Diversity of Race/Religion in Storytelling Venues

Disclaimer: Views shared do not reflect any type of scientific survey.

Diversity is often celebrated as a “must-have” for any event including storytelling festivals, conferences and associations.

Types of diversity could be endless, though two are explored here:

1. Race/Ethnicity
2. Religion

Question to Ponder:
What types of diversity, if any, have you experienced at storytelling venues? (Examples: Race/Ethnicity, Religion, Gender, Age, etc.)

Race/Ethnicity
Upon viewing the average storytelling festival attendance, one can quickly see the vast number of white people. Geography is only one factor as to the audience mix of a storytelling event.

How one would define “white” continues to be debated. At one time or another, Asians, Native Americans, Jews, Irish, Italians—to name a few—were not considered white. Regardless of your personal definition of “white”, sometimes there is few if any variety in colors and cultures within the audience members as well as in the storytellers who headline events.

This is not to say we have a low number of colors and cultures as storytellers despite the majority of whites exhibited in the National Storytelling Network membership. A few cultural organizations include the Black Storytellers Alliance, the National Association of Black Storytellers, the Jewish Storytelling Coalition, and the International Hispanic Storytellers Association (contact Consuelo Samarripa).

When it comes to who are the tellers, there have been complaints that storytelling festivals/conferences do not have enough ethnicity. Usually these complaints are oral and rarely found written in publications or on the Internet, yet these feelings exist. The complaints come from all colors and all ages and often the National Storytelling Festival or the National Storytelling Conference are venues given as examples.

For the 2007 National Storytelling Festival, I looked at the brochure to determine the truthfulness of the complaints. You can decide for yourself by going to the National Storytelling Festival website and viewing the pdf file of the brochure. It may be more productive to ask the featured tellers of what ethnicity they represent. Asking one’s race is personal and complicated so doing such a thing could be considered taboo.

As for the 2007 National Storytelling Conference, it would be easier to state—“Yes, we have a lack of color”—especially if claiming to be “national”.

As every event has different purposes or goals, perhaps the tellers we see featured reflect these goals.

Diversity goes well beyond the color of skin.

Religion
From Ed Stivender’s “Growing Up Catholic” tales to the Jewish tales shared by Penninah Schram, certain religions are more prevalent than others on the stage. Sometimes these tales bring humor or reverence to one’s own beliefs.

If you are interested in telling stories from any kind of religion, then contact the Interfaith Discussion Group that is part of the National Storytelling Network. This group provides a list of events such as the Sacred Mountain Stories in Arizona, the Children at the Well in New York, or the Third World Peace Interfaith Storytelling Gathering in Colorado.

As for specific religious storytelling groups, you could go to the Christian Storytelling Network or the Jewish Storytelling Coalition. I attempted to find other religious groups. If you know of any others, please let me know.

During the 2006 Utah StoryFest, a conference geared for the Utah Storytelling Guild and general public, the question was raised as to why there were not any Latter-day Saint (Mormon) storytellers telling LDS stories on the national circuit. Part of these stories could include Bible stories as well as stories from the Book of Mormon. Other stories could involve pioneer stories of the trek west into the Salt Lake Valley to the modern times of “Growing Up Mormon”. The StoryFest attendees supported the idea though, as of yet, I do not know any LDS tellers who have pursued the idea. When I asked some storytelling institute classmates at East Tennessee State University as to how they may respond to hearing LDS stories, positive responses were received.

“Growing Up” stories from any religion have strong possibilities. One of the popular classes at Brigham Young University is World Religions. College administrations across the globe are searching for more ways for their students to experience diversity.

Whether providing space for religious or ethnic tales, turning to universities could be an answer beyond the regular storytelling venues of festivals and conferences.

Until we tell again,

Rachel Hedman
Professional Storyteller
Co-Chair of Youth, Educators, and Storytellers Alliance
(801) 870-5799
info@rachelhedman.com
http://www.rachelhedman.com/
http://www.yesalliance.com/

Ancient Civilizations: Story Standards Then to Now

China, Egypt, Greece, India, and Mesopotamia are places that are rich in storytelling. You may discover the storyteller’s role in each of these cultures while simultaneously meeting curriculum standards of the geographic, political, economic, religious and social developments. You can appreciate stories in any time period.

