Browsing by Subject "Storytelling"
Now showing 1 - 12 of 12
Results Per Page
Sort Options
Item Constructing citizenship by telling tales : Anna Curtis Chandler's storytelling practices during the United States' involvement in World War I (1917-1918)(2016-05) Clark, Allison Marie; Bolin, Paul Erik, 1954-; Mayer, Melinda MThis study investigates how an art educator employed as a storyteller at the Metropolitan Museum of Art (Met) in New York City during the United States’ active military involvement in World War I engaged with ethics and issues of national identity on the American home front. By 1917, nearly a decade after Story Hours were introduced to the Museum by Assistant Secretary Henry Watson Kent, skilled orator Anna Curtis Chandler had begun to reimagine and expand the Met’s storytelling program. Divided into three primary components, the Story Hours welcomed Museum members on Saturdays, the general public on Sundays, and children on select weekdays. Moreover, Chandler broadened her storytelling activities to include written narratives, launching her career as an author with the seminal storybook, Magic Pictures of the Long Ago: Stories of the People of Many Lands, in 1918. An examination is made into the Met’s founding, early development, and educational endeavors leading up to and during the United States’ active military involvement in World War I. Additionally, an overview of Chandler’s background and impetus for creating stories rooted in empathetic engagement is presented. This study implements historical interpretation of archival data from the Metropolitan Museum of Art Archives and Wellesley College Archives, as well as a chapter from Chandler’s aforementioned storybook, Magic Pictures of the Long Ago, to unpack her educational agenda during this turbulent time period. Using substantiated and purposely grounded historical imagination, I argued that Chandler developed an alternative Americanization program that cemented audiences within the frame of democratic nationalism, supplied an imaginary escape from the War’s harsh realities, and invited audience members to (re)construct their identities as citizens.Item Contemporary storytelling practice : a look inside the Portland Art Museum's Object stories(2013-08) Stuart, Sophie Shields; Mayer, Melinda M.The purpose of this study is to investigate how the use of contemporary storytelling practice in a museum setting can successfully engage visitor voices with objects. Specifically, this research used an exploratory case study to better understand Object Stories at the Portland Art Museum. The unique attributes inherent in Object Stories make it an exemplary program to research and through which to gain understandings regarding effective contemporary storytelling techniques within a museum. The use of digital archives, the creation of a safe space, and enabling visitors to share personal stories about museum objects are some of the qualities that set Object Stories apart from other contemporary storytelling programs in the United States. Four themes emerged through interviews, observations, and the study of documents forming a rich and detailed understanding of Object Stories. These themes are found within and help elucidate the successful characteristics of Object Stories. Based on the findings of this study, museum educators can look to this interactive gallery space at the Portland Art Museum to help them develop or enhance storytelling programs, and ultimately to improve the development of empathetic connections between visitors and museum objects.Item Creative dramas in a social studies classroom: An action research(2012-12) Boley, Paul; McMillan, Sally; Halsey, PamelaThis eighteen week long action research study (spring 2012) focused on students from a local 8th grade social studies class to see the ways, in which creative drama informs their perceptions of the subject of history, their self-concepts as students; their willingness to engage with texts and their abilities / inclinations to think critically. The findings of the study indicate that active narratives, or creative drama strategies, promote student comprehension of and engagement with the content studied. Students perceived that creative drama activities made the content more meaningful and engaging due to the fact that these activities incorporated social supports. Active narratives also support their reading comprehension due to increased social supports, listening skills and visualization. In particular, readers theatre strengthened the literacy tool of visualization, which appeared to provide the most help for students struggling to comprehend nonfiction texts. In addition, it was observed that students who were merely able to list and define reading strategies prior to the consistent use of active narrative instructional strategies (storytelling, readers’ theater, poetry enactments) began to independently and consistently employ them after a semester of interacting with creative drama methods. Students perceived their improvement to be particularly associated with their own collaborative writing and enacting of curriculum-based readers theatre scripts.Item Exploring public and private modes of experience in the everyday banality of suburbia(2002) Small, Jennifer D.; Olsen, Daniel M., 1963-I made the decision two and a half years ago that a photographic image was not the end of a making process for me, that there was still a story that had yet to be told about each image that I make and that I had not yet found a method of bringing together the images and the complete stories about the situations depicted in them. I wanted to explore all of the possibilities of telling stories and I felt that the Design curriculum offered me various opportunities to work with mediums that could replace or augment a photographic image as a means to tell a story. Throughout my work in the Design program I have moved from the singular image as a method of storytelling to supplanting that image with the written word, and finally to a hybrid form of these two