Chronological Storying of the Bible

1
Chronological Storying of the Bible

• Introductory Workshop

Self-guided Version
2
Chronological Storying of the Bible
What have you heard?
Introductory Workshop
Please reflect on what you already know about
storying --Childrens bedtime stories (dont
get caught skipping pages!) --Experience from
teaching non-readers. --Word of mouth about
storying from missionaries.
3
Part One Issues

• Hearing--Understanding Retention
• Illiteracy
• Adjusting
• Learning Preferences--Grid

This is the outline that will be used in Part
One Issues
4
Lyticerl

• Gureifs io Lyticerl--_at_-)5 ot flochik

Please try to read these words.
Such is the world of
the non-reader.
5
Literacy

• Figures on Literacy--25-30 if truthful

It is very difficult to determine exact global
literacy numbers. However, several sources seem
to agree less than one-third of the world is
truly literate.
6
Literacy

• Figures on Literacy--25-30 if truthful
• USA 95 if accurate

Some reliable sources have confirmed that the USA
has a 95 literacy rate. That still leaves 13
million not reaching literacy!
7
Literacy

• Figures on Literacy--25-30 if truthful
• USA 95 if accurate
• 70 or 60 less

Many in the USA are concerned about the
non-reading habits of the younger generation.
True literacy with high reading comprehension and
tougher standards would show the USA to be closer
to 70 -- possibily 60 less than expected!
8
Literacy

• Figures on Literacy--25-30 if truthful
• USA 95 if accurate
• 70 or 60 less
• Of Image, Voting Loans (reasons)

Literacy around the world is calculated
differently. In some countries, it is a matter
of embarassment. In others if you can write your
name on a ballot or bank loan, then you are
qualified as literate. However, few of these
would be able to read the Bible or, in many
cases, follow the average sermon.
9
Illiteracy Rates
Hong Kong 25 Senegal 90 Venezuela 14 Colombia
20 Italy 7 Cyprus 1 Guatemala 50 Egypt
60 China 25 NIgeria 70 Philippines 12 Ecu
ador 10 Thailand 18 Taiwan (China)
6 Brazil 24 Bolivia 37 Spain
3 Caribbean Islands 40 (St. Lucia) - 11
(Trinidad Tobago) 5
(Netherlands Antilles)
Source Research Planning, FMB 8/89
10
The Basics of Storying

• Storying is chosen because it is a
• ?????
• ?????????

vehicle of the target people.
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The Basics of Storying
Storying is chosen because it is a primary
communication
vehicle of the target people.
12
The Basics of Storying
Storying is based entirely upon the
????
13
The Basics of Storying
Storying is based entirely upon the
Bible.
14
The Basics of Storying
Storying is chronological, s - e - q - u - e
- n - t - i - a - l.
15
The Basics of Storying
Storying looks backward, but never ??????
16
The Basics of Storying
Storying looks backward, but never
forward. (jumping ahead)
17
The Basics of Storying
Stories are chosen based upon the universal
biblical truths to be communicated.
18
The Basics of Storying
Stories are chosen based upon identified
?????? and ?????? in the target peoples ??????
19
The Basics of Storying
Stories are chosen based upon identified
bridges and barriers in the target peoples
worldview.
20
The Basics of Storying
Storying is structured to give an oral Bible
to individuals and to develop the competency to
share it orally.
21
The Basics of Storying
Storying is a win/win approach until the
story of the crucifixion and resurrection when
the major invitation is given.
22
The Basics of Storying
Storying is predominately narrative with
minimal exposition.
23
The Basics of Storying
Storying is predominately narrative with
minimal exposition.
24
EETAOW!Video Case Studyfrom New Tribes
Mission
Video copies are viewed at this point in the
group presentation. If you would like to see an
actual storying situation, you are encouraged to
contact New Tribes Mission Bookroom, 1000 E. 1st
St, Sanford, FL 32771-1487 Phone (407)
323-3430.
25
Segmentation of Society from Perspective of
Literacy

• A
• Learns only by oral tradition
• Not mobile except when group is nomadic
• Most often rural people
• If in urban area, lives in illiterate pocket
• Culturally relational
• Tribal dress lifestyle
• Usually poor
• Animistic or animistic beneath world religion or
  folk religionist
• Wholistic view of world and life

This is a definition of four literacy categories
starting with A (illiterate) and moving
through to D (literate).
26
Segmentation of Society from Perspective of
Literacy

