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Friday, May 3, 2013

LoiS(abbatical)

Yesterday I said starting today "I want to start sharing stories twice a week with you and tell you why I'm about to sign myself...)












LoiS(abbatical)"

Sometimes life takes some twists and turns.  This summer promises to be one of those times.  I've already three projects in the making.
  • One is continuing my posting Detroit newspaper articles about Michigan's "Fighting 5th" Civil War Infantry at the same pace as relatives saw them 150 years ago when searching for news of their family in the "Fighting Fifth."  I became particularly interested in this regiment through my reenactment of Liberetta Lerich Green,
    who had 2 brothers in the 5th Infantry. For more information about LoiS as the very real person, Liberetta, go to http://www.lois-sez.com/Historical.html
    .  The 5th were part of the Army of the Potomac and this summer marks the anniversary of their involvement in the battle of Gettysburg.  As might be expected, the Detroit newspaper correspondents had plenty to cover the summer of 1863.  I look forward to sharing their story and other views of the Civil War from the homefront at Historic Fort Wayne's Civil War Days on their new dates of September 14 and 15.  Just remember this historic fort, where the 5th and many other regiments were mustered, is in Detroit.  I love the way Tom Berlucchi, chairman of the Historic Fort Wayne Coalition, when talking about the fort, always ends with "Fort Wayne's in Detroit!"  
  • Most of my work includes research, which is why this blog is titled Storytelling + Research = LoiS.  (Didn't realize, when choosing my title, the "+" and "=" signs would not show up in the address!)  I have begun work on a project continuing through this summer which does not lend itself to posting on these pages.  I will be working with some very special people in Alzheimer's and Dementia groups.  Patient confidentiality prevents my telling the results of this work.  Last summer at the National Storytelling Network conference, I assisted, Liz Nichols in her presentation of the TimeSlips program.  There is a great deal of information about this exciting and fun way to invoke communication and creativity among this very special population without relying on memory.  For yet another view of its use, you might go to Mary Clark's article for NSN's special interest group, the  Healing Story Alliance.  Perhaps you will catch some of the excitement I feel in working on this project! 
  • While the closest I generally come to telling personal stories might be considered Tall Tales (mosquitoes, the weather, things always up for a bit of "stretching" here in Michigan), sometimes life gives those twists and turns I mentioned in the opening of this article.  For now I have a very important personal project in my life accompanying the others mentioned here.  I hope to post more about it later at its successful conclusion.  (How's that for a storyteller leaving you in suspense?...well I am in suspense, too.)
  • The projects mentioned above take me out of my usual work of sharing stories with an audience.  My own library of folklore includes so many books within the Public Domain I decided to share stories from them.  I was going to try for a story a day, but quickly realized it might prove difficult for me to maintain.  Instead I've chosen bi-weekly posting.  Normally I try for monthly posting of a research project here so I don't overwhelm readers.  In this case that would clearly be too few.  Starting tomorrow I will post stories twice a week here under the category, "Keeping the Public in Public Domain."  The idea behind Public Domain was to preserve our cultural heritage after the authors and their immediate heirs were compensated.  I feel strongly current copyright law delays this intent on works of the 20th century.  I hope you enjoy discovering new stories. 

Thursday, May 2, 2013

Why "LoiS with the big S"?



Fellow storyteller and friend, Mary Garrett, near my hometown of  St. Louis, MO once introduced me as "LoiS with the big S", to which I looked at my backside and said mischievously, "I beg your pardon?!?"  There's a story there and here it is.

Visit Mary's website



Mary knew many people in the storytelling world have seen me sign an email or wear a shirt with a LoiS on it.  In the case of emails I love to play with my "big S", adding parenthetical comments.  LoiS(imply loves to find ways to make one last comment!)  For many years I had the long 12 letter last name of Sprengnether.  It was a great way to tell if a phone call was from somebody who knew me as no telemarketer ever seemed to know how to pronounce it!  Then there was the writing of such a long name when signing lots of papers.   LoiS became a short personalized way to write it.  Then I met "my Keel in life", Tom, the best husband I could ever have.  I asked for advice on what to do with my name on Storytell, the international email list for storytellers now hosted by the National Storytelling Network.


