In a literary exercise of free associations, this project explores a method of design; playing with the stories of a site to create a drama of characters. New fictions are constructed for Stadsgården, and structures are designed to host these fictions. The characters are based on reflections on the site’s stories; past, present and imagined.  Taking source material from writings, paintings and photographs of the area, the characters are imagined standing along the site as an infrastructure and as a performance. They are specific structures designed for to accept the unusual. In Foucault’s terms, they are heterotopias of deviation. They embody stories that are particular to the site and relate to common themes in folk storytelling. The allegories and fables spread out across the site form a symbolic space for the city’s imaginations. A cathedral of folk stories.

Since storytelling is a growing form of teaching we wanted to interview teachers to see what their experiences and opinions were on the subject. Our purpose was to investigate how teachers find working with storytelling and how it is related to language development. With help from our supervisor we were able to decide our interview questions that would help us answer our research question. After our interviews we reviewed the answers and analyzed them. We chose to have thematic rubrics in our results section. This enabled us to compare the different answers and analyze them. When we compiled the interviews we noticed that many of the teachers had the same opinion when it came to storytelling and how it can be used in school. In this degree project we found it relevant to analyze one part before going on to the next, therefore our analysis is integrated in our results section. We have done four qualitative interviews with four different teachers of the subject storytelling. The interviews concern their experiences with the subject and how they use it in their classrooms. We have found that teachers have a positive attitude towards storytelling since they experience that their students benefit from this in their language development and overall motivation in school.In my degree project I also have a section with English as a ESL perspective, how storytelling is used and how it can be used to develop students language in an ESL perspective. I chose to do the same as in the other parts, I present the result and then the analyze is integrated in the result part.

Syftet med detta examensarbete är att 1) undersöka och beskriva vad digitalt berättande är, 2) redogöra för hur det i allmänhet används idag, samt 3) utvärdera dess potential som pedagogiskt redskap i skolan. Vi har i vårt arbete utgått ifrån socio-kulturell teori. Via intervjuer med personer med erfarenhet av digitalt berättande från Helsingborg och Landskrona har vi undersökt hur digitalt berättande används där. Under namnet digitalt berättande verkar metoden inte användas i skolorna i Helsingborg och Lanskrona. Våra slutsatser är att digitalt berättande används på olika sätt på de två institutioner vi fokuserat på, Dunkers Kulturhus i Helsingborg och Folkets hus i Landskrona. Vidare är vår slutsats att digitalt berättande kan användas som ett bra verktyg i skolan för att göra lärandemiljön mer multimodal samt leda till ökad digital kompetens.

This qualitative study included women who had gone through the menopausal transition and had experienced obesity, and it focused on their weight histories and experiences across the life course. The goal of this research was to add to the body of knowledge concerning weight gain by applying a novel middle range theory (story theory). Story theory was used to collect and interpret from women’s life course stories the critical themes and patterns of their weight gain. Oral accounts were elicited during personal interviews from a convenience sample of ten women recruited from a weight loss and exercise program in Central Florida. Literature focusing on the prevalence of obesity, contributing factors and associated complications, as well as treatment approaches is extensive. A variety of approaches have been proposed to identify factors that contribute to the development of obesity across the lifespan. Ultimately, the goal of these studies is to understand risk factors for weight gain along with corresponding prevention and management strategies. A particular life course approach focuses on critical periods across the life span that may be associated with risk for the development of obesity. For women, puberty, pregnancy and menopause are noted to be critical for weight change in the life course as they are associated with hormonal changes and changes in body composition including fat mass. Story theory was chosen to conceptualize and guide participants through a personal interview in order to share their weight experiences along their life course. Content analysis procedures were used to analyze the data in order to identify themes and corresponding verbatim exemplars. A re-constructed composite story was developed that included excerpts from the participants’ stories in order to reveal contextualized results. Themes that were identified relative to participants’ experiences with their weight included: changes associated with emotional and iv physical health; eating patterns associated with multiple and/or changing roles/relationships; and, changes in the environment. An interpretation of the predominant pattern of weight gain included: changes in eating and physical activity that occur during multiple and simultaneous transitional life experiences, primarily in adulthood. The findings suggest that transitional experiences in women's lives - physiological, developmental, relational or environmental - were critical in that they presented risk for behavior changes related to eating and physical activity. The results of this study and the use of story theory have implications for providing individualized, patient-centered lifestyle recommendations for the prevention of unhealthy weight gain

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Acting is a process of pretending to be someone who the actor is not. While acting is often considered to be a specialized skill of trained professionals, a simple and perhaps universal form of acting occurs during oral storytelling, in which the storyteller acts out the characters of the story during the moments of dialogue and self-reflection. In order to examine this skill experimentally, we had both trained actors and untrained novices read four fairy tales aloud. The stories contained a series of contrastive characters that spanned age, gender, and species. The major dependent variables were the vocal parameters of pitch height, loudness, timbre, and speech rate. The results demonstrated that participants created distinguishable acoustic profiles for each character within a story, regardless of the story’s familiarity. Monotonic trend analyses revealed the sequential changes in vocal parameters that were produced as a function of the age, gender, and species of the represented characters. Linear mixed-effects models showed a significant effect of acting training on character portrayal, with actors showing more-expansive pitch depictions than novices. We argue that portraying characters during storytelling is one of the most fundamental forms of acting in human life. / Thesis / Master of Science (MSc) / Acting is a process of pretending to be someone who the actor is not. It is often thought of as a skill of trained professionals. We propose that oral storytelling is a form of everyday acting. When a storyteller reads aloud, they act out the characters of the story during moments of dialogue—when the characters themselves are speaking in the story. We explored the vocal portrayal of contrastive characters by both trained actors and non-actors as they read fairy tales aloud. The results revealed that participants, regardless of acting experience, portrayed the characters as predicted, performed the characters uniquely from each other, and remained consistent in their portrayal across a story. Actors were found to use a larger pitch range than non-actors, specifically for high-pitched characters. We argue that portraying characters during storytelling is one of the most fundamental forms of acting in human life.

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