Saturday, August 22, 2009

THE ALMOST-LOST ART OF STORYTELLING

Traditionally, the wisdom of the world's cultures has been conveyed through story, helping explain our world and our place in it – enabling us to develop as persons, create community, solve problems, ignite creativity and imagination, discover meaning and teach, nurture and influence younger generations.

Storytelling not only directed individuals and communities to what was precious and what they needed to hang on to – it also taught us the ‘other side’ of life: to live with change and how to learn from it.

Night-shadows signaling the day's end, or in some communities, the longer winter evenings, were assigned as the times for story-listening. As one Teller friend laughingly put it: “The art of storytelling evolved naturally, because some people preferred telling tales and other preferred listening to them.”

Traditional cultures the world over revered good stories and storytellers. While storytelling was a part of every household, there was a special place for accomplished storytellers, who, after years of specialized training set out to invite, enchant, inspire and teach their people.

The stories told were tales of meaning; of how the world was created, how evil forces entered the world and had to be confronted, of heroes and heroines who embarked on transformative journeys, of how seemingly weaker people would succeed, even when they were less rich or less powerful.

Often the main characters had to learn to listen, to accept magic, to go on quests, undertake difficult challenges, make moral choices or listen to helpful creatures and guides who appeared along the path. Time and again a seeker returned safely, giants and dragons were subdued, the community was saved, the people renewed.

In “The White Goddess: A Historical Grammar of Poetic Myth”, Robert Graves tells us that in ancient Ireland, the ollave, or master-poet, sat next to the king and was privileged, as none but the queen was, to wear six different colors in his clothes. The ollave also held the respected position of judge and seer, and tutored the king in morality.

In Turkey and Azerbaijan, the singing storytellers or troubadors were called ashiks, a word from Arabic meaning 'lover', which describes someone who is a musician, poet and storyteller.

In the Mali and Guinea and the Gambia, the jalis or griots were and are the community’s historians, with skills to draw a village or people closer - one known way is by “giving them courage” through the tellings.

We in India fortunately have many story-telling Traditions still around – the Pandvani, Harikatha, the Baul, the Villu-Pattu, the Rathva, Burra Katha, Powada and many more. Alive in smaller towns and villages, and brought to city-dwellers as part of ‘cultural’ or ‘art’ events, it is still very difficult for most children of these Tellers to continue the tradition and choose it as a viable career. Sadly, these custodians of what is precious to our societies are finding it increasingly hard to keep these Traditions alive or revived without our active interest and support.

That may be the bad news, but the good news is that the world over people are recognizing the power of story-telling and story-sharing in different arenas of life, and actively working to revive it.

In Peshawar, Qissa Khwani translates as the Storyteller's Bazaar. This used to be the site of camping ground for caravans and military adventures, where professional story-tellers recited ballads and tales of war and love to throngs of traders and soldiers in the evening, in the many tea-shops. Today the place is know by the same name, but is full of traffic, shops and noise, with no live tellers in sight. However, in this busy market, storytelling cassette tapes now sell briskly, helping listeners to remember the past and tellers to find new audiences.

In the square of Jemaa al-Fna in theMoroccan city of Marrakesh,.you can still find a story-teller or a halaka who tells ancient stories that have been handed down from generation to generation. No doubt tourism has helped keep this going, often as a curiosity - but we learn to be grateful even for these small things.

With modern technology offering new forms of diversion and entertainment, "Young Moroccans would rather watch TV soap operas than listen to a story-teller much less become one themselves," and the tradition is dying out. A friend tells me that only six years ago there used to be around twenty halakis in the square, and now he finds only barely half a dozen - and they are all very old men.

A concerned group has in recent years managed to block projects like a tall glass tower and an underground garage in the square, where cars have now been banned.

However UNESCOhas intervened to try to save the stories as part of the world's oral heritage, even recording some of them on the internet, so modern technology may yet come to the rescue of these wondrous tales.

May we find ways to support and encourage the storytellers we come across, and play a role in nurturing this wonderful tradition.

Marguerite Theophil

(See also ‘THE STORY-MAN’)


The telling of our stories is as basic, important and necessary as
our personal freedoms, yet, sadly, also as threatened. When not practiced and
protected, stories are lost to obscurity and knowledge itself is placed in jeopardy.
~ Waddie Mitchell 

THE TEACHINGS OF THE THUNDER-CLOUD


This story from the Upanishads illustrates for me a wonderful model of teaching and learning:

In times long ago, there were three kinds of offspring of the great cosmic father Prajapati - the divine beings or gods, the humans and the demons. They all lived with their father in order to learn the lessons they needed to fulfill their roles and destinies.

After finishing their term of studies, it was time for each group to leave and to get on with whatever gods, humans and demons get on with. But, before that, it was time for the final lesson.

The first group was that of the divine beings. Respectfully they asked: “Please teach us.”

Prajapati simply uttered the syllable “Da.” Then he asked them: “Have you understood?”
“Yes, lord, we have. You have told us daamyath – control yourselves.”

Prajapati was pleased, “Yes, you have understood.”

Next it was the turn of the humans. They too made the traditional request: “Please teach us.”

