Teaching the Myth in the Modern Classroom

By Julie Jarvis

John Tigue in his article, "Teaching Mythology as a Subtext of the Humanities" suggests that the study of myth is "an integral key to understanding the individual, society and the world."(1) Myth provides students with the opportunity to experience the lives of ancient peoples and to compare their thoughts with people of today. Tigue argues for the inclusion of myths in the humanities since these stories hold universal qualities and themes relevant to life today.(2)

Mythology appeals to the young adult for many reasons. The structure of most myths adheres to the qualities that make good plot structure. Most myths begin with exposition, follow with rising action and a conflict, continue with the climax and conclude with falling action and resolution. Since many myths are quite brief, the reader does not lose his or her attention. Myths provide information. They may explain elements of ancient cultures, such as the ancients' explanation of phenomena in the natural world. Because mythology focuses much of the time on the tragedies and hardships that befall an ancient figure's life, students may grow in appreciating and understanding their own lives and the world around them. Punishment for wrong doing or fighting bullies is a modern, as well as ancient, theme in literature. Some students enjoy reading action stories about war and punishment, themes which permeate ancient mythology.

Lisabeth Comm in her article, "Experiencing Mythology and the Bible: Reading, Writing, Looking and Dancing," embraces Louise Rosenblatt's reader-response theory in teaching mythology. She provides experiential techniques based on archetypal patterns which give students the opportunity to interact with the texts. It is important that students be able to recreate the texts and understand their significance.. For example, she has students write poetry based upon the stories from myths or the Bible. Students then read poetry by modern authors who have been inspired by the classics. An example is Zeus's rape of Leda with William Butler Yeats' poem "Leda and the Swan." Comm also uses art and dance in her course. (3)

Students may also be able to relate to myths through elements of myth seen throughout everyday life. We see many words and symbols from the myths. Isaac Asimov's Words from the Myths is a useful reference.(4) Cupid is a symbol for love and Valentine's Day. Mythology has influenced many writers, such as Milton, Marlowe, Dante and Joyce. Films, such as Clash of the Titans, adapted from the myths are also modern adaptations of these stories. Modern adaptations appear in picture books, such as Arthur Yorkinks' Caldecott Medal book, Hey, Al.(5) This story for children is based on the story of Daedalus and Icarus.

The influence of myth can be explored in the writings of modern fantasy and science fiction writers. Jan M. Griffin in her article, "Ursula LeGuin's Magical World of Earthsea," explores the influence of Native American and Norse mythology and Taoist philosophy on LeGuin's Newbery Silver Medal award winning The Earthsea Trilogy. Although the trilogy is deemed a book for children, young adults will find these coming of age stories stimulating reading. Her fourth book, Tehanu is meant for more mature audiences.(6)

Jane Ellen Glasser in her article, "Finding Ithaca: The Odyssey Personalized," focused her inner city students' study around the themes of "the role of the hero (that which is within his control), and the role of divine intervention (that which is beyond his control)."(7) Students developed a list of traits of a hero which they applied in their study of The Odyssey. They then tried to determine if Luke Skywalker or Martin Luther King among others resemble the Greek model. Students then wrote or created a video about their own personal odysseys.(8)

Jeff House in his article, "The Modern Quest: Teaching Myths and Folktales," supports connecting mythology and folktales with each other and current literature, movies and songs. He suggests that mythology and folktales be introduced at the ninth and tenth grades followed by instruction in the eleventh and twelfth grades which show how these myths influence more current literature. Teachers will need a strong background in traditional literature to prepare instruction. An example is the exploration of the trickster figure in African (Anansi) and Native American (coyote) with the novels of Mark Twain, Puck in Shakespeare's Midsummers' Night Dream; Charlie Chaplin and the Marx Brothers to Ferris Bueller's Day Off.(9)

SueAnn Kendell in her article, "Teaching Mythology: Not the Same Old Thing" in her review of the literature describes a teaching unit done by Phil Sullivan. He used Maxine Hong Kingston's The Woman Warrior as a modern example. uses the typically male hero seen in anicent myths in a compare/contrast with the female hero of today. Others who must engage in heroic efforts today are the handicapped. Howard Margolis and Arthur Shapiro used myth to reveal how disability stereotypes rose.

Some Recommended Books

D'Aulaires, Ingri and Edgar D'Aulaires. Book of Greek Myths. New York: Doubleday, 1962. 192p.

The book tells the story of the major Greek myths. It begins with Zeus and his family, then tells of the minor gods, Nymphs, Satyrs, and Centaurs. It ends with the mortal descendants of Zeus. The book is a spectacular account of Greek mythology. It has all of the important myths which are presented in an order which makes sense. The stories are not very long, but are told accurately. The language is easy to understand. Another feature is that each myth leads to the myth which follows it. The transitions are wonderful. The illustrations are elaborate. The color picuters are animated and show amazing detail. The pictures bring the myths to life.

Frenkel, Emily. Aeneas. Great Britain: Bristol Classical Press, 1986. 178p.

