How might the use of an approach such as Storyline promote learners' Essay

How might the use of an approach such as Storyline promote learners' creative potential - Essay Example According to Starko (2005: 39), even though a teacher gives a starting point, storylines motivate learners to improvise, create, or modify the original form. Children view and understand the world in a different way that adults do. Children’s emotional and imaginative potentials are much more enhanced than their logical or rational abilities (Kelner, 1993:52). While adults depend on knowledge and logic, children exercise creativity and play to discover and make sense of their world (Wagner, 1988:30). In this case, it is justifiable for teachers to take advantage of these two capabilities as a learning device. Storylines offer this opportunity, connecting the domain of imagination and play to the domain of knowledge and reason (Kelner, 1993: 61). Storylines encourage learners to become emotionally and physically engaged in learning and, as a result, to learn more productively (Edmiston, Encisco &King, 1987: 79). It allows learners to take part in a story, or to intermingle with an idea, character, or theme. In this fashion, storylines encourage a better grasp of material and improves learners’ creativity and understanding of texts (Thom, 2008: 33). ... Storylines endow learners a sense of control over their acquisition of knowledge as the educator exits the picture and enables learners to have the inner focus (Neelands, Baldwin & Fleming, 2003: 81). The creative character of storylines guarantees that children are the ones who make the decisions, taking a dynamic role in influencing and creating the learning episode (Taylor, 2000: 104). Hence, learners become determined and motivated. Ultimately, storylines can be a vital component of a general model of language arts. It fosters development in all domains of literacy and motivates children to apply language for important reasons. Element of Storylines, Storytelling, and Story Making There are several important elements of storylines: feedback, a secure setting, randomness, and structure (Beetlestone, 1998: 68). Learners want to receive both informal and formal feedback. Informal feedback is appropriate when a mentor reacts in a manner that is suitable to the role play; for instance , crying at sad events (Beetlestone, 1998: 68-69). Once a play is finished, the mentor can provide further formal feedback by understanding the experience with learners and identifying those aspects that were performed well. As learners become more acquainted with the practice of feedback, they are more capable of thinking about these experiences and to explain effective and less effective dramatic components (Skinner-Linnenberg, 1997: 50). Learners in time build up a critical skill and become expert in providing each other constructive feedback. Any form of creativity requires a particular extent of discovery and risk (Dickinson & Neelands, 2006: 19). Creativity is developed when the instructor