Narration is the primary learning tool used throughout all the subjects in a Mason education. Mason says, "This, of telling again, sounds very simple but it is really a magical creative process by means of which the narrator sees what he has conceived, so definite and so impressive is the act of narrating that which has been read only once" (Philosophy of Education, p. 261). Mason called narration "the act of knowing". It is the process all students need to complete so they can assimilate knowledge and make it their own.
Introduction to Narration (23 min.)
In this video, Dr. Carroll Smith discusses why Mason used narration as the primary mode of learning. He gives guidance for beginning narration with new students, as well as tips and ideas for those who are familiar with narration.
Tips for Narration and Setting Up a Lesson (9 min.)
Narration as Storytelling (20 min.)
In this video, Dr. Shannon Whiteside shares some insights she gained from her case study of a 5th grade classroom and their oral narrations in history class. She explains how narration is not simply a reading comprehension activity that imitates the author's words, but narration is a practice that allows students to display originality, creativity and the art of storytelling. Narration also shows the moral stances of the students as they tell the story from their perspective.
Transitioning from Oral to Written Narration (3 min.)
Narrating Science Books (5 min.)
Reflection
Respond to the following in the comments or in your journal:
1) How would you describe narration to someone who didn't know what it was?
2) What new ideas did you learn that you want to implement with your students?
3) What are your greatest challenges when it comes to narration? Did you find some encouragement in those areas?
4) How can you be a better audience for your student and help them to think of narration as storytelling?
In Mason's Own Words
Read School Education, Ch.16 in its original text and/or in modern English.
“A child’s individuality plays about what he enjoys, and the story comes from his lips, not precisely as the author tells it, but with a certain spirit and coloring which express the narrator. A narration should be original as it comes from the child––that is, his own mind should have acted upon the matter it has received” (Home Education, p. 289).
“And the child will relate what he has heard point by point, though not word for word, and will add delightful original touches; what is more, he will relate the passage months later because he has visualised the scene and appropriated that bit of knowledge. If a passage be read more than once, he may become letter-perfect, but the spirit, the individuality has gone out of the exercise” (A Philosophy of Education, p. 29).
“One thing at any rate we know with certainty, that no teaching, no information becomes knowledge to any of us until the individual mind has acted upon it, translated it, transformed, absorbed it, to reappear, like our bodily food, in forms of vitality” (A Philosophy of Education, p. 240).
Further Reading
"Concerning 'Repeated Narration'" by E Kitching, The Parents’ Review (1928), 39 (1), pp. 58-62.
"Some Thoughts on Narration" by Helen E. Wix, The Parents’ Review (1957), 68(2), pp. 61-63.
