You are listening to the I Am a Storyteller Podcast from Inspire, Culture, Learning and Libraries. This podcast is hosted by Annie Warren. During the series, Annie talks to a storyteller or storytellers from the project and also members of the Inspire team in a bid to share valuable insights and learning gained from the project. Hello and welcome to episode four of the I Am a Storyteller Podcast. I'm your host, Annie Warren,and today I'll be talking to one of the project storytellers, Ling Peng. Ling Peng is a storyteller who brings stories to life through sound. As a classically trained erhu musician, she blends traditional Chinese music with storytelling in a unique and captivating way. As a cultural ambassador, Ling has shared her stories and music at venues like Lakeside Arts and the New Art Exchange in Nottingham and Cutty Sark and the Globe in London. She has also visited over 200 mainstream and special needs schools, inspiring audiences with her thoughtful and creative performances. Ling's storytelling invites listeners to experience Chinese culture in a new and engaging way, leaving a lasting impression through her unique fusion of music and narrative. For I Am a Storyteller, Ling worked with young people from Spectrum Wasp in Mansfield. Managed by a dedicated committee comprised of parents, carers, and volunteers, Spectrum Wasp's mission is to support local children and young people on the autistic spectrum who have disabilities and or special or additional needs. She also delivered intergenerational workshops in libraries. Welcome to the podcast Ling. So I thought just to kick off today, could you tell us a bit about what Spectrum WASP is exactly and your experiences with the young people there? It's a group for neurodivergent children and young people and is the families. WASP is we are special people. Can you tell us a bit about the workshops that you ran with them and the kinds of that your experiences with the group a little bit? Okay. Yeah. So I guess I went to I had five sessions with them group of people and but before I went I sort of didn't know what to expect. I only knew they have some of them selected mutism and group of, you know, children, young people with ADHD and special needs. So I went there the day I went to the first session, it was sort of like introduction with them. And it was just very different from any other place I've been. They were very shy. And I was always parents stay in the place in the same room. And I kind of like I didn't know how to communicate with them. Yeah. So I thought what I'm gonna do. I start with just start with I want to introduce myself and the only way to do it is to play music. Yes. So I took my instrument out and I played some music, you know, for them. And then I played some music that they know. And then I start to sort of like tell them a story. Yeah. I talk a little bit about me, and then I start to tell them a story. And after I told them a story, then I start to talk about what you know, my purpose being there. Yeah. And why I was there. And I felt nervous being in front of so many people. Yeah. And I tried to tell them I wasn't born as a storyteller, you know. So because they I didn't want them to worry about what I want to get out from them. So I tried to make easier for them to build the bridge, to make them feel comfortable and feel safe. So I told them I felt nervous to being as a storyteller, to tell them stories. And then I tell them nobody was born as a storyteller unless they start practice or they start to tell the story. So that kind of builds the bridge with them and it builds the relationship. Yeah. Gained the trust. So that went really well. And then the first you know, after that and I went to the first session of workshop. I had my plan. I had my plan long time ago, long before the workshop started. So I sort of like had session one, you know, session one plan, session two plans, session three and fourth ones, and what I want to get out of from them. Yeah. But so when I started there, it just doesn't work. My plan wasn't going to work. Yeah. So what I have to do it's like say, okay, I'm gonna put this on the side and I'm go with the flow. Yeah, yeah. How did that feel for you as like an artist and a storyteller? Is that scary or it is kind of scary. It is kind of like, what I'm gonna do? Yeah. It's kind of like okay, this is not in my plan. But luckily, what I did was during my preparing time, I kind of like I put loads of them as 3D printed loads and loads and loads of object up almost hundred of them. And I just printed stuff stuff like most random things, anything I could think of. Yeah. So it's like from animals or houses or ladder or, you know, wild animals, river or bridge, alien, you know, all sort of stuff. And I took it out, put it on the table and I said, look, this is what we've got. And let's make a story together. Lovely. So I I tell them that I don't know what I'm gonna make. Yeah. And let's make it together. Yeah. We learn together. So suddenly they kind of like really into it. Yeah. And it starts grabs the things from the table and it starts to tell the stories. But to remind you, I've got two of them are slightly muted young people there. They don't talk. They were very, very shy. very shy. They don't want to do anything. They don't want to start with to just stand on the side. Then that what I have to do is try and to encourage them little by little. Just a little. If they can just step forward just a little bit. Yeah. And then I feel like I gained something. Yeah. So start with with just like three others which sort