Because of this chapter I now look at our traditional literature quite differently. I had not considered fables and folktales as traditional because I used a different time period. I had also not considered the type of characters and the roots (culturally) of all of our literature. The material was well presented and interesting. Although I have never been too much into fables and folklores, this chapter challenges me to look at the material with open perspectives. I now understand how different material presented in this chapter is considered traditional literature. The chapter was very clear and concise. Storytelling has always been told to me. I enjoy telling stories and learned from those people who tell them . My family had some great Island stories that had been handed down from generations.
Traditional literature focuses on time before recorded history and hence, stimulates student’s creative imagination. The types of traditional literature such as fables, folktales, myth and legends use an authentic style of writing which captivates the reader’s attention. Traditional literature is an effective way to acquaint students with the many cultures of the world. I think it is essential to incorporate traditional literature into the classroom curriculum because it not only provide the students with excitement and reading pleasure, but more important, it teaches students about different types of people, their social settings, languages and the countries associated with them.
After reading this chapter, I learned many different bits of information such as how the different cultures write folktales, the common settings for different cultures, the different types of mythology and so on. However, the bit of information that stood out to me the most was when the book discussed why fables used animals or other objects; they are used as central characters, meaning that the story will not be distracted by race, class, age, or gender. I thought this was a wonderful point, because I have always looked at fables as animals or objects making the story fun for children.
I agree with you in the comment you made about believing it is essential to incorporate traditional literature into the classroom. Children need to be introduced and acquainted to each type of literature, but also it can be used in teaching a history lesson. Many children do not like to sit with a history book in front and be expected to read the boring text. But, if they were given a traditional literature storybook, we, as teachers, could point out important points in other cultures or compare the story to an actual historical event.
Lacy, In your respond about fables, I do want to comment on what the book said about using animals and object for characters. In my country fables were told about using animals to ward of evil or to punish someone who did you wrong. This chapter focuses on not using race, or gender to determined the main characters. This was an interesting chapter.
Re: Lacy I agree, traditional literature would definitely be a great way to reinforce a history lesson in the classroom. Students would be able to visualize and learn about people, social settings and culture more easily. I believe any form of literature could be used with any subject or lesson. However, educators need to apply it effectively.
I could connect! I am from the islands and my grandparents would often tell me great stories about how they grew up and about people in their village. Today, I tell my kids about these stories and hope that they too, will pass it on.
I love that you mention the reason animals are used in fables. That was also something I found interesting. I, like you, thought that animals were used to make the book more interesting to children but after reading the chapter I completely understand why. I think it's a brilliant ides to use animals as characters.
Before I read this chapter I felt that I had a good general knowledge of traditional literature. Now, I see that I was mistaken (horribly mistaken!). With that said, I learned so much more about traditional literature. I thought it was interesting, in the small section about extraordinary animal, that in Japanese folklore there is a fox that takes on a human shape. I am into my family history. I am part Osage Indian. I know that many Native American cultures believe in a thing called shape-shifting, where a human takes on the shape of an animal (mainly the coyote). I was also amazed by the differences in the versions of tales such as Cinderella. I am glad that there was more information about storytelling. I think the tips that were in this chapter will help when it comes time to do the Service-Learning Community-Based Project. I will definitely follow the steps they listed for preparing for story telling because I know how nervous I get when I have to read to people since I struggled with reading in school.
After reading chapter 6, I found three things that were most important to and for me. The first thing that I found important was the types of traditional literature. I had no idea that folktales, fables, myths, and legends were all considered traditional literature. The second thing that I found most important was the section that talked about the values of traditional literature for children. The three values include understanding the world, identifying with universal human struggles, and pleasure. I feel that all of these are self explanatory, and I feel that these are the things that make a child want to read books. I like to put myself in the shoes of the characters of the books I read, so I can kind of know what the character is going through. The third thing that I found important was reading about the folktales from around the world. I really had no idea that some of my favorite stories growing up as a child had come from other countries.
Re: LacyE. I like how you pointed out about how fables use animals as central characters so the reader is not distracted by age, race, glass, and gender. I agree with you it makes the story fun. I would also take it step further saying that it is probably easier to understand the moral lesson from the story as well.
I agree with your statement about how traditional literature should be used in the classroom. I like the points you made how it teaches children about different types of people, social settings, and languages. I also like the traditional literature because the fables teach moral lessons.
I have always loved traditional literature. I really enjoyed reading about the history behind these wonderful stories and how they have been passed down through generations. People through out history have listened to storytellers. The best thing that ever happened was to have these stories written down. Another interesting part about this type of literature is how many of these stories have familiar themes and vary according the culture. I really like the way the text goes into such detail about each type of literature from German folktales to Native American Myths.
Erin, I also enjoyed the chapter. I think a person can learn a lot about other cultures through their literature especially through their stories that have been told for generations.
