MindWing Concepts Blog

It is an animated movie with not one, but TWO princesses. The Prince is a villain, the person with the magical powers is actually “good.” The act of true love that saves the day is not a kiss from a prince, but rather one sister sacrificing herself for another sister. It is a plot driven by love in a family, rather than solely by a romance (but there is just enough romance to keep us hopeful). It is the 5th highest grossing film of all time and the #1 animated film of all time. It won Academy Awards and Golden Globes. It is relatable, empowering, and filled with Kick-Offs, Feelings, Plans, Mental States, Consequences and Resolutions with very strong characters and constantly changing settings. It is Disney’s phenomenon, Frozen.

Last week, we presented Frozen in a workshop entitled Story Grammar Marker®, ThemeMaker® and Data Collection that was presented to 800 SLPs in NYC’s Board of Education. Videos of story retellings were shown using clips from Disney’s Frozen and an extensive narrative analysis was shared as well. Coincidentally, one of Advanceweb’s latest blogs (http://community.advanceweb.com/blogs/sp_2/archive/2014/12/29/using-disney-s-frozen-in-speech-therapy.aspx) focused on Frozen. So, this is perfect timing for you to receive the Story Grammar Marker® Narrative Analysis of 12 episodes (scenes) from Frozen. Click here for the FREE download!

When you look at the narrative analysis, please pay particular attention to the elements of the Critical Thinking Triangle®: kick-offs, feelings, plans and mental states that are so integral to this story. Different episodes are taken from perspectives of different characters. Notice how we have fleshed out the Mental States to help children think about the motivations of characters – what do they believe, realize, remember, think and know. Frozen is rich with mental states – and it is there that this story holds it’s magic. What does Elsa realize about her powers? What does Anna think about Elsa shutting her out? What does Kristoff believe about Anna’s feelings for Hans? What does Hans understand about the sisters’ relationship? What does Elsa remember about her childhood – and how does that motivate her plans throughout the whole story? What does Anna realize and believe that helps her make the decision to save Elsa?

This exciting and engaging story (that is quite familiar to most of us) makes it easy to see how to elaborate and expand the elements of the Critical Thinking Triangle®. Our hope is that you will use this analysis in your therapy or classroom, but also use it as a model for analyzing other movies, stories, books or novels.

Maryellen Rooney Moreau, MEd, CCC-SLP, founder and President of MindWing Concepts, Inc. received the 2014 Alice H. Garside Lifetime Achievement Award from the International Dyslexia Association, Massachusetts Branch (MABIDA) for “exemplary leadership, service or achievement in a field that directly or indirectly furthers the mission of MABIDA.” MABIDA’s mission, in part, ´promotes, encourages and supports the preparation and continued education of professionals and other personnel to ameliorate the impact of dyslexia and related disorders and to promote optimal methods of reading instruction for all children.” Maryellen’s work certainly fits this criteria.

Narrative seems to be “having a moment” in research circles, with a number of recent articles being published related to the why and how of developing storytelling skills. One of the most exciting pieces is “Classroom-Based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study,” (Gillam, Olszewski, Fargo & Gillam, 2014) detailing a study primarily conducted by Utah State University and published in Language, Speech and Hearing Services in Schools (and available to ASHA members in full text here).

This study com-pared the results of narrative and vocabulary instruction via a traditional versus an experimental approach in two first grade classrooms...

The book that my friends and I are reading in July for our Book Club is the best seller Valley of the Dolls by Jacqueline Susann. I am only a couple of chapters in, but the first few sentences in this book struck me, because this passage exemplifies the idea of authors’ ability to create “movies” in their readers’ minds.

"The temperature hit ninety degrees the day she arrived. New York was steaming — an angry concrete animal caught unawares in an unseasonable hot spell. But she didn't mind the heat or the littered midway called Times Square. She thought New York was the most exciting city in the world" (Susann, 1966). The author used many senses to describe the setting; how the heat felt, what she saw and heard and smelled. Susann also used figurative language and personification (“angry concrete animal”) to create a very vivid mental image of New York City...

Maryellen Rooney Moreau presented last weekend at Michelle Garcia Winner’s Social Thinking Providers’ Conference in San Francisco. In 2003, Winner stated: “Perspective taking is needed for social interaction, academic success and personal problem-solving as an adult.” Social Thinking, the work of Winner, heavily focuses on perspective-taking. Maryellen’s presentation, meant to exemplify this statement, was called Let’s Think About It! Perspective-taking And The Thought Process Of Opinion/Argument Using The Story Grammar Marker®. In her presentation she covered the following topics:

• Narrative development in relation to perspective taking
• Speaking and listening Common Core State Standards and narrative development
• The role of mental models and social emotions in perspective taking
• The Situation Model and the Story Grammar Marker®
• Critical thinking and its relation to perspective-taking and argument
• The shift to Expository text structures in ELA due to the Common Core State Standards
• Thinking about, planning and writing opinion & argument

When asking a child how he or she feels or asking how they think a character feels, the answer is often happy, sad or mad. Occasionally you could get an answer like "scared." MindWing Concepts' manuals for Braidy the StoryBraid® as well as It's All About the Story portray the 6 universal feelings (right). We encourage children to use synonyms for these "feelings" words that also indicate the degrees and nuances of happiness, sadness or anger that they themselves or a character might be feeling. Below are lists of synonyms for the six universal feelings.

MindWing also created an 18"x24" Feelings poster and a Feelings mini poster to help to inspire the use of different emotion words for when children are telling or writing a story, to make the "feelings" more explicit. But, not all "feelings" are the same.

In an article called "Picturebooks and Emotional Literacy" in The Reading Teacher, the author explains that "although there are emotions for all shades and degrees of joys, sadness and anger, it is problematic to create a universal facial expression for envy or pride" (Nikolajeva, p.253). These emotions can be called social emotions. "Unlike basic [universal] emotions, social or higher cognitive emotions such as love, guilt, shame, pride, envy and jealousy are not innate, or least considerably less innate than basic emotions and may be culturally dependent" (Nilolajeva, p.252).