The Hero’s Journey Stage 4, Year 7 Rationale1).pdf/510236878... · The Hero’s Journey Stage 4, Year 7 Rationale ... primary school. begin work on the final stage of their research

12002 Secondary English LIG

Q u a l i t yQ u a l i t yT e a c h e rT e a c h e rP r o g r a mP r o g r a m

The Hero’s Journey

Stage 4, Year 7

Rationale

The Hero’s Journey, as experienced through a study of myths and legends,enables students to be exposed to particular cultural knowledge,recognise the functioning of narrative, and to explore the forms andstructures of narrative. In this unit students specifically learn torecognise the character traits of the archetypes of the hero’s journey,recognise the different types of heroes, and recognise the pattern of thehero’s journey or quest that is the basis of narrative. Students also learnabout:• how narrative and metaphor are used to make sense of our world• the cultural significance of myths and legends and the morals and

values they present

• the basis of the hero’s journey in myths and legends in literature andfilm.

2 2002 Secondary English LIG


Professional reading

Vogler, Christopher, 1999, The Writer’s Journey, Pan Books, London.

Cranny Francis, Anne, 1994, Popular Culture, Deakin University Press, Geelong. (EspeciallyChapter 1.)

Several teaching and learning models for gifted and talented students are referred to throughout this unit(usually indicated by name in brackets). These models include:

Other teaching resource materials

Rogers, Joan, 1997, “Heroes and Villains” in Language through Themes: Set 1, Macmillan, SouthMelbourne, Chapter 10.

Gowar, Mick, “Hero” in Baines, Richard, 2000, Beyond the Shadows, OUP, South Melbourne, poem,pp. 90-93

Davis, Sue; Everly, Christine and Hamston, Julie, 1998, Mulan: Secondary study guide, ATOM,Melbourne.

Student reading

Teachers can include any myths and legends from around the world.

See bibliography of stories at the end of the unit.

http://www.atfantasy.com/fiction/TheHerosJourney.phpThis web site provides a brief summary of the stages of the hero’s journey, as dealt with in Vogler,pages 12-27.

http://utd500.utdallas.edu/~hairston/mulan.htmlOne version of the poem Legend of Mulan.



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list.



Appendix 1Recognising the different types of heroes

(Adapted from Vogler, 1999, pp. 41–44)

Willing, active, gung-ho heroes:• committed to the adventure• without doubts• always bravely going ahead• self-motivated

Unwilling heroes:• full of doubts• hesitant• passive• needing to be motivated or pushed into the adventure by an outside force• usually change at some point and become committed to the adventure

Anti-heroes:• specialised kind of hero• may be outlaws or villains from the point of view of society• audience is in sympathy with them• they may win in the end over society’s corruption• rebels

Tragic heroes:• flawed heroes• never overcome their inner demons• brought down and destroyed by inner demons• may be charming• their flaw wins in the end

Group-oriented heroes:• are a part of society at the beginning• journey takes them to unknown land far from home• separate from group – have lone adventure in the wilderness away from the group which they

eventually rejoin

Loner heroes:• story begins with hero apart from society• natural habitat is the wilderness• natural state is solitude• journey is one of re-entry into the group, an adventure within the group, then a return to isolation

Catalyst heroes:• central figures who act heroically• don’t change much themselves• main function is to bring about change in others



Appendix 2Wide reading project: The hero’s journey

Throughout this unit you will be continually reading myths and legends from around the world. You willneed to read texts from at least five different cultures, including Indigenous Australian cultures. Recordyour wide reading on this sheet.

Wide reading: myths and legends

Name: ......................................................................................................................................................

The five cultures I have read are:

..............................................................................................................................................................

..............................................................................................................................................................

..............................................................................................................................................................

..............................................................................................................................................................

Date Title of myth or legend Culture Signature



Appendix 3Research assignment: The Hero’s Journey

Assessment task: Reading and writing

All cultures have stories about heroes who save the day when they undertake a quest. Here is your task:

1. From your wide reading choose 5 stories about heroes from 5 different cultures and do an analysisof each. For each story present

• a brief overview

• a brief outline of the character traits of the archetypes used

• why you think this story was told

• what you consider this story has told you about the culture from which it comes.

