After our quiz on the Witches, please continue to write your children's story.
If you feel you are done, consider adding scenes to your story to round out and flesh out the characters and the plot. You have time, so please use it to create "sequels" or additional scenes that complicate your plot and deepen conflicts.
Since there is no page requirement for this project, please note that I will be watching your progress in class. Participation credit is given for students who are working diligently.
Thursday, February 25, 2010
Friday, February 12, 2010
The Bildungsroman - Archetype
Many writers of young adult fiction use a certain archetypical pattern for their plots. Archetype, or "original pattern", is a model from which other characters or stories are based. Archetype is as old as human storytelling and continues throughout contemporary literature (just that you don't always notice it as archetype).
When an author uses archetype, he is patterning his character(s) or plot after other types of that kind. For example: character archetype might include: 1. The hero 2. the protective mother 3. the prostitute with a heart of gold 4. the trickster or 5. the evil or cruel master. Plot archetype might include: 1. the Rags to Riches plot 2. the Quest 3. Transformation or 4. traditional love story: boy meets girl, boy loses girl, boy gets girl back.
There are many, many more. And yes, archetype used too often, can create stereotype.
Plots, too, can be archetypical. One such archetypical plot is: The Bildungsroman.
The Bildungsroman is a type of story that focuses on the psychological, moral, and social formation of the protagonist (usually a young person) as he or she grows to adulthood.
This type of story was made popular during the period of the German Enlightenment, or during the seventeenth century through the eighteenth (usually ending at the Napoleonic Wars or early nineteenth century). It is still with us today, as most children's literature writers use the pattern somewhere within their stories.
The pattern is as follows:
1. The protagonist grows from child to adult.
Note: this does not always mean growing to legal or mature age--it refers mostly to the psychological state of the child (whose world centers around him/herself) to that of the mature adult (whose world centers around others). Of course, not everyone reaches this state of being just by growing older.
2. The protagonist must have a reason to embark upon his or her "journey of self discovery." A loss or discontent must, at an early stage, jar him or her away from their home or family setting. In literature, we usually call this the INCITING INCIDENT. It is the event that gets the plot moving along.
3. The process of maturation is long, arduous and usually gradual, involving repeated clashes between the hero's needs and desires and the views and judgments enforced by an unbending social order. Note: this is similar to Sigmund Freud's concept of the pleasure principle versus the reality principle- meaning that a character wants what is desired immediately or will give the greatest satisfaction, but must deal with the concept that "you don't always get what you want." Wise words for any growing or maturing person today.
4. Eventually, the spirit and values of the social order become manifest in the protagonist, who is ultimately accommodated into the society. In other words, the character grows up to become a model character -- one accepted into a specific culture or society.
5. The novel or story ends with the protagonist's self discovery or awareness of his/her growth and understanding his/her new place or role in society. In other words, there is a realization by the character that he/she has grown up.
An example of the bildungsroman archetype would be:
Holden in A Catcher in the RyeHarry Potter in the Harry Potter and the ... series
clare in Shadow Baby
Leo in Stargirl
David in Montana 1948
Harvey in The Thief of Always
Jim in Treasure Island
Huckleberry Finn in Huckleberry Finn
Ponyboy in the Outsiders
Charlie Bucket in Charlie and the Chocolate Factory
There are, of course, thousands of other characters you may be familiar with in books and movies you have read or seen. In your journal make a list of other books you have read that may have been bildungsroman novels.
When an author uses archetype, he is patterning his character(s) or plot after other types of that kind. For example: character archetype might include: 1. The hero 2. the protective mother 3. the prostitute with a heart of gold 4. the trickster or 5. the evil or cruel master. Plot archetype might include: 1. the Rags to Riches plot 2. the Quest 3. Transformation or 4. traditional love story: boy meets girl, boy loses girl, boy gets girl back.
There are many, many more. And yes, archetype used too often, can create stereotype.
Plots, too, can be archetypical. One such archetypical plot is: The Bildungsroman.
The Bildungsroman is a type of story that focuses on the psychological, moral, and social formation of the protagonist (usually a young person) as he or she grows to adulthood.
