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References
Sutton-Smith, B., “A developmental psychology of play and the arts,Perspectives on Education (Teachers College Press), Spring 1971, pp. 8–17.
Lazier, G., Sutton-Smith, B., andZahn, D., “A systematic analysis of developmental differences in dramatic improvisational behavior,”Speech Monographs 37, (1971)155–165.
Brunner, C. “Aesthetic judgment: criteria used to evaluate representational art at different ages.” Ph.D. dissertation, Teachers College, Columbia University, 1974.
Sutton-Smith, B., “The sensible and the intelligible parameters of improvisation,” address to the International Association for Theatre for Children and Young People, Albany, New York, 1972.
As illustrated inSutton-Smith, B., andSutton-Smith, S.,How to Play with Your Children and When Not To (N. Y.:Hawthorne Books,1974) and as documented in Singer, J.,The Child's World of Make-Believe (N. Y.: Academic Press, 1974).
Saltz, E., and Johnson, J., “Training for thematic fantasy play in culturally disadvantaged children: preliminary results,” (Detroit: Wayne State University, Report #3, April 1973).
Sutton-Smith, B., andLazier, G., “Psychology and Drama,”Empirical Research in Theatre 1, (1971)38–46.
This section is based on a paper, “Children's narrative competence: the underbelly of mythology,” presented to the American Folklore Society, annual meeting, Portland, Oregon, November 1974.
Sutton-Smith, B.,The Folkgames of Children (Austin:University of Texas Press,1972).
E. Maranda andK. Maranda,Structural Models in Folklore and Transformational Essays (The Hague:Mouton,1971).
Dundes, A.,The Morphology of North American Indian Folktales (Helsinki, Finland:FF Communications, #195,1964).
Labov, W.,Language in the Inner City (Phila.:Univ. of Penn. Press,1972), pp.354–396.
With M. Savasta, “Sex difference in play and power,” paper delivered to Eastern Psychological Association, Boston, 1972.
WithB.G. Rosenberg,Sex and Identity. (N. Y.:Holt, Rinehart & Winston,1972).
Sutton-Smith, B.,The Dialectics of Play: Integration-Innovation (Munich: Sportswissenschaft, in press).
Additional information
Brian Sutton-Smith is professor of psychology in education, Teachers College, Columbia University, and director there of the Program in Developmental Psychology. His writings include The Folkgames of Children,and How to Play with Your Children and When Not To.
This is just the initial group of storytakers with whom this program was first planned and thought through. Since then many more storytakers have joined our ranks. They include: Joy Dryer, Daniel Mahoney, Elaine Sturtevant, Catherine Cattell, Kathleen Kampfe, April Cibelli, Susan Spielberg, Mary Chaffee, Anthony Russo, Maria Weiner, Julia Rowland, Jamie Sunderland, Adjepong Afrifah, John Barell, Roslyn Kauftheil.
This approach would not have been possible without the openness of the “open” school, P.S. 3, Manhattan, where we have received constant encouragement for our work from the principal, John Melser, and our first four classroom teachers: Leila Steinberg, Sheila Rothgart, Isabel Hanelin, and Dan Zulawsky. Since then our activities have expanded into other classrooms thanks to the transfers of children in their second year and the help of new teachers: Barbara Bowers, Ellen Wook, Laura Shwartzberg, Diane Mullins, Mendy Samstein, Fredlyn Edelstein, Pat Laltrella, Len Cohen, and Jori Schwartzman.
Some of this work has been supported by the National Institute of Education.
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Sutton-Smith, B., Abrams, D., Botvin, G. et al. The importance of the storytaker: An investigation of the imaginative life. Urban Rev 8, 82–95 (1975). https://doi.org/10.1007/BF02208897
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DOI: https://doi.org/10.1007/BF02208897