Traditional literature

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Lecture #6 Traditional Literature I. Our traditional literary heritage. II. Values

Lecture #6 Traditional Literature

I. Our traditional literary heritage.
II. Values of TL

for children.
III. Types of TL:
Folktales.
Fables.
Myths.
Legends.
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Lecture #6 Traditional Literature I. Our traditional literary heritage. The quest

Lecture #6 Traditional Literature

I. Our traditional literary heritage.
The quest of traditional

literary heritage takes us to times before recorded history and to all parts of the world:
tales of religious significance allowed ancient people to speculate about their beginnings,
mythical heroes and heroines from all cultures overcame supernatural adversaries/enemies.
OV: Do TrTs from different countries have the common features?
Similarities in the types of tales and in the `narrative motifs and content of traditional stories from peoples throughout the world constitute solid evidence that TLs are both universal and ancient.
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Lecture #6 Traditional Literature I. Our traditional literary heritage. Every social

Lecture #6 Traditional Literature

I. Our traditional literary heritage.
Every social class has

cultivated the art of storytelling, which reflects the culture, natural environment and social contacts of the storyteller and the audience.
For example:
storytellers who earned their livings in medieval European castles related great deeds of nobility.
commoners in medieval Europe lived lives quite different from those of the nobility, and the TTs of the commoners differed accordingly. A common theme of their folktales is overcoming social inequality to attain a better way of life.
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Lecture #6 Traditional Literature I. Our traditional literary heritage. Historical note:

Lecture #6 Traditional Literature

I. Our traditional literary heritage.
Historical note:
In early times

TL didn’t belong to children (it seemed to be immoral). Only in the 18th century Charles Perrault and Brothers Grimm brought a new respect to TTs and ensured their availability for all: children and adults.
Today folk literature is considered an important part of early child’s cultural heritage. It is difficult to imagine the early childhood and elementary school year without “The Little Red Riding Hood” and “The Three Bears”.
TL contains something that appeals to all interests: humorous stories, magical stories and adventure stories.
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Lecture #6 Traditional Literature II. Values of TL for children. 1.

Lecture #6 Traditional Literature

II. Values of TL for children.
1. Understanding the

world:
TrTs help children better understand
the nonscientific cultural traditions of early
humanity.
For example: Greek and Roman myths tell how early Europeans explained the mysteries of creation, human nature and natural phenomena through the powers of gods, giants and demons. These myths were taken so serious that religions grew up around them.
TrTs also fill readers with admiration for the people who developed answers for unanswerable questions.
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Lecture #6 Traditional Literature II. Values of TL for children. 1.

Lecture #6 Traditional Literature

II. Values of TL for children.
1. Understanding the

world:
1) TrTs show the interrelatedness of various types of stories and ‘narrative motifs.
For example: the story of “Cinderella”. There are more than a hundred versions of it worldwide. While these stories have different characters, settings and types of enchantment, their underlying themes are the same.
2) Children learn about cultural diffusion as they observe how different versions of a tale are dispersed.
For example: almost every country has its traditional trickster, such as the fox in Palestine, or its stupid, easy fooled creature, such as the bear in Lapland or the giraffe in west Africa.
OV: Why are there so many common features between TL?
The similarities among tales indicate movement of people through migration and conquest, and emphasize that humans throughout the world have had similar needs
and problems.
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Lecture #6 Traditional Literature II. Values of TL for children. 1.

Lecture #6 Traditional Literature

II. Values of TL for children.
1. Understanding the

world:
3) TrTs help children develop an appreciation for the culture and art of different countries.
4) They provide factual information about different countries: information about geography, government, family patterns, food, celebrations, likes and dislikes.
For example: contrasts in weather and geography are evident when children compare the warm lands of Arabian folktales with the icy setting of Norse mythology.
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Lecture #6 Traditional Literature II. Values of TL for children. 1.

Lecture #6 Traditional Literature
II. Values of TL for children.
1. Understanding the

world:
5) TrTs familiarize children with the many languages and
dialects of cultures around the world.
For example:
the names from different countries fascinate children. They enjoy hearing about Russian Maria Morevna the beautiful Tsarevna; Vietnamese Tam – the girl who lived in the land of Small Dragon.
Howard Pyle’s “The Story of King Arthur and His
Knights” contains dialogue suggesting early English:
“Sir Knight, I demand of thee why thou didst suite that
shield. Now let me tell thee, because of thy boldness, I
shall take away from thee thine own shield, and shall
hang it upon yonder appletree, where thou beholdest all
those other shields to be habging.”
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Lecture #6 Traditional Literature II. Values of TL for children. 1.

