Communication-Series/C2/The-Power-of-Storytelling/English-timed
From Script | Spoken-Tutorial
The Power of Storytelling-English
| Time | Narration |
| 0:00 | Welcome to this Spoken Tutorial on The Power of Storytelling, |
| 0:04 | These days we hear the word storytelling everywhere. |
| 0:09 | But what is it? Where can we use it? |
| 0:12 | Can we use it to learn better? |
| 0:14 | Connect deeply with our friends and family? |
| 0:17 | Or get our dream jobs? |
| 0:19 | Let’s figure it out in this tutorial. |
| 0:23 | So what is storytelling? |
| 0:25 | Storytelling is the art of conveying a message. |
| 0:29 | It is done often through words, images, or actions. |
| 0:36 | It is done to engage and grab the attention of the audience. |
| 0:41 | It involves creating an interesting plot with well-developed characters. |
| 0:47 | A plot normally has events with twists and turns for the characters to encounter. |
| 0:54 | When we detail the personality of the characters in the story, it becomes well-developed. |
| 01:01 | These elements evoke emotions amongst the audience and helps them connect with the story |
| 01:08 | This makes storytelling a powerful medium for communication and entertainment. |
| 01:16 | Are you now wondering where storytelling can be used? |
| 01:21 | Stories help us remember better. |
| 01:24 | Hearing a story helps us imagine what we are listening to. |
| 01:29 | Stories help us understand different perspectives, and they leave a lasting impact. |
| 01:36 | Let’s look at an example of storytelling. |
| 01:39 | Let me present Newton’s law of Gravity in two different ways. |
| 01:44 | First as a plain definition, and then through a story. |
| 01:50 | Newton’s law of Gravity states that “every particle attracts every other particle in the universe. |
| 01:59 | This happens with a force directly proportional to the product of the masses. |
| 02:05 | The force is also inversely proportional to the square of the distance between them. |
| 02:12 | All okay so far? |
| 02:14 | This is one way to present the definition of Newton’s Law of Gravity. |
| 02:20 | Let us now look at presenting the same definition with a story. |
| 02:25 | Imagine Newton was sitting under an apple tree. |
| 02:28 | An apple fell on the ground. |
| 02:31 | He suddenly thought of what could have made the apple fall on the ground. |
| 02:37 | Did this event inspire him to come up with Newton’s law of gravity? |
| 02:43 | He proposed that every particle attracts every other particle in the universe. |
| 02:50 | In this case, the attraction is between the ground and the apple. |
| 02:55 | This happens with a force directly proportional to the product of their masses |
| 03:01 | The force is also inversely proportional to the square of the distance between them |
| 03:08 | Ok tell me, as a listener, which of the two will you remember better? |
| 03:15 | Just the plain definition of Newton's law of gravity? |
| 03:19 | Or the definition presented with the apple story? |
| 03:23 | The apple story sparks curiosity, and leaves an image in the listener’s mind. |
| 03:30 | You may wonder what made the apple fall down in the first place. |
| 03:36 | If the tree was shorter, would it impact the force? |
| 03:41 | If the apple was heavier, what would have happened? |
| 03:46 | Or - what if he was sitting under a coconut tree? |
| 03:50 | Storytelling is fun. isn’t it? |
| 03:54 | Now let’s look at how we can use storytelling in our day to day life. |
| 04:00 | To make you understand this better, again, I will give you two examples. |
| 04:05 | Imagine a student named Raja. |
| 04:09 | In a job interview, he is trying to convince his interviewers to hire him. |
| 04:15 | It is an Ed-tech Company. |
| 04:18 | He tells them about the marks he has scored so far. |
| 04:22 | He shows them all the certificates, and medals he has received. |
| 04:27 | Imagine another student by the name Rahul. |
| 04:31 | Along with his certificates and medals, he tells them a story about himself. |
| 04:37 | He begins by telling them about his school in his hometown. |
