COACHING YOUNG STORYTELLERS*
There is a four-step process developed and promoted by storyteller Doug Lipman that is very effective, encouraging, and empowering. The emphasis is on letting the storyteller control the session, direct comments and then make choices as to how comments shape the editing of the telling. After explaining the process I ask the teller to call on the people they want to choose to comment on their story.
- First and foremost it is very important that the coach practice engaged, active listening. The better job you do listening, the better job they will do telling their story. Give them your complete and enthusiastic attention. Actually, if this is all you did, often this is enough. A teller knows where the weak spots are, they notice their mistakes, but your undivided attention and enthusiastic listening will guide them through a successful telling. I always challenge the class to practice good listening.
- The first round of comments should be entirely positive, sincere compliments. What did you like about the story? What did you like about the telling? Try to be specific: not just I liked your hands, but I liked the way you used your hands to reach up, grab the branch and climb the tree. I could really imagine that. Again if you stop here this is often enough. With beginning tellers and young students I only allow compliments the first few times we critique.
- After giving several compliments, the next round of comments should be guiding questions. For example: I would like to know more about ______? How might a giant say that? Could you show me how you might row a boat? Where in the story could you add a sound effect to add to the scary feeling? This questioning phase is the most important part of helping a teller improve a story while they maintain decision-making power over the final version of the tale.
- Finally, and rarely, a few suggestions might be offered…but the best suggestions are phrased as questions! By phrasing suggestions as questions the storyteller gets to decide how to answer the questions, thereby retaining control over their story and how to tell it. Even direct suggestions can be made in a more passive, non-commanding voice. I wonder how it would sound if ______? Even if there are elements of the story you as a teacher feel strongly about these are best handled through feeling statements and questions. For example: When I heard about the dead frog, I felt sad, almost like the story was over too soon; what could the frog do differently to give the story a happy ending?
At first I only allow compliments from the students. After student tellers have built some confidence I still only allow compliments from the students but I model step three and four. After they have seen this we discuss the four phases and I let them critique one of my stories with questions and suggestions. Then we might work on one or two students who are strong and self-confident tellers. Once they get the hang of it, most of the critiquing sessions are done in small groups or with partners, because this is a time consuming process.
- These notes are based on my experience adapted from a workshop given by Doug Lipman at the National Storytelling Conference in 1998. For more information please consult his book on coaching storytellers available from August House Publishers.