of tell the stories and this and that. You know, that was the first session we sort of finished and it was crazy. It was mad. You know, because it's really, really noisy. Yeah. But and I felt like we are connected. We had this connection. Yeah. Some of them start tell making up a little story already, you know, sort of tell the story, it's my time, I won't do this, I won't do that. It's my time to still. So we have to start like, okay, one at a time, let's do this. But at the same time, I have to look after this two who doesn't want to talk. Yeah. So I have to include them. Yeah. And make them feel they are part of it. Yeah. Yeah. And how did you what were there ways in which you went about that? Because it sounds like you've got people who are really excited and really want to be part of it. And then you know people who are holding back. So how how can you make sure that everyone's involved? Yeah, so yeah, so I mean with the first introduction and I took some instrument as well. And so I get them to play the instrument a little bit, introduce them the instrument. And so that really builds a bridge. And I thought that's really, really important because I need to build a relationship with them. Yeah. So build, you know, gain their trust. So then they can open up to me and do stuff what I wanted them to do. Yeah. So that was the first session. And then of course that session from, you know, I still got the selective mutism two of them that they didn't want to say anything that they were doing they were so shy. And I the way you were asking me, the way of I can want them to bring them in. It was just little by little to say, are you alright? Yeah. Do you want to come to stand next to me and be friendly? Yeah. Really be friendly and show you care and show you not the I'm the expert. Yes. But in a way sort of like to be with them to say, we are in the same boat. Yeah. I am not good neither. Please just come to you know, let's do this together. Yeah, we're do this together. So they kind of graduated, they come to stand next to me and then they start to talk to me. They start to talk, take part of something else. And then that's the first session sort of like finished. And then we had this mum's crying in the kitchen because the mum was just so overwhelmed about to see the children talk to me. Really? And taking part. Yeah. Wow. I two of them. They have they have never been they've been there for a long time, for two They never talked to anybody. But they kind of take part. They took a part in this activity, even though they didn't tell the story. But mum was really, really happy. Yeah. What those two were, you know involved. Yeah. And so that was start with that. And then the other sessions I went back because I've been there, you know, once a week, I went to there every Thursday. And those sessions went there and they says Ling Ling, I've got a story, I've got a story, I want to do this. So there's like the whole stuff on the table. And then I've got a story. And we've got all the girls who says, it's my turn. So so all the stories start so many stories. Yeah. And it's all stories about reflecting the life. Yeah. It kind of makes the story because it's people on the table and reflects. I mean, I know, I understand it if someone with special special needs, your people and children, they kind of their barriers is about socializing isn't it? They they don't have confidence. They are worried about socializing people speak in front of people. Yeah, yeah. But all the faults what makes them feel comfortable is animal. They want to be with animals. And they have a good story about animals. And they have good story about you know how they associate with people whether they've been bullied in schools. So we've got stories about animals, competition. We got a story about being bullied. Mm. So all sort of and of course the young people, you know, the teenagers, lots of death. Then, you know, it was really, really good. The instrument called theremin . Yeah. Yeah. So it's kind of theremin come out with like the sound like space. Yeah. You know, and then the children just love it. It's just like dancing there. It just makes a sound and just great, they had a great time. And while somebody's plays, you know, spaceman walking around to places. It was just great. Yeah, it sounds really good. 'Cause there's something about music, isn't it? Like I'm not well, I always say this, I'm sure you hear this all the time, but like I'm not I don't think of myself as a musical person. Although sure I am, but like I'm sure everyone is, but it's just something about music that's so it's so like embodied, isn't it? Like you can dance, you can move around to it. Like I think there's something so special about that that you don't get in other art forms all the time. No, no. And also sort of like when you when they pick up something, it's making them feel good. It's so gentle and it's so quiet. And when the place like fairy. So when they talk about a fairy, yeah or a fairy house, and they're playing that, yeah. And it's just like makes them feel good. They they have. created something haven't they? Yeah. It's like the theremin when they play the theremin . And they feel n I mean, anybody can play the theremin, really. Because I can't play that instrument. But the it's like sound effect, isn't it? As you make the sound effect, you feel like it doesn't matter what you do, there's, you know, sound to go with the story. Yeah. And that's what they really, you know, like to do. Yeah, and that's so special, isn't it as well for cause you mentioned that there