Individual evaluations have not been used, although I could use paper and p=
encil response to the "dream sequence" ending. This ending was devised as a=
way to review all the bird songs heard in the story, and the audience resp=
onds as a group during the pauses provided as I tell the story. The bird s=
ound is played in these pauses, and they have time to tell me what bird the=
herons are dreaming of. This is a review of the song material, and lets me=
know how many students can come up with the right bird. I reverse the seq=
uence and add the bird photo after I've given the class enough time to name=
the bird and arrive at consensus. This they readily do, and I have not exp=
erienced any "stumpers".
As a storyteller, I prefer this evaluation method because it is organic to =
the story, and is a spirited group activity. The group is small enough with=
thirty students that I can see anyone who does not respond. Since response=
by the audience is a natural part of a storytelling session, I also use it=
in an informance. It provides an adequate evaluation of the learning that =
has taken place and this learning will be used within the hour when the stu=
dents visit the wetland home of these birds and hear their songs.
(Every listener takes away that part of the story they most n=
eed.)
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