I wanted to recognize Tom, but didn't want to lose the fun of being "LoiS with the big S."  At the same time, with 12 letters already, I didn't want to hyphenate it.  Definitely no hyphenation I was told or I'd have to use it all the time, turning it into 16 letters + a hyphen would become my legal name.  YUCK!  Shades of the Hispanic female tradition of linking the "original name y new married name."  Too long.  The suggestion was made to just use that long name as my stage name.  Yes, it might be a preservation of privacy, but that wasn't what I was seeking.  Then it was suggested, why not use a very old traditional way where women often made their old name their new middle name?  That way I could at times just be Lois Keel and at other times "LoiS with the big S."

YES ! ! !

O.k. I confess it lets me be a bit wicked at times when somebody's about to introduce me, asks me "How do you pronounce your last name?" and I smile and say, "Keel."

Of course Tom, who now is my "roadie" for many of my gigs -- especially ones where he gets to play a bit of banjo -- loves to accuse me of marrying him just for his short last name.  Definitely not true.  As I said, he's my Keel in life, my soulmate.
LoiS(o now you know the story, but tomorrow I want to start sharing stories twice a week with you and tell you why I'm about to sign myself...)












LoiS(abbatical)

Friday, April 19, 2013

Easy one-person puppet storytelling

Have you ever wished  for storytelling help and didn't know where to turn?  There are three good online networking resources.  The oldest is the email list, Storytell , hosted on the National Storytelling Network's 's website.  It's slightly international, but Professional Storyteller, with well over 2000 members from around the world, is very international.  Facebook's group, Storytellers,  is the newest and the least likely to be searchable for past information.  Storytell has an archive since 2009 which goes back to moving to the NSN site + long-time list member Jackie Baldwin has been archiving citations, discussions and references on specified storytelling subjects, themes and motifs posted on Storytell since 2000 at her wonderful Story-Lovers site.  Beginning in January of 2008, Professional Storyteller combines the visual -- and even audio -- nature of Facebook with the depth of archiving and possibilities of Storytell  in Professional Storyteller's various groups and the more general Forum discussion.  It also is open to the world to add to the internet presence of its members who can post their information including blog, videos, photos, events, and the opportunity to network with all those members interested in storytelling.

Additionally I'm active on Puppet Hub with my own group Out Front with My Puppet for puppeteers who don't stay behind a stage. Whether storytelling, or performing music, or. . . it's just the puppet and their human performing directly to their audience.

Because puppetry is part of my storytelling, when Betty Diles, on the Forum for P.S. asked: I'm looking for some quick easy skits or stories that I can do with puppets for my Pre-K and Preschool classrooms.  Any suggestions, websites, books would be greatly appreciated. :)Thanks!!

Here is a slightly revised version of how I responded and hope it helps you, too, find "Easy one man puppet stories":
Hi Betty,
I'm not at home right now, but saw your request and did a quick search of an online library catalog for puppet plays that specifically mention being for one person. I also followed it up with a look in Amazon since it often gave more information. (There's always more than 1 way to separate a feline from its epidermal layer!)

Even if you were clear around the world in Australia, I'm sure these online resources will be especially helpful. If you go to my website at http://www.lois-sez.com/SpecializedResources.html and go to the resources listed under Participatory, several sites may help you. The section called Puppets is right under that. I was surprised to see none specifically had on their sites what you need. They are worth your visiting, however, and I strongly recommend this Ning network, http://PuppetHub.com. If you put this question on my group there, "Out Front with My Puppet", I'm sure you will get some great suggestions.

