January 22, 2026 | Two interactive storytelling workshops for Class 4 students at Aksharaa School, Kathmandu

Two workshops were conducted for two groups of around 30 students each, with a total of 60 students of Class 4 participating. Designed as a forum theatre experience, the children entered the story as ducks—moving through space with rhythm and music, travelling from one pond to another.

Teachers joined the experience, stepping into roles alongside the children—thinking, responding, and solving problems together. The story soon paused at a moment of conflict—when some ducks refused to share their ponds. And from there, the story was no longer guided— it was shaped by the children.

They discussed, debated, questioned, and explored solutions—each idea tested through action within the story itself.

“The storytelling session was profound in the depth of mystery. Pretty engaging. Children were enjoying and learnt to solve the problems created by themselves. It was awesome as they were able to create a win-win situation for all of them. We also discovered ideas for mathematics while teaching fractions.”
– Teacher at Aksharaa School

About the Story

Looking for a Pond is an interactive adaptation of It’s My Pond by Claire Garralon, reimagined to explore ideas of belonging, ownership, and coexistence. It is adapted and performed by Bansri Pandey. The story follows a group of ducks searching for a space they can call their own. As they travel from one pond to another, they encounter exclusion, conflict, and the challenge of sharing.

Rather than offering answers, the story opens up questions—inviting children to experience what it means to be included, excluded, and responsible for creating spaces where everyone belongs.

Two Workshops, Two Endings

Each group responded to the story in their own way—creating unique solutions that reflected their thinking and experiences.

One group imagined connection.

They created a water channel across the hills—joining two ponds into one large shared space. Through this, they explored ideas of effort, collaboration, and unity.

At one point, they introduced a leader to control access—but quickly experienced the limitations of this system. Through reflection, they chose freedom of choice over imposed authority, understanding the importance of fairness and responsibility.

They chose unity over division—and action over acceptance.

The other group explored space and emotion.

They discovered a third pond—creating more room for everyone. But even with space, something felt unresolved. The children began to reflect on their emotions – What happens when resentment is not addressed?

Through this process, they explored forgiveness. They created a system where ducks had their own ponds, but could freely visit each other—returning to their spaces while maintaining connection and respect.

In this journey, the story became not just about space—
but about relationships, emotions, and healing.

“The warm-up was very energizing. The story started very well and was totally student-centered. Every student participated very well. As a whole, it was a very good learning way to tell a story.”
– Teacher at Aksharaa School

The Experience

The space was filled with movement, discussion, and active participation. Children stepped forward with ideas, listened to each other, and engaged deeply with the unfolding situation. Their responses were thoughtful, spontaneous, and often surprising. Moments of debate turned into collaboration.
Differences in ideas became opportunities for exploration.

The presence of teachers within the story further strengthened the experience—creating a shared space where learning was not directed, but discovered together.

Follow-up Activity: Creating Their Own Ducks

After the storytelling sessions, children engaged in a creative activity. Using handprints, they created their own ducks—decorating them with colors, patterns, and unique identities. These duck puppets became more than just an artwork. They became a continuation of the story— a way to remember, reinterpret, and carry the experience forward.

The Approach

This workshop follows an experiential storytelling approach rather than a narrative one. Children do not just listen to a story— they enter it. By becoming the characters, they experience emotions, conflicts, and choices firsthand. This allows them to develop empathy, critical thinking, and a deeper understanding of the world around them. Through stories, they begin to question, reflect, and create meaning.

Many Thanks To

• Anju Bhattarai – Director of Aksharaa School
• Teachers and students of Aksharaa School who participated
• Bansri Pandey – Storyteller and Performer
• Pragya Pandey and Pukar Raj Bhandari – Photography and Support

Concluding Remarks

A story can begin with a simple question—
but it is the choices we make within it that shape its meaning.

Through exploration, discussion, and shared experience, children created their own answers—discovering not just solutions, but perspectives. And in doing so, they didn’t just look for a pond—
they learned how to create one together.

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