2. Choose one of these analyses and make a presentation to the class using technology. You couldword process and digitally illustrate your analysis, or create a PowerPoint presentation which couldbe used to introduce other Year 7 learners to an understanding of the importance of myths andlegends to our lives.

(Maker. Transformational)



Appendix 4

The Heroís Journey Model

Act I Act II Act III

Ordinary w

orldCall

to ad

venture

Refusal

of the c

all

Mentor

First T

hreshold

Tests, A

llies, E

nemies

Approach to

inmost c

ave

OrdealRew

ard (se

izing th

e sword

The road

backResu

rrecti

onRetu

rn with

the E

lixir

Crisis Climax

Approx. 30 screenplay pages 60 pages 30 pages

The Heroís Journey Model

Act I Act II Act III

Ordinary w

orldCall

to ad

venture

Refusal

of the c

all

Mentor

First T

hreshold

Tests, A

llies, E

nemies

Approach to

inmost c

ave

OrdealRew

ard (se

izing th

e sword

The road

backResu

rrecti

onRetu

rn with

the E

lixir

Crisis Climax

Approx. 30 screenplay pages 60 pages 30 pages



Appendix 5Myths and legends used in this unit

“Odysseus Meets the Monster”, in English Experience I, 1998, by Rex Sadler and Tom Hayller, Macmillan.

“The Trojan Horse”, in Close Encounters with Texts, 1995, by Elaine and Peter Robins, OUP.

Any of the stories in:

Myths and Legends, 1994, by Anthony Horowitz, Kingfisher Books.

Timeless Truths, 1997, Eva Gold (ed.) , St Claire Press, Rozelle, a photocopiable book of Creation mythsand Dreamtime stories including:

• “Kali, Mistress of Death” (India)

• “The Death of Baldor” (Norse)

• “The Flower of Blood” (Australian)

• “Prometheus and Pandora” (Greece)

• “Orpheus and Eurydice” (Greece)

“The Approach of Shiva” in Shiva: An Introduction, 1997, by Devdutt Pattanaik, Vakils, Feffer andSimons Ltd., Mumbai.

“Esther saves her people” and “David and Goliath” or any other stories in The Golden Bible: Stories fromthe Old Testament, Elsa Werner (ed.), The Golden Press, Sydney.

Stories from:

The Great Deeds of Superheroes, 1993, Maurice Saxby and Robert Ingpen, Millennium Books, Alexandria,Australia, such as:

• “Gilgamesh: The Epic Hero of the Sumerians” (Sumeria and Babylon)

• “Beowulf the Dragon Slayer” (Old England)

Poem:

“Hero” by Mick Gowar in Richard Baines, Beyond the Shadows, 2000, OUP, South Melbourne, pp. 90–93.



Appendix 6Narrative structure: The Hero’s Journey

Narrative: The Hero’s Journey Your ideas

ACT I – Within the hero’s “normal” world

The ordinary world:The normal world – setting, characters, beliefs,that the hero inhabitsCall to adventure:The hero is presented with a problem, challengeor adventureRefusal of the call:The hero hesitates because of fear – somethinghappens to further tempt the hero to take up thechallengeThe mentor:Someone to advise or guide the hero is introduced

ACT II – Outside the hero’s “normal” world

The first threshold:The hero commits to undertaking the challengeand agrees to face the consequencesTests, allies, enemies:A series of further problems to test the hero alongthe wayApproach the inmost cave:The edge of the most dangerous place in this otherworldOrdeal:The hero confronts her/his greatest fear – theheight of suspense and tension in the storyReward:The hero seizes the object of the quest e.g.Knowledge that leads to a better “ordinary” world,a magic key or grail or an insight

ACT III – Return to the “ordinary” world

The road back:The hero still has to deal with the consequencesof the reward: evil forces might pursue him/herResurrection:The turning point for the hero who is forced touse this new knowledge or magic object to preventhis/her own “death”

Return with the elixir:

The hero returns to the ordinary world with newknowledge, or object to heal or benefit theordinary world



Appendix 7The feature article

A feature article is usually about a topic of general interest to the target audience of the newspaper ormagazine in which it appears. For example, it could be about a person, a topic in the news, a particularissue etc. It is a background piece which provides information and often a range of opinions or points ofview about the topic. Here is a list of features of a feature article:

• The style is individual and often quite personal, where the writer might offer details from his orher personal experience.

