ENMCHL: Myth, Folktale and Popular Culture

Module code: ENMCHL

Module provider: English Literature; School of Humanities

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 1 / 2

Module convenor: Professor Karin Lesnik-Oberstein, email: k.b.lesnik-oberstein@reading.ac.uk

Module co-convenor: Dr Neil Cocks, email: n.h.cocks@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module begins with the discussion of the oral tradition for children, and the place of myth and folktale within it. The first part of the module will concentrate on the folktale and fairy-tale. Topics for discussion will include: the main theories of folktales and fairy-tales; the work of Perrault and the Grimms; nineteenth century fairy-tales; folktale and gender; the way European folktales have been reworked for children in different forms (including the animated film of Disney and others) in this century; and folktales from different parts of the world. This part of the module will conclude with discussion of different theories of myth and the influence of certain mythical stories or collections of myth on contemporary children's literature. The second part of the module will examine texts and media that may, in a variety of ways, be seen as 'popular'. This will include books published in series (Goosebumps, Babysitters); books marketed by genre (Point Horror); comics, magazines and media. Through these texts, important questions of critical approach will be raised. These will include questions of value and hierarchy, the construction of 'authors' and authority, notions of originality and repetition, and ideas of the 'contemporary'. Above all, the very idea of the 'popular' will be carefully considered. How does it function in existing critical languages? Is it thought of as a part of, or as apart from, children's literature? Where would one place Enid Blyton or Roald Dahl? Disputed cases such as these will help to mark out the frontiers of debate. This suggested outline may be modified to take into account specific interests of the students. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Demonstrate a knowledge and understanding of critical, theoretical and methodological approaches to children’s literature and interdisciplinary childhood studies, including children’s media and popular culture 
2. Use a knowledge of the origins and development of children’s literature and media 
3. Implement research skills, including archival research skills 
4. Write critically and analytically about issues in children’s literature and interdisciplinary childhood studies 
5. Demonstrate an awareness of the relevance of issues in children’s literature and interdisciplinary childhood studies to wider social and cultural issues and questions. 
6. Demonstrate an awareness of international and global issues in relation to childhood and children’s literatures in English.

Module content

The module includes consideration of a range of critical and theoretical writings on myth and folktale and popular culture, also, but not only, specifically in relation to children's literature. Further, fictional materials, such as fairy-tales and films, are read in relation to ideas of myth and folktale whilst more recent popular culture may include books published in series (Goosebumps, Babysitters); books marketed by genre (Point Horror); comics, magazines and media (which may include radio, film, television and computer and social media games). 

Structure

Teaching and learning methods

The module consists of 22 once-weekly small-group seminars of one hour's duration. In the seminars the group discussions are based on the close analysis of the module texts and media, where critical and theoretical issues raised in the reading are the subject of discussion as they arise from the close readings. 

Study hours

At least 22 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment consists of continuous feedback on seminar participation and extensive feedback on all written work. 

Reassessment

Additional costs