• B
• Classified as literate at times
• Functionally illiterate
• Mobile only in occupation
• Occupationally adapts to urban or western styles
• Tribal focus and orientation
• Aware of and does business with literate,
  word-culture people
• Learns primarily by oral tradition
• Culturally relational
• Usually tribally dressed

• A
• Oral tradition
• Not mobile
• Rural
• Urban/Illiterate
• Relational
• Tribal
• Poor
• Animistic
• Wholistic view

27
Segmentation of Society from Perspective of
Literacy

• B
• At times literate
• Funct. illiterate
• Mobile at job
• Western on job
• Does business
• with literates
• Oral tradition
• Relational
• Usually tribally
• dressed

• A
• Oral tradition
• Not mobile
• Rural
• Urban/Illiterate
• Relational
• Tribal
• Poor
• Animistic
• Wholistic view

• C
• Literate
• Clerical, Sales Service
• Works in literate world
• Mobile or semi-mobile
• Semi-westernized dress/life
• Becoming Detribalized
• Lives in tribal community
• Often urbanized
• Becoming literatre
• Learns by literate oral
• Becoming individualitistic
• May be religious materialistic mixed

28
Segmentation of Society from Perspective of
Literacy

• A
• Oral tradition
• Not mobile
• Rural
• Urban/Illiterate
• Relational
• Tribal
• Poor
• Animistic
• Wholistic view

• C
• Literate
• Works in
• literate world
• Mobile
• Semi-westernized
• Becoming
• Detribalized
• Tribal community
• Often urbanized
• Becoming literate
• Literate oral
• Becoming individual
• Mixed religion

• B
• At times literate
• Funct. illiterate
• Mobile at job
• Western on job
• Does business
• with literates
• Oral tradition
• Relational
• Usually tribally
• dressed

• D
• Literate
• Professional
• Mobile
• Westernized
• Detribalized
• Analytical
• Logical
• Often Urban
• Literate
• Individualist
• Materialistic
• Religion weak

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Segmentation of Society from Perspective of
Literacy
The Impact of Christianity Education in Africa
from 1600-1990
Literate
Oral Culture
Source Oral Communication of the Scripture by
Herbert V. Klem Note The letters A-D have been
reversed in comparison to what is found in
Klems document.
This is a famous study on literacy. However, to
keep consistent, we reversed Dr. Klems lettering
to match what we just covered. Ailliterate gtgt
Dliterate
30
Exposition for our purposes means jumping
around the Scripture to make a point. This grid
shows how different levels of literacy can allow
increasing or decreasing amounts of exposition.
Oral Communicator Illiterate
STORY
STORY
NO EXPOSITION
EXPOSITION
NO EXPOSITION
DIALOG
DIALOG
How People Learn and the Use of Exposition A
Learning Grid
31
Oral Communicator Illiterate
Oral Communicator Functional Illiterate
STORY
STORY
NO EXPOSITION
NO EXPOSITION
EXPOSITION
NO EXPOSITION
LITTLE EXPOSITION
DIALOG
DIALOG
How People Learn and the Use of Exposition A
Learning Grid
32
Oral Communicator Illiterate
Oral Communicator Functional Illiterate
Oral Communicator Semi- Illiterate
SOME EXPOSITION
STORY
STORY
NO EXPOSITION
NO EXPOSITION
EXPOSITION
NO EXPOSITION
LITTLE EXPOSITION
DIALOG
DIALOG
MODERATE EXPOSITION
How People Learn and the Use of Exposition A
Learning Grid
33
Oral Communicator Illiterate
Oral Communicator Functional Illiterate
Oral Communicator Semi- Illiterate
Oral/Literate Communicator Literate
STORY with EXPOSITION or EXPOSITION
SOME EXPOSITION
STORY
STORY
NO EXPOSITION
NO EXPOSITION
EXPOSITION
NO EXPOSITION
EXPOSITION IN DIALOG
LITTLE EXPOSITION
DIALOG
DIALOG
MODERATE EXPOSITION
How People Learn and the Use of Exposition A
Learning Grid
34
Oral Communicator Illiterate
Oral Communicator Functional Illiterate
Oral Communicator Semi- Illiterate
Literate Communicator Highly Literate
Oral/Literate Communicator Literate
NO STORY or STORIES with as MUCH EXPOSITION as
needed
STORY with EXPOSITION or EXPOSITION
SOME EXPOSITION
STORY
STORY
NO EXPOSITION
NO EXPOSITION
EXPOSITION
as MUCH EXPOSITION as desired or interest calls
for
NO EXPOSITION
EXPOSITION IN DIALOG
LITTLE EXPOSITION
DIALOG
DIALOG
MODERATE EXPOSITION
How People Learn and the Use of Exposition A
Learning Grid
35
Oral Communicator Illiterate
Oral Communicator Functional Illiterate
Oral Communicator Semi- Illiterate
Literate Communicator Highly Literate
Oral/Literate Communicator Literate
NO STORY or STORIES with as MUCH EXPOSITION as
needed
STORY with EXPOSITION or EXPOSITION
SOME EXPOSITION
STORY
STORY
NO EXPOSITION
NO EXPOSITION
EXPOSITION
as MUCH EXPOSITION as desired or interest calls
for
NO EXPOSITION
EXPOSITION IN DIALOG
LITTLE EXPOSITION
DIALOG
DIALOG
MODERATE EXPOSITION
How People Learn and the Use of Exposition A
Learning Grid
Note that in a highly literate group (far right
column), that you can freely move around in the
Bible. However, among the oral communicators
over there on the left, no exposition is best!
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Step Two Process

