continued, "I could not help but notice that you are a writer."

"Y-y-yes?"

"Could I take a look at your work?"

I hadn't shown anyone my writing notebook before. Not even in English class. But when you're caught, you're caught. I lifted the bright pink notebook by one edge so that the other half drooped.

Mr. Glodowski carefully took the notebook into his hands and delicately read page after page.

"Hmmm." And then another, "Hmmm."

He looked at me.

"What if I had a special spot in my file cabinet for your writing? You could add your stories. I expect the folder to be thick with your stories."

I scrunched my face in surprise. "Yes, but, Mr. Glodowski, you're a Science teacher. What does writing have to do with Science?"

"Pffaw! Since when is Science Science and English English. So will you continue writing or not?"

A few moments of silence until out of my mouth, "Sure, Mr. Glodowski. Sure."

And so it happened. Story was part of my Science classroom.

I paid attention to what Mr. Glodowski taught. I noticed that he used more and more stories from past and present Science experiments of failures and successes. Sometimes folklore mixed with his lessons.

One time, while studying the constellations, he announced, "I want each of you to create a constellation out of a current star chart."

While addressing the whole class, he smiled at me and said, "I want each of you to write a story behind that constellation. Be creative as you like for, after all, this is a Science class. Science encompasses the world, and the world is full of stories."

That day I knew: storytelling was the action form of learning.

Storytelling still is the key to lifelong learning.

Then it happened one day.

I had a new story to place into Mr. Glodowski's file box. It was about time travel to dinosaur days through the pop of a bubble.

When I looked for Mr. Glodowski, all I found was an empty desk.

One of my classmates walked to me with serious expression on his face.

"I heard Mr. Glodowski died of a heart attack last night. We're getting a substitute."

I scanned the room as if I could find Mr. Glodowski shake his head at such nonsense.

But it was true.

The viewing and funeral was scheduled. I brought my Mom.

We got in line to share our condolences to the Glodowski family.

For the first time, I met Mr. Glodowski's wife. I had no idea what to tell her. Nothing seemed like the right words. I had to say something though.

So I told her about the file cabinet and how he inspired me to write.

She smiled through her tears. She thanked me and took my hand in hers.

When the school yearbooks were distributed at the end of my 5th grade year, I saw that I was not the only one who Mr. Glodowski inspired to write.

One of my classmates, Ka Xiong, had written a poem in his honor.

Here is a part of Ka's poem:

Pencils are wood, A square has an angle.

There I stood, Looking at you as if you were an angel.

Mr. Glodowski's stories are part of my being as they are for others he taught.

All stories become part of our being.

That fairy tale called childhood does not have to end.

Teachers and students alike could take part in a collaborative story that builds and grows with each passing day in the classroom.

As we graduate, that time with story continues in our minds until we achieve what our teachers had wanted to instill in us: lifelong learning.

So go forth and tell, and we will listen.

Every story adds to our education.

Until we tell again,

Rachel Hedman

info@rachelhedman.com

(801) 870-5799

http://www.familyfamine.com

About the Author:

Rachel Hedman is a family folklore expert and youth storytelling advocate who had several teachers like Mr. Gladowski who inspired the creative spirit she has today. She promotes positive communication and relationships through the Family Famine Series, a story synergy experience with fellow storytellers, musicians, and other performing artists. Rachel will publish "Year of the Adopted Family: 12 folktales to place in your home and value the process today" in November 2010 as part of National Adoption Month.

Narrative Intelligence: 3 Ways to Stroll Memory Lane

Inspired by East Tennessee State University

—Storytelling Masters Program

Much credit to Roger C. Schank

—Author of "Tell Me A Story: Narrative Intelligence"

as well as David Novak

—National Storyteller/ETSU Professor

Question: To what extent do you already know stories?

Answer: You know more stories than you think you do.

Activity:

• List any stories that you could tell right now
• List any stories that you could tell after one or two run-throughs
• List any other stories that you know that would need two+ run-throughs

Wise Storyteller = right story at the right time and with many stories in the repertoire

Index Stories

We create indices/labels for stories so to tell stories effortlessly and unconsciously. You may also apply indexing to when interviewing others.

