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Mastering
Christian Storytelling
Pastor
Marvin Hunt, M.A. (Communications)
Don't know where
to start? May I suggest that you begin by accepting that there
are few born storytellers? Most of us must learn the hard way.
We master the art of telling story lessons just like we learned
a subject in school. We commit to memory the basics and then
we move on to do what we have learned. Perfection comes with
practice or as the old maxim states, "Practice makes perfect."
The author remembers vividly the first time he stood before a
group of young people in a little church in Ohio and trembled
with fear while reading a story verbatim from a book. The young
people, the congregation and the author were all greatly relieved
when the story was finished. However, it was the beginning of
an experience that has been very rewarding and gratifying. It
can be the same for you!
Also, becoming a master storyteller is very much about attitude.
I prefer to use the term "young people" when addressing
a young audience. Calling them kids, children, crumb crunchers,
and curtain climbers may have times when it's okay, but I've
found if you treat the young people with respect and dignity,
they'll respond positively. You'll find that their attitude is
a reflection of your attitude.
What Exactly
is Storytelling?
A story is basically a patchwork quilt of words sewn together
with the threads of his or her personal life experiences woven
in by the storyteller. Many very effective story lessons often
begin with making connections by establishing common ground,
i.e. "When I was about your age I...." Don't worry
if description isn't perfect, the young people will have no trouble
imagining themselves in your place.
As a storyteller you have the opportunity to help young people
look before they leap, to think before they act, and, put their
brain in gear before engaging their mouth. While story lessons
are not entertainment, they will be more effective if they are
entertaining. Story lessons are teaching vehicles that can inspire
young people to develop the qualities of character that will
motivate them to be solid Christian young people and honorable
citizens. What a privilege to be a storyteller!
Objectives
and Philosophy
To begin, have a definite goal. Don't be like the proverbial
rider who got on his horse and rode off in all directions. There
are three steps to follow in organizing a story. First, determine
the subject, then select a theme and finally make a proposition
to build your story around.
For example, student self-control is a good subject, but a theme
of "self-control at school" adds emphasis. An even
more clearly defined theme would be self-control at school when
someone wants to give the young person free drugs. The proposition
derived might be, "By the grace of God, Christian young
people can overcome Satan's temptations and realize that every
mousetrap has free cheese. (See the story entitled "The
Devil's Free Cheese")
Good story lessons are like rifle shots, straight and to the
point. Story lessons without a point are like shotgun blasts
where one sprays buckshot everywhere and hopes they'll hit something--anything!
So, before all else, develop a definite theme for the story you
are going to tell and then use the KISS principle, "Keep
it simple and sweet!"
Further, realize that young people are human beings in development.
They lack the years of experience that adults take for granted.
Many adults mistakenly expect children to act as if they were
30 years old and deeply interested in the story being told. Much
to the grief of many an uninformed adult, young people do not
have the inhibitions of trying to be socially correct or polite.
If they are bored, they let you know it. If they are interested,
they also make you aware of it.
Even though they may squirm a lot, seem inattentive or give you
"dumb" answers when you ask a question--never embarrass
them. All God's children are worthy of being taught. Factor in
that children up until the ages of seven or eight are not able
to grasp abstractions. A typical conversation might be:
Child: "Am I five?"
Parent: "Yes, you're five years old."
Child: "What's a years?"
Parent: "A year is a lot of days all added together. It
takes 365 days to make a year."
Child: "Is that a long time?"
Parent: "Yes dear, that's a long time."
Children learn in a process that leads them from objects they
can touch and feel to more abstract things. For instance, a child
will understand the word "dog" to refer to the family
pet. But as the child develops it learns to group many single
individuals into the category of "dog." Eventually,
the child understands that dogs belong in an even larger group
called animals. As the process of learning progresses the child
is able to understand the higher abstract concepts such as right,
wrong, beauty, and truth.
Know Your
Competition
Realize what you are up against! Most young people today spend
hours in front of the television, playing video games and surfing
the Internet. Today, the storyteller's effectiveness is lost
after five to seven minutes mainly because of video shortened
attention spans. It is believed that the average person will
see some 30,000 electronic stories before he or she reaches the
age of twenty-one. However, this is not a reason to give up and
simply copy the competition. Instead it is an opportunity to
show the young people better alternatives.