For books that came up:
I know I own and would recommend One-Person Puppet Plays by Denise Anton Wright
* also Storytelling Made Easy with Puppets by Jan M. VanSchuyver.
* There are puppet scripts and great ideas in Caroline Feller Bauer's Leading Kids to Books Through Puppets. While I don't recall if they are suited to early childhood groups, her ideas are great and it is worth owning.
* I have Dee Anderson's Amazingly Easy Puppet Plays: 42 New Scripts for One-Person Puppetry, but don't recall if it works for the "littlies" as an Aussie storytelling friend, Mabel Kaplan, liked to put it. The summary says "Enough puppet programs for every week in the school year." That may mean it is meant for older children. It's hard to tell without the book in hand.
* Another good resource is Connie Champlin's Storytelling with Puppets and there are 2 editions. Get the 2d, more recent 1997 version. I don't recall it having scripts, but you'll definitely get other suggestions from it.
*Two books I don't own, but look promising are How to Do "the Three Bears" With Two Hands: Performing With Puppets by Walter Minkel and A Show of Hands: Using Puppets with Young Children by Ingrid Crepeau and M. Ann Richards. If you read their descriptions, it should help you decide if they're for you.

I don't tend to limit myself to existing scripts as so many folktales are simple enough to adapt. Another great thing is to be the narrator talking with another puppet or puppets as you tell the story.

Puppets are so great to use in so many ways. At the risk of once again leading you to my own site, many have found useful an alphabet I created of ways to use puppets in storytelling at http://www.lois-sez.com/Puppets.html. Hope these suggestions help, Betty!

A bit later I added:
Here's another book you may like. Fun Puppet Skits for Schools and Libraries by Joanne F. Schroeder. The stories, songs, et cetera would all work with preschool through primary grades. Some are specifically for 1 person and there are ways like stick puppets to manage stories that require several characters quickly.

I'll keep looking as time permits. I have a workshop in Petoskey, MI specifically about using puppets specifically for this age group, so it will help me, too, to have additional resources. Glad to help us both!

and yet a bit more:
Hi Betty,
When I had a chance, I went hunting online to see if there are any sites you should visit. There are many for Biblical puppetry, but I only found http://www.puppetresources.com/ for general purpose scripts specifically prepared for puppets. Some of them will work for solo puppetry. Of course your adapting folktales will still be the option I would recommend as it's the most flexible to meeting both thematic needs and your own.

****************************
I hope this month's blog, in honor of the National Day of Puppetry, which comes each year comes on the fourth Saturday of April, gives you some good resources both for puppetry and storytelling.

If you're looking for more puppet fun and are near the Detroit metro area, you can also go to my local guild, Detroit Puppeteers Guild.  If you are in the U.S. and seeking a guild, check with the Puppeteers of America to find your region and closest guild.

Tuesday, March 19, 2013

The AT Numbers Unattached - Part 3 of 3

This final of 3 segments looks at how to search effectively, especially for half-remembered stories and more recent stories published after Stith Thompson's Motif Index.  (Remember blogs are published with the most recent articles first, so be sure to read Part 1 and 2 before this.)  

3) Jane remembers a story from childhood about four sisters becoming spring, summer, fall and winter.  She turns to the creation section of the motif index.  

Seasons are not mentioned at all.  This could be good or bad news.  It probably means Thompson did not research this area of story collections, which probably means that no such stories had been collected in the 1930s, when the index was compiled.  This could either mean the story is not from folklore, or that it is folkloric but rare.  With the explosion of storytelling interest in the 1980s and 1990s, if it is a folktale, it is likely to have been collected somewhere.

But how does Jane find it?

She uses a little ingenuity.  The creation motif is useless, but the sisters became seasons through making quilts with magic needles.  Section D of the motif index deals with magic.  D900-1299 deals with magic objects.  It is the matter of a moment to discover that magic needles (D1181) are most prominent in Germanic and Slavic stories; more than half the listings following D1181 are German or based on a Germanic language.  While the tales indexed here are not what Jane is looking for, she can now turn to geographic collections of German and Eastern European tales for a more productive search.  And, by remembering that Grimms' fairy tales were collected and well-known in the 1930s, she can exempt them from her search.