Please note that these games are part of a larger workshop I lead under the same title of “Ancient Civilizations: Story Standards Then to Now”. Rather than the usual article, I have listed storytelling games easily adaptable to Ancient Civilizations studies. At the end are some references to stories.

A new tradition for this blog will be the "Question to Ponder" so as to inspire more conversation about the subject. Feel free to post your own questions and answers.

Question to Ponder:

How can one weave cultural elements into a story so as to be educational and entertaining at the same time?

Six Storytelling Games/Activities:

1. Your House vs. Their House (can also be applied to Neighborhoods)

• Give blank paper to each student so to draw his or her house as if someone tore off the roof and looked inside.
• Each student has a partner and gives a “tour” of the house. Encourage all to share moments that may have happened in the rooms.
• After this warm-up, ask them to draw a Greek home or provide a ready-made drawing of a Greek home.

Usually 2-3 rooms built around open air courtyard

Built from stone, wood, or clay bricks

Larger homes had kitchen, room for bathing, men’s dining room, women’s sitting area

Life centered around the courtyard such as to gather to tell stories, relax, chat, sew, cook

• Ask the students to give a “tour” of this Greek home as if they lived there.

***Many storytellers use this type of activity for workshops such as Karl Behling and Kevin Cordi. My spin on this game is to apply it to what homes from other cultures may be like.

2. Noun Nonsense

• Provide copies of a story from the culture so the students can read the story to themselves. Upon the second reading of the story, ask the students to highlight any nouns within the story.
• Ask the students to expand the current story by adding more social, political, geographical, religious, or economical details to the highlighted nouns.

3. Mixed-Up Mayhem

• Set aside a bowl for each of the following categories or create your own: Status, God of Choice, Daily Activity, Place, and Object. Note that these reflect social, political, religious, geographical and economical areas.
• On slips of paper, write a word and place in the appropriate bowl. For a Greek game, here are ideas of what you might put in each bowl—

Status—Rich, Middle Class, Poor, Slave

God of Choice—Zeus, Hera, Athena, Hephaestus, Ares

Daily Activity—Farming, Sailing, Hunting, Wrestling, Attending Wedding, Running Household, Going to School

Place—Athens, Sparta, Mediterranean Sea

Object—Lyre, Flute, Petasos (broad-rimmed hat), Metal Headband, Tunic, Hairpins, Rattle, Little Clay Animals, Yo-yo, Terra-cotta Dolls, Pet Goat, Pet Mice

• Have students pull a paper from each of the bowls. Create individual or group stories that connect each of the items drawn. Be prepared for stories to go in any direction as long as all words are used.

4. Sayings in the Pocket

• Gather proverbs from the country and/or create sayings that could have been said during that time period at home, work, school, etc. Give a copy of all these proverbs/sayings to the students.
• Take your copy of these sayings and cut them up so that there is one saying on each slip of paper.
• Create the setting for the story with students suggesting people, a place, and a crazy problem. Have two or more students act out and create the story from the suggestions. When you ring a bell, have one of the students pull a slip of paper, read the saying, and have the story twist in another direction. Students will need to be familiar with what the saying means so that they can use cultural knowledge to make a great story.

5. Circle Story

• Provide a cultural vocabulary list. Explain that there will be a game the next day based on these terms.
• When the students have had time to study (or even a couple minutes at the beginning of class to review), have everyone sit in a circle.
• You start a story set in that culture and use one of the vocabulary words. The student to your right continues the story using a different vocabulary word. The story goes to each of the students until all vocabulary words are used. This game is important that the student knows the words as well as how to use the word in a sentence.