One should also remember that the things that we take for granted
as part of everyday life is new and different to children's young
minds. Their world is seen from the perspective of just being
tall enough to look over the kitchen counter or maybe being able
to finally see out of a car window--from the back seat!
Whenever possible, reference your story lessons to scripture.
The life of Jesus, the Psalms and Proverbs are rich with little
statements to tell your story around. But, finding just the right
scriptural reference is not always easy or necessary. If you
reach an impasse, a reminder for the young people to "Be
like Jesus," will underscore your point nicely. After all,
the exemplary life of Jesus is the example all Christians seek
to follow.
To become a master storyteller, consider whether your story is
positive or negative. Certainly, there are hard lessons to be
learned from disobedience, but there are also positive ways of
presenting the same lessons. The point is obvious, if your story
lessons only tell of punishment, injuries, and mishaps, they
soon become dry juiceless moralizing lectures that the young
people will dread. Indeed, there is a place for somber reality
based story lessons but they must be liberally surrounded by
positive upbeat messages.
Sadly, one must consider the effects of divorce on young people.
Studies have shown that children often blame themselves for their
parents divorce.The result being low self-esteem and a feeling
that they are unlovable.
Considering the many serious effects of divorce, or the loss
of a parent through death, or children born out of wedlock, a
storyteller should always be careful about using the terms referring
only to parents. As one elementary school teacher noted, "I
asked my kids to write about what they would do if they were
President of the United States. One of them wrote that they would
see that every boy and girl had a mommy and a daddy." Subsequently,
while I have found no full-proof wisdom on how to spare sensitive
feelings, when I can't avoid it, I do mention parents, grandparents
and guardians.
Methods
If you are telling someone else's story, read it aloud to yourself,
and share it only if you, yourself, can enjoy and appreciate
it. Modify the story to fit your personality. Successful storytellers
come in many varieties. One person may be comfortable crawling
around on the floor barking like a dog while another is completely
repulsed by the idea. There are no black and white rules on this,
no method that works for everyone, instead the need of working
in one's own harness is more appropriate.
Speak directly to the young people--not the adults. When you
begin, tell the adults they may listen in if they wish but this
story is just for the young people. Use a child's vocabulary
when possible. If you must use a big word, explain the meaning
if it is not too involved. Visualize how the characters look,
the clothing they wear and how they act. Imagine the action of
the story as if you see it in a series of pictures. Try to see,
live, and feel your story. See and appreciate life as a child
and then tell your story through that child's point of view.
Love as a child. Understand as a child. If you can do it naturally,
show a sense of humor and use it to relax your hearers.
To be a more effective speaker stand where the young people can
see you and speak so that they can hear you. Whenever possible
use simple props or visual aids. The thought is, "Make it
clear, use the eye as well as the ear." The more familiar
the object you use the more often they will be reminded of the
lesson. "Every time you see the sun shining bright, think
of Jesus, the light of the world."
There is a communication process that takes place as you tell
your story. It is likened to a telephone conversation. There
is the sender, the noise on the telephone line, the receiver
of the message at the other end and your reaction to how the
receiver responds to you. What is finally understood by the hearer
is the result of what you actually said and what the listener
thought they heard. For instance, if there is noise on the phone
line, or for a storyteller, a youngster chattering or playing
while you are talking, the distraction effects how your message
is received. What you said, or thought you said, may not have
been heard. If you see that glazed over look in their eyes, double
back and bring it by again after the noise has cleared from the
line.
Another source of "noise" on the line can be your bearing
or credibility with the young people. It is easier for the young
people to agree with people they like. Because they like you
they will be more willing to change. There is also a second factor
that young people will be influenced more by people who are like
them. Remind the young people that you also had a childhood and
that you know what it is like to be a child. "When I was
just about your age I remember getting into really big trouble
when I...."