methods. Through much iteration I have found a process of making work that uses various media to tell a story, and that finds various stages for these stories to reside. This work is first and foremost a reflection of my process. The products of this process are the stories I tell about a richly layered universe comprised of what I see. I view everyday life under a magnifying glass and I use that magnification as a starting point for a strange and often glorious daydream.Item I hate ta go bringin stories but: an analysis of narrative in natural conversation(Texas Tech University, 1989-05) Fulks, Deborah ANot availableItem Moving in Choctaw time : baseball and the archive in LeAnne Howe’s Miko Kings : An Indian Baseball Story(2012-05) Lederman, Emily Ann 1985-; Cox, James H. (James Howard), 1968-; Cvetkovich, AnnLeAnne Howe’s second novel, Miko Kings: An Indian Baseball Story (2007), brings together story, theory, performance, and document to create an archive that positions American Indians in the center and foundation of American culture, shifting the meaning of the “All-American Pastime” and reclaiming baseball’s American Indian history and pre-colonial existence. While a student at boarding school, Choctaw time theorist Ezol Day draws a picture of a tree with an eye at its base and six others floating around its seven branches, gazing in multiple directions. She refers to this tree as a part of herself that allows her to see patterns and develop theories of relativity based on Choctaw temporality. I read this image as indicating a particular depth of sight, representative of looking around, beyond, and through colonial archives and histories to form a Choctaw archive, an act that I argue is part of the project of Howe’s text. In this paper, I use the eye tree as a theoretical lens to examine how Choctaw storytelling and temporality can reframe colonial documents so that they tell a different history. Reading through colonial archives demonstrates their instability; in other words, using these documents to see American Indian histories renders clear the narrow construction of colonial narratives. The histories seen through this archive allow a reimagining of the past that impacts the present, as Howe’s novel suggests that engaging with these histories can strengthen a sense of Choctaw identity and nationhood. Miko Kings presents archiving as an active process of creation that has far-reaching implications across time and space.Item The need for (digital) story : first graders using digital tools to tell stories(2010-05) Solomon, Marva Jeanine, 1964-; Maloch, Beth; Salinas, Cynthia; Worthy, Jo; Hoffman, James; Schallert, DianeThe purpose of this study was to explore the process and product of African American First Graders as they participated in digital storytelling. Of interest was the role digital tools played in the creation process. Eight participants participated in 18 study sessions during which they composed, recorded, and then shared their digital texts with their peers and at home. Data sources included classroom observations, parent and teacher questionnaires, participant pre and post interviews, field notes, video and audio tapes of sessions, and story screenshot captures and print outs. Study questions focused on the nature of the texts the student produced, the role of the digital in the creation process, and the meanings and purposes the participants had for the texts they produced. This study’s findings challenge teachers to offer students authentic experiences with writing so that children can construct their own ideas and interests, their own writing personalities. Digital texts were a particularly engaging medium for these young children and allowed them to produce texts that reflected their identities as well as their attitudes toward using digital tools. The nature of the texts varied depending on the child, his or her attitude toward using the digital tools, and likely their previous experiences with composition. One unique type of text was identified as a hybrid text that seemed to capitalize on both the ability of the child storyteller and the affordances of the digital. Due to the study’s emphasis on sharing these texts with peers and at home, the first graders were introduced to a sophisticated view of audience. This transactional role of the audience made them aware of audience as a living, breathing entity that gains ownership of the texts’ meanings once they are shared.Item Negotiating story entry : a micro-analytic study of storytelling projection in English and Japanese(2011-05) Yasui, Eiko; Streeck, Jürgen; Maxwell, Madeline; McGlone, Matthew; Keating, Elizabeth; Hayashi, MakotoThis dissertation offers a micro-analytic study of the use of language and body during storytelling in American English and Japanese conversations. Specifically, I focus on its beginning and explore how a story is projected. A beginning of an action or activity is where an incipient speaker negotiates the floor with co-participants; they pre-indicate their intention to speak while informing the recipients of how they are expected to listen to the following talk. In particular, storytelling involves a specific need to secure long turn space before it begins since unlike other types of talk, a story usually requires more than an utterance to complete. Drawing on conversation analysis, I investigate how various communicative resources, including language, gesture, gaze, and body posture, manage such negotiation of the floor during entry into a story. This study involves two focuses. First, it examines not only vocal means, but also non-vocal devices. Thus, I explore the linguistic resources employed to project the relationship between a forthcoming telling and ongoing talk. Specifically, I investigate how coherence and disjunction are projected differently – some stories are continuous with prior talk while others may start as a new activity. I also investigate the vocal resources for projection of a return to an abandoned story. Specifically, I demonstrate how a continuation