First let me say...OH MY GOODNESS...that was one of the longest chapters ever, interesting, but so so so long! Okay now that I have said that, I will go on about the chapter. I found this chapter very intesting. I loved learning the differences between myths, folktales, fables and legends. I guess I never really new the true differences between those types of traditional literature. It was also really cool to see the different types of each of the above categories. I don't remember ever talking about the different origins of fables, folktales, legends and myths. Myths for example, when I think about that term, I really only think of Greek Mythology, I never thought of it coming from anywhere else. The portion of this chapter that really intrigued me was about storytelling. I was very lucky to have a wonderful storyteller for a teacher in middle school, she was animated and fun and just so wonderful to listen to. I have always wanted to read stories to children like she did to us. I loved reading the tips for good storytelling and am very anxcious to be able to use them. I also loved reading about the feltboards for use with storytelling. I believe that they are very effective, mostly because as a child, I always really enjoyed it when the teacher used the feltboard and I loved to play with it later on when the teacher had it in a center.
RE: ERINS Isn't it amazing how you think you know about literature and then you read a chapter in our textbook and you realize, "Wow, I didn't know any of that!" I find that so funny. I know I have read and listened to many, many books throughout my life, but never have I thought about them in so much depth that this book shows us. Honestly, I don't think I will be able to read another story the same again, I think I will enjoy them so much more!
RE:ALISONM I totally agree with you that traditional literature and it's historical context and background should be read and exposed to all children. I know when I have a classroom, I want to make sure that I expose the children to all the possible types of literature and their backgrounds that I can!
First and foremost let me start by saying I really never understand the story telling of history literature. Now I have a totally different outlook on literature period. All the story telling that was ever told to me was about my older siblings in growing up. It gave me an understanding of fables, forktales, legends and myths. Now I will be able to tell them apart. This was a very interesting chapter but very very long.
Aspen I must agree with you this was a very long long long chapter but, it was interesting. It really helped me out so I will be able to tell the differents in story telling
Robin I agree with you about having the stories written down. If the stories was told and not written then no one would be able to read them. That was a very good Idea. I know for me it really gave me a different outlook on literature.
I've always enjoyed fables, folktales, and myths, as Aesop's fables were one of my favorite books as a child. This chapter amazed me with the historical information on these stories: the origins, transformations among cultures, and how they are told today. Without ever deeply thinking about it, this chapter helped me to understand how these stories are shared through generations, and how they transform to fit the local traditions and customs. I especially enjoyed the comparisons of stories between cultures, and was surprised to learn that there are 1000, or more, versions of Cinderella alone! I believe these differences in the same stories will be a huge asset to learning about cultures in the classroom. Last, the final section on storytelling shows wonderful activities that can be arranged in classrooms, getting the children to retell famous stories orally, or make up their own stories to start an oral tradition in the classroom.
Aspen, First, I'll agree on the chapter lenght--Holy Cow! Also, I was very interested in learning the differences in the different types of stories the chapter discussed. However, some of them are so incredibly similar, I don't think I would be able to reliably choose what type of story (legend, folktale, myth, fable) I am reading. But, with this chapter, I would have a much better idea. And last, how lucky you are to have a model from your past that was an animated storyteller. I don't have any examples to lean on in memory, so storytelling seems a bit overwhelming to me right now, although I hope to better myself at the talent someday.
Luke, I agree about the origins of the different stories. Some of the examples were my favorites as a child, but I had no idea they originated in so many countries. I hope to add studies of these stories and the cultures from which they came someday.
Re: Erin I am also part Indian and I also enjoyed the part that talked about shape shifting. It is amazing how other cultures have the same concepts as our cultures. I guess that is proof that all cultures are more alike than different.
Re: Sarah I also enjoyed learning there were so many different versions of Cinderella. It is one of my favorite stories. One of my students had to read a Spanish version in his reading textbook. He loved comparing the two versions.
Chapter 6 To be honest, I didn't know there was so much information that could be compiled into one chapter ever existed. Now, I believe it. I was amazed by how much information was available about the different folktales from around the world. Now, I have a better appreciation of what a fable, folktale, and myths are. I loved the section that talked about teaching with traditional literature. I think it is very important for a student to be able to tell or retell a story. I loved the list on page 254 that gives a list of steps to follow when preparing a story for telling. This helps the student practice their reading skills but also gives them more confidence in front of an audience. Our fifth graders read to our Kindergartners, and they love doing it. This is a class that doesn't seem to enjoy much at some times, but they can be the best readers and sweetest kids when they are reading to younger children. For one kid in particular, it gives him so much confidence and practice because usually the Kindergartners don't know if he messes up on a word or not.
I was excited about the teaching ideas at the end of the chapter which covered a lot of ages. I had forgotten about felt boards. We are so high tech these days, but there are old ideas still worth using. My mother used to make felt boards for Sunday School. The cheap version is heavy cardboard covered in plain colored flannel. You can have paper figures glued to felt. As you tell the story you put up the figures. It is fun to have the children retell the story using the figures.
Comparing different versions of the same tale is proposed for older children. However, the librarian at the old kindergarten center had me read several different versions of the Three Little Pigs. She did the versions on different days and started comparing them as we went along. For the traditional version she had us fold paper in fourths and draw pictures to show the sequence of events. One version she used was The Three Javelinas set in the Sonoran Desert. My sister lives in the Sonoran Desert so I brought photos from my trip to her house and we talked about the cactus. The librarian had other versions also. I was suprised that kindergarteners could compare the different versions. It was so much fun every year.
