we are made of stories

Month: November 2023 Page 2 of 6

Class Notes Response 11/21

Last week we talked about a lot of important aspects of telling a story, especially how to start one and what questions can prompt someone to tell a story. I thought that listening to the article by StoryCorps was very interesting because it talked about the different ways to tell a story and how family stories can be preserved in the library of Congress for years to come. Additionally, I liked how we all brainstormed ideas of how to tell a story, especially focusing on how to start one. I liked how Professor Dolson gave many different options for which story we decide to write about in this week’s prep note.

I liked the video we watched about the boys interviewing their father because even though it was different from what we have seen this semester, storytelling often comes at unexpected times by unexpected topics or questions. Overall, I thought this lesson was good preparation for our prep notes and helping to think ahead for our personal stories that will be due in a few weeks.

I hope everyone had a nice and relaxing break 🙂

Prep Note 11/28/23

My family’s house is under construction at the moment, so one day over break my mom, my sister, and I were deciding what we should throw away to make room in the house. We eventually came across a DVD of my parents’ wedding. My sister and I knew we had to watch it somehow, and my mom suggested that we break out the dusty old DVD player. As we watched the footage and saw the wedding photoshoots, my mom started to comment on what was happening behind the scenes that we couldn’t see on the screen. She recounted how everyone had to gather at both sides of the family’s houses, where ceremonial prayers would be done. Then, they all gathered at the wedding venue for the actual marriage ceremony. At the very end, they would all travel to a restaurant for the final celebrations and congratulatory wishes. My mom described how happy she felt at the time, with all the attention on her and all the well wishes from friends and family alike. She laughed at certain times such as when she and my dad had to go around to all the tables at the restaurant and thank them for coming. My sister and I were confused at first because they kept saying the same thing over and over again, but my mom answered that they had to go to all the tables while smiling fondly. I smiled when my mom commented on how pretty the dresses she wore were, playfully stating that she always knew how to find beautiful clothes.

While it may be obvious that this is a story, it is important to identify the components of a story that make it so. This is a story because it is a retelling of events by someone who directly experienced them. Also, it includes how the person felt when these events were occurring, not just a simple retelling. My mom told us the events of her and my dad’s wedding, but she also told us how happy she felt during the wedding. The process of collecting this story was not difficult because I didn’t have to initiate it. The story just naturally came about as we were watching the wedding videos.

Prep Note 11/28/23

What was the story you heard? What makes it a story?

I stayed on campus during the break instead of traveling home for the holiday. On Thanksgiving, I FaceTimed my sister and my grandma while they waited for dinner to be ready. While talking to my grandma, my aunt was brought up. The story that my grandma decided to tell me about my aunt was brought up naturally. My aunt is notorious for her cooking skills. We love her, but she has been banned from making the Thanksgiving mac and cheese. I’m old enough to remember the time when she still brought side dishes to Thanksgiving, but my grandma told me a story from when my aunt first started dating my uncle in the early 2000s. My aunt is related to me through marriage, and she wanted to impress her future husband’s family. On her first Thanksgiving with my family, she didn’t want to come empty-handed so she decided to make a pie. All she planned to do was buy a premade pie crust and a canned filling. There is absolutely nothing wrong with not making a pie from scratch; it’s hard to mess up. On the morning of Thanksgiving, she was in a rush to get ready and was running late. Her hair was in rollers, she was trying to get dressed, and my uncle was rushing her to get ready. She realized that she had forgotten to make the pie, so she ran into the kitchen to let it cook while she did her hair. She opened a can that was sitting on the counter, dumped it into the pie crust, and threw it in the oven. While she finished her hair and makeup, she smelled something funny coming from the kitchen. As she checked on the pie, she realized that instead of grabbing the can of pie filling, she grabbed a can of tuna fish. It was my grandmother’s first time meeting my aunt, but she didn’t judge her. My grandma thought it was the funniest thing to ever happen, and she and my aunt still joke about it every Thanksgiving. I think what made this story a story was the emotion and the sequence of events. If the story was told out of order it wouldn’t have made sense. If the emotion my grandma expressed when telling the story was different/more negative it would have changed the story completely as well.

