You’ll see examples of
more of Mary’s residencies by visiting the residency page of her website: www.maryhamilton.info?Programs/residencies.htm.
are a few examples of past residency projects:
Kindergarten and Early Literacy
A 10-day project with preschoolers
or kindergartners which includes:
Telling them folktales
to develop listening and imagination skills.
Leading them in
informal reenactments of the folktale.
Soliciting and writing
down tales dictated by individual students.
dramatizations of the student-authored tales to use listening skills and, most
importantly, to help establish for students the connection between the stories
they dictate, the “marks” written on the paper, and the actions of the actors
on the “stage.” This project uses storytelling for literacy development – a
very appropriate preschool activity.
Telling to Write & Using Peer to Peer Artistic Response Process
Ten-day projects with
fourth and sixth graders that involve using telling to develop and revise
personal narratives (fourth) and memoirs (sixth).
storytelling is used to develop the students’ stories.
Rough drafts are
written in my absence.
Through modeling and
artist-led practice, students learn how to effectively respond and question one
another about “the work” to help
classmates discover what really mattered to the writer - the heart of their
story - and identify ways to improve it.
In small groups,
students use the modeled artistic response process (which includes oral
discussions, supportive artistic critique and documentation of the critique
sessions) to provide peer critiques of each other’s written drafts to arrive at
possible revisions for writers’ rough drafts.
Variations of this project for younger grades have incorporated
informal story mapping, lots of “storytalk,” and have culminated in dictated or
written rough drafts. These projects involve integrating the art of
storytelling as an ongoing partner in the writing process.
Folktales - Multiple five-, ten-,
and twenty-day projects with many age levels focusing on student retelling of
Depending upon the length of the project and
the goals of the teachers, my involvement varies from in-depth exploration of a
single story over multiple meetings with a class (each student could
certainly retell it after!) to projects in which each student in the class learns
a different story to tell. Teacher involvement in my absence must be high to
accomplish this goal. Steps include story selection, story learning without memorizing
the words, and story presentation along with modeling of effective story
coaching so students and teacher can help one another when I am gone. These
projects involve students in an in-depth exploration and practice of the art of