22. Preparing and practicing telling stories

Procedure: The instructor tells the students a short story. S/he pays particular attention to implementing and emphasizing her storytelling tips (see next page). (Variant: the instructor first narrates the story in a dull, monotonous voice, …

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23. Everyday stories

Procedure (choice of possibilities): In case the “ritualized” storytelling circle (see #17) is not used, the introduction to everyday stories may also originate from teacher input. For instance, the instructor may show a picture or …

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24. Telling personal stories

Hints: We are not going to focus on uncontrolled, spontaneous telling of personal adventures and experiences, etc. here, as this should have its place in school anyway. This can occur in directed situations, such as …

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25. Narrating creatively

Procedure: As a possible introduction, the instructor tells a story, e. g.a fairy tale, a legend or another (not very long) story from the students‘ heritage culture and literature. The instructor endeavors to create a vivid …

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26. Quasi-real play, social role play

Procedure: The instructor describes a situation that entails a certain potential for conflict or tension. Examples: a) In school, two students quarrel because one of them inadvertently broke the other student’s pencil. b) In their spare time, …

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27. Fictitious playing, dramatization of texts

Procedure: As point of departure serves a text that is suitable for dramatization or a story, respectively, which can either be read by the students themselves or read out loud or told by the instructor. …

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28. School theater

Procedure: A script for the play is written together with the students, or an existing story will be adapted into a scripted dialog for the theater (both variants being extremely instructive writing projects). It is …

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