Module 2

Traditional Childrens Literature

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Learning Outcomes

Define traditional childrens literature

Differentiate the kinds of traditional childrens literature
Give famous examples for each kind of traditional childrens literature
Discuss the importance of teaching traditional literature to children
Analyze the values of traditional childrens literature

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.

Traditional literature forms the foundation of understandings of life as expressed in modern

literature. It consists of the literature that has its origins in the primitive ritual, drama, poetry, and
storytelling of human society. Parables, fables, proverbs, sacred writings, classical myth, and folklore
constitute the traditional literature of mankind. Folklore includes songs, tales, legends connected with
historical persons.

Characteristics of Traditional Literature

1.
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10.

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

Wise BeastFoolish Beastabout an animal which tricks another animal

Romanceabout a heros adventures with monsters to prove his bravery or ability
Pourquoistories explaining certain traits or characteristics or customs of people
Plot Structure of Folk Tales
1. The plot structure of the longer folk-tale narrative is usually simple and direct. A series of
episodes maintains a quick flow of action
--if it is a wise beastfoolish beast story, the characters are quickly delineated, the action shows
the inevitable conflict and resolution, and the ending is usually brief
--if it is a romance tale, the hero sets forth on his journey, often helps the poor on his way,
frequently receives magical power, overcomes the obstacles, and returns to safety.
--the plot that involves the weak or innocent child going forth to meet the monsters of the world is
another form of the journey-novel
2. Repetition of responses, chants, or poems is a basic element in many folk-tale plots
--frequently, three is the magic number for building suspensethree little pigs whose three
houses face the puffing of the wolf. Then the wolf gives three challenges to the pig in the brick
houseto get turnips, apples, and to go to the fair
--The Three Billy Goats Gruff
--repetition of responses, chants, or poems is frequently a part of the structure of the tale
3. Action takes place very quickly
--the hero may be transplanted to another setting with economy of words
--the woods and brambles encircle Sleeping Beautys palace in a quarter of an hour and when a
hundred years were gone and passed, the prince appears at the moment the enchantment ends.
4. The setting is not specific.
--in some faraway land
--in a cottage in the woods
--in a beautiful palace
5. The introduction is usually presents the conflict, characters, and setting in a few sentences. In
one sentence, a storyteller can establish setting
--There was once
-- Once there was and was not a
--Many dry seasons ago
--Long, long time ago
--Once upon a time
With few details, the storyteller goes to the heart of his story, capturing the interest of his
audience
6. The conclusion of the story follows the climax very quickly and includes few details
--And they live happily ever after
--To this day they may still be doing this. But whether they have become rich or not, nobody
knows
--the pourquoi stories end with the summarizing statement of the reason for the characteristic that
was developed in the story
--stories that point out a moral often conclude with a direct statement
The structure of the folk tale, with its quick introduction, economy of incident, logical and brief
conclusion, maintains interest through suspense and repetition. The plots of folk tales are credible in
terms of their stereotyped characters and events. The reader is fully aware that the folk tale will usually
have a happy ending, that the hero will be successful in his quest, the children will be saved, the prince
will marry the princess. If the foolish younger son appears to be an unlikely character to achieve success,
it seems logical that his kindness or basic cleverness helps him overpower stupidity, social status, or
wealth. This economy of incident, the summarizing of action or events in one or two sentences is an
important characteristic of the folk tale structure.

Characterization in Folk Tales

Seeing folktale characters bas symbols of good, evil, power, wisdom, and other
virtues, children begin to understand the basis of literature that distills human experience.

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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.

Style of the Folk Tale

The major criteria for style of the written folk tale are that it maintains the atmosphere of
the country from which it originated, and that it truly seems to be tale told by a storyteller.
The folk tales offer many opportunities for linguistic study and appreciation of different language
patterns. Folk tales have different forms of introductions. Sometimes, the tale begins with a proverb or
statement that will be explained in the story. Some of the collectors begin with the storytellers introduction
that gives background for the story. The language of the folk tale should maintain the flavor of the
country but still be understood by its audience. Folk tales should not be written down to children, but
they may need to be simplified. When the tales are written as though the storyteller is speaking directly to
the reader, the oral tradition is more clearly communicated. Although there is a minimum of description in
the folk tale, similes and imagery are used by effective narrators. Unusual phrases appear in many folk
tales. Stories that are retold in modern English should omit modern colloquialisms. Dialect enhances the
story, but it is difficult for children to read. The use of dialogue makes a folk tale more readable and
interesting, and few folk tales are written without conversation. The words of the characters convey the
action and tone.

Themes in Folk Tales

The basic purpose of the folk tale was to tell an entertaining story, yet these stories do
present themes.
Values of the culture were expressed in folklore. The power of love, mercy, and kindness are
common major themes of the folk tales. Three-to five-year-olds who have not distinguished the real world
from the imaginary world are not ready for many folk tales. There are folktales with themes like cruelty
and horror like in Little Red Riding Hood. It is therefore good if adults will read the stories to young
children so that the children can sense the adults communication of security.

Motifs in Folk Tales

Teachers need to become familiar with motifs or patterns as a way of studying traditional literature. As
they tell stories and guide childrens study, they should help children become aware of common
elements and variants of a motif.
1. Enchantment
2. Magical Transformation
3. Magic Objects
4. Tasks and Trials
5. Wit Prevails
6. Fools and Simpletons
7. Wishes

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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.

National Epic and their Heroes

Country
Greece
England
Ireland
Finland
Scandinavia
France
Germany
Philippines

Epic

Hero

Cuchulain [koo kull in]

Kalevala
Older (Poetic) Edda & Younger (Prose) Edda

Cuchulain
Vainamoinen [veh na moy nen]
Sigurd

THE BIBLE AS LITERATURE

Its the myth (mans search for and expression of his truth and meanings) of the Bible that should be the
basis of literary training, its imaginative survey of the human situation which is so broad and
comprehensive that everything else finds its place inside it.
-Northrop Frye

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.

Children who have rich experiences with traditional literature in a balanced

curriculum are given the keys to pleasure in their cultural heritage and to
understanding of man and all his literature.

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

Dip Your Pen

Directions: Using a table, compare three folk tales from your journal and note their introduction,
characterization and conclusion. Furthermore look also for at least three motifs. (Use long coupon bonds)

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