THE ART OF STORYTELLING

Georgia Standards

South Carolina Standards

Key Vocabulary

Materials

• The Bird Who Cleans the World and Other Mayan Fables, by Victor Montejo (or other folktale or fable) 
• Sound source and music with a steady beat
• Brown craft paper 
• Colored chalk

Instructional Design

Opening/Activating Strategy

• Introduction and Theme:
  • Introduce the activity telling students that they will be using dance to tell a story. 
  • Have students spread out in the room finding their own space where they can move without touching their neighbors.
  • Begin by introducing the theme or story. This could be something simple, like a day at the beach, a journey through a forest, or even a well-known fairy tale.
  • Briefly explain the sequence of events in the story.
• Gentle Stretching:
  • Start with light stretching to prepare the body. 
  • Incorporate dynamic stretches that mimic movements related to the story. For example, if the story involves the wind, include arm stretches that mimic the wind.
• Introduce Basic Movements:
  • Introduce basic movements that will be part of the story. These could include jumping, swaying, spinning, or specific gestures.
• Character Exploration:
  • Have participants embody different characters or elements of the story. For example, they might move like waves, trees, or animals.
  • Encourage expressive movements that convey the character's emotions or actions.
• Sequencing:
  • Start to piece together the story by arranging the basic movements and character explorations into a sequence.
  • Work through the story chronologically, asking participants to interpret each part.
  • Perform a complete run-through of the story, from beginning to end, as a group.
  • Emphasize the flow and connection between each part of the story.

Work Session

• Invite students to recall stories they have been told by a family member. 
• List titles and discuss similarities and differences among the stories. 
• Share how many cultures have a history of passing down stories from generation to generation. 
• Share history of the Mayan people (or other applicable history) with the class:
  • The Maya originated in Yucatan, Mexico, in the area where the resort beach city of Cancun is today. Show students where this is on a map in relation to where they are.
  • The ancient Maya established their cities in the rainforest, played games that went on for days, and are famous for their knowledge of the stars. The idea of time fascinated them. 
  • They developed astronomy, calendar systems, and writing. 
  • They chewed gum, filed their teeth and raised bees without stingers. 
  • Like the Egyptians, they built pyramids, often elaborately adorned with murals and elaborate architectural details. 
  • They built elaborate pyramids and observatories without the use of metal tools.
  • Scholars agree that the Maya were the most advanced of all ancient Mesoamerican cultures. 
  • They were highly skilled as potters and weavers. 
  • The ancient Maya appreciated beauty, storytelling and drama. Archaeologists can tell this by examining their sculptures, ceramics, mosaics, painting, weaving, clothing and costume design. 
• Tell students that they will be reading a Mayan fable called “The First Monkeys”. Tell students that a fable is a short story that often uses animals and characters to teach a lesson.
• Read the story “The First Monkeys” from The Bird Who Cleans the World and Oher Mayan Fables, by Victor Montejo (or other folktales).
  • Review the elements of a story such as setting and characters. Invite students to recall story details–what was the setting? Who were the characters?
  • Discuss the beginning, middle, and end of the story.
• Divide students into groups of three or four.
  • Provide craft paper folded into thirds and chalk. 
  • Invite students to work together to create scenes illustrating the beginning, middle, and end of the story. 
• When pictures are complete, tell students that they will use dance and movement to tell the beginning, middle, and end of the story.
  • Remind students of how they interpreted a story through movement in the activator.
  • Students’ choreography should have three parts–a beginning, middle, and end.
  • Scaffold the lesson by brainstorming ways to use dance to show the beginning of the story before having students work in groups to develop choreography. 
  • Circulate the room to work with students and check for understanding as they choreograph their dances.

Closing Reflection

• Students will perform their dances for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
• After each performance, the audience will determine how each group showed the beginning, middle, and end of the story through their choreography.

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of stories and story elements, discussion of “The First Monkeys”, and collaboration with their groups to illustrate and create a dance that tells the story.

Summative

CHECKLIST

• Students can identify the beginning, middle, and end of a story. 
• Students can show the beginning, middle, and end of a story through illustration and choreography.

DIFFERENTIATION 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Peggy Barnes. Modifications, Extensions, and Adaptations Contributed by: Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas Reviewed by Emily Threlkeld. Updated by: Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW