Cambridge
TECHNICALS
OCR LEVEL 3
CAMBRIDGE TECHNICAL
CERTIFICATE/DIPLOMA IN
PERFORMING ARTS
STORYTELLING AS PERFORMANCE
K/502/5400
LEVEL 3 UNIT 22
GUIDED LEARNING HOURS: 60
UNIT CREDIT VALUE: 10
STORYTELLING AS PERFORMANCE
K/502/5400
LEVEL 3 UNIT 22
AIM OF UNIT
Storytelling is a performance medium as old as civilisation
itself. The Oral Tradition is a noble one and has been
responsible for the survival of some of our greatest myths and
folklore legends. Great deeds, both real and fictitious, have
provided the raw material for spellbinding stories and these
in turn have been imbued with a life of their own through
the skills of the storyteller. In recent years, performers have
rediscovered the power of the medium and a new wave of
storytellers and performance companies have embraced
the tradition bringing original stories and fresh ideas to new
audiences. Storytelling is now, once again, a bona fide area of
performance art.
This unit is designed to assist learners, develop their
storytelling skills and to make them effective live entertainers.
It also encourages them to seek out material as the stuff
of their own stories which they may craft into powerful
performance pieces. This unit is also about audiences.
The effective storyteller must consider the audience from
a number of perspectives. At the start of the storytelling
process it may be necessary to have a particular type of
audience in mind. Later on, as the story has begun to be
told in public, it may need to be adapted or modified to
suit audiences which are varied and certainly, whatever the
audience profile, the storyteller must devote considerable
attention to how the audience responds to the performance.
A process of continuous monitoring and customisation is
essential to ensure that the audience as a whole is engaged
and entertained throughout. More than this, the storyteller
aims to capture the audience’s attention to such a degree that
they are almost unconscious of the passing of time.
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Storytelling as Performance Level 3 Unit 22
ASSESSMENT AND GRADING CRITERIA
Learning Outcome (LO)
Pass
Merit
Distinction
The assessment criteria are
the pass requirements for
this unit.
To achieve a merit the
evidence must show that, in
addition to the pass criteria,
the learner is able to:
To achieve a distinction the
evidence must show that,
in addition to the pass and
merit criteria, the learner is
able to:
The learner will:
The learner can:
1 Be able to research
source material for a
story
P1 show evidence of
research into source
material used for a
story
2 Be able to create stories
P2 create a story showing
evidence of an attempt
at style and structure
P3 create a story that
shows limited
awareness of the needs
of the target audience
M1 understand the
effectiveness of a storytelling performance
3 Be able to use
storytelling techniques
P4 demonstrate a degree
of control over
storytelling techniques
M2 apply a range of storytelling techniques with
confidence
4 Be able to tell stories to
selected audiences
P5 communicate a story,
showing limited
awareness of how the
style is suited to the
target audience
M3 Manage storytelling material to
accommodate the
needs of different
audiences
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D1 demonstrate mastery
over storytelling
techniques
TEACHING CONTENT
The unit content describes what has to be taught to ensure that learners are able to access the highest grade.
Anything which follows an i.e. details what must be taught as part of that area of content.
Anything which follows an e.g. is illustrative. It should be noted that where e.g. is used, learners must know and be able to apply
relevant examples to their work although those do not need to be the same ones specified in the unit content.
Be able to research source material for a story
Locating and identifying source material: i.e. research
techniques; primary and secondary sources, internet, books,
documents and letters, word of mouth, interviews.
Be able to create stories
Story writing: i.e. purpose: motivation, milieu, genre, theme,
character, event, plot etc.
Method: i.e. improvisation, dramaturgy, narrative, commentary
etc.
Dramatic structure: i.e. Freytag’s analysis (exposition, rising
action, climax, falling action, resolution/denouement).
Be able to use storytelling techniques
Spontaneity: i.e. learning but not memorising, responding to
audience reaction
Dramatic Techniques: e.g. pace, tension, emphasis, repetition,
transition, pause, proportion etc.
