STORYTIME
WARMUPS AND STORY STRETCHERS
(excerpts
from posts)
(If you want to retell any of the stories listed below, be sure
to obtain permission from the copyright holder if the material
is not in the public domain)
Inquiry:
A new guild member who is very interested in telling to pre-schoolers
and early elementary kids asked about storytime warm ups and story
stretchers. I told her about Ring a Ring o'Roses;
Finger Plays for Pre-School Children (originally published
by the Flint, Michigan Public Library) and Naomi Baltuck's Crazy Gibberish and Other Story Hour Stretches : From a Storyteller's Bag of Tricks
. Any other suggestions of similar collections that
you've found particularly helpful?
1) Nowadays Ring a Ring o' Roses is
big & spiral bound & available from some book jobbers. They've
made every effort to be sure all material is Public Domain or given
with the understanding that it can be used as needed. There's even
Spanish fingerplays. Just go to amazon.com for a great review & of the 9th ed., but the current edition is the 11th. For up-to-date
info. go to
http://www.flint.lib.mi.us/fpl/pubs/ring/index.html
for full info. It's $13.95 including postage in U.S. ($1 extra in
Canada). I always recommend it in my workshops as it does a fine
job of offering plenty of subject grouping.
2) I like these too:
The Joining In book, 808.543 Joi, Joining
In: an Anthology of Audience Participation Stories and How to Tell
Them. ... with good details for beginning storytellers.
Any of Anne Pellowski's books, such as Story
Vine.
Any of Margaret Read MacDonald's - especially the new Shake-It-Up
Tales!
Caroline Feller Bauer's books have wonderful sections on preschool
or early elementary short stories. Look up her New
Handbook for Storytellers.
Juba This and Juba That by Virginia
Tashjian.
Of course, my personal favorite story opener and stretcher is Mr.
Wiggle/Waggle.
3) This post also
reminded me of books by Marc Tolan Brown, FINGER
RHYMES, HAND RHYMES, and PLAY RHYMES, and also Tom Glazer's
book EYE WINKER, CHIN CHOPPER. A public
library might have them.
4) Here are a couple that I use.
Divide the audience into thirds: 1st group is George, 2nd is Washington, 3rd is Bridge
As you sing George Washington Bridge - that's the complete repeated lyric - each group stands at their word, then sits when it repeats, etc. At the end all are sitting again. This works well when the audience is in chairs.
GEORGE WASHINGTON BRIDGE
George Washington Bridge,
George Washington, Washington Bridge.
George Washington Bridge,
George Washington, Washington Bridge.
George Washington Bridge,
George Washington, Washington Bridge.
George Washington Bridge,
George Washington, Washington Bridge.
Only thing is I forget the name of the waltz tune it is sung to. Either another STORYTELLer can help out with that or I could sing it over the phone. You'd immediately recognize it.
•••••
Response: Ina pointed out that the tune for George Washington Bridge is It's the Loveliest Night of the Year.
Sandy P.
Response: I stumbled on this web page while searching for info about the "George Washington Bridge" ditty that my dad used to sing in the car (especially but not exclusively when we drove across the George Washington Bridge, which happened not infrequently as I grew up in northern New Jersey). You quote another reader of your web site as saying the tune is from "It's the Loveliest Night of the Year." While that is indeed the same tune, it's not the source. From what I read at Wikipedia:
http://en.wikipedia.org/wiki/Juventino_Rosas
and at a site about the use of classical music in popular culture:
http://www.kickassclassical.com/#Rosas
It seems that the original composer of this waltz is the Mexican composer Juventino Rosas. He called it "Sobre las Olas" ("Over the Waves").
Steve Tarry, Auburn, N.H., USA 12/6/07
•••••
•••••
The other piece I do a lot is Kevin Roth's "Show Biz Bear" from his recording "Unbearable Bears". I must brag that I got him started as a performer and dulcimer player when he was 12 years old and was his mentor. Later he wrote and recorded the theme for the PBS TV show "Shining Time Station." He gave me permission to use the tune as a rap with motions. I don't think he'd mind me passing this on. I'm sure you can figure out appropriate gestures.
Show Biz Bear
by Kevin Roth
That bear - shakes his head, taps his toes,
Touches his finger to his nose.
Claps his hands (I clap twice here)
And then says "Please? (repeat "Please?")
May I have a tissue? I'm going to sneeze.
Ah choo!"
Points to his ears, points to his eyes,
Points to his belly and looks surprised.
It's in between his head and toes.
Is that why he's laughing, do you suppose?
Ha ha ha! Hee hee hee! Ho ho ho!
Crazy thing is how fast he is.
That bear ought to be in (pause) Show Bizzz!