Index Construction & Understanding:

1. Match indices for story retrieval

Example: Creating themed storytelling performances

2. Add aspects of a new story to empty slots in an old one

Example: Love a story except for the ending

3. Seek further evidence for stories that were only tentatively held as having been correctly understood

Example: Feminist tales

Activity:

• Take story from your repertoire and complete the right side of the table below--

Types of Indices	Story:
Theme/Topic
Goal/Intention
Plan to Reach Goal
Result/Ending
Lesson

Group Exercise:

• Form circle or semi-circle as a group and pretend that there is a fire in the center.
• One person says any word or phrase toward the imaginary fire. In no particular order, everyone can say what words come to mind. Some people may talk at the same time, which is fine because you are creating a bonfire of words. Whatever word was last heard is what a person connects to when tossing out a word. Try this activity with the eyes open and then with the eyes closed.

Shape Memories

The ability to remember an event/story increases with:

1. Immediacy of telling after event experienced/story learned

2. Frequency of telling

3. Uniqueness

4. Significance to you

The act of sharing a story with someone else creates its own memory. The more the story is shared, then the more memories connected to the story.

With every version of a story learned, your memory is changed. Every version blurs the details so it is easier to put your own spin to the story. You will have details that you cling to and you will have details that you drop. Finally, ask yourself “How is this story the story of my life?”

Example: Disney version of “The Little Mermaid” vs. H.C. Andersen version

Activity:

• Tell a familiar tale backwards.
• How has your viewpoint of the story changed

Understand and Share Stories

We may have stories that reflect different cultures but it does not mean we understand the stories completely. According to Schank’s book, if someone learned French and traveled to Paris, that person would struggle with the language. That person did not learn the life and speech genres such as the slang and proverbs so as to avoid embarrassing situations.

Insider Story Examples: personal tales, stories of your culture

Outsider Story Examples: multicultural tales, stories of another place or time

Activity:

• Using your repertoire list, place an “I” next to your insider stories and an “O” next to your outsider stories.

Combinatorial--Questions to ask when feel like there is no story to tell:

1. What story do I know that relates to the incoming story?

2. Are there any events in my memory where I had a similar goal for a similar reason?

3. Do I have a story in memory where the main goal is the same as that being pursued in the story I am hearing?

Bibliography:

Schank, R. (1995). Tell Me A Story: Narrative and Intelligence. Evanston, IL: Northwestern University Press.

ISBN: 0810113139

Yashinsky, D. (2006). Suddenly They Heard Footsteps: Storytelling for the Twenty-first Century. Jackson, MS: University Press of Mississippi.

ISBN-10: 1578069270

Suggested Reading:

Bavles, D. & Orland, T. (2001). Art & Fear. Santa Cruz, CA: Image Continuum Press.

ISBN: 0961454733

Coles, R. (1990). The Call Of Stories: Teaching and The Moral Imagination. Boston: Mariner Books.

ISBN: 039552815

Lakoff, G. & Johnson, M. (2003). Metaphors We Live By. Chicago: University of Chicago Press.

ISBN: 0226468011

Rodenburg, P. (1993). The Need For Words: Voice and Text. New York City: Routledge.

ISBN: 0878300511

Rodenburg, P. (1993). The Right To Speak: Working With The Voice. New York City: Routledge.

ISBN: 0878300554

Sawyer, R. (1977). The Way of The Storyteller. London: Penguin.

ISBN: 0140044361

Simmons, A. (2002). The Story Factor: Inspiration, Influence and Persuasion Through The Art of Storytelling. New York City: Perseus Books Group.

ISBN: 0738206717

Smith, A. D. (2006). Letters to a Young Artist: Straight-up Advice on Making a Life in the Arts-For Actors, Performers, Writers, and Artists of Every Kind. New York City: Anchor.

ISBN-10: 1400032385

Zipes, J. (1995). Creative Storytelling; Building Community, Changing Lives. New York City: Routledge.

