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In every instance I have tried to tell the stories and sing the songs in the most direct way possible looking straight into camera to make the audience feel as if I am telling and singing it just to them. They are meant to be shared and enjoyed together and to act as a focus for further actvities. I have specifically included some easy paper technology to give an indication of how you can develop a learning programme to go with a story. Go to the bottom of the page to find some of the reasoning behind telling the old traditional tales. ORIGINAL STORIES "I don't want to dance" (TONY WILSON) http://uk.youtube.com/watch?v=lJl68amc97M "A crown of snow" National Childminders Workshop Story EYFS www.youtube.com/watch?v=-_NW3jhCPOk "A wand for a party" National childminders conference Story (TONY WILSON)http://www.youtube.com/watch?v=AmEUtu8p4O8 ROBOT PICTURE STORIES FOR RECEPTION CLASSES and EYFS (TONY WILSON) www.youtube.com/watch?v=ig-6YOl6s0 "The boy and the Dragon" / "Sweet Pizza" EYFS TONY WILSON www.youtube.com/watch?v=iSAVwivQ0ak A ghost of a chance (TONY WILSON & ncma conference delegates)http://uk.youtube.com/watch?v=9SmUFUUCXms A bounce in time (Pictures) (TONY WILSON) http://uk.youtube.com/watch?v=a7f5FfZ1Xu0 A bounce in time (Live telling) (TONY WILSON) http://uk.youtube.com/watch?v=pi3yt8GltPk Duck said,"Quick!" Part 1 (TONY WILSON)
Molly was a clown. (TONY WILSON) TRADITIONAL STORIES Picture Story Goldilocks and the 3 bears (Traditional story adapted by T.Wilson) http://uk.youtube.com/watch?v=X3DFztZSUME "Little Red Riding Hood" Picture Story EYFS (TONY WILSON) www.youtube.com/watch?v=vnU3SJf1gMo "The Brahman and the tiger" Y1 EYFS TONY WILSON www.youtube.com/watch?v=VDNe1TQwcno The gingerbread man.
SONGS "FROG SONG" Reception and Nursery Frog life cycle song www.youtube.com/watch?v=uwtCS_tNjAg "When I was a baby" The wriggling song Human life cycle www.youtube.com/watch?v=mvqR8Z_5OPs My rainbow song (TONY WILSON) http://uk.youtube.com/watch?v=bQl77Bxc4lc
SONGS AUDIO ONLY Nursery Rhymes #1 http://uk.youtube.com/watch?v=XKN5uXPvGc8 Nursery Rhymes #2 http://uk.youtube.com/watch?v=q2F3YIwZZxU Nursery Rhymes #3 http://uk.youtube.com/watch?v=EtbFKqy5m50 Nursery Rhymes #4 http://uk.youtube.com/watch?v=TiUZuuRqzQc TECHNOLOGY ACTIVITIES This is from a series of activities that I derived from working with a Reception class in Manchester. The brief was to come up with some easily repeateable activities that would develop the children's ability to manipulate paper, construct simple 3D objects and link it all to their current topic of food and eating. Go to http://www.creativepartnerships.com/resources/resourcefiles/189442 to download a pamphlet of stories made up by the children. Making a paper cube (TONY WILSON) http://uk.youtube.com/watch?v=uVW98wv4srA The king's plate (TONY WILSON) http://uk.youtube.com/watch?v=s0uRIp2wppA
You are making a 'social' contract between yourself and the children when you agree to tell a story, which can afford opportunities for reasoned, metered and controllable behaviour. If they can imitate a character in a story or mimic their voice then they can become stronger in their own self-image and character and relationships to others. Children have a natural curiosity and stories can give them a basis on which to define their own behaviour and ability to reason out solutions to tasks and emotional problems. Stories give children a view of the world that can give them a broader outlook than their own first-hand 'primary' experience. Reading stories can give a focus for shared and common experiences and a catalyst to speaking and listening as you can relate and listen to personal life-experiences. The spoken and written words in stories are the fundamental basis for our imagination, enjoyment, expression and understanding. The child in front of you could turn out to be the greatest living writer or actor because of the work that you do to give them a positive, encouraging experience through sharing a story. Traditional stories are completely linear with a definite beginning, middle and end. Rather than being emotionally and socially described, the characters are usually defined by the way that they talk, the things that they say and the way that they behave. The characters are clear cut and have definite roles in the driving forward of the narrative, there is usually very little 'internalisation' of the character the definition comes from their actions and without a lot of explanation. Traditional stories have a lot of repetition in them to aid with concentration and participation, there is also a familiarity and a logical progression in the repetition. |
