In the first part of this column, I had explained how the Memorise, Connect, Improvise (MCI) method of interactive storytelling came about. Many things have been learned since from field work and incorporated into the model, but the structure still stands on the three pillars of memorisation, connectivity with children and the need for improvisation.

I have employed the MCI method to carry out storytelling projects for a number of school chains, and local and international organisations. Sometimes, I have adapted existing stories for a project and, sometimes, stories have been commissioned for a particular project.

In 2016, a friend asked for help in creating stories to teach awareness and disease prevention for Hepatitis-B and Hepatitis-C. I adapted one of my more popular stories, The Amazing Moustaches of Moochhander the Iron Man, to teach how one could acquire Hepatitis from exposure to used syringes, dirty razor blades, needles, dentist’s implements, and unsafe practices in blood transfusion. The story teaches these points through the conflict between Moochhander and his nemesis, the fat juggler.

The juggler who had become fat from stealing and eating rations meant for animals, and coveted Moochhander’s moustaches and fame, had a series of unfortunate exposures to Hepatitis hazards, which made him very sick.

I had been thinking of ways to package games with stories for some time, as a device to increase engagement with the stories and their plots. Since a game is typically played many times, it would reinforce these elements.

For the Hepatitis campaign, I also added a simple snakes-and-ladders game to the story, showing the different hazards mentioned above as the domain of the snake, and good hygiene practices as the reward. The story, with a happy ending, was translated into Sindhi by Azad Samejo and in Punjabi by Farjad Nabi.

The Urdu, Sindhi and Punjabi versions were successfully employed by the Hepatitis-prevention campaign nationwide. We found that it was much easier for children to understand the principles of disease prevention if they are communicated in the form of stories. The game, of course, helped reinforce the disease prevention message.

In 2016-2017, I launched the storykit, which was a 4“x3“x1“ box containing an illustrated full-colour picture book, a customised board game based on the story’s plot and characters, and a QR code that linked to the story’s online audio file. I had always loved miniature books, and I knew that many children would love them. I was not wrong.

In 2019, we conducted an activity-based learning pilot for Unesco with the storykits for over 3,500 children from 20 government schools and non-formal basic education (NFBE) centres in Muzaffargarh district. We had four stories in the form of storykits, and I had a team of storytellers, who set out every morning and conducted storytelling sessions in multiple schools. At the end of the sessions, I debriefed them about the storytelling sessions, and we learned about the successes and challenges. That field study was an eye-opener, and made me realise how stories can transform characters and lives.

Even though I had designed the programme and the team of storytellers accompanying me had conducted storytelling sessions in private schools hundreds of times, the children in Muzaffargarh taught us many new things about the power of stories.

After narrating the story, the storytellers invited the children to take turns narrating the story. As the story was fresh in children’s minds, it was not difficult for them to recall it and, for the most part, they were able to narrate it without difficulty. As these were short episodes from the story, they did not find the exercise too daunting.

At the end of one session, a teacher who had struggled to involve his students in classroom discussions, told me that he was shocked to see children who had never spoken in the classroom till that day come forward to tell stories before the whole class.

Telling stories produced a relaxed, non-judgmental and non-threatening environment in the classroom, which made children feel empowered. As their audience were their classmates, they were amidst a familiar crowd.

Building on this momentum, I noticed that the interactive elements of the MCI method were incredibly effective in fostering a sense of community among the children. The ability to connect with each other through shared stories broke down barriers, making it easier for children to express themselves, not just in the context of storytelling but also in their general classroom interactions. This method helped children develop their confidence and verbal skills, which translated into better participation in other academic activities.

Another notable outcome of using the MCI method was the enhancement of the children’s listening skills. In order to retell a story accurately, the children had to pay close attention to the original narration. This practice sharpened their ability to listen and comprehend, which are critical skills not only for academic success, but also for effective communication in their daily lives. Teachers reported that this improvement in listening skills had a positive impact on how the children engaged with their other subjects.

Moreover, the improvisational aspect of the MCI method encouraged creativity and critical thinking. When children were prompted to add their own twists to the stories, they had to think on their feet and come up with new ideas, which fostered a creative and imaginative mindset. This ability to improvise is a valuable skill that can benefit children beyond the classroom, in problem-solving situations they might encounter in the real world.

The success of the Hepatitis prevention campaign and the storykit initiative highlighted the adaptability of the MCI method to different educational contexts and content areas. Whether it was health education or general storytelling, the method proved to be a versatile tool for engaging children and enhancing their learning experiences.

This versatility makes it an excellent model for educators looking to introduce innovative teaching strategies in their classrooms.

The columnist is a novelist, author and translator. He can be reached on X: @microMAF or via his website: micromaf.com

Published in Dawn, Books & Authors, May 26th, 2024