Again Prajapati said just “Da,” adding: “Have you understood?”

“Indeed, lord, we have. What you have told us is datha – be charitable.”

A satisfied Prajapati responded: “You have understood.”

At last, it was time for the demons to have their last lesson. They too asked: “Please teach us.”

They too heard Prajapati utter the sound: “Da.” He once again asked the group the same question he had asked the previous two groups: “Have you understood?”

“We have, for sure, lord. You have instructed us – dayadhvam – be merciful.”

Prajapati nodded, “Yes, you have understood.”

The three groups took his leave.

The thundercloud from time to time repeats his message to all: “Da, Da, Da.” Damam, Daanam, Dayaam – self-control, charity, mercy, it teaches.

… And you take what you need most to learn.

Our schools today, over-crowded as they are, have little space or time for the kind of personalized teaching that allows you to take what you need most to learn. In fact this is actively discouraged.

Torey L. Hayden’s book, “Somebody Else’s Kids”, tells of four “problem children” placed in Torey’s class because no one else knew what to do with them. What is heart-wrenching in this well-told story is how so many people – parents, school-teachers, educational officials and even other children – seem perversely determined to keep them feeling inadequate.

We are blessed to have among us other Toreys who are the ones who make the difference in these children’s lives, giving them a sense of self-esteem and respect for what they can do and achieve.

I am reminded of a beautiful piece by Michael K. Meyerhoff, where he tells of Jennifer, so different from her older sister Jessica, who consistently makes good grades, while Jennifer, though managing to bring home a more than average report card, is repeatedly marked by those daunting words on them: "could do better," "should apply herself more," and "has a tendency to get distracted.” I know these words bother me, as my own report cards in school usually had these phrases on them.
Meyerhoff shows the unusual, and to me, truly brilliant way Jennifer’s mind works when he tells us of how she rattled her teachers by responding to a question: “The plural of leaf is ‘tree’.”
He tells us that this genius, this creativity, goes unnoticed or even punished in our quest for ‘the one right answer’, perhaps because we don’t discern that that there can be a significant difference between doing well in school and learning.


May we learn to celebrate and appreciate the Jennifers as well as the Toreys among us.
They know what “Da” stands for. Do we?

Marguerite Theophil


Old myths, old gods, old heroes have never died.
They are only sleeping at the bottom of our mind, waiting for our call.
We have need for them. They represent the wisdom of our race.
~Stanley Kunitz

The Right to Read

From time to time I post here news about projects connected with reading and story (see also ‘The Camel Bookmobile’), so here is some information on ‘The Right to Read Campaign’ going on in Gaza, Palestine. I hope some of you will get actively involved.

In connection,
Marguerite Theophil




The Right to Read Campaign


Written by Free Gaza Movement

Reading as Resistance


“Education is a right. Yet throughout history, societies have used access to education as a weapon of oppression. We refuse to let Israel blockade our students’ thirst for knowledge.We welcome working with Free Gaza and others to break this siege against our people’s greatest resource.”
Dr. Haidar Eid, professor at Al-Aqsa University

About the Campaign

In partnership with Al-Aqsa University, the Free Gaza Movement (FG) is launching its “Right to Read” campaign which will use the FG boats to deliver textbooks and other educational supplies to universities throughout the occupied Gaza Strip.

This is not a charitable endeavor. Rather it is an act of solidarity and resistance to Israel’s chokehold on Gaza and attempt to deny Palestinians education. According to UNWRA, Israel’s blockade prevents ink, paper and other learning materials from entering into Gaza.

Our first shipment will be sent on FG’s Summer of Hope July voyage to Gaza.

How You Can Help

Our campaign invites individuals to join us at a person-to-person level by contributing one or more books to our shipment as an expression of resistance to the blockade. This effort also allows institutions around the world to support Palestinians’ right to education by donating new and used copies of textbooks to be delivered by the Free Gaza Movement to universities in the Gaza Strip.

You can donate funds to purchase books (and/or help offset shipping costs to Cyprus) or you can send new and used books directly for inclusion on an upcoming voyage.

Also, if you are an academic institution or are connected to one and are willing to give Gaza universities access to your e-library, please let us know.

Sending Funds
Donations for the Right to Read Campaign will be used to purchase books directly and to cover shipping costs for books that are received at Free Gaza sites other than Cyprus. Please designate “Right to Read” in the comment field to ensure that the funds are appropriated to this campaign.

Sending Books
The Right to Read Campaign accepts all new or used books for shipment. To order books, please refer to either the U.S. compiled wish list or the UK compiled wish list from the universities in Gaza.

You may send the books directly to Cyprus or to the Free Gaza collection site nearest to you:

Cyprus
Free Gaza Movement
Digenthios and Avgousta Court
Nigrid Street 6018 Apt. 203
Larnaca, CYPRUS

United States
Free Gaza US Collection Site
PO Box 5772
Rockville, MD 20855

For more information regarding the Right to Read Campaign, please contact one of the following coordinators:
Dina Kennedy: dkennedy [at] freegaza.org
Darlene Wallach: darlene [at] freegaza.org

Learn more at: http://www.freegaza.org/right-to-read