Lecture #6 Traditional Literature

II. Values of TL for children.
1. Understanding the

world:
6) TrTs provide marvelous stimulation for creative drama, writing and other forms of artistic expression.
7) TrTs encourage children to realize that people from all over the world have inherent goodness, mercy, courage and industry.
2. Identifying with Universal Human Struggles.
Nothing is so enriching as TL:
TrTs allow children to learn about human progress and possible solutions to problems;
Because tales state problems briefly, children can understand them;
Tales subtly convey the advantages of moral behavior.
TrTs present characters both good and bad. Children empathize with honorable characters and their struggles, learning that while they may experience difficulty or rejection, they too will be given help and guidance when needed.
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Lecture #6 Traditional Literature 3. Pleasure. 1)TrL is extremely popular with

Lecture #6 Traditional Literature

3. Pleasure.
1)TrL is extremely popular with children, in

particular folktales. Although folktales may appeal primarily to young children, children of various ages and interests find them enjoyable.
For example:
Animal tales, such as “The Three Little Pigs” and “The Three Bears” are for young children and fairy-tale, such as “Beauty and the Beast” is for upper-elementary school children.
2) The characteristics of folktales correspond with the characteristics
Jean Piaget ascribed to children:
Children believe that objects , actions, thoughts and words can exercise
magical influence over events in their own lives →
folktales are filled with such events as spells
that turn humans into animals and vice versa.
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Lecture #6 Traditional Literature 3. Pleasure. Children believe that inanimate objects

Lecture #6 Traditional Literature

3. Pleasure.
Children believe that inanimate objects and animals

have consciousness much like that of humans →
the objects and animals in folktales that speak or act like people are consistent with children’s beliefs.
Young children believe in punishment for wrong doing and reward for good behavior → folktales satisfy this sense of justice.
The relationship between heroes and heroines and their environments is much the same as the relationship between children and their own environment →
children are the center of their universe and heroes and heroines – of their folktale world: when Sleeping Beauty sleeps for a hundred years, so does the whole castle.
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Lecture #6 Traditional Literature III. Types of TL Traditional tales (TrTs)

Lecture #6 Traditional Literature

III. Types of TL
Traditional tales (TrTs) have been

handed down from generation to generation by word of mouth. In contrast to a modern story, a TTs has no identifiable author. Instead, storytellers tell what they have received from previous tellers of tales.
FOLKTALES
Definition: Folktales are “prose narratives which are regarded as fiction. They are not considered as dogma or history, they may or may not have happened, and they are not taken seriously.” (According to Bascom William (“The Forms of Folklore: Prose Narratives. JOURNALM OF AMERICAN FOLKLORE 78 (January/March, 1956).
Because the tales are set in any time or place, they seem almost timeless and placeless. They usually tell the adventures of animal or human characters.
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Lecture #6 Traditional Literature III. Types of TL Categories of folktales

Lecture #6 Traditional Literature

III. Types of TL
Categories of folktales
1) Cumulative tales.
Tales that

sequentially repeat actions, characters or speeches until a climax is reached. Their structure allows children to join in as each new happenings occurs.
Example: a runaway food is a popular subject for cumulative tales.
“Gingerbread Boy” (German)
“The Pancake” (Norway)
“Johnny Cake” (England)
“The Bun” (Russia)
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Lecture #6 Traditional Literature III. Types of TL Categories of folktales

Lecture #6 Traditional Literature

III. Types of TL
Categories of folktales
2) Humorous tales.
Folktales allow

people to laugh at themselves as well
as others.
Example: in the Russian tale “The Peasant’s Pea Pitch (заплата)” the humor results from absurd situations and the stupidity of the characters.
3) Beast tales.
They are among the most universal folktales being found in all cultures.
Example: the coyote is a popular animal in Native American tales, while the fox and the wolf are found in many European tales. Beasts in folktales often talk and act quite like people (“The Bremen Town Musicians”).
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Lecture #6 Traditional Literature III. Types of TL Categories of folktales

Lecture #6 Traditional Literature

III. Types of TL
Categories of folktales
3) Magic and wonder

tales.
They contain some elements of magic, which can be good or bad.
Example: “Cinderella”, “Beauty and the Beast”.
4) Pourquoi tales or “why” tales.
They answer a question or explain how animals, plants, humans were created and why they have certain characteristics.
Example: “Why Siberian Birds Migrate in Winter” by Kathleen Arnott in the book “Animal Folktales Around the World”, NY, Walck, 1970.
5) Realistic tales.
Only few tales have realistic plots and involve people who could have existed.
Example: “Dick Whittington” tells about a boy who comes to London looking for streets paved with gold. He doesn’t find golden streets, but he does find work with an honest merchant and eventually wins his fortune.
Some versions of this story suggest that at least parts of it are true. Dick Whittington was a lord mayor of London.
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Lecture #6 Traditional Literature III. Types of TL Characteristics of folktales