• Introduction to the Lome Y
• Worldview Development
• Selecting Stories
• Storying
• Problem Shooting

This is an outline of the Second Step Process.
37
CHRONOLOGICAL STORYING PROCESS
Church PLANTING Phase
Genesis Gospels
Acts 12 Acts 12-29 Epistles Revelation
Evangelization
Since storying is linear, it is best to begin
with Genesis. When you are working with a group
of non-Christians, it is good to journey with
your oral learners down through Acts 12.
38
CHRONOLOGICAL STORYING PROCESS
Church PLANTING Phase
Genesis Gospels
Acts 12 Acts 12-29 Epistles Revelation
Evangelization
Discipling
Note the thin line after the Evangelization
Track. It goes back to Genesis! Since you have
not jumped ahead, after your hearers accept
Christ, then you will use the same Bible stories
to begin Discipling.
39
CHRONOLOGICAL STORYING PROCESS
Church PLANTING Phase
Genesis Gospels
Acts 12 Acts 12-29 Epistles Revelation
Evangelization
Discipling
New Evangelization Track
During the second time through the stories, this
might be done in abbreviated form, but be
sensitive to those who need to be separated as
Christians and those who might need to be a
member of a New Evangelization Track. This new
track should probably start with Genesis and move
forward.
40
CHRONOLOGICAL STORYING PROCESS
Church PLANTING Phase
Genesis Gospels
Acts 12 Acts 12-29 Epistles Revelation
Evangelization
Discipling
New Evangelization Tract
Characterization
End Times
Here is an outline that might be the direction
you could take among your target people. NOTE
All this has been in the Church PLANTING Phase.
41
CHRONOLOGICAL STORYING PROCESS
Church STRENGTHENING Phase
Genesis Gospels Acts
Epistles Revelation
Thematic - Basic Truth Tracts for Maturing
Believer
Teaching Tracks for Church Leaders
Pulpit Tracks for Church Leaders
New Evang. Tracks
Specialized Tracks for Specific Believers
New Evang. Tracks
This is what the Church STRENGTHENING Phase might
look like. The storying method does not have to
stop at any point. Many different tracks can
address many different issues.
42
The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
This next section is a planning outline developed
by missionaries in Lome, Togo. It is a handy
tool for keeping the big picture in mind.
43
The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
STORY SELECTION CRITERIA 10-15 Maximum
Story Selection is based on the needs of the
people. You might have 50 stories that you
want to tell, but 10 to 15 will specifically
address issues where Language Culture intersect
with Lostness of Man.
44
The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
STORY SELECTION CRITERIA 10-15 Maximum
Model Bible Story List Themes
Exhaustive Bible Story List
EXAMINE BIBLE STORY LIST
The idea to keep in mind at this stage will be
creating a Model Bible which are excerpts from
the entire Bible.
45
The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
STORY SELECTION CRITERIA 10-15 Maximum
Model Bible Story List Themes
Exhaustive Bible Story List
EXAMINE BIBLE STORY LIST
Time Limitations or Contact Window
Other Factors Attention Span/Interruptions
SELECT TRIAL STORY SET
Keep in mind the specific limitations you will
face. Note that you first want to develop a
trial story set. Flexibility counts!
46
The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
STORY SELECTION CRITERIA 10-15 Maximum
Model Bible Story List Themes
Exhaustive Bible Story List
EXAMINE BIBLE STORY LIST
Time Limitations or Contact Window
Other Factors Attention Span/Interruptions
SELECT TRIAL STORY SET
Helps Stories
Review Dialog
PREPARE STORY LESSONS
All four elements go into story preparation. The
Bible is too important to convey than to fake
your way through it.
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The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
STORY SELECTION CRITERIA 10-15 Maximum
Model Bible Story List Themes
Exhaustive Bible Story List
EXAMINE BIBLE STORY LIST