On p. 229 the text mentions Two of Everything by Lily Toy Hong. I was asked to do the last library sessions for grade 1 - 5 at one of our grade schools. (All K-5 are now in a new building). The librarian and principal wanted it to be something special. Because of the Olympics I chose this book. It is fun to read with expression, great pictures, possibility for class participation and predicting what is going to happen on the next page. Every class loved it. We also had a computer short slide show put together by a 1st grade aide who had been to China. I had a silk bookmark from China. I showed the first graders a picture of a panda and they colored in a Panda (I had to have new black crayons). (The slide show had a zoo picture of a panda) For the second graders we looked up information on the Great Wall of China on Wikipedia.(The slide show included wonderful pictures of the Great Wall) Then we colored a picture of the Great Wall of China on a paper that had lines to put at least one fact that they had learned from the research. The 3rd, 4th, and 5th graders played dominoes with paper dominoes (run off on heavy weight paper..patterns available on internet). Dominoes is based on a Chinese game. I was pleased to see the book mentioned in our text!
Thanks for telling us about using the felt board as a center. That is a way for every student getting a chance to retell the story without it taking up so much classtime. And I see some children using free time to pretend to be the teacher all the time.
I really enjoyed reading about the folktales from around the world. I found it very interesting that each country had a different focus when it comes to their folktales. By students reading different folktales from different countries it can help them learn more about that area of the world. I also enjoyed learning about what makes up the different areas of tradition literature. I found it very interesting the similirities and differences between and myth and a legend
Meredith, I also enjoy Aspens thoughts on the feltboard as a center. This is such a great way for students to practice sequence, by retelling the story. It also helps those children who are visual learners to understand the story
Tamika M. Traditional literature is broken down into so many varieties. I never know that there was so many different types; I always thought that it was just one type and that type was Cinderella where everyone lived happily ever after or the Three Little Pigs where everyone was saved at the end. Now I know these tales actually have a category that they fall into from folktales, fables, myths, to legends. When I read what each type in tells I could put stories that were read to me as a child into the categories, like this one tale that I know all of our parents or a teacher has read to us, The Boy Who Cried Wolf, I just thought it was just a simple tale not a cumulative tale. Reading this chapter has made me pull out some of my old books and read them to my youngest daughter. We don’t realize as adult how long these stories have been passed down over the years or how much the story has change in book form. Looking at some of the books that’s listed it amazed me on where they originated from. Each country has their own unique way of telling stories. Wow! That is all I have to say. Can’t wait to find some of these books and read them.
In response to Aspen That is just what I thought! It was a long chapter but I can say without a doubt that I got a lot out of this chapter. I will be doing a reading unit on the different types of literature to my students when I start teaching. It is so important to that we make them knowledgeable in every reading genre. I will be collecting the folk tale books.
Chapter 6 gives us a great look at four types of traditional tales-folktales, fables, myths, and legends. First they talk about folktales which tell about adventures of animals or humans. Like the "Gingerbread Boy" which is a folktales known by lots of young and old people. Then there was fables which are tales were animals act like humans and talk. Like "The Hare and the Tortoise" a tale that has taught all of us a lesson. Don't under estimate the power of determination. Myths and legends are great to read too. Stories like Paul Bunyon and Pecos Bill are fun to read with the kids. Over all chapter six was a informative and interesting. The way it gave examples of Norwegian, Russian, Jewish, Asiam, African, Latino,and North American Folktales. It was interesting to see how our books compared to other cultures. Over all this was a very imformative and informational chapter. It will be a useful chapter to reference back to when covering traditional literature with my students.
Chapter 6: This chapter was very interesting and I can’t wait to go to the library to check out some of the books listed in this chapter. I am already planning a section on using some of these traditional literature books to incorporate different countries and cultures. I am amazed at how many stories there are and different adaptations that have been done for some of these stories. I appreciated learning about the definitions of folktales, fables, myths and legends. Before reading this I did not have a clear enough definition to distinguish between them when classifying a book. I think I understand the areas now. The chapter was a little overwhelming because it introduced so many different books and ideas, but I can’t wait to dive into it further when I have spare time. It was very interesting to see how the themes varied from country to country and during different time periods in history. I think some of the examples of titles will be great for bringing in instruction on different places, people and cultures around the world. I really liked the examples they showed of four different illustrations from different stories similar to little red riding hood. Each illustrator had such a different inspiration for the story and I enjoyed viewing their artwork. I did wish more space had been given to myths, as I have always been interested in mythology and would like to have some good ideas for sharing it with elementary students. I will plan to do further research on that topic.
Elizabeth, I believe the kids will find it interesting to learn about folktales from around the world. This chapter really gave get detail of the folktales from around the world.
Tamika, You made a good point that we often don't consider where the stories we read come from or how long they have been around. It is interesting to think that children a hundred years ago enjoyed many of the same stories. This chapter has also taken me back to many of the books I enjoyed growing up and I now know a little bit of background information on them. It will be neat to compare them with versions from around the world.
I have to say this was a long chapter. I always knew that fables, folktales and myths where a great way to teach children different lessons, but I had no idea the extreme importance. The history and culture that is packed into those stories. I had no idea that there where so many cultures had so many stories that where passed along. I was amazed to find out that there where so many similar stories from so many different cultues. Finding all the different versions of some of my favorite tales will be a fun persute.
I have to agree with you LauraS. Now that I understand illutrations more it was really interesting to see the difference. The illustrations really help give you a visual imagine of the different in the variations of the tale.