This does not guarantee that Jane will find exactly what she wants.  Too often storytellers miss versions or variants because they are focused on a particular element.  One motif alike does not make the entire tale type alike.

But finding the magic needle in other folktale motifs will help Jane feel more confident about whether she remembers the tale from a literary source or in the oral tradition.

These three scenarios certainly do not cover the plethora of experiences possible to the story researcher.  Frustration, euphoria, confusion, despair, and the flush of success through persistence are well-known to the sincere source seeker.  Nothing comes from nothing; good things come to those who show a little integrity, employ a little ingenuity, and log a lot of library time.

TIPS FOR EFFECTIVE SEARCHES: 
Think Loosely.  Don't get bogged down in tiny elements, and remember, the way you think is not necessarily the way Thompson thought when he put that story into a category.

Stay focused.  Don't think so widely that any story, through mental gymnastics, can become the one you are looking for.  A giraffe that heals animals through magic leaves is not a physician who gets his power from a magic dragon elixir.

Employ common sense.  Knowledge you already have can help narrow your search categories.  Knowing that "gypsy" is a common (if misguided) term for Hungarian peoples, or that African stories often focus on gourds and yams, can save you a lot of time.  They can also help you pick out the elements of the story most important for indexing.

Use your friends wisely.  Other people reading other books will cut your search time exponentially.  Let it be known what you are looking for.

On that final note of seeking help from others, I want yet again to thank Wendy for her permission to reprint this article AND to note that it came from her posting it on the international email list, Storytell.  I printed it out back in 1999.  Unfortunately the list went through various changes -- originally it was hosted by Texas Woman's University, with various software changes; when they stopped hosting it the National Storytelling Network added it to their site.  Archiving for old resources was lost unless saved by list members.  We are a community and often help in such searches.

Monday, March 18, 2013

The AT Numbers Unattached - Part 2 of 3

Looking at the AT numbers in Part 1 of these 3 posts, Wendy Welch proved that " The common misconception that 'research takes too long' is just that." 

Because there is sometimes a bit more I want to add, all my own comments are in blue to clarify when it is me talking or Wendy.  Because Wendy's article went into needed detailed, the first section, which sets out the basic principles, was the longest of three posts.  This next post looks at what to do if the story is not very common and is under copyright.

This is the shortest of the three segments, so let's start with a look at Wendy.


Wendy Welch PhD is a folklorist and storyteller. She has been on the faculty of the Healthy Appalachia Institute and the University of Virginia’s College at Wise as well as serving on both the Board of Directors for the US National Storytelling Network and the National Storytelling Board in the UK.
Beyond these many professional achievements, Wendy co-owns a used bookstore, has written The Little Bookstore of Big Stone Gap: A Memoir of Friendship, Community, and the Uncommon Pleasure of a Good Book -- with its own Facebook page, tours as a storytelling performer and instructor, is an accomplished  craftswoman, and also blogs at Wendy Welch, Little Bookstore of Big Stone Gap. (All that was fairly official information, so it's in black, but for a bit of personal opinion -- Wendy's an incredible blogger and, if you, too, are a bibliophile, you owe it yourself to prowl her blog.)


Now back to The AT Numbers Unattached, part 2 of 3
2) Jane falls in love with a story that is not very common (and is under copyright).  She picks up a picture book about a great flood, during which the animals save themselves inside a hollow reed stopped up with wax from Wasp.  The Turkeys are last to enter the hollow tree, because while the other animals have been saving themselves, Turkey and his wife have been gathering the seeds of the earth.

Jane learns from this picture book's author (a woman of integrity, obviously) that it is loosely based on a Navajo myth.  Jane is intrigued with the story; she wants to tell it, but she doesn't want infringe on the copyright of the author whose book she is enjoying.  (Jane has integrity, too).  Also, Jane knows she is not even 1/32nd Navajo; she comes from Irish stock.  But she loves the turkey story.  What does she do?