| 04:42 | The school lacked good computer teachers during his early years. |
| 04:47 | There were many days, the teachers wouldn’t turn up. |
| 04:51 | The students would be left not knowing what to do. |
| 04:55 | One day, an NGO offered to help his school. |
| 04:59 | It’s mission was to teach computer skills to rural children using technology |
| 05:05 | With their support the students got access to good computer education. |
| 05:11 | The absence of teachers did not matter anymore |
| 05:15 | The NGO encouraged students to be self-learners. |
| 05:19 | It also improved the level of confidence in students |
| 05:24 | He told them that he wished to help students from backgrounds similar to his. |
| 05:30 | He added that this is the reason why he wants to join the company. |
| 05:35 | Now let us see how the interviewers could have perceived both the presentations. |
| 05:41 | First let’s see Raja’s case. |
| 05:44 | The interviewers may be interviewing a lot of people. |
| 05:49 | If what is presented is not interesting, it is likely that they will forget. |
| 05:55 | Do you think it is interesting to see someone’s certificates and medals? |
| 06:00 | Next, let’s see Rahul’s case. |
| 06:04 | Remember, along with his certificates and medals, he narrated his story? |
| 06:10 | Through his story, Rahul gave an idea of his early years to the interviewers. |
| 06:16 | When they heard his story, they would have imagined him as a little boy in a school |
| 06:22 | They would have picturized a school without teachers. |
| 06:26 | Then imagined students studying in front of a computer |
| 06:32 | Rahul used the story to help his interviewers to get an idea about his early life |
| 06:38 | He also made his intentions very clear. |
| 06:43 | What do you think? |
| 06:45 | Will the interviewers remember Raja or Rahul? |
| 06:48 | Raja would have also had a story. |
| 06:52 | Just that he didn’t choose to communicate that. |
| 06:56 | This structured way to convey a narrative is known as Problem-Action-Result format. |
| 07:03 | It will be called PAR in the following tutorials of the same series. |
| 07:10 | Let’s break Rahul’s narration in the PAR format: |
| 07:14 | What was the problem? |
| 07:16 | In Rahul’s school there were not sufficient teachers. |
| 07:21 | What was the action taken? |
| 07:23 | His school provided them access to computer education through an NGO |
| 07:29 | What was the result achieved? |
| 07:31 | He and his fellow classmates became confident self-learners. |
| 07:36 | Ok, Now, let us summarize. |
| 07:40 | In this tutorial, we have learnt about the power of storytelling in our communication. |
| 07:46 | Storytelling is vast, and we have only given an introduction. |
| 07:51 | With this we come to the end of this tutorial. |
| 07:55 | As an assignment do the following - |
| 07:59 | Open the file Mahatma-Gandhi's-Salt-March.txt available in the code file link. |
| 08:06 | Read the story and categorize it in the PAR format |
| 08:11 | Identify the problem. |
| 08:13 | What was the action taken? |
| 08:15 | What was the result produced? |
| 08:19 | The video at the following link summarizes the Spoken Tutorial project. |
| 08:25 | Please download and watch it. |
| 08:27 | We conduct workshops and give certificates. |
| 08:30 | For more details, please write to us. |
| 08:34 | If you have questions in THIS Spoken Tutorial, Please visit our website. |
| 08:39 | Choose the minute and second where you have the question. |
| 08:43 | Explain your question briefly |
| 08:45 | The Spoken Tutorial project will ensure an answer. |
| 08:49 | You will have to register to ask questions |
| 08:53 | The Spoken Tutorial forum is for specific questions on this tutorial. |
| 08:57 | Please do not post unrelated and general questions on them. |
| 09:02 | This will help reduce the clutter. |
| 09:04 | With less clutter, we can use these discussions as instructional material. |
| 09:10 | The Spoken Tutorial project was established by the Ministry of Education(MoE), Govt of India. |
| 09:16 | Thanks for watching. |