ISBN: 0415912725

When is a Folktale a Folktale? Today’s Changes to Yesterday’s Story of the People

A folktale tends to conjure images of shrouded forests with country peasants, majestic mountains inhabited by isolated hermits, or dusty deserts pitched about by canvas tents of nomadic tribes.

A folktale is usually not thought of in a setting like New York City with its skyscrapers and bustling people.

Yet, a folktale, in all its simplicity, is a story of the people.

Time does not really factor into the folktale equation. We like to add the “long ago and far, far away” as probably a part of nostalgic and romantic notions.

New York City could be admitted to be as grand as any kingdom spoken of in classic folktales.

Universal themes are still the same from the past to the present. These themes provide the foundation for folktales.

There are three main areas that have changed:

• Common Characters and Jobs
• Self-Made Monsters and Disasters
• Rural to Urban to Viral

Common Characters and Jobs

In the folktales of the “long ago and far, far away”, the main character or hero tended to start as a farmer. Oftentimes, some royalty made an appearance.

Today we continue to have our workers and our leaders, though we name them differently.

Jack’s mother may not be asking for her son to take a cow to town for some money (and have Jack bring back magic beans instead). Now Jack’s mother is asking for her son to take his college education and find a job in this high unemployment world. Jack is lucky to bring home some beans.

People like Jack and searching for the gold that would support their homes. Climbing the beanstalk is often the only way to do it. That could mean gaining further education or climbing the corporate ladder.

Folktales could center on the adventures of being a student. Passing final exams circulate as stories with the rituals and traditions involved.

Besides the perpetual student, we have occupations that did not exist to such a degree a hundred or more years ago.

Horse-drawn carriages have made way for automobiles. Sending letters by carrier have many times been sent through email. Books and programs could be placed on microchips and in software packages. Vaccines and cures have burst forth from healthcare research. And the list could go on.

Self-Made Monsters and Disasters

We still have killer crocs and devil pigs. We even have giants, though ours today go on to swallow fire and swords and become a finalist for “America’s Got Talent”.

One of the largest self-made monsters of the day: identity thieves.

So the idea of becoming someone stealing or becoming someone else is not new.

Consider the infamous folktale character “Master of Thieves”. If you delved into folktales from Iraq, it seems every other piece involves a man dressing as a woman or a woman dressing as a man so as to gain glory and gold or to avoid death and detection.

Now people are becoming other people without the clothes . . .only dressed in a social security number.

As for disasters, we live in a time when millions of gallons of oil could spill out from reckless offshore drilling and destroy coastline communities faster than any hurricane or flood. Though, not to be forgotten, these natural disasters still pound from the skies and the earth and compound the self-made disasters.

Stories of the past always involve battles, but now the bow and arrow and guns have made way for bombs. Earthquakes are not the only things that tremble the earth.

Rural to Urban to Viral

As we share the news of events with others, we can credit many words used to explain storytelling from country influences such as “spinning a tale” or “old wives’ tales”.

Whenever there was a barn raising or a celebration of some kind, the farmers and their wives would gather. The women had their area of their quilting bees and spinning wheels and would share stories and gossip while doing these repetitious tasks.

Then the printing press became more common and newspaper were born. Cities housed these machines and the stories disseminated mainly from these heavily populated places rather than the countryside.

Now we have the Internet. A person could zip a message to a friend on the other side of the world in seconds.

Our folktales and folklore are being chronicled mainly through Facebook, Twitter, and YouTube.

Stories are continuously before our faces. The question becomes, “Do we value them?”

You are part of the people. The answer lies with you.

Until we tell again,

Rachel Hedman

Professional Storyteller

Tel: (801) 870-5799
Email: info@rachelhedman.com

URL: http://www.rachelhedman.com/

How-To Blog: http://storytellingadventures.blogspot.com/

Family Famine Series Site: http://www.familyfamine.com/

Year of the Family Book: http://www.yearofthefamily.com
Fan Page: http://www.facebook.com/rachelfans
Other places to find me: Twitter, YouTube, Facebook, LinkedIn, Professional Storyteller

The Story Seed Idea: 3 Ways to Grow More than One Version on the Vine

Jack grew a beanstalk overnight from one bean. A storyteller plants one version of a story in mind and then cultivates a unique version that can be as impressive as mile-high vegetation.