Prep Note 11/28

Over Thanksgiving break, my aunt and uncle on my mom’s side drove up from New Jersey to visit. My parents and my aunt and uncle have all been friends forever, even before they were married. So I figured, who better to get a story from? I told the four of them over dinner one night about the assignment and asked them for one of their best stories. The four of them had all lived together in the Bronx for several years, so I was sure I would get some wild stories from those years. And I was far from disappointed.
I didn’t just get one story. I got a deluge of them. We talked for hours, my parents, aunt, and uncle reminiscing about when they were younger while my brother and I just listened. They told stories about finding a coating of lint in a meal a friend cooked for them once, about accidentally letting their dog run onto an equine racetrack during a race, of how they all met, of course, and much more. But there was one story that stuck out to me more than most.
My aunt is a veterinarian who specializes in racehorses, hence the racetrack story I mentioned before, and went to school at Columbia and the University of Pennsylvania. However, she did all this after dropping out of the first college she attended and working for a bit as a racehorse jockey. So, when she decided to apply to Columbia, she asked her friends, my parents and uncle, for a little help. Together, they went to a local restaurant in the Bronx to help my aunt write her college essay.
They told me they went around in a circle, adding, subtracting, and editing for hours on end, laughing and messing around as much as they were working. They decided to draw on my aunt’s unique experience as a jockey as the central pitch of the essay. Not only was the essay good enough for my aunt to get in, but it was good enough for all four to remember specific lines from it even all these years later.
This story stuck out to me, not necessarily because of what it was about, but how it was told. My aunt was the one who started to tell the story, it was her essay after all, but before long, everyone else was interrupting her, providing details she may have forgotten, re-telling certain moments from their perspective, or just making jokes about the whole experience. Watching the four of them working together, and sometimes against each other, to tell this story was a near mirror image of the story itself. I could imagine the four people in front of me laughing and writing together, all working toward some common goal. My parents ceased to be my parents, my aunt wasn’t my aunt, and my uncle was no longer my uncle. Instead, they were four best friends, reminiscing, laughing, and enjoying each other’s company, just like they did in the Bronx all those years ago.

Prep Note 11/28

What was the story you heard? What makes it a story?

Over this break, I did not have any family come in because they live out of the country, but I did have a moment to speak with my grandma and family over the phone. We talked about my great-grandma, my grandma’s mother, and how she had 8 other siblings. This conversation went unprompted, and she literally said to me that all of her siblings “had a story” then she told me about her aunt, a women who was married to a very well known lawyer in Colombia. Together, they had 11 children, which is crazy and so many in itself, but she also later discovered that he also had exactly 11 children with another woman. Yet after, he maintained a relationship with both women, and sent all 22 children through college.

I do not necessarily believe it has to have many characters, point of view, conflict, etc. It is hard to say what makes something a story, but to me this felt like a story because it was an authentic experience faced by someone. And especially someone who I am related to, and also its relation too many common themes, like love, infidelity, and family.

Class Notes 11/21

We held class on Zoom due to Thanksgiving travel plans. Briefly mentioned that there is one more slot open for the Tuesday night option for the project in the spring. Talked about our personal story project and the preliminary ideas we had about how we were going to present our stories. Might have a whole day of Moth stories during the last week of class, maybe outside. TLC (Technology Learning Center) could be a good resource for this project.

Introduced the Great Thanksgiving Listen project by watching a video. The project, run by StoryCorps involves people collecting stories from the people around them and submitting it online. All the stories will be put into the Library of Congress as a collection. Our task is to collect a story over break. In our prep note for next class we will relate the story we collected, discuss the process of collecting the story, and what makes it a story.

We looked at an example where two boys interviewed their father. We talked about the unstructured nature of the video and how it was a little different from the other stories we’ve seen. Brice brought up how there was very little reflection on the part of the boys. However, the questions the boys asked pushed their father to tell stories about himself. In this way, stories can come out of a discussion.

We thought about who we might collect our story from and how we can listen them into story. We brainstormed questions we could ask to connect with the story teller. We also thought how after we could use follow-up questions to prompt them into storytelling. Professor Dolson also mentioned that listening to stories being told to other people, potentially while traveling, could also be a viable option. Holiday times in particular are good for storytelling. Stories could also be collected just through normal conversation without asking any questions.

We should all try to read each other’s prep notes before next class so we can come to class ready to talk about the stories we’ve all collected. We will discuss why we think stories are so important and what effect we see stories have.

Prep Note 11/16

In Thursday’s lesson, we analyzed how to tell a story, shared our ideas with a partner, and created a grading rubric for the storytelling project. Drawing inspiration from the book Moth, Mitch highlighted the metaphor of “stepping stones” in the narrative process. Recognizing the challenge of navigating the middle of the “story puzzle,” we’ve identified three essential elements for a compelling story: scenes, summaries, and reflection.

We embraced the principle of “show, don’t tell,” and the inclusion of examples to portray characters or events. We also discussed the fine line between humor and stand-up, and we’ve explored the potential of humor as a storytelling tool, referencing Hannah Gadsby’s “Nanette” comedy special.

In our collaborative groups, we’ve delved into refining our stories, using strategies like detailing every aspect to enhance narrative impact. Looking ahead, we’ve set goals for the story project—aiming to learn more about our classmates through active listening and engagement. Our rubric includes assigning points for listening skills, story quality, and overall effort, with potential assessments like a brief test or reflective notes after each presentation.

Class Notes 11/16/23

  • Our class next Tuesday will be over Zoom.
  • Over break, we need to collect a story. Our prep note after the break will be about debriefing stories
  • We started the class by talking about everyone’s plan for their story project and how we might work the reading into our story. The project will be creative, and we will create a rubric together.
  • We discussed the book
    • The book is about how the founders of Moth coach people to help them tell their stories.
    • In the narrative stepping stones portion, Mitch was struck by the metaphor of stepping stones.
    • For many people’s stories, it is easier to know the story’s end and beginning. The middle pieces of the “story puzzle” are a little more of a grey area.
    • There are three elements of a good story: Scenes, summaries, and reflection.
    • Instead of just describing something/someone, you should try to include examples of how they can be described that way. (For example: Don’t just say “My son had charisma”; you need to include examples of him being charismatic)  (show; don’t tell)
    • Pg. 107 has a good example of how stories should have some level of meaning (but we’re not writing fables)
    • There’s a difference between including some comedy in your story and doing standup.
  • One strategy for our story assignment can be to write down every detail about a story, and then shift through the details and decide what to include and what you don’t need.
  • “Nanette”: a comedy special by Hannah Gadsby is something interesting you can watch to see how humor can be used as a tool to tell a story.
  • We grouped up and talked about our stories and how to improve them.