Time Limitations or Contact Window
Other Factors Attention Span/Interruptions
SELECT TRIAL STORY SET
Helps Stories
Review Dialog
PREPARE STORY LESSONS
Teach Co-Worker
Teach Small Test Group
TEST SET LESSONS
Test, change and learn from your first test
group.
48
The Lome Y Chronological Bible Story Selection
Worldview Spiritual Barriers Bridges Perceived
Needs --------------------- LANGUAGE CULTURE
LOSTNESS OF MAN ---------------------- Foundationa
l Essential Truths for Salvation
STORY SELECTION CRITERIA 10-15 Maximum
Model Bible Story List Themes
Exhaustive Bible Story List
EXAMINE BIBLE STORY LIST
Time Limitations or Contact Window
Other Factors Attention Span/Interruptions
SELECT TRIAL STORY SET
Helps Stories
Review Dialog
PREPARE STORY LESSONS
Teach Co-Worker
Teach Small Test Group
TEST SET LESSONS
Newly Discovered Barriers New Criteria
Criteria Not Covered Adequately More than
Adequately Covered
ADJUST LIST ADD OR DELETE
49
(No Transcript)
50
The Pondersoa Pyramid
A flow chart of Storying the Bible
Chronologically
Determine my understanding of the essentials of
the Gospel in light of the unversal needs of
humanity
51
The Pondersoa Pyramid
A flow chart of Storying the Bible
Chronologically
Delineate the insights obtained
through internalizing the target populations
language and worldview
Determine my understanding of the essentials of
the Gospel in light of the unversal needs of
humanity
52
The Pondersoa Pyramid
A flow chart of Storying the Bible
Chronologically
Discover similarities and barriers between their
worldview and the gospel
Delineate the insights obtained
through internalizing the target populations
language and worldview
Determine my understanding of the essentials of
the Gospel in light of the unversal needs of
humanity
53
The Pondersoa Pyramid
A flow chart of Storying the Bible
Chronologically
Develop objectives for presenting the Gospel in
the context of their needs
Discover similarities and barriers between their
worldview and the gospel
Delineate the insights obtained
through internalizing the target populations
language and worldview
Determine my understanding of the essentials of
the Gospel in light of the unversal needs of
humanity
54
The Pondersoa Pyramid
A flow chart of Storying the Bible
Chronologically
Design a set of themes for the storying process
Develop objectives for presenting the Gospel in
the context of their needs
Discover similarities and barriers between their
worldview and the gospel
Delineate the insights obtained
through internalizing the target populations
language and worldview
Determine my understanding of the essentials of
the Gospel in light of the unversal needs of
humanity
55
The Pondersoa Pyramid
A flow chart of Storying the Bible
Chronologically
Decide which stories carry the themes
Design a set of themes for the storying process
Develop objectives for presenting the Gospel in
the context of their needs
Discover similarities and barriers between their
worldview and the gospel
Delineate the insights obtained
through internalizing the target populations
language and worldview
Determine my understanding of the essentials of
the Gospel in light of the unversal needs of
humanity
56
Story
The Pondersoa Pyramid
A flow chart of Storying the Bible
Chronologically
Do preparation of logistics, story lessons
pre-testing
Decide which stories carry the themes
Design a set of themes for the storying process
Develop objectives for presenting the Gospel in
the context of their needs
Discover similarities and barriers between their
worldview and the gospel
Delineate the insights obtained
through internalizing the target populations
language and worldview
Determine my understanding of the essentials of
the Gospel in light of the unversal needs of
humanity
57
Worldview DevelopmentDefinition

• Worldview
• Profile of the way people
• l i v e
• a c t
• t h i n k
• w o r k
• r e l a t e
• within a specific culture.

