Studies in Fantastical Literature

1. Studies in Fantastical Literature ChelsieCaddick

2. The current state of Speculative and Fantasy Fiction... • One aspect that particularly repays such reflection is the relationship between speculative fiction and young people's culture. • Like speculative fiction, the study of young people's literature has often been marginalized in academia; like speculative fiction, the field has grown during the last fifty years. • The association of speculative fiction and young people's culture is both long-standing and fraught.

3. Marion Zimmer Bradley, for example, claimed in the essay "Responsibilities and Temptations of Women Science Fiction Writers" that the readership of science fiction, in its early years, was "more than 90% white and male and more than 74% adolescent" (Women Worldwalkers, ed. Jane B. Weedman, Texas Tech, 1985, p. 25). • J.R.R. Tolkien confronted the association of fantasy-or in his terms, the "fairy story"-with children and concluded that this association is "accidental" and recent; C.S. Lewis likewise noted that fantasy only gradually became designated as children's literature. • Both Tolkien and Lewis defend fantasy (Lewis defends children's literature as well), and the dates of these defenses are suggestive: 1938 for Tolkien's lecture (published 1947), and 1952 for Lewis' "On Three Ways of Writing for Children."

4. The fact that a defense was seen by these writer-scholars as necessary over a fifteen-year period suggests a critical culture indifferent, dismissive, even hostile to speculative fiction and children's literature. • The struggle has been to justify speculative fiction as a genre worthy of critical attention, and that has happened, at times, by downplaying its potential connection to young people's literature. • Ann Howey- Journal of Extrapolation (Spring, 2009) http://findarticles.com/p/articles/mi_hb1421/is_1_50/ai_n32407407/

5. Yet, as high school teachers, we know the importance of relating texts, themes and subject area to our students’ interest and age group. • While the study of such literature has been marginalized in the world of academia, these texts can bring to our classrooms that which many students believe is lacking...

7. How Do We Get Our Students Interested? • Engage them! • Challenge them! • Prepare them for what lies ahead! • Bring imagination back into the classroom!

8. Where Do you Start? • Start Reading! • Start Writing! • Start Theorizing!

9. Studies in Fantastical Literature Grade 12 University Preparation ______________ETS4U This course is for students with a special interest in fantasy literature and literary criticism. The course will focus on themes, genres and time periods outside of the realm of traditionalism and towards fantastical settings. Students will analyse and respond critically and creatively to a range of forms and stylistic elements of Speculative Fiction and 20th Century Fantasy for Young People. They will also assess critical interpretations, write analytical essays and complete an independent study project. Prerequisite: English, Grade 11, university Preparation Strands   The expectations in this course are organized into a single strand.

10. By the end of this course, students will: Overall Expectations 1. Understanding Texts: read and demonstrate understanding of a variety of literary texts from different countries, cultures, and historical periods; 2. Analysing Texts: respond to and analyse literary texts to develop and extend their understanding of how content, form, and style in combination communicate meaning and enhance a text’s effectiveness; 3. Critical Literacy: demonstrate an understanding that the perspective of the author, the reader, and the text all influence the reading experience; 4. Literary Criticism: use literary criticism to enhance their understanding of literature; 5. The Role of Literature in Society: assess the importance of literature as a social and cultural force.