• First person is often used.

• It includes direct quotations from witnesses, experts or people personally involved.

• The pyramid structure is used, rather than the inverted pyramid which is typical of news reports.The pyramid structure follows this pattern:

For further information and guidance on how to write a feature article, see the following web site whichwas developed by an English Extension 2 student for her 2001 HSC Major Work:

http://www.write-it-down.com/

The article is often introduced witha relatively insignificant orapparently unimportant detail, suchas information about the subject’sappearance, or how the writer firstmet or became interested in thesubject. The important backgroundinformation and interesting detaildevelops as the article proceeds.Newspaper reports follow anopposite pattern, where the mostimportant information is at thebeginning. Less significant detail isleft until the later sections, whichcan easily be deleted if thenewspaper needs the space for otheritems.



Appendix 8Assessment task: Writing and speaking

You are to compose and illustrate a narrative, set in the present day, as a children’s picture book suitablefor ages 6–10, which presents a similar moral or value as presented in a myth or legend that you have readfor your wide reading.

You will read your story to the class as a prepared reading.



Appendix 9Film review structure

This format provides one way of writing a film review. You should include all the topics listed in the grid,but you can arrange them in any order that suits your writing style and your response to the film. Use thegrid to make notes for your review.

Title of film:Director:Censorship rating:

Paragraph 1: How does the film compare with other films of the same genre?

Paragraph 2: A brief plot summary

Paragraph 3: Who is the target audience? What aspects of the film will appeal to this audience?

Paragraph 4: How effective are the actors (voices) for their roles? Do they make the characters cometo life?

Paragraph 5: How good are the film techniques, such as animation, music, creation of tension, soundand other special effects?

Paragraph 6: What messages does the film convey? How does it do this?

Paragraph 7: Sum up your view of the film

You may use a chatty, informal tone and some colloquial language, but make sure that your sentences aregrammatically correct and that you use proper paragraphs.

REMEMBER: Who is your audience?What is your purpose?

You will find a range of film reviews at the following web sites:http://www.imdb.com/http://www.sbs.com.au/movieshow/movieshow_set.htmlor check Saturday’s Sydney Morning Herald (Metropolitan section); The Weekend Australian (Reviewsection); The Sun Herald.



Appendix 10Assessment task: Listening, viewing and representing

After watching the film Mulan, you will work in groups and prepare an interview, for presentation to theclass, of two opposing characters from the film. In the interview your characters must justify the actionsthey took in the film.

You must try to use the correct voice of your character, that is, convey to your audience the thoughts andfeeling of your character by using language that your character would use. You also need to show yourknowledge of the whole film by having your characters refer to their actions, and the actions of others,that occur throughout the film.



Appendix 11Heroes

Wide reading list

Alexander, Pat & Kerins, Anthony, The Young Puffin Book of Bible Stories.

Bailey, John, McLeish, Kenneth & Spearman, David, Gods and Men: Myths and Legends from the World’sReligions

Branston, Brian & Caselli, Giovanni, Gods and Legends from Viking Mythology

Garfield, Leon & Blishen, Edward, The God Beneath the Sea

Garfield, Leon & Blishen, Edward, The Golden Shadow

Gates, Doris, Athena the Warrior Goddess

Gates, Doris, Zeus Lord of the Sky

Harris, Geraldine & O’Connor, David, Gods and Pharaohs from Egyptian Mythology

Gibson, Michael & Caselli, Giovanni, Gods, Men and Monsters from the Greek Myths

Johnston Phelps, Ethel, The Maid of the North: Feminist Folktales from around the World

Picard, Barbara, The Odyssey of Homer

Picard, Barbara, Tales of Norse Gods and Heroes

Picard, Barbara, German hero Sagas

Sutcliff, Rosemary, Dragon Slayer: the Story of Beowulf

Thompson, Thomas, The Story of Prince Rama

Wood, Marion & Sibbick, John, Spirits, Heroes and Hunters from North American Indian Mythology

From the Dreamtime: Australian Aboriginal Legends

Documents

The Hero’s Journey Stage 4, Year 7 Rationale1).pdf/510236878... · The Hero’s Journey Stage 4, Year 7 Rationale ... primary school. begin work on the final stage of their research