This type of story was made popular during the period of the German Enlightenment, or during the seventeenth century through the eighteenth (usually ending at the Napoleonic Wars or early nineteenth century). It is still with us today, as most children's literature writers use the pattern somewhere within their stories.
The pattern is as follows:
1. The protagonist grows from child to adult.
Note: this does not always mean growing to legal or mature age--it refers mostly to the psychological state of the child (whose world centers around him/herself) to that of the mature adult (whose world centers around others). Of course, not everyone reaches this state of being just by growing older.
2. The protagonist must have a reason to embark upon his or her "journey of self discovery." A loss or discontent must, at an early stage, jar him or her away from their home or family setting. In literature, we usually call this the INCITING INCIDENT. It is the event that gets the plot moving along.
3. The process of maturation is long, arduous and usually gradual, involving repeated clashes between the hero's needs and desires and the views and judgments enforced by an unbending social order. Note: this is similar to Sigmund Freud's concept of the pleasure principle versus the reality principle- meaning that a character wants what is desired immediately or will give the greatest satisfaction, but must deal with the concept that "you don't always get what you want." Wise words for any growing or maturing person today.
4. Eventually, the spirit and values of the social order become manifest in the protagonist, who is ultimately accommodated into the society. In other words, the character grows up to become a model character -- one accepted into a specific culture or society.
5. The novel or story ends with the protagonist's self discovery or awareness of his/her growth and understanding his/her new place or role in society. In other words, there is a realization by the character that he/she has grown up.
An example of the bildungsroman archetype would be:
Holden in A Catcher in the RyeHarry Potter in the Harry Potter and the ... series
clare in Shadow Baby
Leo in Stargirl
David in Montana 1948
Harvey in The Thief of Always
Jim in Treasure Island
Huckleberry Finn in Huckleberry Finn
Ponyboy in the Outsiders
Charlie Bucket in Charlie and the Chocolate Factory
There are, of course, thousands of other characters you may be familiar with in books and movies you have read or seen. In your journal make a list of other books you have read that may have been bildungsroman novels.
The Witches, Borges & I essay, Feb. Break
Please complete your Borges & I essays. Print or turn these in in the dropbox with your name on the file. If you did not turn in your journal, please do so.
During the break, please finish reading The Witches.
Write a fiction piece for an elementary reader. To inspire you, consider other childhood monters (witches are just one example, how about a teenage zombie, or werewolves, or reanimated corpses, or ghosts, or magicians, or talking animals, or vampires, or creatures from the depths, or giants, or wicked chocolate makers.)
Take a look at Dahl's website and read information about his life and works. Perhaps an idea may strike you for your story. Please visit Roald Dahl's website and under Roald Dahl listen to his interview about writing. After which, please post a comment below about how you (as a young writer) may be able to use or respond to this advice. Please leave your name after your response.
In your story you can include poetry, songs, pictures, etc. If you include pictures draw them, trace them in crayons, create them with computer graphic programs, etc. Off-set poems or songs like the Witches text. Play with text on the page. Include recipes or other "found" items in your story. Play, have fun. Remember you are writing for a younger audience who needs to be interested in the plot and characters. Write about a character that is similar to your audience age-wise or culturally.
During the break, please finish reading The Witches.
Write a fiction piece for an elementary reader. To inspire you, consider other childhood monters (witches are just one example, how about a teenage zombie, or werewolves, or reanimated corpses, or ghosts, or magicians, or talking animals, or vampires, or creatures from the depths, or giants, or wicked chocolate makers.)
Take a look at Dahl's website and read information about his life and works. Perhaps an idea may strike you for your story. Please visit Roald Dahl's website and under Roald Dahl listen to his interview about writing. After which, please post a comment below about how you (as a young writer) may be able to use or respond to this advice. Please leave your name after your response.
In your story you can include poetry, songs, pictures, etc. If you include pictures draw them, trace them in crayons, create them with computer graphic programs, etc. Off-set poems or songs like the Witches text. Play with text on the page. Include recipes or other "found" items in your story. Play, have fun. Remember you are writing for a younger audience who needs to be interested in the plot and characters. Write about a character that is similar to your audience age-wise or culturally.
