ABSTRACT
The path to my second research site in a K-5 public school in central New Jersey was opened up to me by the language arts supervisor of the district, who, like Mr. G, had attended a summer storytelling institute in Princeton. 1 She was eager that I should work with one of her third-grade teachers, so I met with her, the principal, and the assistant superintendent of curriculum at the school in February 2010, shortly after I had begun my observations of Mr. G’s classroom. While there, I gave a kamishibai demonstration in the classroom of Ms. P, the teacher with whom they wanted me to collaborate. The language arts supervisor and assistant superintendent were enthusiastic after the demonstration, claiming that they felt kamishibai perfectly addressed a gap they had perceived in their current curriculum.
