The Teaching Aspects of Storytelling

Storytelling and its development was first mentioned in ancient Greece within the rhetorical context which was the basis for the the acquisition of speaking skills, and was also used in the education of orators (Pandžić,... [ view full abstract ]

Storytelling and its development was first mentioned in ancient Greece within the rhetorical context which was the basis for the the acquisition of speaking skills, and was also used in the education of orators (Pandžić, 2001). There has always been a need for storytelling because it is in human nature to change oneself and the world in which one lives. Moreover, according to Kearney (2009), it is in human nature to use stories to search for answers to some existential questions. Stories affect children's overall development, which is why their role in the lives of early and preschool-aged children, as well as children in lower grades in primary education is unquestionable. Velički (2013) asserts that literary communication with a literary text can be achieved through storytelling which needs to be interpretative and interactive. In addition, it enables children and pupils to become better acquainted with their preschool and primary school teacher. Therefore the aim of this research, which was conducted among primary school class teachers in the town of Petrinja, was to determine the extent to which storytelling is present in teaching. Research instrument used for that purpose was an anonymous structured questionnaire, and the results were processed using the SPSS statistical program. Besides the research, this paper will also give an overview of several lessons taught using the ERR (Evocation, Realization of Meaning and Reflection) framework for interactive storytelling in various types of lessons and in different classes.  

Key words: story, interactive storytelling, storyteller, research