I usually do this rhyme very slowly the first time so the kids start to learn it. Then I say "Second verse, same as the first, a little bit faster and a little bit worse." I repeat this for a third time much faster. The kids love trying to "outdo an old fogey like me."
Sandy P.
5) A couple of quickie ideas that sprang to the forefront. I've always said that if you can sing the tune to 3 or 4 basic songs and create your own words to fit a theme, you have it made in the shade. The tunes that I use the most frequently are "The wheels on the bus", "Have you ever seen a lassie go this way and that", and "If you're happy and you know it." For example, here's a dinosaur song "Down in the Swamp" (sung to tune of "The Wheels on the Bus").
The pteradon's wings went
Flap flap flap, flap flap flap,
Flap flap flap.
The pteradon's wings went
Flap flap flap, down in the swamp.
The tyrannosaurus rex went ... grr grr grr.
Down in the swamp.
The triceratops' horns went ... poke poke poke.
Down in the swamp.
The stegosaurus tail went ... spike spike spike.
Down in the swamp.
If the crowd is especially rambunctious, I end with a last verse of the children all sat down down down ... on their carpet squares (or whatever).
Clapping games are successful because many preschoolers already know the basic criss-cross applesauce rhythm. One-two, one-two-three can be repeated until all are clapping in unison. Other variations are sillier: criss-criss applesauce, criss-cross banana sauce, criss-cross chocolate
sauce, criss-cross pizza sauce. Or clap as fast, slow, loud, quietly as you can.
or another wiggle break which I call "Monkey See, Monkey Do", which works well with a puppet modeling the behavior.
Monkey See, Monkey Do
Monkey see, monkey do, can you do what monkey does? (Clap hands)
Monkey see, monkey do, can you do what monkey does? (Scratch head)
Monkey see, monkey do, can you do what monkey does? (Hide eyes)
Monkey see, monkey do, can you do what monkey does? (Fold hands in lap quietly)
I'm sure there will tons of good suggestions from this group. Have fun!
Batsy B,
6) This is my favorite story stretch/song for storytimes at the library and even at schools etc..for younger groups. The children really like this one...I wish I could sing it to you right now! It's actually a song that I changed just a bit.
You can have the children stay in their spot on the floor seated. Or, you can have them stand up... putting their feet where there bottom was. That way that arent' running around.
Let Everyone Clap Hands.
Let everyone clap hands like this...clap, clap
Let everyone clap hands like this....clap, clap
Come on and join in the game
You'll find that it's never the same.
Let everyone wiggle their fingers....wiggle, wiggle
Let everyone wiggle their fingers...wiggle, wiggle
Come on and join in the game
You'll find that it's never the same.
Add what you like....stomp your feet, flap your arms, shake your hips, wink your eyes, shrug your shoulders,
Second last verse
Let everyone sit back down
Let everyone sit back down
Come on and join in the game
You'll find that it's never the same
Last verse....Same as the first.
Beverly C.
7) Here's one I learned from Hiroko Fujita. It works best with kids at least 5 years old who can extend the right number of fingers with fair speed, but preschoolers enjoy fumbling along with it. If you have a bilingual audience, you can readily translate into their language. This is my English version:
ONE (hold up index finger), AND ONE (hold up other index finger)
WHAT KIND OF SOUND? (wave hands right, then left)
THIS KIND OF SOUND (wave hands down-up, down-up):
(pat, pat, pat -- fingers together)
Move on to TWO, AND TWO etcetera, leading up to full loud handclaps. Then count back down FOUR, THREE, TWO, ONE -- by which time you whisper and pat the index fingers together inaudibly: everything is quiet, ready for a story. Except that they'll want to do it again, this time with an upbeat jazzy rhythm.
The only tricky part is the tendency to answer "What kind of sound?" by clapping immediately.
From Randy Hicks I learned an activity song which is very handy as a wigglebreak in the middle of a program. Have the kids stand, and sing
Clap your hands everybody, clap your hands
Clap your hands everybody, clap your hands
Clap your hands and turn around [do it]
Fill the air with a happy sound.
Clap your hands everybody, clap your hands.
For "Clap your hands" you can then substitute "Stamp your feet" or "Walk in place" (which is quieter), "Dig a hole", or other motions which correspond to something which happened in the stories they have already heard. After a few examples, ASK THE KIDS to suggest other motions they heard about in the stories. This is a review/comprehension activity!! Teachers love it. When a kid eagerly waves a hand, is selected, but then shyly stands there rocking like a baby elephant with the hand on her head, we do that too: "Rock in place". There are no wrong answers.
The last verse will of course be "Sit right down" with an altered bridge: "Sit right down and LOOK around, fill the air with a QUIET sound" and you're ready for more stories.