58
Worldview DevelopmentWhy?

• Foundation to understanding
• Contrasts (especially with Christianity)
• Major issues
• Barriers bridges to the gospel
• Basis for biblical doctrine lesson objectives
• Themes, issues story selection
• Understand gospel implications
• Learning scale gospel receptivity scale
• Avoid syncretism

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Worldview Development Steps

• Research
• Map
• Demographic Information
• Conduct Study
• Worldview Document (people profile)
• Christianity Comparison
• Consider other issues including these categories
• Life Cycle The Supernatural
• Household Habits Forms of Ritual
• Instructions to Kids Cultural Structures, etc.

60
Worldview DevelopmentAnalysis Response
Worldview Issue
Doctrinal Teaching
Barrier?
Bridge?
1. 2. 3. 4. 5.
Identifying the worldview issues are central to
the success of storying the Bible. List those in
this section.
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Worldview DevelopmentAnalysis Response
Worldview Issue
Doctrinal Teaching
Barrier?
Bridge?
Ignorance Apathy Cultural Tradition Former
Beliefs Practices Other Religious
Teachings Nominalism Fear of Persecution Fear of
Losing Material Social Benefits Fear of
Disturing Community Harmony Fear of Disturbing
Spirit World Misinformation about Christianity,
Biases
1. 2. 3. 4. 5.
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Worldview DevelopmentAnalysis Response
Worldview Issue
Doctrinal Teaching
Barrier?
Bridge?
Dreams Brokeness Testimonies Cultural
Stories Relief Need Moral or Spiritual
Desire Media Exposure Curiosity Prior Knowledge
of God, Jesus, Christianity Other
Analogies
1. 2. 3. 4. 5.
63
Worldview DevelopmentAnalysis Response
Worldview Issue
Doctrinal Teaching
Barrier?
Bridge?
1. 2. 3. 4. 5.
The next page discusses the doctrinal teachings
that are needed by the target people.
64
Basic Christian DoctrinesNecessary for Salvation

• God acts in history and communicates with man.
• God is all powerful, all knowing, sovereign.
• God is faithful to His word.
• God loves man and wants fellowship with him.
• God hates sin.
• God punishes sin by death (separation from God).
• Man is accountable to God.
• Man is a sinner separated from God.
• Man can do nothing to save himself.

65
Basic Christian DoctrinesNecessary for Salvation

• God acts in history and communicates with man.
• God is all powerful, all knowing, sovereign.
• God is faithful to His word.
• God loves man and wants fellowship with him.
• God hates sin.
• God punishes sin by death (separation from God).
• Man is accountable to God.
• Man is a sinner separated from God.
• Man can do nothing to save himself.

10 Man can approach (have fellowship with) God
only through a perfect (acceptable sacrifice.
This involves faith and trust in God.
66
Basic Christian DoctrinesNecessary for Salvation

• God acts in history and communicates with man.
• God is all powerful, all knowing, sovereign.
• God is faithful to His word.
• God loves man and wants fellowship with him.
• God hates sin.
• God punishes sin by death (separation from God).
• Man is accountable to God.
• Man is a sinner separated from God.
• Man can do nothing to save himself.

10 Man can approach (have fellowship with) God
only through a perfect (acceptable sacrifice.
This involves faith and trust in God.
11 Jesus the Son of God is the only perfect
sacrifice.
67
Story Preparation

• Worldview Document
• Christian Doctrines
• Bridges Barriers Stories
• Chronological Story/Topic List
• Review Refine Story List
• Prepare Lessons
• Agree on a Meeting Time Place
• Give Thought to Potential Interruptions in
  Schedule
• Prepare Objectives for Each Track According to
  the Strategy

Preparation is critical to the success of
conveying an oral Bible. Each of these points in
this list will need attention.
68
Story Preparation

• On-course Check Bible Study

Do your homework!
This section clicks through items needed for
preparation.
69
Story Preparation

• Previous Lesson Recall Questions

?
Questions aid recall and set the scene for
todays lesson!
70
Story Preparation

• Memorize Story (Practice)

Uh-oh...
71
Story Preparation
what

• Know should be learned

1 2 3 4
Refer to your Worldview, Barriers, Bridges
Doctrinal Chart.
72
Dont forget!
73
Storying

• Opening Dialog
• Greetings
• Singing?
• Recall
• Review/Explain
• Listening task

