Imagination: 2 Ways to Zap Creativity into Kids

Zap! Click! Are those sounds heard in your living room as the children flip through television channels?

If your answer is yes, then your home is not the only one with these noises.

We are in a media-oriented age. Though we have gained much knowledge from technology, one thing that we are losing is our imagination.

A Kindergarten teacher recently invited me to tell at her school this December. She remembered decades ago when radio programs were popular and she could create images in her head from the stories. The narrator introduced characters and settings in such a way that one listener may see a brown-eyed heroine in their mind while another person may see a blue-eyed heroine. She expected children listening at a storyteller’s feet would have the same affect as the radio program.

Besides this teacher, even children are recognizing that something fading from their minds. While in the theatre watching a movie based on a book, a child sitting next to me said, “The movie ruined the picture in my head. I can’t remember the picture anymore.” I waited to hear the dad respond, but he said nothing.

Parents, teachers, and adults can direct children in certain activities, such as the two I suggest, so that statements of lost imaginations disappear.

1. Play Storytelling Games
2. Share Bedtime Stories

Play Storytelling Games--

Stretch the dormant imagination muscles in the mind through active games. A storytelling game promotes creativity and develops speaking and/or listening skills. A video game tends to lack these elements.

Some exciting games can be found in “Raising Voices: Creating Youth Storytelling Groups and Troupes” co-authored by Kevin Cordi and Judy Sima. One example is “Academy Awards Acceptance Speech”. Haven’t we all wondered what we would say to millions of people when we received “Best Picture”? Now you do not have to wait for that moment.

The parent can call out their child’s name, mention which Academy award was given. You can even make it more realistic by having an envelope and maybe even a trophy. The child walks to the front of the room, and then is directed on how to react. Emotions of happiness, surprise, or even sadness could be suggested. The child gives a short speech of why it was an honor or who inspired them. The parent must remember to applaud afterward. Then the parent and child can switch roles.

Many more games are in the book that will work for different ages. Though I find games that engage elementary-aged kids will amuse college students and so on. Storytelling games were almost always played at our weekly gatherings for the Brigham Young University Storytelling Club. I noticed that our shy members at the beginning of the semester soon became more expressive by the end of the semester.

Play hard and play often. The youth you see with me at the top of this message are ones who know how to have fun through use of use gestures, facial expressions, and body language. Anyone could get a physical as well as a mental workout. Can television offer such a reward?

When night comes, your imagination will be warmed up through playing games that the next step of telling bedtime stories will be easy.

Share Bedtime Stories--

Reading books to children is important though I encourage you to tell stories without the books every so often. If you are unsure what to tell a story about, then ask questions that the children answer.

A dialogue could go something like this--

Parent: Once upon a time there was a what?

Child: Uh, a princess.

Parent: Okay, so once upon a time there was a princess who liked to. . .(while looking at the child)

Child: She liked to blow bubbles.

--and so on and so forth.

As you get more practice, then you can do what I like to do. I ask for three things/nouns the listener wants in the story. My college roommates would ask for bedtime stories and I honored their requests. One night they wanted a story with the following: prince, princess, and flying carpet. I could have easily told “Aladdin” though I decided to have fun, take risks, and tell a story from the flying carpet’s point of view.

Regardless of how you tell the stories, you will find these moments precious. I recommend you write at least some of these creations, if not all, for family history before you fall asleep that night.

The two steps of playing storytelling games and sharing bedtime stories will succeed when you are involved. Though a child may play games on their own, they will not be as excited as when you join them. When it comes to bedtime stories, you act as a model of how to expand the imagination.

Zap! Click! These can be sounds heard within your child’s mind as creativity sparks and stories form.

Until we tell again,

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

Frozen Stories: 3 Ways to Thaw Life into Them

Confession: I have told frozen stories--stagnant stories--for over 12 years and I am in the thawing stage.

Hope: Three exercises can replace my constant temptation to use words in a tongue-stuck-to-the-cold-flagpole kind of way thanks to the guidance of storytellers Don Doyle and Liz Warren.

I know there are other storytellers like me who prefer to write their stories. Many times I have heard the warning that writing a story word-for-word will make it nearly impossible to have it evolve or grow in the future. This warning was often heard through my ears the same way when mom called out before I went to school during those Wisconsin winters, "Make sure you wear your mittens!"

The mittens stayed at the bottom of the coat closet.

Though I tend to write my stories, I have convinced myself that I do not memorize my stories. What I am discovering more and more is that my storytelling sounds memorized even if it is not completely memorized. I use many of the same phrases, descriptions, and transitions in the written version of the story as in the oral version of the story. The danger is that I have become bored with my performances, as I have used this style for over 12 years, and this boredom could reflect in my connection with the audience through my tones or expressions.