First, Jane faces facts.  She must also think about what she will do if this tale turns out to be found only in Native American culture.  It would be best for her to decide this before she begins.
Next she decides which motif she likes.  What has charmed her?  Is it the unlikely hero, the Flood, the animals working in cooperation to save their own lives?  These are questions only Jane can answer, and she will need to answer them before she can make her research count.  Jane decides the turkey hero intrigues her, as she is in the midst of putting together a Thanksgiving program.  She starts there in the motif index.
Turkey in the alphabetical index of volume six (omitted online) reveals several interesting possibilities: escape dressed as t. girl K1816.5; why t. has red eyes A2411.2; helpful t. B461.5.  But B461.5 turns out to be a completely different story; the others are obviously different.  Jane could track down one of these motifs in a folktale collection specific to a country.  She has a turkey story now.  But if it were the saving the earth theme with the seeds she wanted, Jane would turn to "seed" - to find only one reference even remotely like her story: magic bird collects seeds B172.3.  Again, it's not even close.  At this point, Jane should abandon the alphabetical index as unhelpful and try the more loosely categorized A-Z one in Thompson's preface to volume 1.  Remember "A" deals with creation stories. One subheading of creation stories is "great calamity" stories: earthquakes, floods. . .  Jane scours the entire section of creation and disaster stories.  She now has several interesting ideas to pursue using the tactics of scenario one (see The AT Numbers Unattached, part 1 of 3), but the turkey and seeds story is not there.  From here, Jane can turn to the Thompson Motif Index of Native American Literature, but she will have to deal with the fact that this story is not found in a culture she can claim as hers.  (The Native American index is equally simple to use.)   

The final of 3 segments will look at how to search effectively, especially for half-remembered stories and more recent stories published after Stith Thompson's Motif Index.

Sunday, March 17, 2013

The AT Numbers Unattached - Part 1 of 3

Every once in a while I do a workshop helping people find storytelling resources.  (For puppeteers I offer resources for puppet programs.)  For those really seeking detailed information, folklorists have created a way to systematize the many elements of a story.  This can also help writers and storytellers create stories because there is no copyrighting an idea.  How your own originality takes an element like "a foolish bet" and spins it into a story is where the "magic" occurs.  


Anti Aarne
Stith Thompson



  Two folklorists, Anti Aarne in 1910 and Stith Thompson in 1928 (later revised and expanded in 1961), identified the elements of folktales.  Their system of classification is a goldmine, but it sometimes confuses new researchers.  




Back in 1999 storyteller, Wendy Welch, wrote an introduction to it that does a great job of walking you through the AT classification.  With her kind permission, it is reprinted here.  Because there is sometimes a bit more I want to add, all my own comments are in blue to clarify when it is me talking or Wendy.  Because it also can be long and detailed, this first section, which sets out the basic principles, is the longest of three posts.


The AT Numbers Unattached or Researching Your Story's Print Versions
by Wendy Welch
(originally appeared in the TAPPS Newsletter, Spring 1999)
 It's a common dilemma.  You have found The Story.  You love it; you feel it; you want to tell it.  But something is not right.  The story is copyrighted; it is from a culture outside your realm of experience; it was told by another storyteller and you don't want to copycat.  What do you do?
You head for your nearest university library.  Therein will you find The Types of the Folktale by Anti Aarne and Stith Thompson.  You will also find Thompson's Motif Index of Folk Literature.  At about $800 per set, these volumes are beyond the range of most public libraries, but any good university will have them in the Reference Section.   (You can now find the Motif Index onlineBe sure to click a copy with "full view." Next click "Go to the beginning of the book" and use arrows or page numbers to browse.  Unfortunately the sixth volume, the Index, is omitted, but you can see a few other books there with a Motif Index for specific peoples if you just search for Motif Index.)

