Storyteller: Endangered Species?

This paper argues that storytelling needs to be reexamined in light of the changing nature of the elementary school. The problems of storytelling are discussed and five teaching procedures are offered: it is important for the teacher to read several stories before selecting one; the story must be divided into units of action; those sections of the story which need to be memorized verbatim should be identified; the story must be rehearsed; and progress should be monitored, usually by means of a tape recorder. There are three reasons why children should experience stories which are told, rather than read: students should gain an understanding about the oral tradition in literature; telling stories provides active involvement for children; and storytelling acts as a valuable stimulus for children to begin telling stories on their own. (TS)