Practical Sheet #21

Video recording


The quality of orality is not only based on the voice alone, but also on body expression and the mastery of one’s gestures. To film children performances around the gestural forms of the story so that they can hear each other but also see each other, can open a space of creativity and fun!

The pedagogical objective is to allow children to become aware of their body expression in link with their oral expression and develop their self-confidence. Videos must have as a main purpose to show the abilities of children and not their defects or difficulties.


The activity of video recording must be the final result of a path made by teachers with children during oral narration workshops made in the class.


1. The teacher chooses the topics to address with the pupils (animals, fear, family… See our pedagogical Kits). In our online library there are tales linked to several topics and with different levels of difficulty.

2. Once the fairy tale is chosen, if needed, the teacher can start with a brief introduction to the characters and scenes. Some prefer to get on with the tale immediately, that is up to personal choice from the storyteller. A brief introduction can be useful for pupils who have trouble following a narrative and need structure.

3. Animated oral story will be performed by the teacher.

Different storytelling techniques can be used, for example: gestures or the use of silhouettes, of shadows, of Kamishibai or little theater scenario… (See our educational sheets). The creation of these tools can become workshop activities to be proposed in the class.

It would be nice to propose children to study together and identify those movements and gestures, that could help to tell and underline characters or parts of the story.

The teacher can show an example by telling and interpreting the story.

4. Debriefing: some storytellers like to encourage feedback after the story. Some questions can be asked to the pupils to encourage this dynamic and check what they took out from the story. (if they understood the story, feelings, etc.) This is also a way of getting the pupils at ease with talking at story time, as a step before telling their own stories.

5. Video projection: Videos can sometimes be used after a few storytelling sessions to illustrate different types of storytelling and to boost the pupils’ confidence in telling a story themselves by seeing that other children can do it and that it doesn’t need to be perfect.

6. The pupils tell the fairy tale can be first in pairs, and afterwards to the whole group.

7. Video recording. The very first step is to ensure that parental consent to film their child has been officially acquired. (a form of consent can be signed)

Choose a neutral background for the recording of video.

Children can create a small background scenario to use it as a setting for the storytelling (educational sheet):

  • identify the key elements of the story: such as the forest, the castle, etc.
  • create silhouettes without giving to much importance to the small details and attach them with patafix or double-sided adhesive tape on a white wall.
    The same elements can be used for several tales

The creation of these scenarios can become workshop activities to be proposed in the class.

When the child finally feels ready, recording of the narration can begin.

(Make sure the environment is soundproof!)



During the school year, teacher have an opportunity to know children better, to “evaluate” their characters and peculiarities.

In choosing the children for the first video recordings in class, we suggest to prioritize those children who have shown to be more empathic and communicative, able to stimulate, interest and involve others (little “guides” for their classmates).

The voluntary basis of doing these videos is essential for the children. It is strongly advised to not force those who are not interested to participate.


It is very important to let the child choose a tale that is suitable for their level. (level of difficulty). If a pupil really wants to tell a specific story and it is a little difficult for them, the teacher can help guide them through it.

Children must know the story well and make it their own. The story has to be told many times in the classroom before: by the teacher, in small groups or individually by children.


Spontaneity is very important; it shows children that there are many ways of telling the same story but it is necessary to give some guidelines to follow (characters, logical sequences of the story). Try to not interrupt the children even if they make grammatical mistakes, or if they stop, etc…


Children need to feel comfortable and have fun.

If it is necessary, change the arrangement of the classroom temporarily in order to create a more welcoming place.

All children, especially dyslexic children need a TIME. Do not force children to do things fast.


This activity of video recording must have an inclusive value, it must always be ensured that all steps are understandable to children with Specific Learning Disorders (SLD).