The book is the story of the great Trojan War hero, Aeneas. It accounts the adventures that he faces as he journeys home from the war. On his voyage, he encounters many difficulties. This is a good book for a mythology unit or a unit on Rome since it is Aeneas' descendants, Romulus and Remus, who found Rome. The story is written for younger audiences. Not only is the language easy to read, but there are also illustrations to guide the story along. There is also a useful glossary.

Homer. The Odyssey. New York: Pocket Books, 1997. 277p.

Odysseus is a hero of the Trojan War. The story recounts his voyage home. It begins with a description of the chaos at his house. There are many suitors who desire his wife's hand in marriage. The next part discusses his voyage home. Finally, he arrives home disguised as a beggar. He is the only one who can perform the challenge to win his wife's hand. The book is excellent for either a character or plot study. This edition is very good to use since it has a plot summary; a summary of Homer's life and writing techniques; and a glossary of unfamiliar terms. The cover has a picture of the recent movie which reminds students that it is still popular today. Students can see many influences today from the book such as "stuck between a rock and a hard place" and the monster Cyclops in comics and cartoons.

Russell, William F., ed. Classic Myths to Read Aloud. New York: Crown, 1989. 264p.

This is a collection of myths from gods and goddesses, such as Athena and Zeus, to creatures, such as the unicorn, to people as Pygmalion and Daedalus, to heroes, such as Aeneas and Ulysses. It is separated into two sections: the first is for ages five and up; the second for ages eight and up. Each myth begins with a paragraph about the story, then gives an approximate time frame. This is followed by a pronunciation guide and the myth. The book also includes English derivates from the words in the story. It includes an index.

Sophocles. Oedipus the King; The Oedipus Plays of Sophocles. Translated by Paul Roche. A Mentor Book, 1991. 76p.

The play opens with Oedipus's addressing his subjects by telling them he will rid the city of the plague by finding the murderer of their former king, Laius. Tiresias is a blind prophet who tells Oedipus that Oedipus himself committed the crime. Oedipus does not listen. Later Jocasta revelas to Oedipus the prophecy that her son was to kill his father and marry his mother. She had sent her son away to be killed. After a few more clues, Oedipus realizes that the man he killed on his voyage was his father and he has married his mother. He knows he must be punished so he gauges out his eyes. The play is tightly woven. It is ironic that the audience knows that Oedipus is guilty and is cursing himself. One feels great sympathy for Oedipus and Jocasta because they both tried hard not to fulfill the prophecy.

General Books for Young Adults: A Bibliography

Christie, Anthony. Chinese Mythology
Ions, Veronica. Indian Mythology
Ions, Veronica. Indian Mythology
MacCana, Proinsias. Celtic Mythology
Parrinder, Geoffery. African Mythology
Perowne, Stewart. Roman Mythology
Piggott, Juliet.Japanese Mythology

Specific Books for Young Adults

Aesop. Aesoph's Fables
Catlig, Patrick Skene. The Chocolate Touch
Evslin, Bernard. Cerberus
Evslin, Bernard. The Cyclops
Garfield, Leon and Edward Blishen. The God Beneath the Sea
Heslewood, Julie. Earth, Air, Fire and Water
McPhilip, Patricia. Fool's Run
Monroe, Jean Guard and Ray A. Williamson. They Dance in the Sky; Native American Star Myths
Stapleton, Michael. The Illustrated Dictionary of Greek and Roman Mythology

Videos

Brian Jackson Films. Prometheus. Barr Films.
Brian Jackson Films. Theseus and the Labrynth Barr Films.
Brown, Kevin, producer. Pandora's Box. Beacon Films
Green, Joshua M. producer. Pegasus (Stories to Remember). Lightyear Entertainment. (Parents' Choice Award Winner)

Professional Sources

Nilsen, Alleen Pace and Kenneth L. Donelson. (1993) Literature for Today's Young Adult New York: HarperCollins
Gillespie, John T., ed. Best Books for Junior High Readers. R. R. Bowker. 1991
Gillespie, John T., ed. . R. R. Bowker, 1991.
Gallo, Donald, ed. Books for You; A Booklist for Senior High Readers
Moss, Joyce and George Wilson, eds. From Page to Screen; Children and Young Adult Books on Screen and Video. Gale Research, 1992.

References

1. Tigue, John W. "Teaching Mythology as a Subtext of the Humanities." Journal of General Education, v41, 1992, p23.

2. Ibid., pp23-32.

3. Comm, Lisabeth. "Experiencing Mythology and the Bible: Reading, Writing, Looking and Dancing." in English Journal, November 1989, pp34-39.

4. Asimov, Isaac. Words from the Myths. Boston: Houghton Mifflin, 1961.

5. Yorinks, Arthur. Hey, Al. New York: Farrar, Straus and Girous, 1986.

6. Griffin, Jan. M. Ursula LeGuin's Magical World of Earthsea. ALAN Review.

7. Glasser, Jane Ellen. "Finding Ithaca: The Odyssey Personalized." in English Journal, Februrary, 1994. p66.

8. Ibid. pp66-69.

9. House, Jeff. "The Modern Quest: Teaching Myths and Folktales" in English Journal, January 1992, pp72-74.

10. Kendall, SueAnn. "Teaching Mythology: Not the Same Old Thing." in English Journal, April, 1990. pp29-32.