Narrative Matters

Bage, Dr Grant; Bage, Grant

doi:10.4324/9780203019979

Cited by 9 publications

(10 citation statements)

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“…The value of storytelling in education should not be underestimated. Bage lists twenty reasons why stories support educational practice, for example: stories prioritise meaning; students enjoy stories; stories inspire curiosity; stories are important in developing literacy (Bage, 1999, p. 30–32). Storytelling also has considerable importance for teaching oracy, the ability to express oneself fluently in speech.…”

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confidence: 99%

“…In addition, as my students remarked, the excitement of the story makes it more enjoyable and in turn leads to their increased engagement. As Bage argued, the value of stories in teaching history was that it is a medium that students enjoy and engage with (Bage, 1999, p. 29–30). While I feel my own storytelling activity had limited effectiveness, it is something that I feel could be of greater use with practice and developing my skills.…”

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confidence: 99%

“…Bage makes the point that ‘spoken stories have longer educational lineage than [their] literary cousin’ (Bage, 1999, p.34), yet despite this, the presence of oracy in the English school curriculum has been waning. Oral skills are widely recognised to benefit people in later life.…”

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confidence: 99%

“…In doing so, I believe that I was able to recreate a slightly more episodic retelling, that was essentially four ‘mini’ chapters in the story of Dido and Aeneas. In line with Bage's theories on storytelling, this meant that my oral retelling would also have carefully ‘select[ed] enticing evidence of a human question for the story's heart’ and some kind of central narrative ideology and thematisation (Bage, 1999, p.83).…”

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confidence: 99%

“…Storytelling can be a very useful educational tool, beyond familiarising students with the plot of the story itself. Bage suggests that as stories consist of ‘meaningful words’, the telling of them ‘promotes literacy’, and certain stories can expand knowledge further, as, for instance, ‘if set in a place, it will lead to understanding more about history and geography’, and a powerful story can raise ‘questions of personal, social and moral education’ (Bage, 1999, p. 141). Oral storytelling can be especially effective, as Reedy and Lister remark that, in response to the War with Troy , ‘teachers and pupils were unanimous in emphasising how much they enjoyed and became involved with the story’ (Reedy & Lister, 2007, p. 4), indicating that oral storytelling can promote more inclusive learning and engage students of all abilities.…”

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confidence: 99%

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Teacher Trainees Telling Tales

Hunt¹,

Morrice²,

Knox³

et al. 2020

J. of Class. Teach.

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Trainees were encouraged to tell a mythological story to the class, lasting about ten minutes. They could use props and other visual aids if they wished, but the emphasis was for them to practise speaking before the class, using prompt cards if necessary, and employing all the techniques of a professional oral ‘poet’ – such as gesture, eye contact, tone of voice and so on. There is obviously considerable general interest among younger students about mythology. Locally, interest is captured by the Cambridge School Classics project which puts on an annual Ovid Mythology competition and the website War with Troy is used by several of the schools where trainees are placed. Its use as a stimulus for learning has been well-documented by its author and past PGCE subject lecturer Bob Lister (2005, 2007) and by Walker (2018), a former teacher trainee from the faculty. Some of the Latin textbooks such as Minimus (Bell, 1999) and Suburani (Hands-Up Education, 2020) contain myth episodes and are familiar to the teacher trainees. The GCSE and A Level qualifications often contain mythological subject matter. Khan-Evans (2018) has shown how older students of Classics have retained deep-rooted affection for mythological stories in their earlier schooldays. Research into the power of mythological storytelling as a stimulus for learning, creative arts and even therapy is current, as the Our Mythical Childhood project (2020) has demonstrated. A book of the project's work is eagerly anticipated next year. The recent Troy exhibition at the British Museum has also awoken considerable interest.

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confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Teacher Trainees Telling Tales

Hunt¹,

Morrice²,

Knox³

et al. 2020

J. of Class. Teach.

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The narrative teacher: Narrative nonfiction as a teaching tool in the primary history classroom

Browning,

Hohenstein

2024

Review of Education

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Narrative is fundamental to human thought, yet in many classrooms, expository texts are commonly used to support learning in content‐based subjects, such as history. Given the importance of narrative, it might be harnessed as a powerful tool to support learning. This research compares the impact of narrative nonfiction (NNF) and expository text (ET) on the development and retention of conceptual understanding relating to World War I (WWI). In an experiment involving 78 participants (mean age = 10.2 years, standard deviation = 0.29), pupils were placed into one of two conditions: in one, information about WWI was conveyed primarily through NNF texts, and in the other, through ETs. Participants completed written pre‐, post‐ and delayed post‐assessments to assess development and retention of conceptual understanding. It was found that participants in the NNF condition showed greater chronological and causal thinking skills. In addition, participants in the NNF condition retained significantly more conceptual understanding at delayed post‐assessments than those in the ET condition. Overall, these findings suggest that narrative texts have the potential to be powerful learning tools. Implications for how texts are selected and utilised to support learning in the primary, history classroom are discussed.

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Narrative and analytical interplay in history texts: recalibrating the historical recount genre

Kindenberg

2021

Journal of Curriculum Studies

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Based on Systemic Functional Linguistics (SFL) informed genre theory, this paper investigates the interplay between narrative and analytical representations of the past in texts used for history-educational purposes. In this paper, it is argued that the role of narrative merits further attention in history genre descriptions. Thirteen history texts, selected from a lowersecondary history-instructional unit about European colonization, are examined. The examination of stages, narrative elements, and the way historical significance is expressed in these texts arrives at a re-calibration of the historical recount genre suggesting four distinct historical recount types with different configurations of a narrative-analytical interplay. The findings have implications for our understanding of the role of narrative elements in history texts, and further for genre-based approaches to instruction that concern reading and writing history texts.

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Narrative Matters

Cited by 9 publications

References 0 publications

Teacher Trainees Telling Tales

Teacher Trainees Telling Tales

The narrative teacher: Narrative nonfiction as a teaching tool in the primary history classroom

Narrative and analytical interplay in history texts: recalibrating the historical recount genre

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