were couple of children at Spectrum Wasp with selective mutism, was it? Yes. And so that's so special because they don't have to use language for that if they don't want to or they can't, then this they can still like the sound is so evocative and without words. It's just something sometimes the instrument can inspire them as well. And one of the stuff that I took with me, it was just a penguin. So the penguin can blow the pink sound of penguin. That's so cool. Sound And what was a story that amounted was a penguin, you know, lost in ice, yeah, you know, lost in the Antarctic, you know, lost in there and looking for family. And it's about penguins. So the instrument the instrument inspired them as well sometimes. Yes. Not just, you know, school stuff or family stuff, but different things. It's just I know that I took them to the woods as well. Mm pick up loads, loads of I print loads of like tree trunks. 50 tree trunks little. So I thought if I create a forest for them and then they will, you know, come up with stuff. So we went to the woods, pick up loads of little, little branches and put in the tree trunks and the whole table, it's a full like a forest. So they'll kind of like so put the bridge in the middle and people standing there and this and that. It was just great. Yeah. And it's it can like take you outside of your normal world. And make you a penguin or put you in a forest or in space. I mean I give them I give them something like 'cause I give them four things one day. I said, okay, so there's a little pumkin printed out, and a lion and a bird and a river. Make a story. Yeah. So there was a story like the bird could hurt the bird's its winds and it dropped it down the line, you know, landed next to a lion and ask the lion to help. The lion says, I can't help you to go over the river because you know I'm too heavy. The earth will crack. And the lion said, Why don't you go on to the pumpkin? Can I float you across the river? And it went. And it's the perfect story. Yeah. It's the perfect story just from those four random things. Yes. So they just come up with loads and loads of different, you know, stuff. And animal schools as well. We've got an animal school. Yeah, they had teacher and loads of animals and what the activities they do. And then we had a boy called Bob been bullied in school. An alien come to help to yeah, rescue the Bob. But it was just fun. It was just fun. Really fun. Yeah, it was fun. I had this girl who normally doesn't talk to people and come up with standing in front of a camera telling the story. Wow. Makes the story and get this, you know, 3D printed stuff come out. This is this, this is that. And it's just moving around and talk about a story and in front of people and just tell the story like a storyteller. Yeah. Yeah. And I was so happy to see him do that. Yeah. And then one other one came so I've written a story. Can I read it out for you? You know, it's kind of like it's really, really good. And then when we want to finish every session when we finish, yeah, they have to feel a a form or smiley face to say whether they like it or not. And one of the girls, I am loving this and she was just really love it. And she just doesn't want to go home. She feels so sad. I'm loving this. I wanted to be here. This is the best day of my life. That is really lovely. And it sounds like you had such a connection with them. Like I really liked what you were saying about you were saying to them, like, we weren't born storytellers, like it's okay. Like you don't need to be good at this straight away. Cause it sounds like that really I could that would help me as well. I can understand that really helping somebody to be like, I don't have to be amazing at this right now. Like we can just do it together. Like we said, like we'll we'll make it together. Yes. And I know you am I right in thinking you did some some intergenerational workshops also in libraries. Yes. So were there any kind of similarities in the way that you approach the two workshops or were they quite different? They're quite different. The the library is great. Library is just so a place everybody can go. Yeah. And the library workshops is like sort of like we have a different age of people. Yeah. We've got young people, we've got grown-ups. And also we've got grandparents or mom and dad, they're all coming. And so sort of like they're all coming to one room. It's kind of like a totally different place. It's kind of like, okay, I had my plan for libraries, public stuff, but then it's different. Because of, you know, I've got different age and who I'm gonna aim for this. Yeah. Yeah. How I'm gonna do this, I don't know. So then I have to ditch my plan again. Again. And we just have to play for the day to say what we can do. Yeah. So yeah, so I have to sort of like to tell them a story and to tell them what my purpose was we're here to do. Yeah. And then to get them because I take a lot of instruments with me as well. And to get them to try the instrument out. Get them to think more and more and more and how this instrument goes with the story we're going to tell we have I have told because I want them to soundscape out the story. And which is yeah, it was just some fun. It was fun. But the one of the workshop was kind of like difficult because of tells for so many people, so many the the age is so different. Yeah. And and then again we have got some children with autism as well even there. And it kind of like sort of like say, okay, what am I gonna do? I can't tell the child to stop because of his having fun. Yeah. Yeah. And he's doing