Kristin Aadland
Storytelling, oral skills and learning identity in school – a study on storytelling situations as a learning context in multicultural schools.

Author: Kristin Aadland, University of Oslo.

Title: “Storytelling, oral skills and learning identity in school – a study on storytelling situations as a learning context in multicultural schools”

kristin.aadland@ped.uio.no

Abstract
My main aim for this project is to study professional oral storytelling as a phenomenon within a school context. I want to examine how this social practice can influence students’ performance and positioning as learners in a group of children and youth with different cultural backgrounds. I plan to have a special focus on oral skills, which is one of five basic skills in the Norwegian national curriculum of 2006. After starting observations, I see that I will also need to focus more on identity and context of learning. My research questions so far are as follow: 1) how can the use of storytelling at school influence oral skills and literacy among youth? 2) What impact can storytelling have on young people’s learning identity? The study is ethnographic, with use of video-observation, and interviews, to collect data throughout spring 2012. In my poster I will focus on a group of 14-15- year old youths who during a week in February 2012 had a course with professional storytellers, which led to a performance where about 70 youths one by one, were on stage telling stories from their own lives to an audience consisting of peers, parents and teachers. The course is developed after ideas from the American “Teaching Artists” and the British “Creative Partnerships”, where the idea is to bring professional artists into classroom, with the purpose of inspiring young people to learn. The storyteller has no manuscript and improvises the wording of a known story. This facilitates a situation where listeners and storyteller through dialogue can create the understanding and make meaning through telling, listening and responding. Socio-cultural and dialogic research literature, with Bruner and Bakhtin as a base, will be drawn upon. Further I have a focus on orality, with Ong and others as a background and studies on evaluation of oral skills, such as Hertzberg (1999). Wardetzky and Weigel (2010) and Kuyvenhoven (2010), have done interesting studies of storytellers in multicultural schools. In addition I will look to studies on creative learning, through for instants Creative Partnerships and Teaching Artists.

 
The DARE Collaborative is a research partnership focused on the digital arts in education, led by the UCL Institute of Education and the British Film Institute. It has a membership of university researchers, teachers and educators in cultural organisations with an interest in arts, media, culture and new literacies in the context of education and digital media.
Centro en Investigación Avanzada en Educación