Wow I never knew there are that many versions of Cinderella. It makes me wonder what other stories have other versions. I really likes how the book compares the stories piece by piece by piece looking for similarities and differences. I was also surprised to see that the legend of King Arthur Had made the list of books to see which ones were considered true and which ones were considered myths.
In response to Tamika and Laura A: I agree that this chapter was fascinating with the unlimited knowledge of the stories presented. I wish I had time to research some of these books myself. What a great idea on how to bring other cultures into the classroom.
I really enjoyed reading this chapter because I never really knew what was technically under the traditional stories category. I never really thought of folk tales and fables being traditional but it makes sense now. I also liked reading about how the stories were told and how they came about. I loved these kinds of book when I was younger in fact I still read these types of book, my nieces and nephew love these book so much they act out what happen in the book when i am done reading it to them. I also liked learning about why they use animals for the stories characters instead of children so there was no problem with race or gender things like that.
As a child my favorite tales were probably folk tales. Two of my favorites were "The Princess and The Pea" and "The Twelve Dancing Princesses". As an adult I still enjoy these tales and I also really enjoy Greek and Roman mythology. I really liked learning about the pourquoi tales originated from Africa. I especially likes hearing "Why Mosquitoes Buzz in People's Ears". I feel these tales are special because they reflect a time before scientific theories and practices. Also, These tales are very reflective of the mentality of children who often invent cute little stories to explain things around them. They are constantly probing for answers. Also, these are great stories to engage children in creative writing activities.
In response to Jessica: I remember acting out fairy tales as a child as well. It was so much fun. It is a great way for children to improve their communication skills, encourage critical and imaginative thinking and social awareness and interactions.
I have to be honest, chapter 6 was a very long chapter and wasn't one of my favorites. Reading about the different folktales were interesting to read about all the different ones. After reading this chapter, I do know more than before. I think using a feltboard when telling a folktale is a good way for the students to know what the characters look like. Helps them be more familiar with the characters.
I was fascinated with all the many aspects different cultures have in their folktales. I loved the way the English have many of their folktales from the peasant viewpoint, and the French portray ‘splendid royal castles rather than humble peasant cottages.’ I did not realize that German folktales are among the most enjoyed stories in the world. I was blown away by the way the Asians’ portray the feelings, struggles, and aspirations of common people. They describe the lives of the well-to-do, and reflect the moral values, superstitions, social customs, and humor of the times and societies in which they originated. The Chinese were different in their portrayals from the Western cultures, in that they had a respect for ancestors, ethical standards, and were not afraid to write about the conflicts between nobility and commoners. When I was in elementary school, I do not remember any of my teachers introducing me to Legends or Mythology. I think these types of stories could provide some wonderful insightful ideas for children’s imaginations to grow upon. When I become a teacher, I will definitely include these stories into part of a lesson plan.
Re:KristaC I also love Greek Mythology. Aesop’s Fables were so fun to read. The morals of the story reminded me of what I would find in Chinese fortune cookies. As for a child, they would provide a fascinating way to see things.
This chapter really helped me understand more about the difference between the types of traditional literature like folktales, fables, myths, and legends. I liked how it gave the different characteristics and examples of each. My favorite part was the "Folktales from around the world." It was so interesting to learn about how each region had their different folktales with different lessons. I really liked this chapter because I have always loved reading myths. It was nice to get more information about why these are so important for children and their imagination. This was such a good chapter to learn about how we can use these traditional books to teach younger children. It is nice to know that just because books or stories are old, doesn't mean that have no educational value.
Reply to Laura P: I thought that was also interesting about the folktales from different cultures. I think traditional stories are good ways to teach our children lessons without boring them. For me, lots of these stories have stuck in my head, so I think it would be a great way to teach different values.
I had forgotten about the feltboards until this chapter. We had so much fun with those! I think it is great to have a teacher that can make reading and storytelling so much fun. I feel that is a personal goal of mine so I can get my students excited about reading.
This chapter was a really enjoyable chapter to read. It brought back a lot of memories for me. I thought that it was interesting to read about the different types of traditional literature. I think the part of the chapter that I found most interesting is the section on Vladimir Propp and F. Andre Favat and the list of reoccurring actions that occur in most folktales. This is something that I have never given any thought to until reading this.
I too have always been a big fan of literature from other regions of the world. I enjoyed reading this section and learning about how the different cultures use literature.
Because of this chapter I now look at our traditional literature quite differently. I had not considered fables and folktales as traditional because I used a different time period. I had also not considered the type of characters and the roots (culturally) of all of our literature.
ReplyDeleteThe material was well presented and interesting. Although I have never been too much into fables and folklores, this chapter challenges me to look at the material with open perspectives. I now understand how different material presented in this chapter is considered traditional literature. The chapter was very clear and concise. Storytelling has always been told to me. I enjoy telling stories and learned from those people who tell them . My family had some great Island stories that had been handed down from generations.
Chapter 6: Traditional Literature
ReplyDeleteTraditional literature focuses on time before recorded history and hence, stimulates student’s creative imagination. The types of traditional literature such as fables, folktales, myth and legends use an authentic style of writing which captivates the reader’s attention.