what he wants to do. And it's kind of like, okay, so we have to distract the child who's having great fun and to look after the others. Yeah, yeah. So it it kind of balance yeah. Taking control. Mm. And yeah. It's great. It was great. It sounds really good. It sounds like maybe a bit of a challenge when you have so many different people with like different needs, different ages, like maybe a bit of a challenge to kind of engage everyone. Yes. But would you say is it fair from what you've said, it sounds like telling a story and creating something together is like a good way to engage most of the people most of the time would you say? Yes, it was. Yes, because of you know, you tell a story and it then tell them to retell the story again and to engage them and the parents and grandparents they have got their ideas. The grown ups have got their ideas and young people's got their ideas. So they're gonna make the sound effects and sometimes, yes, as a grandparent says you have to do this way but the young says, No, no, no, no, the young ones says, I want to do where this is what I want to do. But then you just stand in, you know, mutually and to say, okay, let's do what we think is the best. You know, everybody thinks is the best. Yeah. And and you know, and then the obsession, everyone's having fun. Yeah. They had fun, they learned something. Yeah. You know, the grandparents think they're going out, they have found something good. They have the purpose. Yeah. And they learned something. Yeah. And the young ones learned stuff from the group grown ups. And they experienced, you know, something new. Yeah. And it was great. Yeah. Yes. I really I really like relate to what you're saying and I really I think it's so interesting because you said as well that everyone's learning from each other and also going back to what you said before about you saying and I'm gonna create this with you. And I think all of those things together, they they're kind of to me that sounds like a really good definition of the thing that we often come back to in this project, which is called co-creation, which I'm sure you heard. But it that's what that sounds like to me. It's like really everyone is making something together. Yes. And that's the goal. That's the goal. Yeah. Yeah. That's the goal in the workshop. I want to everybody take part. Yeah. I want to everybody having experience. And yeah, everybody so we're creating something. It doesn't matter if we have and product or not. It doesn't matter, but they had a good time, they had fun. Yeah. Yeah. That's really beautiful. That's really lovely. And were there any parts of the workshops that you found particularly rewarding, particularly fun? Yes. We had fun. We particularly had fun was they take on the instrument, the play, the instrument that they never see before. Yeah. Yeah. And they have a go with it. And then the fun things one was the workshop, one for girl. She I think she's like 12 years, 13 years old, and she was really taken to it. And when I was retelling the story and she was doing it for there, and then went there to play and just play loads and loads of instruments and doing this stuff and while where I was tell story. So I indicated her to go to that one and then she would go there to do that. And I was just a great fan. And she really, really she loved it. The people, you know, yeah. They're all did. Yes. And just seeing people having those new exciting experiences, it just sounds so it sounds so great. I honestly I want to be part of one of these workshops because it sounds fantastic. It was, it was. And also I give them I bought loads of kazoos. Sing hum out of yeah, hum out so they sound so each of them is a can take home, they have one and they're just a singing and with kazoos inside and can talk. It's like somebody's talking. So it's a great fan. It's great. Yeah, it's a fun workshop. So it was read a fun. Yeah, it sounds noisy. It was noisy. It was very noisy. Yeah. Yeah. Yeah. And so yeah, so a question that we always like to ask on this podcast is whether you have any advice that you would give to another workshop facilitator who might be running workshops for the general public or anything similar like this or any anything you would advise them? the advice. Wow. Yeah. But it's kind of you just need to be yourself and be human. Yeah. You really just need to be there, make them feel warm and welcomed. Yeah. Make them feel comfortable. Males make them feel they can associate with you. Yeah. And so they can be relaxed and then they can open up and to do stuff freely without being judged. Yeah, probably if with when they go get into a room to do something, they might worry about am I gonna yeah you know I'm not good, I'm gonna be judged. But actually you're not just you just need to make them feel you're not judging them. It doesn't matter what they do. Yeah. Yeah. Just feel free. Just feel free. That's such a, that's such a beautiful note to end the podcast on Ling. I think that's yeah, that's just perfect. Thank you so much for coming in to to talk to us about the workshop. Thank you for having me. Thank you. You've been listening to the I Am a Storyteller podcast from Inspire Culture Learning and Libraries. I am a Storyteller is the third stage of our I Am a Creator programme, which is funded by investment from Arts Council England through our status as a national portfolio organisation. To find out more about the project, our storytellers, the audiences who took part, and the outcomes, you can visit our website at inspireculture.org.uk forward slash I am a storyteller.