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COM 211 is a survey course designed to
introduce college students to the study and communication of stories.
The artistic process of storytelling is one of the world's oldest
and most effective forms of communication.
Humans have used stories to explain natural phenomenon, preserve
and pass on their culture, entertain and teach each other, and look deep
into their own souls. Some
contemporary psychologists even use traditional stories (myths,
folktales, and fairy tales,) to help heal patients. Stories are universal mirrors that reveal "truths"
about ourselves--who and why we are.
Stories and storytelling can help us recognize and understand our
own motivations, because “we” are the people in the stories.
In short, "storying" defines humanity.
Furthermore, as entertainment, art form, educational tool,
psychotherapy, and spiritual practice, storytelling has enjoyed a
remarkable renaissance during the last 30 years. During
the semester we will concentrate on how stories and the art of
storytelling can enhance our understanding and appreciation of our own
and other's cultures. The
course will focus on three primary kinds of stories: personal stories, traditional stories, and North Carolina
regional tales. In looking
at these stories, we will also develop a storytelling
"methodology," with which we learn to select, analyze,
develop, prepare, rehearse, and tell stories.
Through in-class exercises, demonstrations, observations,
tellings, videotapings, lectures, and class discussions, the course
should give each student a deeper understanding and appreciation for
stories and storytelling.
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COURSE OBJECTIVES: Completion
of this course should help you to: 1. understand the function and value of stories, storytelling,
storyteller, and audience 2. appreciate the complex dynamics of the teller/audience
relationship 3. recognize various structures and patterns that exist within
all stories 4. master a storytelling methodology that will aid you in
selecting, adapting, rehearsing, and telling a story
effectively 5. tell a personal story, a traditional story, and a Jack or
Grandfather tale with artistic integrity 6. acquire skill in physical/vocal/empathic expressiveness in
the storytelling process 7. create your own story resource file 8. develop an understanding of and appreciation for good stories 9. understand the significance of the "oral tradition"
and the effect it has on storytelling 10. Learn
to rechannel nervous anxiety into performance energy 11. refine
your language and image-making skills
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Storytellings: (3
Graded Performances) You will
see videotaped examples of all of the following: 1. PERSONAL STORY: Students
will artistically develop and craft a story from their own life to tell.
You may also choose to interview a relative, "collect" a
story from him or her, and then develop, polish, and tell that story.
You can get excellent ideas for story topics from Donald Davis's book
Telling Your Own Stories. 2. TRADITIONAL STORY:
Each student will select one traditional tale from Best-loved
Folktales of the World to tell in class.
You will then go to the library and find and Xerox as many different
versions of your story as you can find.
To help you in your search, you may use Grimm's Complete Fairy
Tales or other collections, reference librarians, Margaret Read
MacDonald's, The Storyteller's Sourcebook, Stith Thompson's Motif-Index
of Folk Literature (both available in the reference section of the
library), folklore books, story and folklore collections, folklore journals,
etc. You will have to do some
detective work here, but your efforts will pay off, since it will be much
easier to adapt a version of the story that combines the best elements of
each story. You will then read
out loud all the versions of your story to yourself, friends,
family--whomever you can find. Next,
you will turn the story into a series of simple cartoons and bring your
cartoon strip to class. All
this preliminary work will eventually help you remember the story without
ever having to sit down and memorize word for word.
For the actual telling in class, your objectives are to 1) put the
tale back into the oral tradition by adapting the story to your audience and
your own storytelling strengths, 2) develop better empathic/vocal/physical
expressiveness than you used in your previous story, 3) better interact with
your listeners and play off audience cues than you did in your previous
telling, and 4) develop your artistry and personal style as a storyteller.
I will be looking for significant improvement in all the areas I
discussed in your written and oral critiques from your previous performance.
3. JACK OR GRANDFATHER TALE:
Each student will select one tale from either of the collections by
Richard Chase (on reserve in the library).
This is equivalent to your final exam and, as such, should be your
very best effort. Your
objectives are to 1) achieve total empathic identification with the
characters in your story, 2) further develop your artistry and unique
personal style of telling, 3) get your audience empathically involved, 4)
use your vocal and whole body's expressive capabilities to help bring the
story to life, 5) provide a truly entertaining experience for everyone
involved, and 6) show significant improvement in all areas of storytelling
that I have previously discussed with you in your written and oral
critiques, 7) capture the regional sound and humor of the story).
(NOTE: It is essential
that you stay within the assigned time limits for this final storytelling.
Failure to do so will result in a significant reduction in your grade
and will undoubtedly keep up beyond the exam period's scheduled three
hours.) Written
Assignments: 1. Each student will complete the Storyteller's Workbook
as a part of the second storytelling. This
assignments will help you enormously in preparing for that performance.
Further, it will provide me with additional evidence to make a final
decision as to your 20 point Teacher Evaluation Grade.
2. Each student will do a detailed self-analysis based on
his/her second telling. Teacher
Evaluation/Course Participation: Included in
this grade are consideration of the following criteria: 1. Daily class preparedness; knowledge of stories,
textbook and handout material, and lecture notes 2. Participation in class discussions and quality of
contributions 3. Positive attitude toward others and class activities 4. Original, creative thinking and synthesis of
information 5. Willingness to expand your creative capacities 6. Prompt, neat, thorough, and thoughtful written
assignments 7. Enthusiastic participation in warm-ups and creative
exercises 8. Commitment to the course objectives as demonstrated by
serving as a willing critic of your own and other’s story performances;
participating in group evaluations with true collaborative spirit 9. Willingness to listen (and not engage in chit-chat)
during lectures, discussions, and performances 10.
IMPORTANT: Indication that you
have thoroughly read and understand the syllabus in its entirety so that you
understand all course policies and daily assignments
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