Lecture #6 Traditional Literature

III. Types of TL
Characteristics of folktales
1) Plot.
Conflicts and actions

are common in folktales. As tales belong to
the oral tradition listeners are brought quickly into the action
(almost within the first few sentences).
Conflict between characters representing good and characters
representing evil is typical.
2) Setting.
It includes time and space.
The time in folktales is always the far-distant past, usually introduced by some version of “once upon a time”. The first line of a folktale usually immediately places listeners into a time when anything might happen.
Example: a Russian tale “The Firebird” begins “Long ago, in a distant kingdom, in a distant land, lived Tzar Vyslar Andronovich.”
A French tale may be placed “on a day of days in the time of our fathers.”
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Lecture #6 Traditional Literature III. Types of TL Characteristics of folktales

Lecture #6 Traditional Literature

III. Types of TL
Characteristics of folktales
3) Characterization.
Folktale characters are

less completely developed than are
characters in other types of stories. Oral storytellers lacked the
time to develop fully rounded characters →so, characters are symbolic and flat.
Characters easily typed as bad are accompanied by those who are always good. Children identify them easily, and this may account for the popularity of folktales with young children.
Folktales usually establish the main characters’ natures early on as Charles Perrault does in the first paragraph of “Cinderella”:
“There was once upon a time a gentleman who married for his second wife the proudest and most haughty (высокомерная) woman that ever was known. She had been a widow, and had by her former husband two daughters of her own humor, who were exactly like her in all things. He had also by a former wife a young daughter, but of an unparalleled goodness and sweetness of temper, which she took from her mother, who was the best creature in the world…”
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Lecture #6 Traditional Literature III. Types of TL Characteristics of folktales

Lecture #6 Traditional Literature

III. Types of TL
Characteristics of folktales
4) Theme.
Folktales contain universal

truths and reflect the values of the times and societies in which they originated. The characters, their actions and their rewards develop themes related to moral and material achievement: good overcomes evil; justice triumphs; diligence (усердие) and hard work bring rewards.
5) Style.
Charles Perrault believed “that the best stories are those that imitate both, the style and the simplicity of children’s verses” (Hearn, Michael Patrick. Preface to “Histories or Tales of Past Times” by Charles Perrault. NY, Garland, 1977).
This style permits few distracting details or unnecessary descriptions. Simplicity is especially apparent in the thoughts and dialogues of characters in folktales: they think and talk like people. And very often the language of folktales may be enriched with simple rhymes and verses.
Example: “Jack and the Beanstalk”, the giant chants:
Fee, fi-fo-fum,
I smell the blood of an Englishman,
Be he alive or be he dead,
I’ll have his bones to grind (разнообразить) my bread”.
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Lecture #6 Traditional Literature III. Types of TL Motives of folktales

Lecture #6 Traditional Literature

III. Types of TL
Motives of folktales
1) Supernatural beings.
They are

usually either adversaries (enemies) or helpers. The wicked supernatural beings, such as ogres [`əugə] and witches, may find heroines or heroes, entice them into their cottages or castles and make preparations to feast upon them.
Supernatural helpers support many heroines and heroes in their quests.
Example: 7 dwarfs help Snow White in her battle against her evil stepmother.
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Lecture #6 Traditional Literature III. Types of TL Motives of folktales

Lecture #6 Traditional Literature

III. Types of TL
Motives of folktales
2) Extraordinary animals.
They are

popular characters in the folktales of all cultures.
Example: in the English and French version of “Little Red Riding Hood” the Wolf plays the role of ogre.
Some extraordinary animals are loyal companions and helpers.
Example: The cat in the French version of “Puss in Boots” outwits (перехитрить) an ogre and provides riches for his human master.
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Lecture #6 Traditional Literature III. Types of TL Motives of folktales

Lecture #6 Traditional Literature

III. Types of TL
Motives of folktales
3) Magical objects, powers

and transformations.
Folktale characters often obtain magical objects, lose them or have them stolen and eventually recover (обретать) them.
Magical spells and transformations are common in folktales around the world.
Example: the spell of a fairy godmother turns
a pumpkin into a golden coach, and the spell
of a witch puts a princess to sleep for a hundred years.
One of the most common transformation motifs
is the transformation of a prince into
an animal (“The Frog Prince”) or
a beastlike monster (“Beauty and the Beast”).
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Lecture #6 Traditional Literature III. Types of TL FABLES Definition Fables

