| UNIT TITLE |
Fantasy Literature for Children |
| UNIT CODE |
ENG3464 |
| CREDIT POINTS |
15 |
| FULL YEAR UNIT |
No |
| MODE OF DELIVERY |
Online
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| MODE OF DELIVERY DETAILS |
Online delivery |
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This version of the unit will be offered from 1/07/2013 |
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DESCRIPTION
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Fantasy has long been the realm of childhood. This unit examines the fantasy literature of the past in traditional folk and tales as well as modern fantasy literature. It focuses on the historical, cultural and literary contexts of the older fantasy literature, and considers the socio-cultural contexts of modern fantasy, both for children and for adolescents.
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| LEARNING OUTCOMES |
On successful completion of this unit students should be able to:
1. discuss the literary and historical development of fantasy literature from C16th to C21st;
2. identify the narrative conventions of fantasy literature;
3. analyse the role and significance of major character types in fantasy literature;
4. discuss the different ways of interpreting fantasy literature; and
5. analyse the ways in which fantasy literature offers a critique of contemporary cultural values.
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| UNIT CONTENT |
1. The origins of folk and fairy tales in an oral tradition.
2. The roles of Perrault, the Brothers Grimm, Hans Andersen and Disney Studios in the development of fairy tales and their transformation from adult stories to children’s stories.
3. The tellers of the stories - narrative voice and perspective.
4. The major sub-genres of fantasy fiction: animal, time-slip, psychological, utopian and quest narratives.
5. The ways in which fantasy fiction endorses, rejects or questions various cultural assumptions and values, with emphasis on the ways in which the texts accommodate multiple perspectives.
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| TEACHING AND LEARNING PROCESSES |
- Online reading
- Participation
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| GRADUATE ATTRIBUTES |
The following graduate attributes will be developed in this unit:
- Critical appraisal skills
- Ability to generate ideas
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| ASSESSMENT |
| Grading Schema 1 |
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| Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners. |
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Item
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Online Assessment
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Value
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Assignment
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Essay on fantasy literature or Short Story Creative Response to fantasy literature
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40%
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Exercise
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Leading Discussion Board
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20%
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Examination
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Examination
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40%
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| TEXTS |
| Texts may include some of the following: |
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| Cooper, S. (1973). The dark is rising. London: Puffin. |
| Einfield, J. (Ed.). (2001). Fairy tales. San Diego: Greenhaven Press. |
| Godden, R. (1976). The doll's house. |
| Hoban, R. (1967). The mouse and his child. |
| La Fontaine, J., & de Shapiro, N. R. (Ed.). (2007). The complete fables of Jean de La Fontaine. Champaign: University of Illinois Press. |
| Le Guin, U. (1968). The wizard of Earthsea. |
| Lewis, C. S. (1950). The lion, the witch and the wardrobe. |
| Park, R. (1980). Playing beatie bow. |
| Pearce, R. (1958). Tom's midnight garden. |
| Rowling, J. K. (2007). Harry Potter and the deathly hallows. New York: Arthur A. Levine. |
| White, E. B. (1952). Charlotte's web. |
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| SIGNIFICANT REFERENCES |
| Anatol, G. L. (2003). Reading Harry Potter: Critical essays. New York: Praeger Publishers. |
| Anderson, D. A. (Ed.). (2003). Tales before Tolkien: The roots of modern fantasy. New York: Del Rey. |
| Ashbury, K. (2002). The moral tale in France and Germany, 1750-1789. Oxford: Voltaire Association. |
| Bennett, S. (2004). Three hundred years of children's books, 1546-1846. Mill Valley: Association of Canadian Publishers. |
| Calder, A. (2001). The fables of La Fontaine: Wisdom brought down to earth. Geneva: Droz. |
| Davidson, H. E., & Chaudhri. (Eds.). (2003). A companion to the fairy tale. Woodbridge: Boydell & Brewer. |
| Doughty, A. A. (2006). Folktales retold: A critical overview of stories updated for children. Jefferson: North Carolina Books. |
| Heilman, E. E. (Ed.). (2002). Critical perspectives on Harry Potter. London: Falmer Press. |
| Harries, E. W. (2003). Twice upon a time: Women writers and the history of the fairy tale. Princeton: Princeton University Press. |
| Knapp, B. L. (2002). French fairy tales: A Jungian approach. Albany: State University of New York Press. |
| Manlove, C. (2003). From Alice to Harry Potter: Children's fantasy in England. Christchurch, NZ: Cybereditions. |
| Orenstein, C. (2002). Little Red Riding Hood uncloaked: Sex, morality and the evolution of a fairy tale. New York: Basic Books. |
| Varty, K. (Ed.). (2000). Reynard the fox: Social engagement and cultural metamorphoses in the beast epic from the Middle Ages to the present. New York: Berghahn. |
| Zipes, J. (2006). Why fairy tales stick: The evolution and relevance of a genre. New York: Routledge. |
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| JOURNALS |
| Children's Book History Society. |
| Children's Literature Association Quarterly. |
| Children's Literature in Education. |
| Folklore. |
| Journal of the History of Ideas. |
| Marvels and Tales. |
| Mythlore. |
| N.Y. Folklore. |
| The Journal of Modern History. |
| The Lion and the Unicorn. |
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| WEB SITES |
| The Best Children's Literature on the Web. http://www.geocities.com/Paris/Jardin/1630/ |
| The Children's Literature Web Guide. http://www.acs.ucalgary.ca/~dkbrown |
| International Children's Digital Library. http://www.icdlbooks.org/ |
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| Disability Standards for Education (Commonwealth 2005) | |
| For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes, Graduate Attributes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Student Equity, Diversity and Disability Service website: |
| http://intranet.ecu.edu.au/student/support/student-equity |
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Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students’ work.
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
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