Traditional literature is an effective way to acquaint students with the many cultures of the world. I think it is essential to incorporate traditional literature into the classroom curriculum because it not only provide the students with excitement and reading pleasure, but more important, it teaches students about different types of people, their social settings, languages and the countries associated with them.
After reading this chapter, I learned many different bits of information such as how the different cultures write folktales, the common settings for different cultures, the different types of mythology and so on. However, the bit of information that stood out to me the most was when the book discussed why fables used animals or other objects; they are used as central characters, meaning that the story will not be distracted by race, class, age, or gender. I thought this was a wonderful point, because I have always looked at fables as animals or objects making the story fun for children.
ReplyDeleteAlison,
ReplyDeleteI agree with you in the comment you made about believing it is essential to incorporate traditional literature into the classroom. Children need to be introduced and acquainted to each type of literature, but also it can be used in teaching a history lesson. Many children do not like to sit with a history book in front and be expected to read the boring text. But, if they were given a traditional literature storybook, we, as teachers, could point out important points in other cultures or compare the story to an actual historical event.
Lacy,
ReplyDeleteIn your respond about fables, I do want to comment on what the book said about using animals and object for characters. In my country fables were told about using animals to ward of evil or to punish someone who did you wrong. This chapter focuses on not using race, or gender to determined the main characters. This was an interesting chapter.
Re: Lacy
ReplyDeleteI agree, traditional literature would definitely be a great way to reinforce a history lesson in the classroom. Students would be able to visualize and learn about people, social settings and culture more easily. I believe any form of literature could be used with any subject or lesson. However, educators need to apply it effectively.
RE: Annmarie
ReplyDeleteI could connect! I am from the islands and my grandparents would often tell me great stories about how they grew up and about people in their village. Today, I tell my kids about these stories and hope that they too, will pass it on.
RE: Lacy,
ReplyDeleteI love that you mention the reason animals are used in fables. That was also something I found interesting. I, like you, thought that animals were used to make the book more interesting to children but after reading the chapter I completely understand why. I think it's a brilliant ides to use animals as characters.
Chapter 6
ReplyDeleteBefore I read this chapter I felt that I had a good general knowledge of traditional literature. Now, I see that I was mistaken (horribly mistaken!). With that said, I learned so much more about traditional literature.
I thought it was interesting, in the small section about extraordinary animal, that in Japanese folklore there is a fox that takes on a human shape. I am into my family history. I am part Osage Indian. I know that many Native American cultures believe in a thing called shape-shifting, where a human takes on the shape of an animal (mainly the coyote). I was also amazed by the differences in the versions of tales such as Cinderella. I am glad that there was more information about storytelling. I think the tips that were in this chapter will help when it comes time to do the Service-Learning Community-Based Project. I will definitely follow the steps they listed for preparing for story telling because I know how nervous I get when I have to read to people since I struggled with reading in school.
After reading chapter 6, I found three things that were most important to and for me. The first thing that I found important was the types of traditional literature. I had no idea that folktales, fables, myths, and legends were all considered traditional literature. The second thing that I found most important was the section that talked about the values of traditional literature for children. The three values include understanding the world, identifying with universal human struggles, and pleasure. I feel that all of these are self explanatory, and I feel that these are the things that make a child want to read books. I like to put myself in the shoes of the characters of the books I read, so I can kind of know what the character is going through. The third thing that I found important was reading about the folktales from around the world. I really had no idea that some of my favorite stories growing up as a child had come from other countries.
ReplyDeleteRe: LacyE.
ReplyDeleteI like how you pointed out about how fables use animals as central characters so the reader is not distracted by age, race, glass, and gender. I agree with you it makes the story fun. I would also take it step further saying that it is probably easier to understand the moral lesson from the story as well.
Re: AlisonM.
ReplyDeleteI agree with your statement about how traditional literature should be used in the classroom. I like the points you made how it teaches children about different types of people, social settings, and languages. I also like the traditional literature because the fables teach moral lessons.
I have always loved traditional literature. I really enjoyed reading about the history behind these wonderful stories and how they have been passed down through generations. People through out history have listened to storytellers. The best thing that ever happened was to have these stories written down. Another interesting part about this type of literature is how many of these stories have familiar themes and vary according the culture. I really like the way the text goes into such detail about each type of literature from German folktales to Native American Myths.
ReplyDeleteErin,
ReplyDeleteI also enjoyed the chapter. I think a person can learn a lot about other cultures through their literature especially through their stories that have been told for generations.
Alison,
ReplyDeleteI agree that traditional literature holds a place in the classroom. I think there are stories to fit any situation or subject.
First let me say...OH MY GOODNESS...that was one of the longest chapters ever, interesting, but so so so long! Okay now that I have said that, I will go on about the chapter. I found this chapter very intesting. I loved learning the differences between myths, folktales, fables and legends. I guess I never really new the true differences between those types of traditional literature. It was also really cool to see the different types of each of the above categories. I don't remember ever talking about the different origins of fables, folktales, legends and myths. Myths for example, when I think about that term, I really only think of Greek Mythology, I never thought of it coming from anywhere else.