Lecture #6 Traditional Literature

III. Types of TL
FABLES
Definition
Fables are brief tales in which

animal characters that talk
and act like humans indicate a moral lesson or
satirize human conduct (behavior).
Historical note
Legends credits the origins of the fables in western culture to a Greek slave named Aesop, who lived in the sixth century B.C.
Fables are found worldwide; the traditional literature of China and India, for example, contain fables similar to Aesop’s.
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Lecture #6 Traditional Literature III. Types of TL FABLES Characteristics of

Lecture #6 Traditional Literature

III. Types of TL
FABLES
Characteristics of fables.
They are fiction in

the sense that they did not really
happen;
They are meant to entertain;
They are poetic, with double or allegoric significance;
They are moral tales, usually with animal characters;
Fables are short and they usually have not more than 2 or 3 characters. These characters perform simple, straightforward actions that result in a single climax.
Example: “The Town Mouse and the Country Mouse”, “The Tortoise and the Hair”.
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Lecture #6 Traditional Literature III. Types of TL MYTHS Definition: Myths

Lecture #6 Traditional Literature

III. Types of TL
MYTHS
Definition: Myths are “prose narratives which,

in the society in which they are told, are considered to be truthful accounts of what happened in the remote past. They are accepted on faith; they are taught to be believed and they can be cited as authority in answer to ignorance, doubt or disbelief. Myths are embodiment (воплощение) of dogma; they are usually sacred and they are often associated with theology and ritual.” (According to Bascom William (“The Forms of Folklore: Prose Narratives. JOURNALM OF AMERICAN FOLKLORE 78 (January/March, 1965).
Every ancient culture made up stories and answered questions about the creation of the earth, the origins of people and the reasons for natural phenomena. The Greeks called these explanations “mythos” – which means tales or stories.
Today people sometimes use the word “myth” to describe any story they consider to be untrue.
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Lecture #6 Traditional Literature III. Types of TL MYTHS The functions

Lecture #6 Traditional Literature

III. Types of TL
MYTHS
The functions of myths are:
A

mystical one that allows people to experience the awe [ͻ:] (страх, трепет, благоговение) of the universe;
A cosmological one that shows the shape and mystery of the universe;
A sociological one that supports and validates a certain social order;
A pedagogical one that teaches people how to live (Joseph Campbell. “The Power of Myth”. NY: Doubleday, 1988).
The main characters in myths may be animals, deities (боги) or humans.
The actions take place in an earlier world or another world, such as the underworld or the sky.
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Lecture #6 Traditional Literature III. Types of TL MYTHS Myths are

Lecture #6 Traditional Literature

III. Types of TL
MYTHS
Myths are valuable for children, because:
They

provide children with knowledge about ʹancestral
cultures and allow children to look at other cultures from
the inside out;
Myths are models to belief; they are serious statements about existence, they provide a framework for understanding the things that other people did or thought;
They are tools for understanding and expanding imagination;
They provide means of introducing children to literary allusions (ссылка, упоминание).
Historical note: probably, the best known myths in Western culture originated in ancient Greece. When the Romans conquered Greece, they adopted many Greek myths, applying them to their own equivalent deities.
Example: “Theseus and the Minotaur”
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Lecture #6 Traditional Literature III. Types of TL LEGENDS Definition: legends

Lecture #6 Traditional Literature

III. Types of TL
LEGENDS
Definition: legends are “prose narratives which,

like myths, are regarded as true by the narrator and his audience, but they are set in a period considered less remote, when the world was much as it is today. Legends are more often ʹsecular (eternal) and sacred and their principal characters are human” (According to Bascom William (“The Forms of Folklore: Prose Narratives. JOURNALM OF AMERICAN FOLKLORE 78 (January/March, 1965).
Values of legends for children
They help children understand the conditions of times that created a need for brave and honorable men and women. These tales of adventure stress the noblest actions of humans.
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Lecture #6 Traditional Literature III. Types of TL LEGENDS Difficulty: The

Lecture #6 Traditional Literature

III. Types of TL
LEGENDS
Difficulty: The line between legends and

myths is
often vague (unclear).
Famous, is it possible to say, legendary figures in English culture: King Arthur and Robin Hood, the hero of Sherwood Forest.
We consider the tales of King Arthur to be legends
rather than myths because 1) they are stories primarily
about humans rather than supernatural beings and
because 2) historical tradition maintains that King
Arthur actually existed.
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