Instructional Plan: Phase II

Instruction Plan: Phase II

Title
Learn Object
Overview

Goal 1
Associated
learning
objectives

Goal 2
Associated
learning
objectives

Storytelling Apprenticeship
Learning objectives for this course will include
project-based and collaborative learning as well as
critical thinking skills. All three models of learning
are critical to the overall development of a
storyteller. The tools retained are tools that the
apprentice can use in the future to enhance their
storytelling skills.
This course will be using a mixture of one-on-one
sessions, in-person and online classes.
Participants will have a better understanding in
Chickasaw history, traditions, and beliefs.
Apprentices will be able to use information learned
in classes covering history, traditions, and beliefs.
Information will be able to be included in
storytelling programs through recall of information
retained. Additional information will be works of
documents for use in writing and developing
stories. Documents will be copies of archived
letters (military, presidential, and personal diaries)
as well as copies of interviews. Apprentices will be
able to teach learned information through
storytelling by the end of their apprenticeship.
Apprentices must keep in mind that Chickasaw
history is every changing as archeologist and
historians uncover new information.
Apprentices will be able to explain why
Chickasaw/Southeastern stories are not believed to
be folklores, fairytales, myths, or legends. The
stories told are the beliefs of
Chickasaw/Southeastern people.
Apprentices will include in their studies the study of
folklore, folktales, fairytales, myths, legends, and
lores. Apprentices will be able to have an
understanding of these genres of stories in order
to keep with state core curriculum however,
apprentices will include in their programs that the
traditional stories, as told by tribal storytellers from

Instructional Plan: Phase II

Goal 3
Associated
learning
objectives

Instructional
Strategies and
Activities

past to present, are not believed to be included in

folklore or folktales, but the stories are how tribal
people believe things in the world came to be.
While teaching learned information the apprentice
will have access recourses of other tribal belief
systems to compare and contrast with Chickasaw
stories, Western culture stories, and other stories
from other countries. The learning process to tell
stories from not only the Chickasaw tribe to but
also other tribes and countries takes years of
experience. In the first year of storytelling an
apprentice will be able to intelligent tell stories
from the Chickasaw culture and other tribes in the
US.
Apprentices will be able to tell two-four stories
Apprentices will be able to tell up to four stories
(not recite) by the end of the 14-month time frame.
As the 14-month course moves forward the
apprentice will be able to grow their personal
inventory of stories as well as increase their library
of recourse to include varies books of stories
specifically for storytelling. The storytelling
apprenticeship course is an intense course and it is
not to be taken lightly therefore, by the end of the
14-month program those apprentices that remain
will present a program to the tribal elders as a
right of passage.
The majority of the apprentice classes will be
centered in a face-to-face learning
environment in a traditional
classroom/meeting room setup. Instructional
strategies for this session will include:
Discussion Discussion group will involve
all particpants in a large group setting as
well as in smaller groups. Discussions will
cover personal experiences when
developing personal stories both oral and
digital story form. While in small groups
participants will conduct interviews with
fellow classmates which is a form of
collecting information in order to write and
develop stories.
Lecture- Lectures will be used to educate
apprentices over Chickasaw and

Instructional Plan: Phase II

3
Southeastern history, traditions, and
beliefs. This will cover ancient history,
Chickasaw Removal, Trail of Tears, Indian
Territory, as well as sessions in
storytelling, presentation, voice control,
and the different type of styles and genres
of stories.

In the field of storytelling learning activities

are critical to provide training in stage
performance, voice projection, critical
thinking, and movement. All of these tools
assist in training a storyteller and to prepare
them for performances.

Activities:
Games: Games include story starters which
require the apprentice to think quickly to
come up with a story that are generated from
playing cards, story dice, and impromtu
questions.
Role play: Role playling, along with other
theater type activites or games, are benefical
to helping a storyteller become comfortable
performing in front of others prior to
becoming a professional storyteller whether it
is for a tribe or personal business.

Expertise in the field of todays technology is not

required but it is encouraged. The storytelling
apprentice course will have a track that apprentices
can use to continue their education beyond the
lecture series and traditional class room setting by
accessing sessions that will be online to do a selfstudy program. The self-study program is not a
requirement however; it is extra information that
can be beneficial to the apprentice.
Instructional
Technologies
Used:

The use of technology is encouraged because

sessions will utilize computers, smart phones,
Smart Boards, access YouTube, SKYPE, Face Time,
and the Chickasaw.TV.

Instructional Plan: Phase II

Computers: Either laptops, tablets, Smart

Phone, or desktop (home use) will be used to
access online training sessions, create digital
stories or voice overs using software
programs or apps such as iMovie, everyStory,
Garage Band, iMic, iRig, and other programs
offered by MAC/Apple.
PowerPoint: PowerPoints will be used to
assist in relaying information during the faceto-face sessions. PowerPoints will also be
available on Chickasaw.TV, webcast, and
YouTube.
Video: Videos of additional tribally
recognized storytellers at varies levels of
experience will be available, interviews
between storytellers covering different
experiences regarding performance,
apprenticing, and teaching.