11. Big Ideas • Authors as Social Critics • Great speculative and fantastical fiction allows the reader to remove oneself from their current time and place and immerse themselves into a highly fantastical, yet equally critical, universe. • Enduring Understandings- Students will understand that... • Speculative and Young Peoples Fiction are growing literary genres. While the study of such literature has been marginalized in the world of academia, these texts can bring to our classrooms that which many students believe is lacking; imagination and adventure. • While authors remove their readers from the realm of reality, it is within these alternate worlds that we as active readers are able to reflect and comment on the current and future state of our world and our existence as humans. • Essential Questions • How do authors use the genre to draw readers into alternative worlds? • How do authors use formal and stylistic elements to criticize and reflect upon our currently worldly state? • How do authors function as literary theorists (i.e. Feminism, Deconstruction, Marxism, New Historicism, Post- Modernism)? • By the end of the course I want students to know... • The genres of Speculative and Fantasy fiction can inspire exploration of literary terms and style. • Authors position themselves and their readers outside the frame of traditionalism as a means to ignite reflection of their own lived experiences. • Speculative and Fantasy literature are highly effective literary genres used to encourage imagination while promoting close and critical analysis of the human world and condition. • As critical readers, how to read a text from a literary and theoretical viewpoint. • OVERALL: In basing student learning outside the frames of traditional narratives, poems and plays, students will continue to explore the implications of alternative genre’s as well as uncover political and social issues that exist within the various texts.

12. Course Evaluation Breakdown Course Work- 70% This percentage will be divided among the following assignments; Daily Journal Reflections Writing Folder Responses Literary Theory Summaries and Analysis Seminar Presentations Theorists Debate Note: Class participation is an on-going assessment throughout the course and student presentations. Independent Study Project- 30% This percentage will be divided among two parts; Written Component 20% Presentation- 10%

13. Text List/ I.S.U Choices Speculative Fiction War of Worlds- H.G. Wells The Time Machine- H.G. Wells *Collectively* Herland- Charlotte Perkins Gilman The Parable of the Sower- Octavia Butler The Mists of Avalon- Marion Zimmer Bradley Paladin of Souls- Lois McMaster Bujold *Collectively* 20th Century Fantasy for Young People Katherine Paterson- Bridge to Terabithia *Collectively* J.K. Rowling- Harry Potter and the Philosopher’s Stone *Collectively* Robin McKinley- Rose Daughter Lewis Carroll- Alice in Wonderland Entries from within The Norton Anthology of Children’s Literature *Collectively* Literary Criticism Literary and Cultural Theory- Donald E. Hall

14. Start Reading! Stage Two- Start Reading! Unlike many high school English classes, this class will be heavily influenced by the structure of an intimate, smaller, university class. The majority of classes will be presented in seminar form, i.e. Close circle seating heavily influenced by class participation and class debates. Therefore, students are expected to have read the class material before they come to class. While there will be opportunity for individual reading and writing, the majority of the course revolves around group discussion. Diagnostic Assessment Form: The diagnostic assessment for this course could take on a variety of shapes and forms. Some suggestions include; Stations- In groups, students will visit various stations where a variety of different texts will be laid out. In partners, the students are expected to analyze the text looking for the following key information (Is this a fantasy/ young people’s or speculative text? How do you know? What do you think the text will be about?) Note: Do not allow students to start reading the texts. Encourage them to rely only on the front cover, author information, and story synopsis. Students will record their findings and then continue to move around the different stations. As a class, we will share our findings and discuss some of the different techniques used by the different authors and genres. Note: This form of assessment will allow you to gage the degree to which students can rely on their analytical skills. From here, the teacher can decide which genre will be looked at first.

15. How to Choose an Effective Novel! Stick with favourite authors! Search for new texts or new genres by the same author. Read through the shelves for titles that may peak your interests! Publishers and authors work hard to select titles that will grab their readers’ attention! Look at the cover! Sometimes we can judge a book by its cover! Read the novel’s synopsis! Does it sound interesting? Take a look at best seller lists! Start to skim read! Is it interesting? Vivid? Dull? Difficult to understand? Pick something that pleases YOU, not something you feel you have to read. Listen to your senses and indulge in your passions and interests.

16. Useful Websites... Reading for the Future http://www.readingforfuture.com/ Science Fiction in the Classroom http://www.oct.ca/publications/professionally_speaking/december_2003/science_fiction.asp Science Fiction In the Science Classroom http://www.sciencenewsforkids.org/pages/teacherzone/scifi.asp