ENGL5121 ICE Task 3 - ST10291467 Amelia Govender

Amelia Govender
ST10291467
BOA1
ENGL5121
ICE Task 3
Kathryn Gregersen
12 May 2023
 Stabilize, conserve or challenge  Class and gender appropriation  Frame narratives
common beliefs, laws, values, and
norms of a group.  Male dictates or fantasies  Introduction of diverse tales told in
different modes and styles.
 Sense of wonder in the tale and the  New possibilities of subversion
intended emotion sought by the  Oral tradition and the realistic novellas
narrator is ideological.  Young and modern genre and stories remained dominant in Italy.
 Play a role in the socialization and  Official non-state languages  Oral storytelling provided the refuge for
acculturation of listeners. fairy beliefs.
 Printing press
 Nurture the imagination with  French female writers ‘baptized’ their
alternative possibilities to life at  Reading publics tales contes de fees or fairy tales.
‘home’ from which the protagonist if
often banished to find his or her  New literary genres  Narratives vary in length.
‘true’ home.
 Myths  Not addressed to children
 Home - different future or destiny  Latin, Middle English, French,  Ornate, didactic, ironic, and mocking
 Arrange known functions of a tale Spanish, Italian or German
aesthetically and ideologically to  Traced back to oral folk tradition,
 Marked by social class of the borrowed from Italian literary fairy tale.
induce wonder and then transmit writers and readers.
the tale according to customary
usage of a society in a historical  Oral and literary = fascinating hybrid
 Not accepted in European courts tales.
period. and cities
 Chapbooks or cheap books
 Read aloud.
LITERARY TALES
ORAL TALES  Literary fairy tales for children
 Bourgeois children literature
 End of 18th, beginning of 19th century –

romantic fairy tales
ROMANTICISM AND
20TH CENTURY
THE EVOLUTION
OF FOLK AND LATE 13TH CENTURY,
FAIRY TALES IN 1720 AND 1920`S
EUROPE AND FRANCE
 German romantic writers
NORTH AMERICA
 Complex metaphorical tales
 Concerns of middle class

COLLECTING FOLK
 Art, philosophy, education, and love
GRIMMS AND MID- TALES
 Individual or artist, who envisioned a CENTURY EUROPE
life without inhibitions and social
constraints.
 Foibles and contradictions of society

 Social and political act
 Conflict between the ‘heroic’ individual
and nature  Educated middle class.
 1830-1900  German culture  Native language, interests of

national and regional
 Parodies of fairy tales  Influenced others. movements and sought more
autonomy.
 Fairy tales were fully institutionalized in  Promote a national
Europe and north America. language, literature,  Collect diverse types of folk
history, and mythology. songs, legends, and tales in
 Absorption dialect and then transcribing
 Tales published in them.
 Walt Disney – snow white and the standard or high
seven dwarfs language.  Scandinavia – strong nationalist
and regional aspects
 Walt Disney – repetition of the same  Raw language
message  Svend Grundtvig made public
 Materials and essays on appeal for collection of folktales.
 Experimentation linked to magic customs and beliefs as
realism and a postmodern sensibility. well as historical articles  Aware of virtues of different
that traced the origins of languages and customs
the tales and their motifs.
 Liberals and conservatives
 European literary fairy tales
 1st stage: Greek mythologists and Italian folklore
 2nd stage: folklore from 17th century
 3rd stage: German and English fairy tales
 English fairy tales: maturity of literary
 Independent literary genre and accessed academic research
 Passed down shared aspects of human experience
 Fiction: individual author
 Story: enhanced collective work of many authors
 Real world experience
 Resident tiller of the soul and trading seaman
 Pass down wisdom of livelihood and meaning of life
 Free relationship between storyteller and listeners
 Benjamin connected himself to traditional experience with childhood writing
 Fragmented writing provides free relationship with readers
SHARE MEMORIES
AND EXPERIENCE  Liberate children`s subconscious
 Help discover and understand intrapsychic conflicts
BY STORYTELLING
 Gain imagination and courage
 Creative and invent the future
 Sympathetic and kind-hearted
 Optimism and positive values
HOW FAIRY TALES

EDUCATE AND CIVILIZE
US: ETHICAL LITERARY THE ETHICAL USE OF FAIRY
CRITICISM ON FAIRY T5ALES WITH CHILDREN
TALES
THE UTOPIAN FUNCTION

OF FAIRY TALES
 Utopia: ‘no-place’, imagined ideal community with perfect a socio-political-legal system

 Utopian dive: ideal and perfect world
 Chinese: 1. Airy-fairy, unscientific and impractical. 2. Distinguished from scientific
socialism. 3. Literary fantasy fiction
 Mirror dissatisfaction and wish-projection
 Help accelerate actions and hope for change
 Potential state of being
 Not-yet conscious
 Gain courage and strength

ENGL5121 ICE Task 3 - ST10291467 Amelia Govender

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ENGL5121 ICE Task 3 - ST10291467 Amelia Govender

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Amelia Govender

 Bourgeois children literature

 End of 18th, beginning of 19th century –

 Concerns of middle class

 Foibles and contradictions of society

 1830-1900  German culture  Native language, interests of

HOW FAIRY TALES

THE UTOPIAN FUNCTION

 Utopia: ‘no-place’, imagined ideal community with perfect a socio-political-legal system

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