Wednesday, February 10, 2010
Author & I - ex. & Journaling
Today I am collecting your journals. Please turn them in 3rd period.
Complete your exercise from last class. If you finish early, please attempt the writing practice handout.
During 4th period we will go down to the library to pick up a new book. Then we will be returning to room A240 to discuss reading stuff.
Homework: Read "The Witches"
Complete your exercise from last class. If you finish early, please attempt the writing practice handout.
During 4th period we will go down to the library to pick up a new book. Then we will be returning to room A240 to discuss reading stuff.
Homework: Read "The Witches"
Monday, February 8, 2010
Borges & I: You and You - exercise
Let's read a curious little piece by Argentinian writer: Jorge Luis Borges. Largely responsible for establishing the genre of magical realism, Borges and the other writers here are writing something called "meta fiction".
Meta fiction examines the conventions and structure of narrative, often exposing the invisible conventions of writing to the reader. In this case, the authors are writing about their other "selves" - the writer part of them.
Now you try. Separate yourself into two parts: you and your writer part. Similar to the pieces you have read, write a 500-750 word essay in which you explain your other
"writer" half.
Please note: there is no wrong way to do this per se. Use the packet as a model but make the essay your own.
During 4th period, we will be moving to room 240. When the first bell rings, gather your materials, save your work. Be in room 240 before the second bell rings please.
We will be taking notes, you will need your journal/notebook.
I will be collecting and checking notebooks Wednesday by the way.
Meta fiction examines the conventions and structure of narrative, often exposing the invisible conventions of writing to the reader. In this case, the authors are writing about their other "selves" - the writer part of them.
Now you try. Separate yourself into two parts: you and your writer part. Similar to the pieces you have read, write a 500-750 word essay in which you explain your other
"writer" half.
Please note: there is no wrong way to do this per se. Use the packet as a model but make the essay your own.
During 4th period, we will be moving to room 240. When the first bell rings, gather your materials, save your work. Be in room 240 before the second bell rings please.
We will be taking notes, you will need your journal/notebook.
I will be collecting and checking notebooks Wednesday by the way.
Thursday, February 4, 2010
Personal Writing Response & Fundamentals of Reading
For homework you were to write a short personal response to the following question. Please answer ALL parts of the question; it has two essential parts:
1. What is your 4-year goal concerning creative writing and the arts. Why did you enter this program (be honest, the idea is to "discover" truth through writing about it) and where do you want to take your writing in the next four years? (i.e. what is your long term goal concerning creative writing?)
2. What is your relationship with reading? What sorts of literary genres do you prefer? If you don't read, why not? If you do, what helps you read? If you are a skilled reader, what do you think caused you to be skilled? If you are a weak reader, why do you think you are a weak reader? Explore the concept of reading.
Please complete your response and turn it in for credit. Realize that incomplete work results in lower grades, etc. Learn to use lab time and home time efficiently.
Fundamentals of Reading
Please take notes in your journal. I will answer your specific questions next period.
• Reading is fundamental. All academic and social success rests on understanding "signs" and "significance" (Semiotics).
• Reading is not a passive activity. It takes work and effort to read.
• Keep in mind: you may NOT be the audience or “catcher” the author “pitches” his/her ball (story) to.
• Goal: reading for information and reading for understanding
• Reading/writing: learning and discovering (the art of reading includes the same sort of skills that are involved in the art of unaided discovery: keenness of observation, memory, range of imagination, and intellectual analysis and reflection)
• Reading for Information: Some people prefer to read only for information. Cookbooks, newspapers, magazines, blogs or websites, etc. are all general examples of practical reading or informational reading.(the reader is considered superior to the “book”)
• Reading for Understanding: Some people prefer to read to understand or gain wisdom about life. Literature, poetry, creative writing, etc. are all examples of this kind of material. (The book is considered “superior” to reader)
• Reading is an act of going from a state of understanding less to a state of understanding more. Some people are better at doing this than others. It can be exhausting and difficult.