 

  • What do we want to get out of our story project?
    • We want to learn more about our classmates and their stories
    • Maybe include 1-2 points for active listening?
    • Maybe at the end of each story, we turn in a paper that rates how engaging the story was?
    • Maybe for our final portfolio, we could talk about someone else’s story/ make a story connection?
  • 20 points total for the storytelling project
    • 5 points for skill as a listener
      •  Maybe have a test after each story (kinda): “How would you tell this story in 6 words after hearing it?”
      • Maybe just write a “Here’s what I got out of your story” note for everyone who presents?
    • 15 points for the story itself
      • doesn’t have to be shocking or deep, but the story should have substance
      • One category of points could be relatability (does the story have an applicable theme)
      • Taking time to come up with a story that does justice to the assignment is important (carefully shaped)
      • Points for putting effort into the final product? Was the story/final product polished?
      • Make sure your presentation isn’t a lecture or a list of facts
      • The meaning can be light (doesn’t have to be as serious as the boy who cried wolf”

Class Notes 11/14

Two Options for Spring: Fridays at 2 or Tuesday nights (only about 3 spots for Tuesday night)

 

Start class by watching Dr. Gabor Mate about the 7 impacts of trauma

  • Trauma is not what happens to you, it’s what happens inside of you as a result of what happens to you
  1. Separation from self
    1. Ignoring a gut feeling
  2. Disconnection from others
    1. A feeling of isolation, don’t trust others
  3. Altered worldview
    1. However you see the world, that’s the world you live in
  4. Lifelong pain
    1. The wound is open and never [disappears], it’s pain you need to escape from (need to deal with it to heal it)
  5. Disruption of cognitive development
    1. Infants have no self-regulation, what happens if an adult never developed that self-regulation
  6. Personal shame
    1. Shame on who and what you are as a person (self-blame)
  7. Difficulty being present
    1. It keeps you stuck in the past, when you think you are reacting to the present you’re actually reacting to the past

 

Listening to Noa Baum

  • The effect of this difficult storytelling exchange
  • “created not just by the content of the story at the process of being together in the same space and time sharing stories and this process is the core attribute that sets storytelling apart because you see it’s not just about the story it’s about us that human connection”
  • Shift in the cognitive 
  • Accepting the paradoxes around us is the hardest thing for us
    • As long as you insist on one answer, only your own story, then you aren’t open to change
  • Opening up leads to insight and compassion, but it’s not easy
    • Do you stay safe in your familiar shelter of “us vs. them?” OR do you allow yourself the “uneasy territory of paradox the choice”
  • Julia – even though there’s a lot of divide right now, there can be understanding through storytelling/sharing

 

Prof. Dolson – Are you experiencing polarization when you move into campus and have a roommate? Have you experienced the ability to connect? Find common ground?

  • You need imagination to do that
    • Kaylee – “Trying to put yourself in their shoes”
  • How many times have you had to “fall off the wagon” to recover
    • 6 or 7 times to get a stronghold in recovery
  • Pain is inevitable, suffering is not
    • Pain is one of the things that keeps us alive, but how do you deal with mental pain?
      • We have developed tools for that, storytelling is (one of) the most important ones
      • When we share a story we build a bridge

 

This semester we’re sharing our own stories

  • There’s a need to work with your story and make it one that your audience can find themselves in
  • It should be a story you feel comfortable sharing, but important enough that you can work on
  • Looking at Persepolis: 
    • How much of her story is trauma? How much is memory? What stands out to you when you consider why is she telling her story?
    • Where is a place in her story that you find yourself relating to her?
      • Brice – kinda just the book itself, considering yourself as a younger version and what you viewed then vs. what actually happens/the views of your parent or an adult
      • Kristine – surprised at how perspective she is as a child
    • Did anything stand out to you about Iran
      • Brice – the dress code, didn’t know it died at some point and then came back

 

Last part of class: share your idea for the story you want to tell with a partner

  • What would that story be like?

Prep Note 11/14

The book written by the directors of The Moth had a lot of really helpful tips that I’m definitely going to keep in mind when I’m working on my story. For example, something that really stuck with me was the necessity to make sure a story is varied. Stories aren’t as engaging if they contain only scenes or only reflections. You need a mix of both in a good story. I also thought the book pushed pretty heavily for a “show don’t tell” style of storytelling. They seemed to emphasize using details to imply important character traits, emotions, or realizations instead of just saying that those things existed outright. I think this in particular is something I might struggle with when planning my story, so I’m sure I’ll look back at the tips in this chapter for reference.

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