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Re: Where Have All the Folktales Gone?
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From: Dick & Mary Jo TenEyck <mteneyc1_at_rochester.rr.com>
Date: Fri, 19 Mar 2010 14:39:32 -0400
A retired elementary librarian, I would love to add to this discussion about folk and fairy tales. With a background in storytelling and teaching, I got my library degree late in my career and only spent 9 years in the actual library. But I was so fortunate to inherit a collection rich in folktales and I made the 398 section a priority as well.
It didn't take me long to develop folktale units for each grade level. In the early years, folktales are marvelous springboards for recognizing opposites and repetition. We also discussed "real" and "make believe." In late first grade and second grade units, we still had fun with opposites and repetition, but also found story mapping very clear. Since good folktales are so honed down to the skeleton, at least for this level, they have clearly defined settings, characters, problems and solutions.
The possibilities of working with plot are endless as students mature. Because folktale characters are usually so clearly defined, they are terrific models for writing workshop possibilities. The same is true for setting, problems and solutions. Dialogue is often minimal in folktales, with an emphasis on action that moves the plot along. There is less for the students to sort through as they recognize and model these elements. Because of the magic, the silliness, the mystery in this genre, kids feel inspired and safe to include it in their own writing.
One of the springboards I loved most, was to create a link between the discussion of human needs and folktales. I chose William Glasser's list of needs as defined in Reality Therapy (survival, love and belonging, power, freedom and fun.) It is easy to identify in folktales what need is missing in either an individual's life, or in the life of the community. Once the need is seen, the hero/heroine goes forth to obtain it and bring it back to his/her own life or to the community. Here is a more sophisticated version of problem and solution.
I also developed a storytelling club for third and fourth graders. Folktales are immensely suited for storytelling for all the above reasons. They are also wonderful vehicles for discussing symbols, comparing versions, linking to geography, onomopoeia and the list goes on and on. Perhaps the strongest affirmation is the children's love of folktales; the more unusual the better!
Take Joy, Mary Jo TenEyck
----- Original Message -----
From: Regina Pauly To: CCBC-NET Sent: Friday, March 19, 2010 12:23 PM Subject: Re:
Where Have All the Folktales Gone?
I too have cut back on purchasing folk and fairy tales. Of course I purchase a few each year because they receive outstanding reviews and I want to have some more modern versions of the tales, but with the cost of books increasing and my budget shrinking I can't justify spending much of my budget in an area that doesn't have a large circulation. Our collection is fairly large with close to 1000 items (and I weeded last year!) so I know many tales are represented.
As a child I loved reading these stories and wore out my copy of "50 Famous Fairy tales". I think there are so many modern stories that I desire to read and want to keep up with that I sometimes forget about this section and so I end up not pushing these books. I'm happy that I have been reminded of them. In many ways they are the essence of children's literature.
Regina Pauly Curriculum Librarian University of Wisconsin - Platteville 1 University Plaza Platteville, WI 53818 608-342-1099 paulyr_at_uwplatt.edu
Date: Fri, 19 Mar 2010 14:39:32 -0400
A retired elementary librarian, I would love to add to this discussion about folk and fairy tales. With a background in storytelling and teaching, I got my library degree late in my career and only spent 9 years in the actual library. But I was so fortunate to inherit a collection rich in folktales and I made the 398 section a priority as well.
It didn't take me long to develop folktale units for each grade level. In the early years, folktales are marvelous springboards for recognizing opposites and repetition. We also discussed "real" and "make believe." In late first grade and second grade units, we still had fun with opposites and repetition, but also found story mapping very clear. Since good folktales are so honed down to the skeleton, at least for this level, they have clearly defined settings, characters, problems and solutions.
The possibilities of working with plot are endless as students mature. Because folktale characters are usually so clearly defined, they are terrific models for writing workshop possibilities. The same is true for setting, problems and solutions. Dialogue is often minimal in folktales, with an emphasis on action that moves the plot along. There is less for the students to sort through as they recognize and model these elements. Because of the magic, the silliness, the mystery in this genre, kids feel inspired and safe to include it in their own writing.
One of the springboards I loved most, was to create a link between the discussion of human needs and folktales. I chose William Glasser's list of needs as defined in Reality Therapy (survival, love and belonging, power, freedom and fun.) It is easy to identify in folktales what need is missing in either an individual's life, or in the life of the community. Once the need is seen, the hero/heroine goes forth to obtain it and bring it back to his/her own life or to the community. Here is a more sophisticated version of problem and solution.
I also developed a storytelling club for third and fourth graders. Folktales are immensely suited for storytelling for all the above reasons. They are also wonderful vehicles for discussing symbols, comparing versions, linking to geography, onomopoeia and the list goes on and on. Perhaps the strongest affirmation is the children's love of folktales; the more unusual the better!
Take Joy, Mary Jo TenEyck
----- Original Message -----
From: Regina Pauly To: CCBC-NET Sent: Friday, March 19, 2010 12:23 PM Subject: Re:
Where Have All the Folktales Gone?
I too have cut back on purchasing folk and fairy tales. Of course I purchase a few each year because they receive outstanding reviews and I want to have some more modern versions of the tales, but with the cost of books increasing and my budget shrinking I can't justify spending much of my budget in an area that doesn't have a large circulation. Our collection is fairly large with close to 1000 items (and I weeded last year!) so I know many tales are represented.
As a child I loved reading these stories and wore out my copy of "50 Famous Fairy tales". I think there are so many modern stories that I desire to read and want to keep up with that I sometimes forget about this section and so I end up not pushing these books. I'm happy that I have been reminded of them. In many ways they are the essence of children's literature.
Regina Pauly Curriculum Librarian University of Wisconsin - Platteville 1 University Plaza Platteville, WI 53818 608-342-1099 paulyr_at_uwplatt.edu
---Received on Fri 19 Mar 2010 02:39:32 PM CDT
