Especialidades JA/Narración de historias cristianas/Respuestas

Narración de historias cristianas
Asociación General Crecimiento espiritual, actividades misioneras y herencia	Destreza: 2 Año de introducción: 1928

Requisitos

1

Nombrar una fuente donde usted ha encontrado material para historias para cada una de las siguientes categorías. Contar una historia de cada categoría.

1a

Historia sagrada

1b

Historia de la Iglesia

1c

Naturaleza

1d

Historia del carácter

1e

Lección objetiva con ayudas visuales

2

Con las historias del requisito anterior, hacer lo siguiente:

2a

Contar una de sus historias de niños, con edades entre cinco años y menor, por lo menos tres minutos.

2b

Contar una de sus historias a los de 10 a 12 años de edad durante al menos cinco minutos.

3

Hacer un bosquejo por escrito de una de las historias que usted va a contar.

4

Decir cómo y bajo qué circunstancias el material de la historia debe ser modificado en las siguientes circunstancias:

4a

Contar la historia en primera persona, segunda persona y tercera persona.

4b

Distintas clases de público, edades y propósitos.

Young children do not have the patience to sit through a long story, so make it short. It helps if you can involve them in the story. Have them stand up and do something, perhaps to demonstrate how a penguin walks (show them how and ask them to copy you) or whatever else you can have them do that will help your story progress. Make sure your vocabulary matches that of your audience. The point of storytelling is not to demonstrate how clever you are, it is to communicate an idea. If you're using multi-syllabic words (such as multi-syllabic) on a crowd of four year-olds, expect some blank stares followed by fidgeting and then pandemonium. Older children will feel like you are patronizing them if you ask them to show you how a bird flies. "C'mon! That's first-grade stuff!" They might not say it, but they will sure think it (and some will say it!)

You can use one story to make more than one point by stressing different parts of it. The story of Jonah can be used to stress the importance of obedience, how we cannot run away from God, the love God has for other people, or how enormous a whale is. Each of these points can be made with the same story by stressing different aspects of it.

4c

Hacer la historia corta.

There are many reasons to make a long story short, including the attention span of your audience, the point you are trying to make, or the amount of time you have allotted to tell the story. Stories can be shortened by skipping over details, eliminating sub-plots, withholding background information, or any combination of the above.

In this case you can include visual aids that will cause the children to remember the story and your reason for telling that story. Enlist the help of parents to continue that story for that week's devotions especially if the story is a Bible story - they could all study that story for their devotion as well.

4d

Hacer la historia larga.

Making a story longer can be done by adding extra details, adding side-stories, including background information, or any combination of the above. It may be necessary to include background information so the audience can understand why a character makes the choices he does. Sometimes you may be asked to occupy an audience until the next portion of a program is ready (it happens). There is a certain amount of skill involved in lengthening a story while keeping it interesting.

5

Mencionar por qué un determinado objetivo es necesario para contar una historia.

If a story does not have an aim, it is idle entertainment. If it has an aim, it can teach a lesson or get a message across. Often, it can accomplish this without being "preachy." A good storyteller can get a message or a lesson across without the hearers even suspecting that they've been preached to.

The aim can also be one of education. Telling the story of a Bible character or church leader can educate the listeners about the way of life, thought processes, character of the person. A life lesson or moral to the story is not always needed to have an aim. The preacher uses stories in his sermon for many reasons and sometimes it is just to keep his audience attentive and sometimes as is more often than not to get their emotions flowing and their thought process folloiwing his leading. The same with the story teller, your aim may be different but at the end the children should be able to tell you how they have learned from your story without you having to tell them or you just wasted you time and theirs.

6

Contar una historia de misioneros en el extranjero, no menos de cinco minutos de duración.

There are many good stories about Adventist missionaries. Norma Youngberg has written many books chronicling missionary adventures in the South Pacific. Eric B. Hare wrote of many of his experiences working in Burma and India before (and during) World War II.

The Hall of Faith series published by the Pacific Press is another good source of foreign missionary stories. They may be out of print, but you can find used copies at Amazon.com.

If you are a Sabbath School teacher you may wish to spend a little time each week telling a continuing mission story to your class. If you are not a Sabbath School teacher, talk to one about telling a mission story in class. In either case, try to choose a story from the mission field being emphasized by the General Conference (this changes quarterly).

Adventist Frontier Missions publishes current missionary stories in their magazine and online at http://www.afm-online.org. These can easily be adapted and embellished with additional country information.

7

Contar una historia que enseña los principios de la salud.

You may wish to draw from personal experience, or from other sources. Many people have stories about sneaking a cigarette and getting sick. The story of Daniel's refusal to eat from the king's table is an excellent source as well.