6. Senses Gone Sour

• Tell a story from the culture. Then ask students to brainstorm on what could be found in the culture using the Five Senses: Sight, Smell, Hearing, Touch, and Taste.
• Ask for volunteer to be blind, deaf, or mute. Have that student tell the story using the senses still available to a blind, deaf, or mute person.

REFERENCES FOR ANCIENT CIVILIZATIONS STORIES

China

Barchers, S. I. (1990). Wise Women: Folk and Fairy Tales from around the World. Englewood,

CO: Libraries Unlimited.

Caduto, M. J. (1997). Earth Tales from Around the World. Golden, CO: Fulcrum Publishing.

Climo, S. (2005). Monkey Buisness, Stories from Around the World. New York City: Henry Holt and Company.

Collier, I. D. (2001). Chinese Mythology. Berkeley Heights, NJ: Enslow Publishers.

DeSpain, P. (1993). Thirty-Three Multicultural Tales to Tell. Little Rock, AR: August House.

DeSpain, P. (1979). Twenty-Two Splendid Tales to Tell from Around the World: Vol. 2. Little

Rock, AR: August House.

Forest, H. (1996). Wisdom Tales from Around the World. Little Rock, AR: August House.

Forest, H. (1995). Wonder Tales from Around the World. Little Rock, AR: August House.

Hamilton, M. & Weiss, M. (1999). How & Why Stories, World Tales Kids Can Read & Tell. Little Rock, AR: August House.

Holt, D. & Mooney B. (1994). Ready-to-Tell Tales. Little Rock, AR: August House.

MacDonald, M. R. (1992). Peace Tales: World Folktales to Talk About. Hamden, CT:

Linnet Books.

Medlicott, M. (1992). Tales for Telling from Around the World. New York City:

Kingfisher Books.

Sierra, J. (2002). Can You Guess My Name?. New York City: Clarion Books.

Yolen, J. (2003). Mightier than the Sword, World Folktales for Strong Boys. Orlando,

FL: Harcourt.

Egypt

Caduto, M. J. (1997). Earth Tales from Around the World. Golden, CO: Fulcrum Publishing.

Climo, S. (1989). The Egyptian Cinderella. New York City: HarperCollins.

Greger, C. S. (1996). Cry of the Benu Bird, an Egyptian Creation Story. New York City: Houghton Mufflin.

Grindley, S. (1997). Breaking the Spell, Tales of Enchantment. New York City: Kingfisher.

Harris, G. (1992). Gods & Pharaohs from Egyptian Mythology. New York City: Peter Bedrick Books.

Holt, D. & Mooney B. (1994). Ready-to-Tell Tales. Little Rock, AR: August House.

Nardo, D. (2001). Egyptian Mythology. Berkeley Heights, NJ: Enslow Publishers.

Greece

Barchers, S. I. (1990). Wise Women: Folk and Fairy Tales from around the World. Englewood,

CO: Libraries Unlimited.

Condos, T. (1997). Star Myths. Grand Rapids, MI: Phanes Press.

DeSpain, P. (1993). Thirty-Three Multicultural Tales to Tell. Little Rock, AR: August House.

Forest, H. (1996). Wisdom Tales from Around the World. Little Rock, AR: August House.

Forest, H. (1995). Wonder Tales from Around the World. Little Rock, AR: August House.

Holt, D. & Mooney B. (1994). Ready-to-Tell Tales. Little Rock, AR: August House.

Hamilton, M. & Weiss, M. (1999). How & Why Stories, World Tales Kids Can Read & Tell. Little Rock, AR: August House.

MacDonald, M. R. (1992). Peace Tales: World Folktales to Talk About. Hamden, CT:

Linnet Books.

Hebrew

Caduto, M. J. (1997). Earth Tales from Around the World. Golden, CO: Fulcrum Publishing.

DeSpain, P. (1979). Twenty-Two Splendid Tales to Tell from Around the World: Vol. 2. Little

Rock, AR: August House.

Forest, H. (1996). Wisdom Tales from Around the World. Little Rock, AR: August House.

Forest, H. (1995). Wonder Tales from Around the World. Little Rock, AR: August House.