This is the sequence for an actual storying
session.
74
Storying

• Read from the Bible
• Hold the Bible
• Read portion
• Bible placement

Note Muslim cultures may require the storyer
not to use a Bible until later in the process.
75
Storying

• Tell the Story
• Story the Story
• Dont read
• Summaries
• Simple Sentences
• Accurate, but interesting
• STOP at the end

76
Storying

• Dialog
• Story Truths
• Test comprehension
• Ask questions
• Sensitivities
• Encourage
• re-telling
• Do not rush

77
Problem ShootingInternal

• Mix of believers/unbelivers
• Communication quirks of presenter
• Hardness of Heart
• Surprise Barriers
• Hostility other group dynamics
• Evidence of falling away

Anticipate problems before they happen. Here are
2 categories where storyers have encountered
trouble.
78
Problem ShootingExternal

• Interruptions
• Poor location choice
• Schedule breaks
• Special Events
• Interference by other religious groups

79
EETAOW! The Next Chapterfrom New Tribes
Mission
A video is viewed at this point in the group
presentation. If you would like to see the
sequel to a storying situation, you are
encouraged to contact New Tribes Mission
Bookroom, 1000 E. 1st St, Sanford, FL 32771-1487
Phone [phone].
80
Part Three Resources

• Printed Reference Material
• Pictures
• Jesus Film
• Cassettes
• Time-line
• Conferences

This is an outline of the resources that are
available.
81
Visual Literacy
Each of these categories presents a special
challenge. For instance, what if Jesus wore dark
red? Would he look majestic or like the devil?
Should characters look right or left? Are
pictures available in the culture?

• Color
• Flow
• Reproducibility
• Flannelgraph vs. Pictures
• Wording
• Biblical Accuracy

Pictures are less expensive, but flannelgraph has
more options. What if words appear in the
artwork? Should the characters in the
illustrations look local or Middle Eastern?
82
Media Resources

• Networking--Addresses what to use
• Learning the Methodology
• no cookbook recipe nor 1 size fits all
• The Yao Project--media case study

Contact information is available at the end of
this presentation. You may receive a number of
handouts and even order a video on The Yao
Project from the Foreign Mission Board.
83
Multiple Media Effectiveness
The Yao Project
-8 No Awareness of the Gospel -7 -6
Knowledge of Gospel Basics -5 Understanding
Gospel Implications -4 Positive Attitude
Toward Becoming a Christian -3 Problem
Recognition -2 -1 0 Change of Allegience 1
Re-evaluation 2 Incorporation into
Church 3 Spiritually Reproducing
The Yao are an unreached people in east Africa.
They are also traditional Muslims. They were
determined by Christians to be at a -7 on this
decision scale.
Source Developing a Media Strategy to Reach an
Unreached People Group
84
Multiple Media Effectiveness
The Yao Project
-8 No Awareness of the Gospel -7 -6
Knowledge of Gospel Basics -5 Understanding
Gospel Implications -4 Positive Attitude
Toward Becoming a Christian -3 Problem
Recognition -2 -1 0 Change of Allegience 1
Re-evaluation 2 Incorporation into
Church 3 Spiritually Reproducing
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2
3 Radio Event Lit/Audio
Storying Contact
S P I R I T U A L D E C I S I O N S C A L E
Several media were determined to be effective
among this people. Storying played a signicant
role.
Source Developing a Media Strategy to Reach an
Unreached People Group
85
Multiple Media Effectiveness
The Yao Project
-8 -7 -6 -5 -4 -3 -2 -1 0 1 2
3 Radio Event Lit/Audio
Storying Contact
S P I R I T U A L D E C I S I O N S C A L E
The different communications vehicles worked
together by the leading of the Holy Spirit to
link media -- and people to the point of
conversion and into discipleship.
Source Developing a Media Strategy to Reach an
Unreached People Group
86
Other Resources from IMBs Media Services
Media in Church Growth -- Introduction
(PowerPoint) The Yao Project (Videotape)
Church Growth New Units Focus (Videotape)
Case Studies, Models Papers (Catalog 200)
Contacts for more information include Dr. Jim
Slack, church growth consultant Mr. Mark Snowden,
media consultant International Mission Board,
SBC P. O. Box 6767 Richmond, VA 23230 PH (804)
219-1658 FX [phone] EM
mark.snowden_at_imb.org
87
Chronological Storying of the Bible

• Thank you!