Levels of reading:
1. Elementary reading
2. Inspectional reading
3. Analytical reading
4. Syntopical reading (comparative reading)
1. What is your 4-year goal concerning creative writing and the arts. Why did you enter this program (be honest, the idea is to "discover" truth through writing about it) and where do you want to take your writing in the next four years? (i.e. what is your long term goal concerning creative writing?)
2. What is your relationship with reading? What sorts of literary genres do you prefer? If you don't read, why not? If you do, what helps you read? If you are a skilled reader, what do you think caused you to be skilled? If you are a weak reader, why do you think you are a weak reader? Explore the concept of reading.
Please complete your response and turn it in for credit. Realize that incomplete work results in lower grades, etc. Learn to use lab time and home time efficiently.
Fundamentals of Reading
Please take notes in your journal. I will answer your specific questions next period.
• Reading is fundamental. All academic and social success rests on understanding "signs" and "significance" (Semiotics).
• Reading is not a passive activity. It takes work and effort to read.
• Keep in mind: you may NOT be the audience or “catcher” the author “pitches” his/her ball (story) to.
• Goal: reading for information and reading for understanding
• Reading/writing: learning and discovering (the art of reading includes the same sort of skills that are involved in the art of unaided discovery: keenness of observation, memory, range of imagination, and intellectual analysis and reflection)
• Reading for Information: Some people prefer to read only for information. Cookbooks, newspapers, magazines, blogs or websites, etc. are all general examples of practical reading or informational reading.(the reader is considered superior to the “book”)
• Reading for Understanding: Some people prefer to read to understand or gain wisdom about life. Literature, poetry, creative writing, etc. are all examples of this kind of material. (The book is considered “superior” to reader)
• Reading is an act of going from a state of understanding less to a state of understanding more. Some people are better at doing this than others. It can be exhausting and difficult.
Levels of reading:
1. Elementary reading
2. Inspectional reading
3. Analytical reading
4. Syntopical reading (comparative reading)
Tuesday, February 2, 2010
New Course - Old Work
Please use the first 40 minutes to complete and perfect your Geva 10-Minute plays. These are due today. See the previous post for formatting details.
If you finish early please read the handout, Scott McCloud's comic strip about "art." While he is primarily discussing visual arts, the same philosophy applies to writing. Take notes in your journal. Pinpoint or record questions that arise in the artistic process, or personal comments that you would like to examine. We will discuss this and other things in period 4 in room a240.
HOMEWORK: When you finish reading and responding to Scott McCloud's graphics, please write a short personal response to the following question. Please answer ALL parts of the question; it has two essential parts:
What is your 4-year goal concerning creative writing and the arts. Why did you enter this program (be honest, the idea is to "discover" truth through writing about it) and where do you want to take your writing in the next four years? (i.e. what is your long term goal concerning creative writing?)
Second part: What is your relationship with reading? What sorts of literary genres do you prefer? If you don't read, why not? If you do, what helps you read? If you are a skilled reader, what do you think caused you to be skilled? If you are a weak reader, why do you think you are a weak reader? Explore the concept of reading.
Please complete your response and turn it in for credit. Realize that incomplete work results in lower grades, etc. Learn to use lab time and home time efficiently.
If you finish early please read the handout, Scott McCloud's comic strip about "art." While he is primarily discussing visual arts, the same philosophy applies to writing. Take notes in your journal. Pinpoint or record questions that arise in the artistic process, or personal comments that you would like to examine. We will discuss this and other things in period 4 in room a240.
HOMEWORK: When you finish reading and responding to Scott McCloud's graphics, please write a short personal response to the following question. Please answer ALL parts of the question; it has two essential parts:
What is your 4-year goal concerning creative writing and the arts. Why did you enter this program (be honest, the idea is to "discover" truth through writing about it) and where do you want to take your writing in the next four years? (i.e. what is your long term goal concerning creative writing?)
Second part: What is your relationship with reading? What sorts of literary genres do you prefer? If you don't read, why not? If you do, what helps you read? If you are a skilled reader, what do you think caused you to be skilled? If you are a weak reader, why do you think you are a weak reader? Explore the concept of reading.
Please complete your response and turn it in for credit. Realize that incomplete work results in lower grades, etc. Learn to use lab time and home time efficiently.
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