Sometimes one version is all a storyteller can find after hours in the library. Certain stories are easier to find than others. When researching the classic King Midas story, I read 72 versions before exploring how to develop my voice to the tale.

Most stories do not offer so much material.

So what does a storyteller do when nothing can be found?

3 Ways To Grow More Than One Version Of A Story:

• Culture
• Current Events
• Classifying through Aarne-Thompson System

Culture

Delving into the culture of a tale is most obvious for folktales, though any story has a culture connected to it. Keep in mind that culture could include a region, time period, religion, social group, gender, or generation.

A story tends to state its area of origin. A folktale could be told in general terms and lack any reference to the cultural elements despite being labeled as a “Cuban” or “Ojibwa” or “Vakishamba tribe in Africa”. The story might have a word or phrase of the language that provides flavor. Otherwise, the teller could add foreign words.

A storyteller may find benefit in learning the social traditions connected to birth, marriage, death, or other events and merge it with the original story.

Books from the juvenile literature section provide excellent pictures so that the storyteller could create a pretend map of the scenery for the folktale.

Current Events

The Internet, especially Facebook and Twitter, have expanded exponentially how people access the news.

Through Twitter, people could receive mini press releases with no more than 30 words. A website usually accompanies the post for more details. This tiny version of news makes it possible to scan headlines of 100+ stories in a few minutes. A storyteller could click on the tweet that relates closest to the story that the storyteller may be working on at the moment.

For example, in the Aboriginal Australian story “Gooloo the Magpie and the Wahroogah” a magpie-woman named Gooloo offers to watch over the tribe’s children while the fathers hunt and the mothers gather fruit amongst the trees. When the mothers return, the children are gone.

A storyteller might find a newspaper article or TV broadcast that focuses on a kidnapping. Though the cultures may be different, the news would share the heart wrenching feelings felt by the parents. A storyteller may gain inspiration on how to approach the Australian tale by merging with universal emotions and themes.

Classifying through Aarne-Thompson System

Librarians have the Dewy Decimal System to find books. Storytellers have the Aarne-Thompson System to find stories from the folk and fairy tale realm.

The Aarne-Thompson uses letters and numbers to divide categories and themes.

For the motif of “Conception and Birth”, a storyteller would find those stories from T500-T599. Within these numbers are related subcategories.

Consider some of the types found under T500-T599:

• T511.1—Conception from eating a fruit
• T511.1.1—Conception from eating apple
• T511.2.0.1—Conception from eating root
• T511.2.0.1.1.—Girl called Gatherer because she is best in tribe at knowing and getting plants
• T511.2.0.2—Conception from eating leaves

Underneath the numbers, often one or more story is listed. Sometimes there are complete bibliographies. A storyteller searches for the recommended books and continues the research adventure.

“The Storyteller’s Sourcebook” is a fantastic book compiled by Margaret Read MacDonald with the Aarne-Thompson System as well as the ability to search by subject and title. Although out-of-print, many libraries have this book in their reference section.

Even when a storyteller develops a personal or historical piece, discovering folktales that have similar themes could be considered explorative research. Inspiration comes from everywhere.

Suddenly the one version a teller started with could branch into endless possibilities. . .as endless as that beanstalk that Jack climbed.

Do you have your story seed?

Let it grow!

Until we tell again,

Rachel Hedman

Professional Storyteller

Tel: (801) 870-5799
Email: info@rachelhedman.com

URL: http://www.rachelhedman.com/

How-To Blog: http://storytellingadventures.blogspot.com/

Family Famine Series Site: http://www.familyfamine.com/

Year of the Family Book: http://www.yearofthefamily.com
Fan Page: http://www.facebook.com/rachelfans
Other places to find me: Twitter, YouTube, Facebook, LinkedIn, Professional Storyteller

Mothering a Program: How to Give Birth to Story Success

Most mothers are ready for their baby to come when ten months or so have passed. They have swallowed hundreds of pre-natal pills, stuffed and filled drawers and closets with baby clothes, and packed the suitcase for that urgent ride to the hospital for delivery.