Don't let "Reference Section" rustle up images of dry paper chases.  With the proper tools--the indexes, a working knowledge of geography and culture, and time--tracking down stories can be as simple as an afternoon's work and more fun than a Halloween scavenger hunt.  For it is a scavenger hunt of a kind.  You work your way along information trails, picking up clues, diverting to follow false leads, backtracking to the main purpose, and ultimately arriving at --if not the goal you set for yourself--at least some very nice places.

Consider the trials and tribulations of "Jane Storyteller";

1) Jane falls in love with a story set in a culture she doesn't feel comfortable telling about.  She wants to find out if a version of the African-American folktale about Bear fishing with his tail through ice exists in another culture.  Jane gets out the Thompson motif index.  A "motif" is an element of a story in the same way that a syllable is an element of a word; they can be incredibly small (a lantern will not blow out) or very large (a princess sets three impossible tasks).  Like syllables, they are natural divisions along the rhythm of the language and seem obvious until you start to think too hard about them.  The best rule of thumb is, if you think it is a motif, it probably is.  Knowing which motif you want to follow is essential to keep yourself on task.  It is far too easy to get diverted in the thrill of the chase.

Jane looks up "bear" in the alphabetical index found in the last book of the six-volume set.  Bingo:  She finds "b. fishes through ice with tail  A2216.1" listed.  All motifs have a letter and several numbers attached to them, corresponding to Thompson's division of motif types.  The motif index lists 23 types of folktales, assigning each a letter.  A is for creation stories; J is for wisdom and foolishness; U contains homilies.  

Jane picks up volume one, and quickly locates A2216.1.  She beholds the bewildering entering; "*Type 2; DhIII 49.  Finnish - Aarne FFC VIII 14 No. 78; Estonian - Aarne FFC XXV 146 No. 42; Flemish - XXXVII 86 No. 78.  K 1021.  The tail fisher."  

Jane has lucked out on two counts.  First, that enigmatic little "*Type 2" means Jane need look no further in the motif index.  The story she is after is such a well-known tale type, it is catalogued in The Types of the Folktale.  Second, Bear is not the only fisheranimal using his tail for a hook; K1021 reveals a cache of tales about animals doing the same thing.  She can now either look up K1021 (K is from the section for trickery and action) or she can turn to the AT index, as The Types of the Folktale is often called.  If Jane were a real stickler for detail, she might also be excited by the FFC numbers; those show that Anti Aarne wrote articles about the Finnish, Estonian, and Flemish versions of this story, which were published in Fellows of Folklore Communications monographs.  You can find these easily by the reference numbers that follow.  The DhIII refers to a book in which the story appears; Jane can find it by looking up Dh in the front of the Motif index to see which collection/collector it stands for.

However, most storytellers will find little to gain from a perusal of academic dealings with the story.  They want versions for performance.  Thus Jane turns to The Types of the Folktale(Online at this writing only in Limited Search, as opposed to Full View.)

This single volume is a list of numbered story types followed by books in which they are found.  Since it was published in 1940, collections cited by The Types of the Folktale must obviously be from before then--another reason to use a university library.  The list is organized by numbers: 1-299 lists animal tales; 300-749 are the wonder tales; and so on.  AT numbers, as these are called, differ from motif index numbers in size.  A typical tale type number looks like this: AT333 (Little Red Riding Hood).  Cinderella is 510, although it is possible to have a 510b or c for the subdivisions of whether it is the dress or the shoes which are magic.  (The AT stands for the authors' names, and is dropped when both parties involved know they are discussing tale types.)  (A good example of this can be found at the back of each volume of Margaret Read MacDonald's Storyteller's Sourcebook.)  

Jane is looking for tale type 2 which appears readily enough on the first page.  Here she finds a bewildering display of abbreviations listed next to countries or ethnocities: "Italian: Alex. Lat Am. XI, 270" for example.  No less than 45 geographic or cultural sources are given.