Now the fact that I have had frozen stories has not stopped the compliments I have received from audience members and program directors on my storytelling. So why change or replace my habits if I have been successful?

Because I know I have frostbite.

Frostbite can get to the point when there is no feeling in the joints or exposed areas of the body. This can be the reason it is hard to even know that I have frostbite. The fingers tend to freeze first. The same fingers I use to write my stories.

If frostbite is ignored long enough, the skin color can change from red to white to grayish blue and finally to black. When black, I must call 911. The medics would not warm up or thaw my frostbite unless there is no risk of refreezing. The question can be asked, "Will I return to my frozen stories?"

If I can answer honestly that I will do my best to remain thawed and alive in my storytelling, then the gradual thawing process can begin. I gently dip my writing fingers in lukewarm water. Scalding hot water would be too much at one time.

Being that I had black frostbite in regards to my writing, my 911 led me to a flight to Arizona to meet with Don Doyle.

Here are 3 ways that are most helpful to me:
1. Create French Scenes
2. Draw Pictures of Key Moments
3. Imagine/Record Dialogue

Create French Scenes--
I was new to the concept of French Scenes when Don Doyle first explained them. French Scenes are main events of the story that begin with one or more key characters enter the scene and ends when one or more key characters exit the scene. Between entrances and exits are developments to the story whether in understanding the environment, revealing character, and forwarding the plot.

French Scenes tend to be divided into 5 parts though I could have as many as 32+ parts for a complicated story.

Let us look at the classic story of Cinderella:
Scene 1--Cinderella asleep at fireplace from working so hard for Stepmother and Stepsisters
Enter Stepmother and Stepsisters as Cinderella's Father gets married
Exit Father as he dies and Cinderella must work for Stepmother and Stepsisters

Scene 2--Cinderella gets Stepmother and Stepsisters ready for the ball
Enter the Messenger from the palace with invitation to the ball
Exit the Stepmother and Stepsisters to the ball without Cinderella

Scene 3--Cinderella weeps in the garden
Enter Fairy Godmother to get Cinderella ready for the ball
Exit Cinderella to the ball

Scene 4--Court, Guests and Prince are in awe of Cinderella at the ball
Enter Cinderella into the ball
Exit Cinderella as clock strikes midnight and she leaves a slipper behind

Scene 5--Prince scours kingdom of who will fit the slipper
Enter Prince into home of Cinderella
Exit Prince and Cinderella to be married happily ever after

If I was videotaping this story and pressed pause, then I have a scene that can be drawn. The exercises involving French Scenes, Pictures, and Dialogue help each other. You may do these three exercises in any order.

Draw Pictures of Key Moments--
I consider myself more of a performing artist than a visual artist so to draw pictures can be intimidating. When I realized that I did not have to create masterpieces and that even drawing stick people would suffice, I breathed easier. Plus, no one else had to see these pictures--only me.

Don Doyle and Liz Warren agreed that drawing in color is most beneficial. I had to truly imagine the surroundings of the story. This will help me remember the images more vividly versus the frozen words during my performance.

Don added that perhaps I could make cartoon bubbles that could be written statements that reflected what the characters were feeling toward the other characters, objects, or situations in the story. Dialogue would not be necessary, only thoughts.

Imagine/Record Dialogue--
Once I know the characters in the story, whether minor or major characters, then it's time to understand what these characters might say to one another. These dialogues may develop a back-story that is never used in the actual performance of the story. What is important is that I understand the background more than my audience.

Don Doyle and I pressed the record button on the tape player and performed pieces or scenes of the story. Camcorders work, too. If I cannot find another person to play along with dialogue, then I can always represent all the characters. This is all impromptu so pauses, stumbles, and stutters are perfectly accepted.

Keep in mind that these scenes are all dialogue between characters. No narration is given. Even if I choose to tell the story with little or no dialogue, this is a fun way to brainstorm.

This is my chance to imagine the possibilities and reminds me that the story should never be frozen to one way.

I believe I am no longer in the black frostbite zone. Where are you?

When I want to tell the story again, I will review the French Scenes, Pictures, and Recorded Dialogues. Once I go through these exercises and after I have told the story many times--perhaps 50+ times--then I can finally type the story for my legacy.

Only this time when I write, I will keep my mittens on to keep my fingers from writing frozen stories.

Until we tell again,

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

Selfish Storytelling: Help You/Help Others,Part2

The identical twin brothers of egotism and altruism must be watched closely so you can see life illuminate from your business.

In Part 1, assuming that you read that entry, you already know that my father and uncle are twins.

Let me share another story from my dad's family--

It was a cool and breezy day in early November of 1949. Barbara, a sophomore, had just come home from high school. She felt good about the day except for a dry cough that just wouldn't go away. She figured she would be over the cough soon.

