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From: Dr Eric Miller, Director,
World Stprytelling Institute "Storytelling Workshop -- Session on Rhythm, Melody, and Rhyme
in Speech; and on Rhythm in Movement" *** A list
of Verbal
Arts Techniques. _________________________________________________________ Instances of Rhythm, Melody, and Rhyme in
Speech : _________________________________________________________ 1 Kanikkaran
Tribal People at Dakshin Chitra (in Chennai), Rajammal
and team. 11:30 to
17:30 SINGING
ABOUT A STORY _________________________________________________________ 2 Epic
Chanters, Lady
African-American Preacher 3:40 you
wouldn't be here today hadn't
god comforted you, hadn't
god had understanding for you, hadn't
god had love for you, oh lord! REPEATS A
PHRASE (WITH SUBSTITUTIONS) AND GESTURE. AT THE
END OF THE LIST, SUMS THINGS UP WITH AN EXCLAMATION thank you
jesus! when he
received you -- some of you were prostitutes. when he
received you -- some of you were dope addicts. when he
received you -- some of you were staying with men. when he
received you -- some of you were bar-hoppers. when he
received you -- some of you were back-sliders. oh lord! REPEATS A
PHRASE (WITH SUBSTITUTIONS) AND GESTURE. AT THE
END OF THE LIST, SUMS THINGS UP WITH AN EXCLAMATION _________________________________________________________ 3 USA
National Storytelling Festival, Carol
Birch. 3:08 but the
wind said, "a sail can't keep you warm!
i'll freeeeeeeze you, kagan" SPEAKS
(WITH A UNIQUE VOICE) AS A CHARACTER. EXTENDS A
VOWEL SOUND 3:55 "Kagen,
Kagen, turn your back on me!" SINGS AS A
CHARACTER _________________________________________________________ 4 Diane
Ferlatte 1 Many
Stories, One World (International
Storytelling Conference, Istanbul, 2013) (30:36). https://www.youtube.com/watch?v=iduMoffZ_54 0:30 I'm so
glad I'm here BREAKS
INTO SONG. SINGS
ABOUT HOW SHE FEELS, AND ABOUT HER STORIES 5:27 put it
into a pot of beans, to give it flavor. took it
out. put it into a pot of beans, to
give it flavor. took it
out. put it into a pot of beans, to
give it flavor. REPEATS A
PHRASE AND GESTURE. 9:30 they
played together. they
walked together. they ate
together. REPEATS A PHRASE (WITH SUBSTITUTIONS) AND GESTURE 14:20 and
remember -- there are
2 sides, 2 sides, 2 sides to, 2 sides,
2 sides, 2 sides to, 2 sides,
2 sides, 2 sides to, every stoooooory (EXTENDS VOWEL SOUND) BREAKS
INTO SONG. SINGS AS
NARRATOR (SINGING A MORAL TO THE STORY). INVITES
LISTENERS TO JOIN IN 15:20 using
stories as a teaching tool, is as oooold as mankind EXTENDS A
VOWEL SOUND 16:00 And do
you know why they laughed at him? hiiiiiiiis
head was long (EXTENDS A VOWEL SOUND) his nose
was flat his skin
was black his lips
were thick had a
hump on his back his belly
was large his legs were
bowed -- but what
they didn't know, that little slave Aesop, he had a heart of gold. REPEATS A
PHRASE (WITH SUBSTITUTIONS) AND GESTURE. BREAKS
INTO SONG 16:48 one
fiiiiiiiiine morning (EXTENDS A VOWEL
SOUND), there was
that donkey was walking down the road BREAKS
INTO SONG boom
shakka lakka lakka boom boom boom
shakka lakka lakka boom (clap) boom
shakka lakka lakka boom boom boom
shakka lakka lakka boom (clap) SINGS. A
CHARACTER'S WALKING IS REPRESENTED BY SONG SYLLABLES 17:00 when the
donkey, he sees a lion skin on the ground, the whole lion skin -- STOPS
SINGING (STOPS MOMENTUM) WHEN THERE IS A "BUT", AN
INTERRUPTION, AN OPPOSITIONAL MOMENT IN THE STORY REPEATS A
PHRASE (WITH SUBSTITUTIONS) AND
GESTURE (SHE REACTS EACH TIME) -- the head the tail the claws 18:00 the
people said, "run, run, run for your lives", ... and the
people ran this way, they ran that way, they ran every way REPEATS A
PHRASE (WITH SUBSTITUTIONS) AND GESTURE 18:25 and the
donkey went walking down the road again, AGAIN --
BREAKS INTO SONG boom
shakka lakka lakka boom boom boom
shakka lakka lakka boom (clap) AGAIN --
SINGS, AND THE CHARACTER'S WALKING IS REPRESENTED BY SONG SYLLABLES 18:55 there was
one thing wrong SPEAKS
WORD-BY-WORD (IN STACCATO STYLE) WITH GESTURES 20:20 when he
went to elementary school, things were fine. when he
got to middle school, (sound and gesture). when he
got to high school, i don't know why some kids are so mean. REPEATS A
PHRASE (WITH SUBSTITUTIONS) AND GESTURE 23:20 if people
don't like it, too bad. it's
better to be yourself, it's
better to be yourself, REPEATS A
PHRASE AND GESTURE, BREAKS
INTO SONG, SINGING
AS NARRATOR, INVITES
LISTENERS TO JOIN IN 23:30 FROM
SINGING TO "SPEAK-SINGING" before you
say an ugly word, stop and think again. before
you say an ugly word, stop and count to ten. REPEATS A
PHRASE (WITH SUBSTITUTIONS) AND GESTURE, BREAKS
INTO SONG, SINGS AS
NARRATOR, INVITES
LISTENERS TO JOIN IN
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