ReplyDeleteThe portion of this chapter that really intrigued me was about storytelling. I was very lucky to have a wonderful storyteller for a teacher in middle school, she was animated and fun and just so wonderful to listen to. I have always wanted to read stories to children like she did to us. I loved reading the tips for good storytelling and am very anxcious to be able to use them. I also loved reading about the feltboards for use with storytelling. I believe that they are very effective, mostly because as a child, I always really enjoyed it when the teacher used the feltboard and I loved to play with it later on when the teacher had it in a center.
RE: ERINS
ReplyDeleteIsn't it amazing how you think you know about literature and then you read a chapter in our textbook and you realize, "Wow, I didn't know any of that!" I find that so funny. I know I have read and listened to many, many books throughout my life, but never have I thought about them in so much depth that this book shows us. Honestly, I don't think I will be able to read another story the same again, I think I will enjoy them so much more!
RE:ALISONM
ReplyDeleteI totally agree with you that traditional literature and it's historical context and background should be read and exposed to all children. I know when I have a classroom, I want to make sure that I expose the children to all the possible types of literature and their backgrounds that I can!
First and foremost let me start by saying I really never understand the story telling of history literature. Now I have a totally different outlook on literature period. All the story telling that was ever told to me was about my older siblings in growing up. It gave me an understanding of fables, forktales, legends and myths. Now I will be able to tell them apart. This was a very interesting chapter but very very long.
ReplyDeleteAspen I must agree with you this was a very long long long chapter but, it was interesting. It really helped me out so I will be able to tell the differents in story telling
ReplyDeleteRobin I agree with you about having the stories written down. If the stories was told and not written then no one would be able to read them. That was a very good Idea. I know for me it really gave me a different outlook on literature.
ReplyDeleteI've always enjoyed fables, folktales, and myths, as Aesop's fables were one of my favorite books as a child. This chapter amazed me with the historical information on these stories: the origins, transformations among cultures, and how they are told today. Without ever deeply thinking about it, this chapter helped me to understand how these stories are shared through generations, and how they transform to fit the local traditions and customs.
ReplyDeleteI especially enjoyed the comparisons of stories between cultures, and was surprised to learn that there are 1000, or more, versions of Cinderella alone! I believe these differences in the same stories will be a huge asset to learning about cultures in the classroom.
Last, the final section on storytelling shows wonderful activities that can be arranged in classrooms, getting the children to retell famous stories orally, or make up their own stories to start an oral tradition in the classroom.
Aspen,
ReplyDeleteFirst, I'll agree on the chapter lenght--Holy Cow!
Also, I was very interested in learning the differences in the different types of stories the chapter discussed. However, some of them are so incredibly similar, I don't think I would be able to reliably choose what type of story (legend, folktale, myth, fable) I am reading. But, with this chapter, I would have a much better idea.
And last, how lucky you are to have a model from your past that was an animated storyteller. I don't have any examples to lean on in memory, so storytelling seems a bit overwhelming to me right now, although I hope to better myself at the talent someday.
Luke,
ReplyDeleteI agree about the origins of the different stories. Some of the examples were my favorites as a child, but I had no idea they originated in so many countries. I hope to add studies of these stories and the cultures from which they came someday.
Re: Erin
ReplyDeleteI am also part Indian and I also enjoyed the part that talked about shape shifting. It is amazing how other cultures have the same concepts as our cultures. I guess that is proof that all cultures are more alike than different.
Re: Sarah
ReplyDeleteI also enjoyed learning there were so many different versions of Cinderella. It is one of my favorite stories. One of my students had to read a Spanish version in his reading textbook. He loved comparing the two versions.
Chapter 6
ReplyDeleteTo be honest, I didn't know there was so much information that could be compiled into one chapter ever existed. Now, I believe it. I was amazed by how much information was available about the different folktales from around the world. Now, I have a better appreciation of what a fable, folktale, and myths are. I loved the section that talked about teaching with traditional literature. I think it is very important for a student to be able to tell or retell a story. I loved the list on page 254 that gives a list of steps to follow when preparing a story for telling. This helps the student practice their reading skills but also gives them more confidence in front of an audience. Our fifth graders read to our Kindergartners, and they love doing it. This is a class that doesn't seem to enjoy much at some times, but they can be the best readers and sweetest kids when they are reading to younger children. For one kid in particular, it gives him so much confidence and practice because usually the Kindergartners don't know if he messes up on a word or not.
MeredithC
ReplyDeleteI was excited about the teaching ideas at the end of the chapter which covered a lot of ages. I had forgotten about felt boards. We are so high tech these days, but there are old ideas still worth using. My mother used to make felt boards for Sunday School. The cheap version is heavy cardboard covered in plain colored flannel. You can have paper figures glued to felt. As you tell the story you put up the figures. It is fun to have the children retell the story using the figures.
Comparing different versions of the same tale is proposed for older children. However, the librarian at the old kindergarten center had me read several different versions of the Three Little Pigs. She did the versions on different days and started comparing them as we went along. For the traditional version she had us fold paper in fourths and draw pictures to show the sequence of events. One version she used was The Three Javelinas set in the Sonoran Desert. My sister lives in the Sonoran Desert so I brought photos from my trip to her house and we talked about the cactus. The librarian had other versions also. I was suprised that kindergarteners could compare the different versions. It was so much fun every year.
