KUTZTOWNUNIVERSITY

Department of Elementary Education

ELU 520 – Folk Literature and Storytelling for Teachers of Elementary and Middle School

Children

COURSE DESCRIPTION

Students will explore fables, myths and folk literature from various cultures around the world. Both traditional literature and updated versions will be explored. Students will investigate how various illustrators have presented the same story and also explore the various techniques appropriate to the presentation of folk literature for students. 3 s.h. 3 c.h.

RATIONALE

In recent years the focus upon internationalizing the curriculum has become more intense. Because of this it is important for classroom teachers to have a broader knowledge of folk literature than an undergraduate course in children's literature could provide. Since folk literature was an oral tradition, it is also necessary for classroom teachers to develop an array of techniques in storytelling. This course will address both the knowledge base of folk literature and the vehicles by which to present it to children.

OBJECTIVES

Upon completion of the readings and activities in this course, the students will be able to:

1.Describe the types of folk literature, which have origins in the various

regions of the world such as:

a.Europe

b.Africa

c.The Orient

d.The Near East

e.North America

f.Latin America

g.Australia

h.Pacific Nations

2.Present folk literature to students in the most appropriate formats.

3.Discuss the original collectors of folk literature such as:

a.Charles Perrault

b.Joseph Jacobs

c.Jacob and Wilhelm Grimm

d.Asbjornsen and Moe

4.Assemble bibliographies of collections of folk literature appropriate

for elementary and middle school students.

ASSESSMENT

  1. Participation in classroom projects, book discussions and literature circles to be assessed through a checklist, rubric and or anecdotal record.
  2. Write response papers reflecting on current issues in folk literature based on assigned readings.
  3. Read and respond to a variety of assigned and self-selected books from various regions of the world.
  4. Performance assessment: Storytelling presentation using an appropriate technique and format.
  5. Oral and written presentation based on the folk literature of a particular culture.
  6. Compile a bibliography of folk literature for a specific culture.
  7. Document various genres of folklore by maintaining a journal.
  8. Compare and contrast variants of the same folk tale.
  9. Written test.

COURSE OUTLINE

  1. Fables and Jataka Tales

1.Jataka tales from India

2.Aesop's Fables

3.LaFontaine's translations of fables

  1. Mythology

1.Egyptian

2.Greek and Roman

3.Norse

4.Amerindian myths

  1. European Folk Literature

1.French - Charles Perrault

2.German - Jacob & Wilhelm Grimm

3.Scandinavian - Asbjornsen, Moe and Dasent

4.English - Joseph Jacobs

5.Russian

6.Others

  1. African Folk Literature

1.North Africa - Sahara

2.Central & Southern Africa

  1. Australian Folk Literature

1.Aboriginal tales

2.Animal tales

  1. Oriental Folk Literature

1.China

2.Japan

3.Other

  1. Jewish Folk Literature
  1. Arabic Folk Literature
  1. Latin American Folk Literature
  1. Canadian Folk Literature
  1. American Folk Literature

1.Variants of European Tales

2.American Tale tales

3.Uncle Remus tales

4.Amerindian tales

5.Regional tales

  1. Storytelling formats

1.Pantomime

2.Puppets and Marionettes

3.Dramatics

4.Audio tapes and videotapes

5.Records

6.Microcomputer software

  1. Storytelling Techniques

1.Voice control

2.Characterization

a.accents

b.body language

c.costumes

d.props

3.Audience participation

4.Music

a. songs

b.instruments

Instructional Resources

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Arbuthnot, May Hill. (1996). Time for Old Magic. NY: Scott, Foresman and Company.

Asbjornsen, Peter Christen; Dasent, George Webbe; Noble, Marty and Moe, Jorgen E. (1997).

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______, Marton, Jirina and Barton, Robert. (2003). The Bear says North: Tales from

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Performing and Using Folktales: Including Twelve Tellable Tales. August House Pub.

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