Adding Conversations to Stories
Laurie,
Your ventriloquist idea is fabulous. Could you give me an example of a story with just 1-3 lines repeated over and over?
Thanks so much for your warm and inspiring posts,
judi
“Laurie C.” wrote:
> Here are a few things I have tried with success:
>
> 1. “Ventriloquist Version” The first time I insert dialogue in the story I prep my actors and when it is time for them to “speak” I jump behind them and speak while they lip sync and add hand motions. Example:
>
> There is a boy and a girl. The boy wants a sandwich. He says to the girl…(jump behind boy) I WANT A SANDWICH. (this is funny because he can speak and pretend to chew a sandwich at the same time!) The girl asks him (jump behind girl) A BIG SANDWICH OR A LITTLE SANDWICH (she lip syncs and makes exaggerated gestures for big, little, and sandwich)
>
> They don’t even have to know what you are going to say…the lips out of sync with the voice is also very funny. This works with less enthusiastic actors because I can use a lot of inflection in my voice and my voice coming out from behind their body is funny.
>
> 2. “Prompter Version” After students are used to the idea of dialogue in the story then they can say the lines ( I whisper in their ear) Sometimes they add the funniest things to what I tell them to say (of course we abide by the PG rated rule!! Since I have modeled funny voices most kids will pick up on that. I also often play “director” and “replay” a scene with my actors, encouraging volume, expression, or better pronunciation…always getting applause from the audience for improvement.
>
> 3. “The Combo” Sometimes a student will want to be the voice behind the actor and I whisper to him/her. I choose this person rarely and carefully!!
>
> 4. “The Chorus” This year I had a class with an overabundance of actors. Sooo…occasionally I would create a “chorus” The Chorus sits lined up on the side…about 3-5 students. Essentially, they repeat key lines in the story. I cued them with a question. (this took a few minutes of prep the first time) Example:
>
> The man goes into the restaurant. He sees the waiter. (I whisper in his ear) He says…I SEE THE WAITER! ( I point to the chorus dramatically ) What did he say? (the chorus chimes) I SEE THE WAITER!
>
> 5) A way to use those native speakers or really talented individuals:
> Pretend that they are a character in a familiar story and interview them.
> Who are you ?
> Sponge Bob
> Where do you live?
> In a pineapple
> In the story what is your problem?
> I need new pants.
> Where do you look first?
> I look in Macy’s on Rodeo Drive.
> etc.
>
> Some hints…especially at the lower levels:
>
> *Keep dialogue short and comprehensible
> *As Susie always says…limit vocab but not the structure
> *Incorporate “signals” that you have used, if you use them
> *Keep the dialogue between two people at a time
> *Repeat the same, or similar dialogue when you change locations in the story.
> *Use volume, pitch, rhythm, repetition, etc to add interest..kids love it when you “sing” the dialogue
> *So….use lines from songs you have done in the class as dialogue as well!
> *It is hard for many kids to use their voice and their bodies at the same time to act. Don’t make kids speak who don’t want to. Be the voice behind them or recruit a “ventriloquist” from the class to work behind them.
> * Stay small! Most stories work great with only 1-3 spoken lines repeated over and over within the story.
>
> This has mostly been experimentation for me!! What else can we do?
> With love,
> Laurie