On p. 229 the text mentions Two of Everything by Lily Toy Hong. I was asked to do the last library sessions for grade 1 - 5 at one of our grade schools. (All K-5 are now in a new building). The librarian and principal wanted it to be something special. Because of the Olympics I chose this book. It is fun to read with expression, great pictures, possibility for class participation and predicting what is going to happen on the next page. Every class loved it. We also had a computer short slide show put together by a 1st grade aide who had been to China. I had a silk bookmark from China. I showed the first graders a picture of a panda and they colored in a Panda (I had to have new black crayons). (The slide show had a zoo picture of a panda) For the second graders we looked up information on the Great Wall of China on Wikipedia.(The slide show included wonderful pictures of the Great Wall) Then we colored a picture of the Great Wall of China on a paper that had lines to put at least one fact that they had learned from the research. The 3rd, 4th, and 5th graders played dominoes with paper dominoes (run off on heavy weight paper..patterns available on internet). Dominoes is based on a Chinese game. I was pleased to see the book mentioned in our text!
Aspen R
ReplyDeleteThanks for telling us about using the felt board as a center. That is a way for every student getting a chance to retell the story without it taking up so much classtime. And I see some children using free time to pretend to be the teacher all the time.
I really enjoyed reading about the folktales from around the world. I found it very interesting that each country had a different focus when it comes to their folktales. By students reading different folktales from different countries it can help them learn more about that area of the world. I also enjoyed learning about what makes up the different areas of tradition literature. I found it very interesting the similirities and differences between and myth and a legend
ReplyDeleteMeredith,
ReplyDeleteI also enjoy Aspens thoughts on the feltboard as a center. This is such a great way for students to practice sequence, by retelling the story. It also helps those children who are visual learners to understand the story
Tamika M.
ReplyDeleteTraditional literature is broken down into so many varieties. I never know that there was so many different types; I always thought that it was just one type and that type was Cinderella where everyone lived happily ever after or the Three Little Pigs where everyone was saved at the end. Now I know these tales actually have a category that they fall into from folktales, fables, myths, to legends. When I read what each type in tells I could put stories that were read to me as a child into the categories, like this one tale that I know all of our parents or a teacher has read to us, The Boy Who Cried Wolf, I just thought it was just a simple tale not a cumulative tale. Reading this chapter has made me pull out some of my old books and read them to my youngest daughter. We don’t realize as adult how long these stories have been passed down over the years or how much the story has change in book form. Looking at some of the books that’s listed it amazed me on where they originated from. Each country has their own unique way of telling stories. Wow! That is all I have to say. Can’t wait to find some of these books and read them.
In response to Aspen
ReplyDeleteThat is just what I thought! It was a long chapter but I can say without a doubt that I got a lot out of this chapter. I will be doing a reading unit on the different types of literature to my students when I start teaching. It is so important to that we make them knowledgeable in every reading genre. I will be collecting the folk tale books.
Chapter 6 gives us a great look at four types of traditional tales-folktales, fables, myths, and legends. First they talk about folktales which tell about adventures of animals or humans. Like the "Gingerbread Boy" which is a folktales known by lots of young and old people. Then there was fables which are tales were animals act like humans and talk. Like "The Hare and the Tortoise" a tale that has taught all of us a lesson. Don't under estimate the power of determination. Myths and legends are great to read too. Stories like Paul Bunyon and Pecos Bill are fun to read with the kids. Over all chapter six was a informative and interesting. The way it gave examples of Norwegian, Russian, Jewish, Asiam, African, Latino,and North American Folktales. It was interesting to see how our books compared to other cultures. Over all this was a very imformative and informational chapter. It will be a useful chapter to reference back to when covering traditional literature with my students.
ReplyDeleteChapter 6:
ReplyDeleteThis chapter was very interesting and I can’t wait to go to the library to check out some of the books listed in this chapter. I am already planning a section on using some of these traditional literature books to incorporate different countries and cultures. I am amazed at how many stories there are and different adaptations that have been done for some of these stories. I appreciated learning about the definitions of folktales, fables, myths and legends. Before reading this I did not have a clear enough definition to distinguish between them when classifying a book. I think I understand the areas now. The chapter was a little overwhelming because it introduced so many different books and ideas, but I can’t wait to dive into it further when I have spare time. It was very interesting to see how the themes varied from country to country and during different time periods in history. I think some of the examples of titles will be great for bringing in instruction on different places, people and cultures around the world. I really liked the examples they showed of four different illustrations from different stories similar to little red riding hood. Each illustrator had such a different inspiration for the story and I enjoyed viewing their artwork. I did wish more space had been given to myths, as I have always been interested in mythology and would like to have some good ideas for sharing it with elementary students. I will plan to do further research on that topic.
Elizabeth,
ReplyDeleteI believe the kids will find it interesting to learn about folktales from around the world. This chapter really gave get detail of the folktales from around the world.
Tamika,
ReplyDeleteYou made a good point that we often don't consider where the stories we read come from or how long they have been around. It is interesting to think that children a hundred years ago enjoyed many of the same stories. This chapter has also taken me back to many of the books I enjoyed growing up and I now know a little bit of background information on them. It will be neat to compare them with versions from around the world.