Vocal skills: e.g. volume, articulation, projection, different voices
for different characters, dialogue
Physical skills: i.e. staging, posture, gesture, facial expression
Be able to tell stories to selected audiences
Communication: e.g. stylistic awareness/directness, language
Audience awareness: e.g. simplicity, clarity, empathy,
composition appropriate (age, mix, nationality etc.)
Stimulate their senses: i.e. feel, smell, touch, listen and see vivid
images.
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Storytelling as Performance Level 3 Unit 22
DELIVERY GUIDANCE
Be able to research source material for a story
In parallel to this process, learners should also be taught the
basics of dramatic structure during which they would be
introduced to the one, three and five act play models.
Because the research process is the creative engine which
powers the storytelling process, individual learners should
be able to show how they can use research to provide
raw material for either the creation of original work or the
interpretation/adaptation of existing material. For many
learners this will be an entirely novel activity and whilst
teachers are recommended to invest a significant amount
of time in providing learners with the tools to carry out their
own research, it is equally important that they are shown
how to use them. To achieve this there should be frequent
opportunities for learners to explore how ideas can be both
discovered and translated into a story form suitable for live
telling. It is suggested that teaching might consist of a series
of workshops which continue throughout the unit and which
gradually increase in sophistication. It is recommended that
learners be given the opportunity to attend performances by
professional storytellers with contrasting styles and methods
of presentation. Alternatively, it might be possible for the
teacher to arrange a workshop(s) presented by professional
tellers focussing on the research process. Learners should be
encouraged to maintain a notebook or other such device for
recording ideas as and when they present themselves.
Notwithstanding the fact that it is no longer the only guide to
the provision of a framework for dramatic structure, a study
of Freytag’s model would be helpful for them to analyse the
structure of the play as it would give them clearly defined
structural phases and developmental tools.
Be able to use storytelling techniques
This is where the storytelling process approaches closest
to performing and acting skills. It is assumed that learners
following this unit will also be participating in skill
development sessions for actors. The storytelling process
requires all the performing skills necessary to stage actors
and it is expected that they will be participating in a range of
theatrical productions and acting workshops in which they
will be able to familiarise themselves with the knowledge and
skills contained within the Learning Outcomes given above.
Be able to tell stories to selected audiences
There can be no doubt that no matter how good a performer
a story teller may be, unless they are able to tailor their
material to suit the needs of a given audience they will
Be able to create stories
fail in their objective. It is not necessarily the raw material
or the story itself that may be inappropriate but rather
This LO needs to focus on the art of story construction and
the way it is adapted and how it is delivered which makes
should focus primarily on the constituent elements. At this
for successful communication to any given audience. It is
stage it is important that learners are helped to understand
the difference between written stories (as might form a part of worth remembering for example that although it may be
a collection of short stories for example) which could be read difficult to adapt a story containing mature content for the
entertainment and consumption of an audience of pre-school
aloud, to stories that are written or conceived for dramatic
telling. It might prove a useful exercise for learners to be read children, the reverse is not necessarily the case. Adults can
be encouraged to become ‘children’ again, given the correct
a short story during which they identify the key elements
approach – one that is carefully crafted and artfully delivered.
and note them down as they encounter them. Following
Learners should be encouraged to atomise their stories and
this, learners could perhaps engage in a guided discussion
to identify those elements which are i) unsuitable for a given
which is directed towards the editing process. This would
audience ii) adaptable to a given audience and iii) a positive
entail identifying and recognising those elements such as
advantage to a given audience.
character, event, plot etc. within the original story and which
lend themselves to the dramatic telling process. This would
introduce them to a process which may be new to them – that
of dramaturgy in which sequences of action and ideas are
edited and shaped into a dramatic form.