Fran S.
8) I always start and end my storytimes for preschoolers and toddlers with the same songs. For the opening we do
Tap your head,
Tap your toe,
Turn in a circle,
Bend down low.
Tap your nose,
Tap your knees,
Hands on your shoulders,
Sit down, please.
The ending song is sung to the tune of "The Wheels on the Bus"
Take your little hands and go clap, clap, clap,
Clap, clap, clap, clap, clap, clap.
Take your little hands and go clap, clap, clap
It's time to say good-bye.
Take your little foot and go tap, tap, tap.....
It's time to say good-bye.
Take your little hands and wave 'bye, 'bye, 'bye....
It's time to say good-bye.
The last week of a session I will finish up by singing good-bye to each child to the tune of "Goodnight, Ladies"
Good-bye Joey, good-bye Mark, good-bye Hannah,
We hope to see you soon.
Jean B
9) I can't remember who gave me this bit of advice, but for "bear hunt" and such, rather than stamping feet, he (I think he) had the children slap their legs for the sound effects -- stamping feet can raise dust from carpets, etc., which can make it harder for everyone, including the teller, to breathe comfortably.
Mary G.
10) Here's one I use in the middle of a program;
Smiley Tickles tap, tap, tap.
Smiley Tickles clap, clap, clap.
Smiley Tickles jump, jump, jump.
Smiley Tickles hop, hop, hop.
Smiley Tickles bop, bop, bop. (swing hips from side to side)
Smiley Tickles turn around.
Smiley Tickles sit back down.
One day the whole group turned around and sat down with their backs to me!
Diana C.
11) Query: My question is this, I have story stretches I use for the younger kids:
Teddy Bear Teddy Bear
My Aunt Came Back
Hi My Name is Joe
Going on a Bear Hunt
I have done My Aunt Came Back and Bear Hunt up to grade 4 previously with good responses, but I don't imagine they will go over with the older crowd. Does anyone have any suggestions for story stretches the older children might participate in or should I just wing it and those who feel the need to move will come along for the ride? Thoughts and suggestions welcome.
Karen C. 7/17/05
•••••
Response: Use Queen with Cold, Cold Heart as a active story - works the same as a story stretch for the older kids. Makes noise and moves them around - relaxes too. Or any good audience participation type story where there might be a lot of repetition that they can participate in. I used it with sixth graders this spring.
And for "in between" stories try joke stories such as Library Chicken joke or Vampire Bat joke.
Ina V.D. 7/17/05
•••••
Response: How about a simple song like:
If you're happy and you know it 'clap your hands'
Sing it once through with gestures, then just the beginning like:
"If you're happy and you know it . . . "
Most likely someone will move, or say something or raise their hand . . .
There are so many ways to sing this song - it just goes on and on and on.
Or the song:
The More We Together - this one you can sing using feelings:
happy
sad
mad
glad
giddy
angry
tongue out
absolutely hilarious and kids join right in.
Or the call and response camp song:
BOOM CHICKA BOOM found on:
http://xenia.media.mit.edu/~kristin/songbook/CallAndResponse/Boom-Chicka-Boom.html
The following text comes from their web site:
I said, a-boom chicka boom!
(I said, a-boom chicka boom!)
I said, a-boom chicka boom!
(I said, a-boom chicka boom!)
I said, a-boom chickaraka chickaraka chicka boom!
(I said, a-boom chickaraka chickaraka chicka boom!)
Uh-huh!
(Uh-huh!)
Okay!
(Okay!)
One more time...
(One more time...
Louder!!!!!
Louder!!!!!)
OTHER VARIATIONS:
softer
Martian style
Giant style
Bullwinkle style
etc. – whatever style you can think of!
Mary K.C. 7/18/05
•••••
Response: I have done My Name is Joe with audiences of all ages including at a men's federal prison and they have all participated, laughed at themselves and one another. Go for it!
I've seen My Aunt Came Back used with adults on two separate occasions and they enjoyed it.
Darlene D. 7/19/05
•••••
12) Query: Does anyone have resources, websites with streaming audios on fillers - short children's songs or any other suggestions on little activities to do in between stories.?
Jenny T. 2/9/06
•••••
Response: You'll receive all sorts of suggestions because there are so many rich resources for this, but I wanted to share one activity with you that a visiting storyteller used in our local library program.