But that cough was a persistent one. In time, this dry cough turned into the whooping cough. Now the whooping cough was dangerous because it could lead to pneumonia. It had a way of drawing in your breath as if you were going to choke to death--especially with all the phlegm. Usually you would make deep coughs that sounded like a "whoop"--and thus the name of the sickness.

It wasn't the type of sickness that would simply come and go. Oh no! It came to stay. Once exposed, you showed signs of it within two weeks. Then you suffered it for two weeks. Another two weeks would be recovery time . . .hopefully.

Once a family member had it, the whole family would be quarantined--or forced to stay--in the house so it wouldn't spread to the neighbors. As for my Grandma, she heard the news that her family was quarantined.

Despite the inoculation that was available, it was too late for the two-month-old twins, David and Don, caught the cough like everyone else.

The doctor knew that everyone would be able to pull through except for the twins and told Grandma, "I don't give a plug nickel for these boys' lives."

Grandma wasn't about to accept this fate for her boys. She and Grandpa were convinced that the boys could be saved--if only the boys were watched day in and day out.

Aunt Kathryn, Grandma's sister, also came forward to help with the watch.

Meanwhile, Barbara was filled with guilt. Why did she have to be the one to bring home the whooping cough from school? And yet it wasn't her fault--she didn't realize she had whooping cough until it was too late.

Barbara wanted so much to help along with Grandma, Grandpa, and Aunt Kathryn--but they didn’t let her. She was frustrated that she--a 15-year-old--couldn't be given the responsibility to watch over her twin brothers! She hated the sound of the whooping from the rest of the family. She didn't know how to alleviate their pain.

Barbara, as well as the other three siblings, would peer inot the crib that held David and Don. The twins were so small (only about six or seven pounds each) that they could lay crossway of the bed and still have room.

Grandma slept very little--if at all--from Thursday to Sunday. The phlegm could choke her little boys at any moment, so Grandma devised a way to take the phlegm out with flannel-cloth diapers. She would wrap the cloth around her finger and insert it into the mouths of the two-month-olds.

Sometimes taking the phlegm out wouldn't do the trick. The babies would cough and not be able to catch their breath. When this happened, Grandma would place the babies on their tummies on the lower part of her arm. Then, she would swing them upward so that they could breath again.

Once Grandpa had to do mouth-to-mouth for little Don.

After weeks of constant love and attention, the family was able to pull through--including David and Don.

How often is there someone to watch over us?

We may not all have Grandma or Grandpa or Aunt Kathryn to see that all turns out well. There will always be the people, like Barbara, who wish to help but no one lets them.

The world is also full of organizations and associations that offer their help to us yet few listen. Perhaps these groups have selfish motivations since your adherence to their services creates more prestige and visibility to them. Perhaps these groups have charitable motivations for the people truly believe in what they profess and desire that others do not have to struggle as some might have done.

I believe most organizations have two identical twin brothers of egotism and altruism that can also be reflected on us, as individuals.

As a professional storyteller, it is smart to turn to the local and state arts councils. Many of these councils, like the Utah Arts Council (http://arts.utah.gov/), provide free or minimal fee classes that can guide artists on the business, marketing, or craft areas. The Utah Arts Council also provides a free online database on their website that any artist can submit to, even if the artist resides outside of Utah. Finally, the Utah Arts Council has an online calendar that anyone can submit Utah arts events.

If I want to have a competitive edge, it may seem the best idea to keep these courses, online database, and calendar quiet.

This may show an egotistical route, but this decision must be balanced with kindness.

When a decision leans too much on a selfish side, then, eventually, you will not have friends to turn to in a business crisis. When a decision leans too much on the altruistic side, then you may feel content for what you have done except for the empty wallet.

Here would be a balance in regards to the Arts Councils:

Egotistical Side—

I announce the availability of the courses, online database, and online calendar to the other storytellers in the area. The more storytellers enrolled in these areas will show the Utah Arts Council that storytelling is a strong and visible art. This will generate more respect for the art and the council may gear more of its classes and grants to this art.

As I announce these opportunities to my fellow storytellers, then some of these storytellers may announce opportunities in return.

Altruistic Side--

With more professional storytellers enrolled in the courses, they will learn skills that will raise the standard for storytellers. As more tellers are listed on the database, then there are most chances that I would not be chosen as the storyteller for a particular event. When storytelling events are listed on the calendar, there is a possibility that it may interfere with an event I am putting on.

If Grandma were to watch only one of the twins, then the other twin most assuredly would have died. When the identical twins of egotism and altruism are watched carefully, then everyone can survive and be happy—you, your peers, and even the organizations and associations.

So we can see that we can love the selfish and kind sides or ourselves as long as we do not love one over the other.

Until we tell again,

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