Like DhIII in the motif index, the abbreviations in this display all refer to collections of tales; to find the full title and author's name, Jane turns to the front and discovers that "Alex. Lat Am. XI, 270" stands for Alexander's Mythology of All Races of Latin America, Volume XI, Boston, 1920, page 270."  

There is where Jane can do a little fancy footwork; she can either find Mr. Alexander's book and read that version, or she can gamble.

Jane now knows that this story is found in, among other countries, Italy.

She can leave the reference section and head for the 398.2 section of her library's circulating collection.  There she find two collections of Italian folktales.  Scanning the tables of contents, she finds these titles: "How the Fox Outwitted Bear", "Bear's Fishing Trip,"and "Why Fox Has a Long Tail."  Jane is a smart cookie.  She remembers from the K1021 clue that more animals than Bear have been caught with their tails in the water.  Even though that last story sounds a bit different, it involves a key word.  She looks up the long-tailed fox.  The wily trickster is the butt of the joke this time, as the story details how his tail, caught in the ice was stretched by his attempts to free himself.  Jane has a variant to play with.

Next Jane looks up "Bear's Fishing Trip."  Nope; this is about Fox tricking Bear out of his fish catch.  The third story, "How Fox Outwitted Bear" proves a double find.  Bear fishes with his tail in this tale, but at the end of the story are annotation notes!  Jane's heart beats faster.

Annotations happen when folklorists doing just what I have been describing here write their paper trails down for others to follow.  Finding annotation notes for a story means your work is almost done.

Jane sees her old friend K1021, and several references to A2200,  A quick walk back to the reference stacks would reveal that A2200 begins the motif index section for folktales explaining how different animals became the way they are--what tellers often call porquois stories.  Jane now has a whole playground of story ideas open to her.  She can stick with Bear on the ice, or she can slide off to new possibilities by tracking down references within the motif index's A2200-2599 section.  Jane could read through the various subheadings in a matter of minutes; it covers less than three pages.  The common misconception that "research takes too long" is just that.  

Jane could also skip A2200-2599 altogether and pursue Bear through Norwegian, Scottish, Southern American, and Native American tales collections (all of which Thompson cites) but perhaps she has now had enough of Bear and Thompson.

For about half an hour of research, she has netted not only the story for which she came, but also several new possibilities.  Jane can go home happy.

That lets us reach a happy end to the problem of what to do if "it is from a culture outside your realm of experience", but the benefits from Aarne and Thompson don't end there.  The next post here will look at what to do if the story is not very common and is under copyright.

Tuesday, February 26, 2013

Yes, YOUR History Is Important


Last month I revealed my love for "History as seen by the 'average' person."  I told about some of the historical programs I do from that viewpoint. One of those historical programs I just did was followed by the announcement that next month the group would be looking at and writing their oral histories.

BRAVO!

They got it right.

(Warning: This month's article is "text-y."  To help you scan the ideas I've resorted to   
  • bold type
  • or underlining
  • or bulleting
Links continue to be in color.  Usually I've inserted related graphics in my blog, but that seems irrelevant here.  Hope its being "text-y" doesn't make you testy.)


For too long history was viewed as something only about famous people or huge looks at historical events.  The only problem is that's not really "where the rubber meets the road."  That common saying provides a perfect example of what I mean. 

I live in Michigan, a state that for roughly a century has been intertwined in the auto industry.  People like Henry Ford and union leaders like Walter Reuther are important.  The Industrial Age and the role of the automobile are important, too.  BUT, but, but... (Sounds like a motor, doesn't it?)  There's so much more to help us realize what the auto industry means in our own personal lives.

I mentioned Walter Reuther as an example, but his wife, May, had a more personal view of the attempts on his life and also died with him in the same plane crash.  She and members of the Ford family don't really qualify as "the 'average' person", but it gets us a bit closer to taking our eyes off the famous names of history and inside a "huge historical event."