I have to say this was a long chapter. I always knew that fables, folktales and myths where a great way to teach children different lessons, but I had no idea the extreme importance. The history and culture that is packed into those stories. I had no idea that there where so many cultures had so many stories that where passed along. I was amazed to find out that there where so many similar stories from so many different cultues. Finding all the different versions of some of my favorite tales will be a fun persute.
ReplyDeleteI have to agree with you LauraS. Now that I understand illutrations more it was really interesting to see the difference. The illustrations really help give you a visual imagine of the different in the variations of the tale.
ReplyDeleteWow I never knew there are that many versions of Cinderella. It makes me wonder what other stories have other versions. I really likes how the book compares the stories piece by piece by piece looking for similarities and differences. I was also surprised to see that the legend of King Arthur Had made the list of books to see which ones were considered true and which ones were considered myths.
ReplyDeleteIn response to Tamika and Laura A:
ReplyDeleteI agree that this chapter was fascinating with the unlimited knowledge of the stories presented. I wish I had time to research some of these books myself.
What a great idea on how to bring other cultures into the classroom.
I really enjoyed reading this chapter because I never really knew what was technically under the traditional stories category. I never really thought of folk tales and fables being traditional but it makes sense now. I also liked reading about how the stories were told and how they came about. I loved these kinds of book when I was younger in fact I still read these types of book, my nieces and nephew love these book so much they act out what happen in the book when i am done reading it to them. I also liked learning about why they use animals for the stories characters instead of children so there was no problem with race or gender things like that.
ReplyDeleteAs a child my favorite tales were probably folk tales. Two of my favorites were "The Princess and The Pea" and "The Twelve Dancing Princesses". As an adult I still enjoy these tales and I also really enjoy Greek and Roman mythology. I really liked learning about the pourquoi tales originated from Africa. I especially likes hearing "Why Mosquitoes Buzz in People's Ears". I feel these tales are special because they reflect a time before scientific theories and practices. Also, These tales are very reflective of the mentality of children who often invent cute little stories to explain things around them. They are constantly probing for answers. Also, these are great stories to engage children in creative writing activities.
ReplyDeleteIn response to Jessica:
ReplyDeleteI remember acting out fairy tales as a child as well. It was so much fun. It is a great way for children to improve their communication skills, encourage critical and imaginative thinking and social awareness and interactions.
I have to be honest, chapter 6 was a very long chapter and wasn't one of my favorites. Reading about the different folktales were interesting to read about all the different ones. After reading this chapter, I do know more than before. I think using a feltboard when telling a folktale is a good way for the students to know what the characters look like. Helps them be more familiar with the characters.
ReplyDeleteJessica,
ReplyDeleteI agree with you that I learn more about them since reading the chapter.
I was fascinated with all the many aspects different cultures have in their folktales. I loved the way the English have many of their folktales from the peasant viewpoint, and the French portray ‘splendid royal castles rather than humble peasant cottages.’ I did not realize that German folktales are among the most enjoyed stories in the world. I was blown away by the way the Asians’ portray the feelings, struggles, and aspirations of common people. They describe the lives of the well-to-do, and reflect the moral values, superstitions, social customs, and humor of the times and societies in which they originated. The Chinese were different in their portrayals from the Western cultures, in that they had a respect for ancestors, ethical standards, and were not afraid to write about the conflicts between nobility and commoners.
ReplyDeleteWhen I was in elementary school, I do not remember any of my teachers introducing me to Legends or Mythology. I think these types of stories could provide some wonderful insightful ideas for children’s imaginations to grow upon. When I become a teacher, I will definitely include these stories into part of a lesson plan.
Re:KristaC
ReplyDeleteI also love Greek Mythology. Aesop’s Fables were so fun to read. The morals of the story reminded me of what I would find in Chinese fortune cookies. As for a child, they would provide a fascinating way to see things.
This chapter really helped me understand more about the difference between the types of traditional literature like folktales, fables, myths, and legends. I liked how it gave the different characteristics and examples of each. My favorite part was the "Folktales from around the world." It was so interesting to learn about how each region had their different folktales with different lessons. I really liked this chapter because I have always loved reading myths. It was nice to get more information about why these are so important for children and their imagination. This was such a good chapter to learn about how we can use these traditional books to teach younger children. It is nice to know that just because books or stories are old, doesn't mean that have no educational value.
ReplyDeleteReply to Laura P:
ReplyDeleteI thought that was also interesting about the folktales from different cultures. I think traditional stories are good ways to teach our children lessons without boring them. For me, lots of these stories have stuck in my head, so I think it would be a great way to teach different values.
Reply to Aspen:
ReplyDeleteI had forgotten about the feltboards until this chapter. We had so much fun with those! I think it is great to have a teacher that can make reading and storytelling so much fun. I feel that is a personal goal of mine so I can get my students excited about reading.
This chapter was a really enjoyable chapter to read. It brought back a lot of memories for me. I thought that it was interesting to read about the different types of traditional literature. I think the part of the chapter that I found most interesting is the section on Vladimir Propp and F. Andre Favat and the list of reoccurring actions that occur in most folktales. This is something that I have never given any thought to until reading this.
ReplyDeleteFelisha,
ReplyDeleteI too have always been a big fan of literature from other regions of the world. I enjoyed reading this section and learning about how the different cultures use literature.
Alison had a good idea on traditional literature on its effective way to acquaint students with the many cultures of the world.
ReplyDelete