When you stand in front of the young people experts tell us that
40% of what they take in is from non-verbal communications or
things we say without using words. This includes body language,
clothes, make-up, hair styles, etc. The use of your body to communicate
is crucial. Establishing eye contact with the young people is
the first thing you should do. They should feel that you are
talking to each of them personally. Your gestures should be natural
and appropriate to the story you are telling. The six basic gestures
of the hands include cautioning, clenching of your fist, rejecting,
dividing, giving or receiving, and pointing. These along with
gestures of the head, shoulders and facial expressions should
be practiced until they become a natural part of your presentation.
Use your face as a picture of your story. If the story is sad--look
sad, conversely if the story is happy, appear that way. This
may sound obvious, but it does not always come easy to everyone.
It may take some practice, but if we live our story, it will
naturally reflect from our face and the young people will immediately
respond. Many people use a mirror or a video camera as an aid
in practicing all gestures. As in all of the arts, it is through
practice that we perfect. A good place to start, if you have
young people at home, is by telling them your own personal story.
Another aspect of non-verbal communication is what we wear. Clothing
can have such a powerful impact that there was a time when powerful
nobles passed laws forbidding peasants from wearing bright and
colorful garments. Satins, silks and furs were powerful non-verbal
communicators. The drably dressed peasant knew his lowly place--his
clothes told him so. The modern day lesson is obvious.
Young people of all ages always respond to plenty of action and
presentations in which they can participate. They like hands-on
things they can touch and feel. This is especially true of live
animals and pets. If you can put it in a sack and rattle the
bag a few times, you will always have the undivided attention
of your young people. However, be careful, animals often have
a mind of their own. A lady brought her kitten to Vacation Bible
School in a box when she opened the carton, the frightened cat,
which had been shut up inside in the dark, made a dash for freedom
scratching its owner and racing off into the woods. The young
people cried for the lost cat, the lady had a scratched hand
and the lesson was unsalvageable.
Another example of a good idea gone sour was the college professor
who brought a live snake to pass around. Some of the kids loved
it, some ran for cover and others just sat paralyzed with fear.
He would have been more successful if he had presented it in
a cage. Afterwards he could have allowed the braver ones to handle
the animal. Indeed, the world of nature is an inexhaustible storehouse
of story lessons and object lessons to fascinate video jaded
young people if you plan your presentations carefully.
Another thought on capturing young people's attention, if you
don't have a bag to rattle or an animal in a cage, begin by asking
a question. For instance, "Have any of your ever seen a
bird wearing a hat?" The answer is obvious, but the question
has piqued their interest.
Telling story lessons or creating object lessons in which the
young people can directly participate is also vitally important.
For instance, it is believed that persons commit to memory and
put into action about 10 percent of what they hear, 50 percent
of what they see, and 90 percent of what they do.
Another type of presentation that works well for small groups
in classroom settings is "brain storming." The presenter
asks the young people to make suggestions which are written on
a blackboard. For instance, one can divide the blackboard into
two parts (positive and negative) and ask the students to suggest
what the word "character" means. The presenter explains
that there are bad character traits and good ones.
Under the heading "Positive Character Traits" the students
are asked to suggest all of the positive things they like in
other people. Then the process is repeated under the heading
"Negative Character Traits." Once the list is complete
the question is asked, "Who are the positive attributes
similar to? Who are the negative attributes similar to?"
Of course the answer is all of the good characteristics are like
Jesus with the conclusion to be like Him. This type of presentation
encourages all members of the group to participate and also permits
them to draw their own conclusion concerning the topic. Brain
storming works best in a classroom setting and can include topics
such as obedience, music, dress, telling the truth, etc.
And finally, after you have done everything right, have a convincing
conclusion that brings the story in for a safe landing. Every
story should have a definite beginning, middle and end. Most
of us fall short on the ending. A simple formula for story telling
is to get their attention at the beginning, put the facts in
the middle and close with an emotional appeal. Mightily resist
moralizing at the end. I've found the most effective way to close
is to ask the young people what lesson they would draw from the
story. I usually bring them into the presentation by asking,
"Now, please help me. Is there a lesson in this story we
can learn?" You'll find this is a very effective way of
getting active involvement and letting your hearers tell their
peers what you wanted to emphasize. This method is by far the
most effective way of making a point without you having to moralize
and sound like you are lecturing to them. Then, after they have
made your point, as the old axiom goes: "Stand up, speak
up, and sum it up!"