and resumption are projected differently. Finally, I investigate the employment of non-vocal devices relevant to the projection of story entry. Secondly, this study takes a cross-linguistic perspective. By examining conversations in two typologically different languages, American English and Japanese, I investigate how linguistic resources are consequential to the way projection is accomplished. Also, since only few studies have been conducted on storytelling in Japanese conversation, I aim to contribute to a better understanding of how the previous findings from English storytelling can be applied to Japanese conversations. Storytelling is an important activity for human social life; telling of what we did, saw, heard about, or know helps us build good relationships with our interactants. This dissertation thus aims to explore how interactants co-construct a site for an important interpersonal activity in everyday interaction.Item The stories of social entrepreneurship : narrative discourse and social enterprise resource acquisition(2013-08) Roundy, Philip Thomas; Graebner, Melissa E.Social entrepreneurship is a phenomenon of increasing economic and cultural importance. A key challenge for social enterprises is resource acquisition. However, how social entrepreneurs acquire the resources needed to grow their ventures is not clear. Moreover, social enterprises differ from traditional ventures in several key ways which suggest that research developed from studying traditional entrepreneurs does not fully apply to social entrepreneurs. The focus of this dissertation is how social entrepreneurs use narratives to gather resources. This topic is examined using a multi-study, inductive, theory-building design based on 121 interviews, observation, and archival data. In Study 1, I interview 75 entrepreneurs, investors, and ancillary participants in the social enterprise sector. In Study 2, I construct case studies of eight technology-focused social ventures. The result is a framework explaining how differences in entrepreneurs' narrative tactics and characteristics are associated with differences in their resource acquisition success. Specifically, from Study 1 I develop a typology of social enterprise narratives, identify three narrative-types (personal, social-good, and business), and show that they possess unique elements. Findings from Study 2 demonstrate that the three narrative-types serve as the building blocks for communication with external stakeholders, particularly investors and the media. I find that successful social entrepreneurs used narratives to engage in two tactics -- tailoring and linking -- and constructed narratives with a unique characteristic: multiplexity. These findings contribute to three literatures that formed the basis of the study -- social entrepreneurship, entrepreneurial resource acquisition, and organizational narrative theory -- and have implications for work on competing institutional logics and emotion in stakeholder evaluations.Item Storytelling and Self-Formation in Nineteenth-Century British Novels(2010-01-16) Hyun, Sook K.This dissertation aims to examine the various ways in which three Victorian novels, such as Wilkie Collins?s The Woman in White (1860), Anne Bront??s The Tenant of Wildfell Hall (1848), Charlotte Bront??s Villette (1853), address the relationship between storytelling and self-formation, showing that a subject formulates a sense of self by storytelling. The constructed nature of self and storytelling in Collins?s The Woman in White shows that narrative is a significant way of attributing meaning in our lives and that constructing stories about self is connected to the construction of self, illustrating that storytelling is a form of self-formation. Anne Bront??s The Tenant of Wildfell Hall exemplifies Bront??s configuration of the relational and contextual aspect of storytelling and self-formation in her belief that self is formed not merely through the story he/she tells but through the triangular relationship of the storyteller, the story, and the reader. This novel proves that even though the writer?s role in constructing his/her self-concept through his/her narrative is important, the narrator?s triangular relationship with the reader and the text is also a significant component in his/her self-formation. Charlotte Bront??s Villette is concerned with unnarration, in which the narrative does not say, and it shows that the unnarrated elements provide useful resource for the display of the narrator?s self. For Charlotte Bront?, unnarration is part of the narrative configuration that contributes to constructing and presenting the storyteller?s self-formation. These three novels illuminate that narrative is more than linguistic activities of the symbolic representation of the world, and that it cannot be fully conceived without taking into consideration the storyteller?s experience and thoughts of the world.Item The modern cowboy folktale in West Texas(Texas Tech University, 1989-08) Carnes, Rebecca Jan BrightNot availableItem Three hundred and sixty degrees : a celebration of costume technology(2015-05) Robertson, Emily Ann; Glavan, James; Ortel, Sven; Habeck, MichelleThree Hundred and Sixty Degrees: A Celebration of Costume Technology was an immersive theatrical installation piece that integrated physical costume pieces, three hundred and sixty degree projection mapping, digital storytelling, and an original musical composition comprised of sounds found in a costume shop. The purpose of the story was to give an artistic overview of the essential steps in a garment's creation. It allowed the audience to view and experience the evolution of how a theatrical costume is constructed, beginning with the designer's rendering, then moving into the muslin half-drape, the paper pattern, the fitting, the pattern pieces cut in real fabric, and ending with the completed garment. The installation also focused on the role played by historical undergarments (created here in half scale) as the building blocks of costume construction.