TEACHING HISTORY THROUGH STORY
HISTORY WITH A DIFFERENCE
" At Key stage 1 much work on interpretations [ of history ] will largely focus on stories about the past. Historical fiction should remain an important part of teaching about interpretations beyond key stage 1" Qualifications and Curriculum Authority |
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We offer innovative & stimulating storytelling sessions that help to deepen pupils' understanding about the lives of people from the past. Our carefully chosen stories provide a diverse and thrilling interpretation of history which complements the history curriculum. A CRACKING GOOD TALE We tell absorbing and exciting stories - nearly all of which were told during the periods we cover. These stories are a unique resource that aids our interpretation of the past and provides valuable insights into the minds of our ancestors WE'RE HANDS ON We incorporate a strong hands on element in our sessions. We bring lots of fascinating museum quality replica objects for pupils to handle and examine LIVELY AND INTERACTIVE Our enchanting tales are interspersed with lively commentary where we highlight and explain clearly themes and words used in the stories. We like to ask questions and engage pupils in discussion. ODD CLOTHES, FUNNY HATS ! We wear full authentic, accurate period costume that gives impact and a very real impression of what a couple of storytellers would have worn in the Tudor or Medieval times.
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Our stories compliment the History & English curriculums in a variety of ways:
Involves pupils in discussion.
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WE OFFER THE FOLLOWING FOUR PROGRAMMES |
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SOME SAMPLES OF OUR STORIES |
We
tell Medieval stories from Chaucer such as the Pardoner's Tale. Not
only does the story contain a glimpse of the fears people held of the
Black Death, ( which gives us an opportunity to detail the gruesome way
that people died from this terrible disease ), but we talk about the
character who tells the story, the Pardoner. He directly plays upon
peoples' fears and exploits these by selling chicken bones falsely claiming
that they are saints' relics that would absolve themselves of sin. (
and pocketing most of the money even though it should have gone to the
parish priest. ) We bring our own relic with us!
Saints' relics, real or fabricated were used by the great monasteries across Britain to attract pilgrims and importantly their money! We tell the story of the martyrdom of King Edmund and how his shrine becomes one of the most lavish and visited in the country. We have lots of pilgrim badges to show the pupils including ones showing Saint Edmund. We talk about the vast wealth that many of the monastic institutions had. The central plot of one of the many Robin Hood tales that dates from the Medieval period has a knight borrowing a large sum of money from an Abbott whose spiritual credentials are highly suspect, as he appears to be more interested with material gain than religious perfection. These tales can reflect the attitudes and criticisms that some members of society had at the time. (All
relevant to Unit 4 K.S 3 How did the Medieval church affect peoples'
lives ? ; Unit 3 How hard was life for Medieval people in town and country
?; K.S 1 The lives of saints ) |
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The medieval story of Dick Whittington, which was also extremely popular in the Tudor period and indeed up to the present day , is a delightful tale based around the experience of a young boy who seeks his fortune in London. We create a vivid picture of the difference between the rich and poor, Dicks work as a turnspit contrasted with the opulence of a wealthy merchant. Our tale paints a colourful image of a merchant and his home and we incorporate details of the type of goods that Tudor merchants traded.
The story also addresses some of the perceived differences between town and the country. ( Unit 8 K.S 1&2 What were the differences between the lives of rich and poor people in Tudor times ?) |
We tell the 16th century story of a wealthy yeomans wife who has a great hatred for the poor and refuses to give them any alms. She has a disparaging and critical attitude to the "Vagabonds", saying she would rather be a pig than a beggar - words of which she will certainly regret ! This tale has a clear moral message which hopes to foster charitable action towards those most needy in society.
( Unit 8 K.S 1&2 What were the differences between the lives of rich and poor people in Tudor times ?) |
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Schools wishing to use our service can be confident that we offer a thoroughly professional service. We are trained and experienced museum educators and historical interpreters and bring to our work a wealth of historical knowledge and storytelling skill. " WONDER IS THE SEED OF KNOWLEDGE" FRANCIS BACON. We both possess C.R.B Disclosures and are fully insured. Member of GEM'S - Group for Education in Museums Please
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- mail for further details or phone 01263 519582 or mobile
07796 753770 |