Tips on Presentation
If your presentation is in church, assemble the young people
on the steps of the platform so the adults can see their reactions.
Remember you are also speaking to the adults. Keep them in the
back of your mind but don't use the story as a vehicle to lecture
the adults. It is appropriate to turn to the church now and then
to make a point or to also show the people the visual aid you
may be using.
Beginners should seriously consider using an assistant to help
tell the story. Especially novices who are nervous and unsure
find it a very comforting feeling to have someone standing nearby
to prompt them if they forget a detail in the story. Writing
out an outline on a small index card that you hold in the palm
of your hand is always a good idea as are queue cards laid on
the floor. Even if you don't use them, the security of knowing
they are there will help to be a better story teller.
There is another reason for using an assistant. Often parents
expect miracles of storytellers. It is not unusual for parents
to bring the smallest of children to hear the story. They smile
and sit the baby down and leave them unattended in your care.
Since most of your story lessons will be roughly targeted at
children ages 5 through 12-- infants and toddlers are an impossible
assignment. An assistant can be invaluable in seeing that your
story gets heard by most of the children.
Murphy's Law will always get you if you use visual aids or props.
Keep them as simple as possible and be sure to test them beforehand.
Young people are unimpressed with the statements, "Well,
I thought this would work."
After the
Story is Told
Remember that children lack the handicap of politeness and every
storyteller fails sometimes. Get constructive criticism from
a friend that will tell you the truth. Was it too short, too
long or just plain boring? Did you use too many big words? Was
your story beyond the experience of a child's world? Was the
story good? If so, what made it good? Ask your critic, "If
you could change the story, what would you have changed? Most
of all, learn from your experiences but--don't take your storytelling
too seriously! If your erred or messed up on the story line,
chances are the young people never knew it. Keep on trying to
develop your skills into what they should be--a vehicle that
will enable you to laugh and have fun with a great group of young
folks, all the while teaching them principles that will positively
affect their lives eternally.
Other Story
Sources
Life is full character building story lessons. The problem is
finding good story lessons and then being able to buff them up
for the young people to see in such a way that they will never
forget.
The first response of almost anyone when asked if they know any
good story lessons is..."I had a boring childhood."
or "I was a good child growing up, I never got into much
trouble." My response is always the same, children's story
lessons are about real children and their everyday lives. After
all, few of us have been skydiving off of the Empire State Building
or were childhood bull fighters. The best story lessons come
from everyday life using everyday examples just as Jesus did
when he talked to the people. In His story lessons a sower went
forth to sow, a fisherman cast his net, a lady swept her house
looking for a lost coin and some weeds grew up in the wheat.
Storytellers learn to probe deeper into people's memories and
are usually rewarded with story lessons like the little unpolished
gem, "Well, there was the time when I was a little boy and
picked up a pretty little fly in the kitchen window. I soon learned
that those pretty little flies were called yellow-jacket wasps
and they really hurt when they sting! I know because it stung
me when I tried to pick it up. I guess things aren't always what
they seem?" This little story is a natural. It contains
enough elements to build a good lesson around.
After finding a story with potential, one goes through the journalist's
check list and asks, who, what, where, why, when and how. For
the sake of accuracy be sure and write the information down.
While good true story lessons may not abound, a person who is
diligent can glean a good one here and there and then polish
them into treasures that the young people will always remember.
Another good source for stories is the Minister's Manual, edited
by James W. Cox, HarperCollins Publishers, New York. This book
and others like it contain an excellent collection of weekly
children's stories and sermons. These are available at Christian
book stores nationwide and online. And of course, these days
there is an abundance of material to sift through on the Internet.
In Conclusion
Sharing story lessons and inspiring young people to develop the
qualities of character that will motivate them to grow up to
be solid Christians is a blessed opportunity. Not everyone receives
the blessing of being allowed to do something of eternal value
for our young people. What a privilege to be a Christian storyteller!
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