A storyteller could learn from mothers on how to care for the mental, physical and emotional needs.

Mental

For the Story—

A mother does not expect to become pregnant and then deliver the baby the next day. She likely made a lot of to-do lists. Repainting a room for the nursery is probably a priority.

The story needs to be outlined in a way that works for the tellers. Some people prefer the visual way by storyboarding. Whether drawing stick figures or intensely detailed images, these series of pictures could bring order to a complex plot.

I enjoy using French Scenes of which the environment, character feelings, and progression of the plot are explored for each part of the story. I ponder upon the Hero’s Journey structure as shared by Joseph Campbell. The hero’s beginning, call to adventures, road of trials, and the ultimate boon can be adapted to most types of stories.

For You—

A mother dreams what that moment will be like to hold the new precious one in her arms.

Storytellers can also dream of the perfect performance. Storyteller Carol Esterreicher taught me about the “Circle of Excellence”, a neuro-linguistic practice. An imaginary circle is pictured while the teller builds the visual, audio, and kinetic elements that would motivate and create the best environment for storytelling. For example, one might imagine an elaborate opera house with lights up, friends and family in the audience, hearing applause, and feeling warmth and delight from everyone. A cue, like putting on a cap, might trigger these positive thoughts regardless of the actual atmosphere.

Another mental preparation is to have silence. I prefer to have the radio off when I drive to a performance. This allows me to think only of the stories to be shared at the performance.

Physical

For the Story—

A mother’s whole body expands and changes to make room for the little one forming in the womb.

The first time that a story is told aloud, then the story is able to grow and become larger than it was at the beginning. Besides the words, facial expressions and gestures flow with the story. It creates what storyteller Donald Davis calls as “body memory”. The story is beyond outlines and storyboards now.

For You—

A mother attends classes to learn how to breathe properly for delivery.

Does this sound familiar? Storytellers must know how to breathe. We breathe so many times during the day that we may take it for granted. When our breathing is acknowledged, then we can control it to enhance out performance.

Our breath may quicken for showtime. Taking deep breaths in and out could calm the nerves and allow us to do our best. I enjoy throwing in some loud yawns. A yawn is the body’s way of saying that more oxygen is needed and not always that one is tired. If no other warm-ups for the vocal chords are done, then some yawns and breaths could help.

Emotional

For the Story—

A mother could have any emotion emerge at any moment. She does her best to keep the hormones in check.

A storyteller needs to have these skills of detecting when the emotions are too much for a story. Certain tales may remind of tender or outrageous moments. Sadness or anger might come forth from the story and make the audience uncomfortable. The story may need to be “excused” until enough time has passed to feel in control.

For You—

A mother knows ultimate joy because she has felt the sorrows. No matter what the obstacle, a mother knows that everything is worth it for that joy.

Fear could easily beset the storyteller. After the preparations and practices, the showtime—or delivery—of the program is at hand. Grasp onto the feeling of confidence that you did all that you could do to make the program a success. You will feel satisfaction when you hear the applause and realize that you did your best.

So what are you waiting for? Go and deliver some beautiful story success!

Until we tell again,

Rachel Hedman

Professional Storyteller

Tel: (801) 870-5799
Email: info@rachelhedman.com

URL: http://www.rachelhedman.com/

How-To Blog: http://storytellingadventures.blogspot.com/

Family Famine Series Site: http://www.familyfamine.com/

Year of the Family Book: http://www.yearofthefamily.com
Fan Page: http://www.facebook.com/rachelfans
Other places to find me: Twitter, YouTube, Facebook, LinkedIn, Professional Storyteller

When Fools Rush In: 3 Ways to Boost Wisdom with Story Introductions

A story could survive without an introduction.