Gerstein, M. Queen Esther the Morning Star. (2000). New York City: Simon & Schuster Books for Young Readers.

Holt, D. & Mooney B. (1994). Ready-to-Tell Tales. Little Rock, AR: August House.

Yolen, J. (2003). Mightier than the Sword, World Folktales for Strong Boys. Orlando,

FL: Harcourt.

India

Barchers, S. I. (1990). Wise Women: Folk and Fairy Tales from around the World. Englewood,

CO: Libraries Unlimited.

Caduto, M. J. (1997). Earth Tales from Around the World. Golden, CO: Fulcrum Publishing.

Climo, S. (2005). Monkey Buisness, Stories from Around the World. New York City: Henry Holt

and Company.

DeSpain, P. (1993). Thirty-Three Multicultural Tales to Tell. Little Rock, AR: August House.

DeSpain, P. (1979). Twenty-Two Splendid Tales to Tell from Around the World: Vol. 2. Little Rock, AR: August House.

Forest, H. (1996). Wisdom Tales from Around the World. Little Rock, AR: August House.

Forest, H. (1995). Wonder Tales from Around the World. Little Rock, AR: August House.

Grindley, S. (1997). Breaking the Spell, Tales of Enchantment. New York City: Kingfisher.

Hamilton, M. & Weiss, M. (1999). How & Why Stories, World Tales Kids Can Read & Tell. Little Rock, AR: August House.

Holt, D. & Mooney B. (1994). Ready-to-Tell Tales. Little Rock, AR: August House.

MacDonald, M. R. (1992). Peace Tales: World Folktales to Talk About. Hamden, CT:

Linnet Books.

Medlicott, M. (1992). Tales for Telling from Around the World. New York City:

Kingfisher Books.

Mesopotamia

Barchers, S. I. (1990). Wise Women: Folk and Fairy Tales from around the World. Englewood,

CO: Libraries Unlimited.

Climo, S. (1999). The Persian Cinderella. New York City: HarperCollinsPublishers.

Caduto, M. J. (1997). Earth Tales from Around the World. Golden, CO: Fulcrum Publishing.

DeSpain, P. (1979). Twenty-Two Splendid Tales to Tell from Around the World: Vol. 2. Little

Rock, AR: August House.

Forest, H. (1996). Wisdom Tales from Around the World. Little Rock, AR: August House.

MacDonald, M. R. (1992). Peace Tales: World Folktales to Talk About. Hamden, CT:

Linnet Books.

Phelps, E. J. (1981). The Maid of the North, Feminist Folk Tales from Around the World. New

York City: Henry Holt and Company.

Shepard, A. (1999). Forty Fortunes, a tale of Iran. NewYork: Clarion Books.

Until we tell again,

Rachel Hedman
Professional Storyteller
Co-Chair of Youth, Educators, and Storytellers Alliance
(801) 870-5799
info@rachelhedman.com
http://www.rachelhedman.com/
http://www.yesalliance.com/

Storytelling Generation Gap: 4 Ways to Close It

Many storytellers wonder about the next generation of storytellers, especially as to whom will continue the American Storytelling Movement that was jumpstarted by the National Storytelling Festival in 1973.

The future could seem dim if you looked only to the attendance of 18-30-year-olds at the annual National Storytelling Conferences. I could count using two hands--with fingers to spare--the number of 18-30-year-olds at the 2007 National Storytelling Conference.

Often people ask how to attract more young people to the art.