She had the children join hands with those sitting beside them - they didn't have to be in a circle - and then she said something like, "Let's go on a boat ride," and she had them put on their life jackets and mimicked rowing her boat and the children did the same with their joined hands. She began singing Row, Row, Row Your Boat - finished the verse very happily then said, "Uh-oh, I... see... a..................SHARK! Row!!!! Row!! Row! Row! And the kids squeal and row their little hands so fast; then the teller calms them down with, "Oh. Wait. Sorry, my mistake. I THOUGHT it was a shark, I saw the fin, but it's just a dolphin. We're okay. Let's go on with our boat ride." So they begin rowing and singing again and then she spots something else: could be a giant squid, a ghost ship, a pirate ship, a hurricane, whatever. Three times of crazy rowing is usually enough, and each time it's either a mistake or they escape the danger. Finally bring your boats on shore, remove your life jackets, and pat your backs for a well done trip. Now you can relax and enjoy another story.
Pat N. 2/9/06
•••••
Response to above: Thanks for the suggestion. SO they are holding hands of the person on their left and right? So it would be a front and back motion, pretending the rowing. I assume we also wear "pretend" life jackets, right? But I really like the idea.
Jenny T. 2/9/06
•••••
Response to above: Yes, holding hands on both sides or waving a single arm if at the end of the row, and, yes, pretend life jackets, food, sunvisors, whatever. You can really get into it if you want!
Pat N. 2/10/06
•••••
Response: Are you familiar with Naomi's Baltuck's book and audiocassette Crazy Gibberish and Other Story Hour Stretches : From a Storyteller's Bag of Tricks? She has a lot of stretches that are just what you're looking for. Many libraries own it.
Also, try http://www.kididdles.com --Lots of kids songs and lyrics there. You can hear the song too, usually being sung by children.
I have a list of preschool storytime websites that I put together about two years ago. I haven't checked the sites since then to be sure they're working, but you might want to give these a try.
http://www.ula.org/organization/rt/csrt/csrt-storytm.htm from the Utah Library Association.
http://www.geocities.com/atrabideau/bookscomp.html list of books with storytime plans.
http://www.geocities.com/mystorytime/index.htm
Click on THEMES to go to a list that's got lots of great ideas, and fingerplays, rhymes, etc included.
http://www.state.nh.us/nhsl/ldss/RGyouthservices.html
New Hampshire's site has lots of great stuff. Worth a look. No storytimes themes included, but lots of links to good sources of program ideas, book talks, etc.
http://www.nncc.org/Literacy/fingplus.html
Fingerplays Plus. Lots of fingerplays. Not organized in themes, but you can use the FIND command to look for a specific word in the text.
http://www.storyplace.org/preschool/other.asp
Charlotte NC library preschool page.
Granny Sue 2/10/06
•••••
13) Query: What about fillers for older audiences? Does anyone have fillers that they commonly use that are very popular and successful...jokes, riddles, mini-stories, whatever.
Adam T. 2/10/06
•••••
Response: Fro adult audiences, I use conversation, anecdotes from my family, about the place I'm telling stories, about the story I just told, or the one I'm about to tell. Sometimes I ask questions so the audience can interact with me. I also use songs and ballads, short poems. or jokes. The jokes depend on the audience, of course--well, so do some of the songs! One joke I love, and that I've elaborated on to make my own, was sent to Storytell several years ago. It was about a man and wife who run into a fairy godmother who can grant them one wish. The man immediately wished for a woman 30 years younger than him--and just like that, he became a 90-year-old man.
Granny Sue 2/10/06
•••••
Response: Fillers for adults sort of come with the audience. I speak often to teachers and retired folks or civic organizations and will often start off with a short anectdote such as: "I'm a storyteller so people are always sending me things they think I'll enjoy. A friend of mine just sent me this:
The children were lined up in the cafeteria of a Catholic elementary school for lunch. At the head of the table was a large pile of apples. The nun made a note, and posted on the apple tray:
"Take only ONE. God is watching."
Moving further along the lunch line, at the other end of the table was a large pile of chocolate chip cookies.
A child had written a note, "Take all you want. God is watching the apples."
Or:
"A Sunday school teacher was discussing the Ten Commandments with her five and six year olds.
After explaining the commandment to "honor" thy Father and thy Mother, she asked, "Is there a commandment that teaches us how to treat our brothers and sisters?"
Without missing a beat one little boy (the oldest of a family) answered, "Thou shall not kill."
If I'm telling in a place with a certain history or focus, then I'll try to include something with that angle.
Since I tell a lot of original stories, I'll often talk about how the story came to be or changed or anything of that nature IF IT FITS. Sometimes this evolves into "Do you remember..." (often after a Riding on the Milk Truck story) and we'll have some audience exchange on the way things used to be or different jobs we've had or whatever.
I think the main thing is to be relaxed, enjoy the stories and exchanges, be in touch with your listeners, and know when to move on.
Pat N. 2/10/06
•••••
(This
web page updated 7/21/05; 2/13/06; 12/6/07)