Here in Michigan the auto industry touches everyone directly or indirectly so much that there's yet another common saying here that starts "When General Motors sneezes..."  How that sentence is finished apparently has included everyone from "the nation" to "Madison Avenue" to "Detroit", but I've heard it most often as "Michigan gets a cold."  Because of our state's huge dependence on all three of the major U.S. based auto companies, we keep hearing about the need for diversification, but we're still far from it.

George Santayana said, "Those who don't remember history are doomed to repeat it" -- another common saying.  Bring it to the homes of any Michigan family who has worked for the auto industry and you start to see the importance of "History as seen by the 'average' person."  
  • Will there be differences between the family who had a salaried employee and a family who had an assembly line worker?  Yes, but there will also be some amazingly similar concerns and benefits.  
  • Will there be differences between someone who lived through the boom days in a town like Pontiac and someone living there today?  Definitely.  They are almost totally different worlds.  
  • What about the families who lived through the two weeks of the Flint Sit-Down Strike of 1936-37?  There are major differences of point of view.  I'm not going to give links -- there are so many! --, but if you Google "Flint Auto Riot" you can find a good introduction to the topic.  
  • While you're at it, check to see how long a family was involved in the auto industry and if there has been a moving away or staying with it for younger family members as they choose their own careers.  
  • General Motors used to be nicknamed Generous Motors.  Try saying "Generous Motors" as a conversation and historical memory sparker.
Whatever your family's background:
  • Ask your oldest family members what they remember about specific times and events.  
  • From older times we have journals and letters.  
  • If possible, make a video of them talking about it so the person's voice and manner also are preserved.  Thank heavens video might preserve something lost in a world of email, tweets, and texting.  
  • Of course the trick is to preserve such audiovisual history in a world that goes from 16mm to VCR to DVD to . . .  I just hope "the Cloud" and places like YouTube continue to be accessible because current history is being preserved in a way dependent on technology.

Other place-related memories:
I've been using Michigan's auto industry as an example of "History as seen by the 'average' person", but in places like Pennsylvania it might be steel, for Miami it might be tourism, while for rural areas it might be farming or ranching.  Look at what is special in an area.  I'm currently working with playwright, Jacqueline Salter, towards her premiere of "Business with Friends."  I look forward to directing her play that started as a one-act called "Blacklisted" within a trio of plays about the entertainment industry"Business with Friends" actually is more than just the way Hollywood was affected by the House Un-American Activities Committee.  As the play's subtitle says: It's Not Personal, It's Just BusinessSouthern California in the 20th century was the quick, mainly white, fox that jumped from silent films to talkies to color to becoming ruled by business to . . .

Of all things, a blog called Writers Who Kill also looked at the way to present history.  The writer of that blog about mystery and crime fiction lives in Washington, D.C.  It's a town loaded with historical sites and museums, but she found it was necessary to look at specific incidents and people to bring history alive.  She found that history as dates and memorization and encyclopedic facts were a turn-off, whether in taking a young relative to see the city or in writing fiction.  (The comments on that specific blog post are also revealing about how Teaching to the Test works against developing historical interest and what has worked.)

Speaking of what works with children, the Magic Treehouse series is mentioned.  I could add the American Girl books and some of the other series it inspired like Dear America.  What those books have in common is putting the reader into the thick of history as it happened with a young character having some differences due to where they were in history, but still having so much in common with the reader.  As a bit of my own history, I remember a review when the American Girl books first appeared.  It criticized the books as static and uninteresting like the dolls.  Prior to that series, you could hardly pay young readers to take a book of historical fiction off the shelf!  I wonder what that reviewer would do if given a chance to get in a time machine and buy into the company producing American Girl products?

For my own part I'm going to close with a repeat of my favorite book for inspiring a look back at both your own and others view of oral history.  Donald Davis's book, Telling Your Own Stories, is fun and an easy way to start.  You can also click Oral History on my sidebar for other posts on this topic.  For additional topics to use in exploring Oral History, go to my website for Story Starter Suggestions.

Yes, YOUR History Is Important.