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  2. Fantasy Literature for Children [ENG3464]

Faculty of Education and Arts

School: Communications and Arts

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Fantasy Literature for Children

  • Unit Code

    ENG3464

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    Online

Description

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.

Non Standard Timetable Requirements

Online delivery

Equivalent Rule

Unit was previously coded ENG2254, ENG3154, ENG3156, ENG4464

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the role and significance of major character types in fantasy literature.
  2. Analyse the ways in which fantasy literature offers a critique of contemporary cultural values.
  3. Discuss the different ways of interpreting fantasy literature.
  4. Discuss the literary and historical development of fantasy literature from C16th to C21st.
  5. Identify the narrative conventions of fantasy literature.

Unit Content

  1. The major sub-genres of fantasy fiction: animal, time-slip, psychological, utopian and quest narratives.
  2. The origins of folk and fairy tales in an oral tradition.
  3. 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 childrens stories.
  4. The tellers of the stories - narrative voice and perspective.
  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.

Additional Learning Experience Information

Online reading and participation.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

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.

ONLINE
TypeDescriptionValue
AssignmentEssay on fantasy literature or Short Story Creative Response to fantasy literature40%
ExerciseLeading Discussion Board20%
ExaminationExamination40%

Text References

  • ^ White, E.B. (1952). Charlotte's web.
  • ^ 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.
  • ^ Rowling, J.K. (2007). Harry Potter and the deathly hallows. New York: Arthur A. Levine.
  • ^ Lewis, C.S. (1950). The lion, the witch and the wardrobe.
  • ^ Park, R. (1980). Playing beatie bow.
  • ^ Pearce, R. (1958). Tom's midnight garden.
  • ^ Le Guin, U. (1968). The wizard of Earthsea.
  • ^ Cooper, S. (1973). The dark is rising. London: Puffin.
  • Ashbury, K. (2002). The moral tale in France and Germany, 1750-1789. Oxford: Voltaire Association.
  • Anderson, D.A. (Ed.). (2003). Tales before Tolkien: The roots of modern fantasy. New York: Del Rey.
  • Bennett, S. (2004). Three hundred years of children's books, 1546-1846. Mill Valley: Association of Canadian Publishers.
  • Carrington, B. and Harding, J. (2014). Beyond the Book: Transforming Children’s Literature. Newcastle: Cambridge Scholars Publishing.
  • 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, UK: Falmer Press.
  • Indick, W. (2012). Ancient Symbology in Fantasy Literature: A Psychological Study. Jefferson NC: McFarlane.
  • Manlove, C. (2003). From Alice to Harry Potter: Children's fantasy in England. Christchurch, NZ: Cybereditions.
  • Mendelsohn, F. (2013). Rhetorics of Fantasy. Middletown CT: Wesleyan University Press.
  • Paley, V.G. (2004). A Child’s Work: The Importance of Fantasy Play.  Chicago: University of Chicago Press.
  • Russell. D.L. (2012). Literature for Children: A Short Introduction. Boston London, UK: Pearson.
  • 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.

Journal References

  • N.Y. Folklore.
  • Mythlore.
  • Marvels and Tales.
  • The Journal of Modern History.
  • The Lion and the Unicorn.
  • Journal of the History of Ideas.
  • Children's Book History Society.
  • Children's Literature Association Quarterly.
  • Folklore.
  • Children's Literature in Education.

Website References

^ Mandatory reference

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 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 Access and Inclusion website.

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.

ENG3464|1|1

Faculty of Education and Arts

School: Communications and Arts

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Fantasy Literature for Children

  • Unit Code

    ENG3464

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    Online

Description

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.

Non Standard Timetable Requirements

Online delivery

Equivalent Rule

Unit was previously coded ENG2254, ENG3154, ENG3156, ENG4464

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the role and significance of major character types in fantasy literature.
  2. Analyse the ways in which fantasy literature offers a critique of contemporary cultural values.
  3. Discuss the different ways of interpreting fantasy literature.
  4. Discuss the literary and historical development of fantasy literature from C16th to C21st.
  5. Identify the narrative conventions of fantasy literature.

Unit Content

  1. The major sub-genres of fantasy fiction: animal, time-slip, psychological, utopian and quest narratives.
  2. The origins of folk and fairy tales in an oral tradition.
  3. 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 childrens stories.
  4. The tellers of the stories - narrative voice and perspective.
  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.

Additional Learning Experience Information

Online reading and participation.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

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.

ONLINE
TypeDescriptionValue
AssignmentEssay on fantasy literature or Short Story Creative Response to fantasy literature40%
ExerciseLeading Discussion Board20%
ExaminationExamination40%

Text References

  • ^ White, E.B. (1952). Charlotte's web.
  • ^ 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.
  • ^ Cooper, S. (1973). The dark is rising. London: Puffin.
  • ^ Rowling, J.K. (2007). Harry Potter and the deathly hallows. New York: Arthur A. Levine.
  • Ashbury, K. (2002). The moral tale in France and Germany, 1750-1789. Oxford: Voltaire Association.
  • Anderson, D.A. (Ed.). (2003). Tales before Tolkien: The roots of modern fantasy. New York: Del Rey.
  • Bennett, S. (2004). Three hundred years of children's books, 1546-1846. Mill Valley: Association of Canadian Publishers.
  • Carrington, B. and Harding, J. (2014). Beyond the Book: Transforming Children’s Literature. Newcastle: Cambridge Scholars Publishing.
  • 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, UK: Falmer Press.
  • Indick, W. (2012). Ancient Symbology in Fantasy Literature: A Psychological Study. Jefferson NC: McFarlane.
  • Manlove, C. (2003). From Alice to Harry Potter: Children's fantasy in England. Christchurch, NZ: Cybereditions.
  • Mendelsohn, F. (2013). Rhetorics of Fantasy. Middletown CT: Wesleyan University Press.
  • Paley, V.G. (2004). A Child’s Work: The Importance of Fantasy Play.  Chicago: University of Chicago Press.
  • Russell. D.L. (2012). Literature for Children: A Short Introduction. Boston London, UK: Pearson.
  • 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.

Journal References

  • Mythlore.
  • Marvels and Tales.
  • Folklore.
  • Children's Literature in Education.
  • Children's Literature Association Quarterly.
  • Children's Book History Society.
  • N.Y. Folklore.
  • The Journal of Modern History.
  • The Lion and the Unicorn.
  • Journal of the History of Ideas.

Website References

^ Mandatory reference

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 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 Access and Inclusion website.

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.

ENG3464|1|2