Reimagining Read-Alouds
Turning Stories into Experiences by Sunisha S. Nair
As a librarian, from the beginning of my academic journey, I have encountered many forms of read-alouds, expressive reading, dramatised narration, and interactive storytelling. Yet, I often wonder: what if stories are presented in a way that stays with students long after the session ends?
In Kerala (and perhaps in other states as well), there exists a traditional art form called Kathaprasangam—a captivating blend of storytelling and performance. It is typically a solo act in which the performer narrates a story using voice modulation, facial expressions, and gestures, often accompanied by musical instruments that enhance the emotional impact. The storyteller moves seamlessly between characters and emotions, bringing the narrative vividly to life. Having performed Kathaprasangam myself once, I frequently find myself reflecting during library sessions on why this same immersive energy cannot be brought into read-alouds.
This reflection led to a new idea—transforming a simple story reading into an experiential session.
Recently, our library hosted a musical read-aloud of Zakir and His Tabla by Sandhya Rao, a story that traces Zakir Hussain’s journey from a young boy fascinated by rhythm to a world-renowned tabla maestro. To make the session more engaging, we introduced real-life elements into the experience. Students from Grades 1–2 explored how the tabla functions not merely as a musical instrument, but as a medium of storytelling. By echoing rhythmic syllables—dha dhin dhin na—they actively participated in the narrative flow, discovering how sounds and beats can convey emotions just as effectively as words.
The session demonstrated how reading can extend beyond the page to become a multisensory experience. By blending rhythm with narration, students connected literature with cultural practice, deepening their appreciation of Indian classical music and its expressive possibilities. What began as a read-aloud soon transformed into a rhythmic celebration. For days afterwards, the echoes of dha dhin dhin na filled the corridors, clear evidence that the story had truly come alive for them. Such moments also nurture listening skills, empathy, cultural awareness, confidence, curiosity, and joyful participation.
As librarians and educators, our aim should be to create moments that children remember—learning experiences that engage their senses and imagination. While expressive reading is powerful, incorporating real-world elements such as instruments, sounds, or actions can make storytelling even more impactful. This is reminiscent of an earlier session with our Junior–Senior KG learners, where simple sound variations were used to teach Row, Row, Row Your Boat. Even now, they recall and sing it joyfully, a small but meaningful reminder of how sound, rhythm, and experience can anchor learning in memory.
Such creative approaches remind us that teaching is not only about sharing stories, but about living them alongside our learners. When read-alouds evolve from narration into experience, they bridge imagination, culture, and emotion—transforming reading into a journey that children carry with them long after the story ends.
Sunisha S. Nair, Academic Librarian at Aarth Universal School.