1. Traditional Literature
Presentation by Sarah Widmer

2. Once Upon A Time…

3. What is Traditional Literature?
Stories and poems and songs that have been passed down by word of mouth through many generations before being written down. (Johnson, p118)
Stories that “convey the legends, customs, superstitions, and beliefs of people in past times.”
True traditional literature must have no known author.
In library, they are located in J398 (Myths are in J292).
Sometimes called “the mother of all literature.”

4. Characteristics of Traditional Literature
Unknown authorship.
Conventional introductions and conclusions.
Vague settings.
Stereotyped characters.
Anthropomorphism.
Cause and Effect.
Happy ending for the hero.
Magic is accepted as normal.
Brief stories with simple and direct plots.
Repetition of actions and verbal patterns.
Stereotyped characters- beautiful daughter, handsome prince, evil stepmother, weak father, simpleton.

5. Themes in Traditional Literature
Triumph of good over evil.
Trickery.
Hero on a quest.
Reversal of fortune.
Small outwits the big.
(Anderson, p 80).
Ask Class to think about a theme found in the book they brought. Go around class and state themes.

6. Subgenres of Traditional Literature
Myth
Fable
Legend
Religious Stories
Tall Tale
Folktale
Myth- perhaps the earliest form of folklore. Also called creation stories. Characters are often gods and goddesses, supernatural, attempt to explain the world. Most well known myths are of Greek, Roman and Norse origin.
Fable-another early form of folklore, fables have an essential purpose. They offer lessons about behavior, values, and morals, universal truths. Animals are often the main character. Aesop’s Fables known in West, but Panchatantra Tales from Persia, and Jataka Tales from India.
3. Legends- These are traditional naratives based on historical Truth. Told as fact. King Arthur Tales.
4. Religious Stories- stories of important people and events in different religions, ie Parables Jesus Told, Stories from the Old Testament.
5. Tall Tales- Exagerated and humorous stories of people who did extraordinary feats- Johnny Appleseed, Paul Bunyan.
6. FolkTales- Tale passed down by word of mouth, usually involving animal characters, Far distant past, not told as truth. Sub group of these folk tales.

7. Subgenres of Folktales
Pourquoi Tales
Beast Tales
Cumulative Tales
Fairy Tales (Magic)
Realistic Tales
Humorous Tales
Trickster Tales
Pourquai- explain why certain characteristics came to be- How Animals Got Their Tales, Why Mosquitos Buzz
Beast Tales- Animals talk and behave as people- The Three Little Pigs, Three Billy Goats Gruff, The Little Red Hen, Puss in Boots.
Cumulative Tales- increasing repetition of details that build to a quick climax. Ginger Bread Boy
Fairy Tales- Simple narratives with magic and supernature, glorious fulfillment of human desires. Chicken Little
Realistic tales- Could have begun as true but has been retold as folklore- Johnny Appleseed.
Noodlehead/Jack Tales- tales of characters who are good at heart but lack good judgement.
Trickster Tales- Main character plays a trick to outsmart those in power- Anansi the Spider, Tales of Uncle Remus.

9. Role of Traditional Literature in Literacy Development
Develops Literary Language
Exposure to maxims used in everyday language
More extensive vocabulary
Understanding Story Structure
Development of abstract thinking
Maxims-
Sour grapes
A Wolf in sheep’s clothing
Crying wolf
Actions speak louder than words
Slow and Steady wins the race
Honesty is the best policy.

10. Other Benefits Teaches children a society’s values.
Provides children with a framework for understanding all other literature- basic plots, characters, themes are all found in traditional literature.
Entertainment and pleasure.
Offers a rhythm, rhyme and pattern.
(Johnson, pg 121).

11. Evaluating Traditional Literature
Accuracy
Authenticity
Authority
Literary/Illustrative Style
Plot
Theme
Does the book help children better undersnd the nonscientific traditions of early cultures?
Will it help children appreciate the culture and art of a different country?
Does it familiarieze children with another dialect or language of the world?
Can it be used to stimulate creative drama, writing, and other forms of artistic expression?
Will it help children relize that people from another part of the world have inherent goodness, mercy, courage, and industry?
Is it void of unwholesome ethnic and racial stereotyping?
Do the illustrations complement and extend the narrative while maintaining the heritage of the tale?
Does the reteller tell where and how the tale was obtained?

12. Ideas for the Classroom
Look at several variants of the same tale and determine which you like best and why. Use Comparison of Motifs chart.
Select a subgenre of folktale- read several, and then analyze for shared features. Write an original story using these features.
Write a modernized variant of a folktale.

13. Activities
What comes to mind first when you hear the words, “once upon a time”?
Fill in as many books, characters, maxims or plotlines you can think of for each of the different subgroups.
Determine the subgenre of your book and evaluate your book based on our recommended evaluation questions for Trad. Lit.
Group Discussion question.
Bonus: as a table, create a modernized version of a fairytale.

14. Discuss
Is Folk Literature too violent? Explain why you believe children should or should not be exposed to the violence in Traditional Literature? (Anderson, 112)
Earlier version of snow white:
“Then she (the stepmother) railed and cursed, and was beside herself with disappointment and anger. First she thought she would not go to the wedding; but then she felt that she should have no peace until she went and saw the bride. And when she saw her she knew her for Snow white, and could not stir from the place for anger and terror. For they had ready red-hot iron shoes, in which she had to dance until she fell down dead.”

15. References
Lynch-Brown, Carol. Esssentials of Childrens Literature. (2005). Pearson Publishing.
Anderson, Nancy. Elementary Children’s Literture. (2006). Pearson Publishing.
Johnson, Denise. The Joy of Children’s Literature. (2012). Wadsworth Cengage Learning.