Traditional Literature
Traditional Literature
Traditional Literature
Learning Outcomes
Brainstorm
Scholars who study the folklore of different cultures have discovered that there are common
bonds in literature. Man in all times and places has responded to his world through chants, poetry, drama,
and imaginative narrative. Literature today continues to express mans concern about his human
strengths, weaknesses and his relationships to the world and to other people.
Traditional Literature
In the pre-service or in-service program of preparation, the elementary teacher should devote time
to a deeper study of childrens literature. Knowledge of basic themes, plots, devices, and
characters of traditional literature is an essential part of the background of the elementary teacher.
Unknown authorship
Conventional introductions and conclusions
Vague settings
Stereotyped charactersflat dimensional characters; characters which do not develop
Anthropomorphismthe assignment of human feelings and behavior to animals, plants, or
objects
Cause and effect
Happy ending for the hero
Magic accepted as normal
Brief stories with simple and direct plots
Repetition of action and verbal patterns
Folk Tales
Folk tales have been defined as all forms of narrative, written or oral, which have come to be
handed down through the years. This definition would include epics, ballads, legends, folk songs, as well
as myths and fables.
Formula Talesfolk tales that follow a distinct pattern
Catch tales
Endless stories
Chain tales
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Dialogue tales
Cumulative tales
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Characters in folk tales are shown in flat dimension, being symbolic of the completely good or
entirely evil. Character development is seldom depicted. For example:
the beautiful girl is usually virtuous, humble patient, and loving. Stepmothers are ugly, cross, and
mean. The hero, usually fair-haired, is strong, virile, brave, kind, and sympathetic. The poor are often
kind, generous and long suffering, while the rich are imperious, hard-hearted and often conniving, if not
actually dishonest
Physical characteristics may be described briefly, but the reader forms his own picture as he
reads. Qualities of character or special strengths or weaknesses of the characters are revealed quickly,
because this factor will be the cause of conflict, or lead to resolution of the plot. Names given characters
often reveal their special characteristics.
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8. Trickery
9. Realistic Events
10. Local Legendary Heroes
11. Talking Animals
12. Pourquoi Stories
13. Supernatural Creatures
Myth
Whether or not the folk tales and myths express symbolic images or unconscious dreams, they are
literature derived from human imagination and should be an important part of the elementary school
literature curriculum.
A myth is whatever ones interests lead one to think it is (18 th-century Encyclopdie)
A single myth is a narrative that tells of origins, explains natural or social phenomena, or suggests
the destiny of man through interaction of man and supernatural beings.
Mythology is a group of myths of a particular culture.
Myth is the dream of the masses of people, and the imaginative faculty of humans is the source
of all myth.
Murray explained that myth is an imagined situation or series of events in which extraordinary
persons and supernatural beings are involved in a basic or crucial plot. He noted that myths
served to show a better way to satisfy needs, to convince people of universal truth, to create an
emotional effect, and to unify society.
Because so much literature and art have been derived from Greek mythology, it is wise to introduce
children to many of these myths. Myths may be a part of the study of a culture, or they may be studied as
literature. Both kinds of experiences should be included in the elementary curriculum.
It is especially important that children become familiar with myths from many cultures, yet they should
not be required to learn all the names of the gods and goddesses, nor their family relationships.
Types of Myths
Nature Mythsinclude stories of creation and the explanations of seasonal changes, animal
characteristics, earth formation, constellations, and movements of the sun and earth. Indian nature
myths are appropriate for children in the primary grades.
Mythic Heroesmany myths tell of heroes, but they differ from the epic in form and usually do not relate
the entire life of the hero.
Gods Punish Menin several of the myths, the gods punish men
Relationships among the Godsmany of the myths are concerned with conflicts and loves of the gods.
The loves and quarrels of the immortals, however, are inappropriate for children.
Fables
Children enjoy fables if only one or two are read at a time. Continued moralizing can become dull.
Fables are brief, didactic tales in which an animal or inanimate object speaks as a human. The
story usually encompasses only one incident, with no more than three characters, and the lesson may be
implicit or explicit. In some cases, the same fable has been given different interpretations. Fables are
usually associated with the name Aesop, a Greek slave who is said to have live about 600 B.C. Some
scholars doubt his actual existence. Evidence has been found that a Greek, Demetrius Phalereus,
recorded about two hundred fables that were later translated into Latin, about A.D. 30, by a slave name
Phaedrus. Some fables apparently appeared in Greek Literature two centuries before Aesops birth. Thus
it seems clear that the fables came from many sources.
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Epic Literature
The teacher must read some of the epics to upper grade classes and may suggest others to more
mature child who is ready for this part of his literary heritage.
The epic form is a long, narrative poem that expresses the moral values of a society through the
action of a single hero. The epic recounts the trials, joys, sorrows, successes, and failures of the man who
is frequently portrayed as one who fulfills the destiny decreed by the gods. The epic heroes show
courage. Fortitude, patience, and wisdom; yet, they exhibit human weaknesses.
Epic
Hero
Cuchulain
Vainamoinen [veh na moy nen]
Sigurd
A literature curriculum designed to acquaint children with their literary heritage and develop
understandings and skills that will enable them to make continued progress in appreciating fine literature
must include study of the Bible. Other literature cannot be fully understood unless children are familiar
with the outstanding characters, incidents, poems, proverbs, and parables in the Bible.
It might well be said that ones education is not complete without a study of comparative religion
or the history of religion and its relationship to the advancement of Civilization. It certainly may be said
that the Bible is worthy of study for its literary and historic qualities. Emphasis should not be on details of
incident or setting; the major concern is mans response to his world, his questions about it, and his
dilemmas in facing the problems of living with himself and others.
Animals of the Biblea picture book by Dorothy Lathrop has won recognition as the first
Caldecott book.
Score:
Skill Fixer 1
Directions: Determine if the sentence is True or False. If false, underline the word/s that make it false.
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1. Studying traditional literature is an essential part of the background of the elementary teacher.
2. The national epic of Italy is The Song of Roland.
3. It may well be said that ones education is not complete without a study of comparative literature.
4. Folklore includes songs, tales, legends connected with intellectual persons.
5. Epic usually encompasses only one incident and has no more than three characters.
6. The national epic of Germany is Nibelungenlied.
7. The fable recounts the successes, and failures of a hero who fulfills the destiny decreed by the gods.
8. Demetrius Phalereus is a Greek slave who is said to have live about 600 B.C. and wrote many fables.
9. Myth is the dream of the masses of people which sprung from the imaginative faculty of human.
10. The national epic of England is King Arthur and the Knights of the Round Table.
Mnemosynes Challenge
Directions: Match the terms in Column A with their correct definition in Column B. Write the letter of your
answer before the number.
Column A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Formula Tales*
Myths*
Wise BeastFoolish Beast*
Epics*
Romance Tales*
Nature Myths*
Porquoi Tales*
Mythic Heroes
Fables*
Folklore*
Column B
a. about an animal which tricks another animal
b. a long, narrative poem about a hero
c. flat dimensional characters
d. dream of the masses of people
e. short stories about heroes and their adventures
f. folk tales that follow a distinct pattern
g. totality of a cultures written and oral literature
h. didactic tales about animal or inanimate object
i. stories of creation and explanations of phenomena
j. about a heros adventures with monsters to prove his
bravery or ability
k. stories explaining certain traits or characteristics or
customs of people
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