Four Ways to Positively Connect with 18-30-year-old Tellers:
1. Attend events where an 18-30-year-old would go
2. Allow leadership to be equally shared and/or given
3. Offer friendship that is genuine rather than assigned
4. Wait for the 18-30-year-old to initiate mentorship

Attend events where an 18-30-year-old would go
If the desire is to have more 18-30-year-olds at storytelling events, then people must be willing to go to where this age group roams. You do not have to appear as a stalker. When you go to their events, then be quick to introduce yourself. Feel free to share why you are there such as, "I have never gone to a slam before" or "I heard this would be a good place to find 18-30-year-old storytellers/artists." Being the quiet observer is also fine.
Some suggested places:
1. Poetry/Story Slams (see previous blog for more details)
2. Comedy Clubs
3. Coffeehouses with Open Mikes
4. Campus Events sponsored and/or led by Students
5. Fringe Festivals

The Internet is a wonder tool in that you can go to a search engine such as Google and type in key phrases like "poetry slam + (state where you live)" and receive a schedule of events. Comedy clubs are found anywhere though they tend to be nearby college towns. If possible, go to the Student Centers at universities and ask where the students like to hang out on and off campus.

You may discover that their events clash with what you deem "quality entertainment". Withhold your judgments. Instead, ponder on why certain themes or motifs repeat. For example, you may find a lot of poems at a poetry slam based on peace and/or the angst towards war. Some pieces may reflect current events such as the high suicide rate among college students or the struggles of mental illnesses and disabilities. Though some swear words may be inevitable, are you able to wade through the vocabulary and discover the speaker's beliefs and values towards the subject?

Allow leadership to be equally shared and/or given
Sharing leadership is one way to demonstrate trust. This provides a way for the leadership torch to be passed voluntarily. Otherwise, the torch may be grudgingly given as people pass on and there would be little experience for the young adult teller to lead successfully.

While extending the opportunity to serve, young adults discover that the storytelling community is willing to embrace newfangled ideas. Though certain traditions are vital to be untouched, the young adults could learn early of the proper balance for the American Storytelling Movement.

Offer friendship that is genuine rather than assigned
Heads seem to swing quickly in my direction as I am a young teller amongst an ever-graying crowd of storytellers. As I talk with some people, I often wonder if their interest is only triggered by my age. What responses, if any, would I have received if I was 30 to 40 years older?

As the storytelling community is a kind and supportive one, I may simply be experiencing the same hands of friendship that any other teller would receive.

Before you approach a young adult teller, ask yourself these questions--
1. What assumptions do I have about this young adult teller? Would the young adult teller appreciate these assumptions if expressed?
2. How does my body language and voice inflections show respect for the young adult teller? For example, do I fold my arms as if to protect myself from what this teller may say? Do I use my "parent" voice when speaking with them?
3. What results do I expect in return for extending friendship to this teller? Would the young adult teller be offended by my intentions?

Wait for 18-30-year-old to initiate mentorship
There is a temptation to see an 18-30-year-old perform and then to offer to be a mentor. The young adult may not be at the stage to ask for help. In fact, age is misleading. After learning more about the 18-30-year-old, you may discover that you should be mentored by them.

One area that young adults could assist older tellers is in the technological field. They have grown up with tools such as websites, blogs, and podcasts, that could launch an older teller's career.

Plus, the young adult could have been telling stories longer than the older teller, especially if the young adult started the storytelling path while in elementary school.

Once mentorship is agreed between both parties, here are some tips--

A mentor does not have to be someone you know well. In fact, a mentor does not have to be someone you know at all. It could be a risk meeting a new person for a mentor, though, from taking risks, you could be highly rewarded.

Take the time to learn of each others’ interests and the trust will be built that will make for productive coaching sessions.

Though structure and goals are nice for the sessions, be open to go down unknown paths. As a story often has a life of its own, a coaching session also have a life of its own.

I would hope that any coaching or mentoring would lead to a strong and lasting relationship. Keep each other updated as to progress with stories.

Record the coaching sessions for future reference. For the mentoree, the recording makes it possible to progress on the story. For the mentor, the recording makes it possible to progress on the skills as a friend and guide.

Above all, have fun and be ready for amazing adventures.

Perhaps one day it will be said, "Generation gap? Nah--we are in good hands."

Until we tell again,

Rachel Hedman
Professional Storyteller
Co-Chair of Youth, Educators, and Storytellers Alliance
(801) 870-5799
info@rachelhedman.com
http://www.rachelhedman.com/
http://www.yesalliance.com/