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As a teacher and a workshop leader I have both the experiene of leading whole-class writing projects and trying to show teaching professionals approaches to their own practice. I have recorded in as logical a way possible different ways of generating stories that give both the children and the teachers confidence to commit their ideas to paper. This is to give a manageable record of their thought processes and plot plans that are useable and practical. GENERAL OVERVIEW AND STORY ANALYSIS An analysis of a simple story part 1 (TONY WILSON) http://uk.youtube.com/watch?v=njd_-5qqiWY An analysis of a simple story part 2 (TONY WILSON) http://uk.youtube.com/watch?v=75BYW0F2pSU CREATING STORIES F.S. & K.S. 1 (TONY WILSON) http://uk.youtube.com/watch?v=I3gszpofxNk K.S. 2 (TONY WILSON) http://uk.youtube.com/watch?v=7Zh1kt-JjnE THEMED STORIES JACK AND THE BEANSTALK An alphabet story from Jack and the Beanstalk (TONY WILSON) http://uk.youtube.com/watch?v=B6LO6OrVFz0 An 'opposite' story from Jack and the Beanstalk (TONY WILSON)http://uk.youtube.com/watch?v=w8Xc7edgc7s A K.S. 2 story using Jack and Beanstalk as a basis (TONY WILSON)http://uk.youtube.com/watch?v=dlQF3OsEEag ART
Colour words http://uk.youtube.com/watch?v=fX9lgIklaPs
SONGS The 'nice' song (TONY WILSON) http://uk.youtube.com/watch?v=sMKvdpGNATU The sandwich song (KEITH DONNELLY) (Adjectives) http://uk.youtube.com/watch?v=VnaXv7Fo0kE In Service Training (INSET) for Continuous Professional Development (C.P.D.) As adults, we are rarely shown how to write a story and many children have no experience of either read or written stories, and yet we expect them to be able to write on demand. What I have tried to do is give adults a background understanding of what the constituents of a basic story are, and then how to get children to be confident enough to contribute and then fit their creative ideas into a framework that makes a story. If you use the analogy of making a cake, you wouldn't present a child with a bag of flour and then expect them to make a cake. You need to give them a recipe and some basic processes on which to build and then extemporise on to create something that is original and well-fomed. Many children know the parts of written English such as; Title, paragraphs, sentence construction, similes and punctuation but do not have a 'vocabulary' of stories on which to draw. It's almost as if we teach them the notes in a scale and then forget to teach them what a tune is; the basic skills are there but the creative process has been missed out. We need to take story construction in easy, memorable stages that build upon each other and not expect 'Shakespeare' or something that has never been written before. In many instances it is better to have something that is a personal interpretation or an adaptation of something else, it might not be wholly original but at least it should be a three-part story. We cannot force anyone to be creative but we can give them the building blocks and experience and understanding of the techniques to make a simple, logical story in a short space of time. |
