Residencies

RESIDENCIES REQUIRE PLANNING AND CAN BE A DAY LONG TO A WEEK.

Students participate in storytelling performances of folk traditions, songs, stories, games and riddles from a variety of cultures including Africa, America and the Caribbean.

Through language, movement, voice awareness, writing and creative imagery, children are engaged in bringing folktales and personal stories to life. Program features include: opening performance, educational workshops, oral history projects, story writing, teacher as storyteller professional development workshops, family performances and workshops.

PLANNING PROCESS
Planning process includes meeting with the teachers involved, learning about the cultures of the classroom, learning about the academic levels and curriculum connections of the grades involved to design a sequence and a schedule of events. Planning time may involve two meeting times. Teachers, parents and administration take part in the planning process. If High school is involved, students will be a part of the planning process.

GOALS AND OBJECTIVES FOR THE RESIDENCY
*To identify and celebrate children’s cultures
*To introduce children to storytelling as a mode of communication
*To introduce children to the value of personal stories through performance
*To teach children techniques of Oral History research using various games
*To guide children in effective ways of writing their personal stories and the stories of other people using simple forms of story writing.
*To emphasize the use of voice, body and creative imagery to effectively communicate thoughts, ideas and stories to others
*To show similarities and differences between people of different
backgrounds and cultures and foster an appreciation of others through storytelling.

PLANNING for two days of meetings with teachers, parents and
administration.

PERFORMANCE of storytelling for the community. Either the whole school or the classroom involved.

CULTURAL IDENTITY QUILT
This is an introduction to interviewing skills using partners and art materials to create a cultural identity quilt. The session opens with connecting with students prior knowledge of their own cultures. A class brainstorming session takes place outlining elements of culture, e.g.. food, music, games, stories, clothing, nature, etc.

TELL ME YOUR STORY
Students are asked to bring an object from home and then interview each other about the object. See description. The students are then encouraged to tell the class the story of the other person’s object.

PERSONAL STORY
Students are asked to write and tell a story from their own culture. Depending on the class, students may be asked to find a folktale from their culture. Students are encouraged and guided into the techniques of effective storytelling through exercises that use the voice and movement. Students learn ways of remembering stories through images.
They also learn ways of using creative language to help bring stories alive.
This may take two or three sessions.

PERFORMANCE
Students are asked to tell their finished story in a performance for the school. Final session will include wrap up and evaluation of the project.

TEACHER INVOLVEMENT
Teachers will be involved in the planning of the project. They will be asked to be present through residency sessions, to communicate with the families whenever necessary, to follow up on assignments, to evaluate the project and to give needed support to the Artist in Residence.

PROCESS FOR EVALUATION
Feedback discussion session between teachers and students and artist to evaluate how effective the residency was. A brief questionnaire will be provided for the students to fill out.
This residency program can be effective for grades 3 to 8 and may also be used for higher grades.

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