Though often a storyteller receives an introduction by an emcee to further excitement from the audience. It seems fair that a story receive an introduction so as to experience similar results.

What to Remember About Introductions:

1. Dedicate Time To Have Intro & Of Appropriate Length

2. Ponder What The Story Means To You

3. Strengthen Lead-ins Without Revealing Plot

Dedicate Time To Have Intro & Of Appropriate Length

Some storytellers tell stories as if careening down a mountainside or as if a “ready, set, go” button was pushed.

I have acted in such a rapid way. When competing in a Liar’s Contest, I had five minutes. One sentence was all I spared to recognize the audience. I would have preferred a few more moments to reach out to the audience.

Any storyteller could make a conscious decision to include an introduction whether it lasts thirty seconds to over a minute.

Ellouise Schoettler, one of the Exchange Place Tellers at the 2009 National Storytelling Festival, was given twelve minutes. At this event, it is taboo to go over time. She considered telling one of her fourteen-minute signature stories. Then, rather than condensing the story and forgoing the introduction, Ellouise chose to tell a seven-minute story with a few minutes of breathing room. After the festival, Ellouise was glad she gave the time to solidify a connection with the audience.

Her wise decision to give time for a story introduction led to a happy memory.

Balance the length of the introduction with the story. I have heard introductions longer than the story! Any introduction over a couple minutes will need strong rationalizations. There are exceptions to any rule. Sometimes a mini story is needed to make way for the longer story.

Ponder What The Story Means To You

Another name for an introduction is a “mindset”. It implies that one must look within first.

All of the reasons that you chose a certain story may not surface as introduction material. However, your tone at the beginning may be influenced by these feelings.

Sometimes we rush to tell a story before understanding why we were drawn to tell it. A perfect answer is not necessary. You may find the answer being “I don’t know” but that would at least proved that you asked yourself the question.

As you gain life experiences, an introduction you used in the past may not be how you feel about the story now. Feel free to change stories as you change.

The current events may convince you to take another route with the introduction. In fact, reminding the audience that you are aware of what they are aware . . .could that be another approach to “mindset”?

Strengthen Lead-ins Without Revealing Plot

I have always appreciated learning trivia before someone tells a story. Perhaps that is why I sometimes love to reveal important symbolism before a tale is told.

If the symbol is not a key part of the plot, however, then it may be better suited for commentary and not an introduction. Though, if it gives away how the plot may resolve, then you may want to rethink your need to share that bit of information.

The title itself could give away the ending. If so, then you either may want to change the title to something less revealing or save to share it at the end as a kind of “by the way” after the applause.

Whenever I tell the Iraqi folktale “The Sparrow and His Wife”, I begin by sharing some facts about the Evil Eye. There is an action done at the end of the story that becomes more meaningful if the audience knows this ahead of time. Could the story be fine without the introduction? Yes. But I have already determined my favorite part of the story and would like the Evil Eye explanation at the start so to magnify the possible reactions from the audience at the end.

So the next time you are ready to tell a story, consider the first words that will come out of your mouth.

Your audience—and story—will appreciate it.

Until we tell again,

Rachel Hedman

Professional Storyteller

Tel: (801) 870-5799
Email: info@rachelhedman.com

URL: http://www.rachelhedman.com/

How-To Blog: http://storytellingadventures.blogspot.com/

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Are You Hunter or Gatherer? Common Ways Storytellers "Live Off" the Art

Ever since learning about the Ice Age during elementary school years, I delighted in creating dioramas to imagine how people survived once the snow melted.

It was as if we had our mini versions of the museum’s mannequins dressed in buckskin clothes or furs while building a fire, sharpening a spear, or gathering seeds to plant for later.

No matter what culture or country, there has been a history of hunters and gatherers. One way of gaining nutrients is not better than another way. They simply are different.

Naturally, these two ways reflect how storytellers “live off” the art.

Are you a hunter? Are you a gatherer? Are you a mix of both?

Before reading the following statements, consider your experience in the art. Are you new? Are you a veteran of over one or more decades in the art? Ponder on how this experience may affect your answers.

Our hunter and gatherer tendencies may change depending on our stage in the art.

Part 1—

On a piece of paper, write the label “Hunter” and then list numbers 1-7 per line. For each of the seven statements, choose any of the following: Strongly Disagree, Disagree, Neutral, Agree, or Strongly Agree.

1. I enjoy the simplicity of working alone and dwelling in my thoughts.

2. I am frustrated by the conflicting artistic advice from friends and colleagues.

3. I am uncomfortable when a certain number of professional storytellers live in my area.

4. The more I am around other storytellers and artists, then the more distracted I am in regards to my own goals in the art.

5. Clubs, guilds, and organizations add little or no value to what I already know about the art.

6. If I was the only professional storyteller alive, I would still feel motivated to progress in my art.

7. Organizations come and go, but the art is forever.

Now give the following point value for any answers for the above seven statements.

Add your points together.

Total possible = 35 points.

If you have 25-35 points, then you have strong Hunter tendencies.

As Hunter:

You seek out and hunt opportunities and independence. You get your “meat” or performances by the direct actions you take rather than relying on other people or organizations to help make those connections. You improve in the art most when alone and in a calm environment. Although you may interact with other artists, it is more to forward your goals than to progress the vision or mission of others.

Part 2—

On a piece of paper, write the label “Gatherer” and then list numbers 1-7 per line. For each of the seven statements, choose any of the following: Strongly Disagree, Disagree, Neutral, Agree, or Strongly Agree.

1. I am quick to join one or more social networking sites involving storytelling. (Examples: Professional Storyteller social networking site, Facebook, Twitter, etc.)

2. I attend storytelling guilds, gatherings, or other social events on a regular basis.

3. I am willing to rearrange my schedule to attend storytelling social events.

4. I refer often to what I have learned at storytelling conferences or gatherings while talking with others.

5. I am anxious to list or share how the art has been strong in the area to fellow artists, neighbors, or acquaintances.

6. My storytelling activity would decrease if certain storytelling groups or events dissolved.

7. A brainstorm session, whether with strangers or colleagues, would be more valuable than a solo brainstorm session.

Now give the following point value for any answers for the above seven statements.

Add your points together.

Total possible = 35 points.

If you have 25-35 points, then you have strong Gatherer tendencies.

As Gatherer:

You gather information and people connections. You harvest so much sustenance that sometimes the “food” goes into storage until you are ready to intake the message(s) or to build upon the relationship(s) formed. You feel an added energy whenever you are around people—whether colleagues or strangers. You improve in the art most when others are there for you as sounding boards, mentors, or as friends. Although you relish in interacting with others, you sometimes feel an overload. The knowledge you meant to apply might be forgotten and the people you meant to keep in contact are lost.

What If You Are Hunter And Gatherer?—

Take the strengths of the Hunter and the Gatherer and create a balance that will keep you fed through any of the “starving artist” times as well as through the plentiful seasons. Be willing to adapt to use the skills that would be most useful during the current economic times.

There are moments when you need to go off into the “forest” to realize and achieve dreams. Though, whenever going alone, you may want to tell one or more people of your intentions so you have a caring support system in case you get lost.

Even the mighty hunter is not meant to be alone. And the gatherer could always use those quiet moments to put everything into perspective.

So go forth and enjoy your catch or harvest! You deserve it.

In case you were curious, I had 21 points as Hunter and 31 points as Gatherer. Feel free to share your results as a comment to this post.

Until we tell again,

Rachel Hedman

Professional Storyteller

Tel: (801) 870-5799
Email: info@rachelhedman.com

URL: http://www.rachelhedman.com/

How-To Blog: http://storytellingadventures.blogspot.com/

Family Famine Series Site: http://www.familyfamine.com/

Year of the Family Book: http://www.yearofthefamily.com
Fan Page: http://www.facebook.com/rachelfans
Other places to find me: Twitter, YouTube, Facebook, LinkedIn, Professional Storyteller