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Added to this, learners need to be able to adapt their
performance style, i.e. physicality, voice, language etc. to
suit the audience profile before them. The most effective
storyteller is one who can present the material in a way that is
immediately and totally immersive for the given audience and
who is able to overcome the challenge posed by audiences
that comprise a range of ages or backgrounds. To practice
this skill, it is therefore important for them to be given
adequate opportunity to perform before as wide a range of
audiences as possible and to receive feedback. It is therefore
recommended that during this process two cameras are used
to record both the storytelling performance and also the
audience reaction, thereby enabling the storyteller to identify,
analyse and evaluate moments of engagement.
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Storytelling as Performance Level 3 Unit 22
SUGGESTED ASSESSMENT SCENARIOS AND GUIDANCE ON ASSESSMENT
NB All Assessments should be recorded on video for reference
Assessment and Grading Criteria P1 Learners will take part in a discussion forum and present their idea for a story.
Using notes, they will explain the following:
•
the original source of the material
•
two additional pieces of research they have carried out in relation to the source material.
Assessment and Grading Criteria P2
Using the material presented above they will:
•
produce a time-line for the story showing the proposed dramatic structure
•
annotate the above with notes relating to appropriate dramatic elements such as character; event, plot etc.
•
xplain what method(s), e.g. improvisation, dramaturgy, narrative, commentary they might use to adapt the story for
e
performance and how they might use them.
Assessment and Grading Criteria P3, M1
Using the material developed for P2, they will present a story to an audience of peers demonstrating the following:
•
audience awareness
•
some engagement with the audience
•
use of a style appropriate to the audience.
To achieve M1 with reference to both the presentation for P3 and the audience reaction/feedback, learners will produce an
evaluative commentary which includes the following:
•
a critical assessment of the choice of material
•
its appropriateness for the given audience
•
an evaluation of the effectiveness of the performance process
•
an analysis of audience reaction
•
conclusions relating to the overall effectiveness of the engagement.
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Assessment and Grading Criteria P4, M2, D1
Having researched and chosen a new and different story, the learner will present a story to an audience of peers demonstrating
the following:
•
elements of voice control
•
elements of facial expression
•
appropriate use of gesture
•
appropriate use of pauses.
To achieve M2, using the material developed for P4, they will present a story to a contrasting audience demonstrating the
following:
•
confident application of a range of appropriate vocal skills
•
effective application of a range of appropriate physical skills
•
a sustained use of dramatic techniques.
To achieve D1, learners will demonstrate complete mastery of a range dramatic techniques including total control of a range of
appropriate vocal skills and outstanding ability in the use of physical skills.
Assessment and Grading Criteria P5, M3
In response to a brief set by the teacher and for a specific target audience, learners must present a story demonstrating
awareness of style and genre and an appropriate approach to the specified audience. This may be done in small groups or
alone.
To achieve M3, learners must adapt and present the same story to contrasting specified audiences demonstrating the
following:
•
consistent evidence of audience awareness
•
sustained engagement with the audience
•
application of appropriate conventions related to style and genre
•
ability to adapt storytelling and communication skills for different audiences.
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Storytelling as Performance Level 3 Unit 22
RESOURCES
http://english.learnhub.com/lesson/4579-plot-structure
http://fictionwriting.about.com/od/shortstorywriting/a/shortstoryrules.htm
www.dailywritingtips.com/how-to-structure-a-story-the-eight-point-arc
www.paulgorman.org/writing/dramatic_structure.php
http://voices.yahoo.com/become-professional-storyteller-2185121.html
www.sfs.org.uk/documents/Becoming a Professional Storyteller 3.doc
http://www.creativekeys.net/storytellingpower/article1024.html
http://www.teachingenglish.org.uk/blogs/mario-rinvolucri/five-story-telling-techniques
http://www.youtube.com/watch?v=mOA8mUflH-Q
http://www.eldrbarry.net/roos/eest.htm
LINKS TO NOS
Design
CCSDES21
Articulate, present and debate ideas in a creative environment
SKSANIM5
Create storyboards, animatics or other preparatory visualisations
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