Storytelling and Story Acting
Storytelling/story acting supports children's language and literacy skills, social and emotional development, and creativity.
This article in the New England Reading Association Journal explains the benefits of storytelling/story acting.
Celebrating Storytelling and Story Acting
On May 31st and June 7, 2013, children, their teachers, and families came to the Boston Children's Museum to celebrate the children's learning. Children performed stories they had written. They also performed stories written by some special guests.
Boston Listens
Boston Listens is a storytelling/story acting program based on methods developed by well-known early childhood educator and author Vivian Paley. The Department of Early Childhood offers resources to support the implementation of the program, including: guides to the program for teachers and administrators, video of key program practices, a blog by teachers with insights on supporting children’s storytelling, and an 8 session Storytelling Seminar. To see the program in action and hear the children's explanations of what they learn through storytellling/story acting, see the video below.
Also, see the interview with Ben Mardell, Marina Boni, and Jason Sachs in the American Journal of Play (Winter 2014) about storytelling, story acting, and literacy. (interview; journal)
Video and Administrators' Guide
Teacher Feedback and Interviews
At the end of the pilot year for Boston Listens, teachers from the Boston Listens seminar reflected on the year and gave advice to colleagues implementing the program in the future.
Supporting children with special needs through observing their play, providing props, and co-constructing stories. (Megan Nason, K0/K1 Inclusion at the Curley)
Supporting children with visual props and co-constructing stories with them. (Erica Lilley, K0/K1 multiple disabilities at the Blackstone)
Including students in creating the rituals associated with storytelling/story acting. (Maggie Hennessy, K2 SEI at the Blackstone)
Having patience regarding children's stories. While some children will tell stories with reoccurring themes and others may have initial troubles telling stories, over time children's storytelling abilities will develop. (Laura Shea, K1 at the Curley)
How a specialist can implement storytelling / story acting. (Nicole Smith, theater arts at the Sumner)
Value of scaffolding stories, and why to start children's storytelling from the first day of school. (Sarae Pacetta, artist-in-residence at Union School)
Supporting dual language learners, and the value of stories. (Maggie Hennessy)
How storytelling empowers children and the importance of listening. (Maggie Hennessy)
Feedback - leading to in-depth conversations and sophisticated acting. (Kathleen Frazier, K2 at the Winship)