Amelia Govender

ST10291467

BOA1

ENGL5121

ICE Task 3

Kathryn Gregersen

12 May 2023
 Stabilize, conserve or challenge
common beliefs, laws, values, and
norms of a group.
 Sense of wonder in the tale and the
intended emotion sought by the
narrator is ideological.
 Play a role in the socialization and
acculturation of listeners.
 Nurture the imagination with
alternative possibilities to life at
‘home’ from which the protagonist if
often banished to find his or her
‘true’ home.
 Home - different future or destiny
 Arrange known functions of a tale
aesthetically and ideologically to
induce wonder and then transmit
the tale according to customary
usage of a society in a historical
period.
ORAL TALES
ROMANTICISM AND
20TH CENTURY
 German romantic writers
 Complex metaphorical tales
 Concerns of middle class
 Art, philosophy, education, and love
 Individual or artist, who envisioned a
life without inhibitions and social
constraints.
 Foibles and contradictions of society
 Conflict between the ‘heroic’ individual
and nature
 1830-1900
 Parodies of fairy tales
 Fairy tales were fully institutionalized in
Europe and north America.
 Absorption
 Walt Disney – snow white and the
seven dwarfs
 Walt Disney – repetition of the same
message
 Experimentation linked to magic
realism and a postmodern sensibility.
 Class and gender appropriation
 Male dictates or fantasies
 New possibilities of subversion
 Young and modern genre
 Official non-state languages
 Printing press
 Reading publics
 New literary genres
 Myths
 Latin, Middle English, French,
Spanish, Italian or German
 Marked by social class of the
writers and readers.
 Not accepted in European courts
and cities
LITERARY TALES
THE EVOLUTION
OF FOLK AND
FAIRY TALES IN
EUROPE AND
NORTH AMERICA
GRIMMS AND MID-
CENTURY EUROPE
 German culture
 Influenced others.
 Promote a national
language, literature,
history, and mythology.
 Tales published in
standard or high
language.
 Raw language
 Materials and essays on
customs and beliefs as
well as historical articles
that traced the origins of
the tales and their motifs.
 Frame narratives
 Introduction of diverse tales told in
different modes and styles.
 Oral tradition and the realistic novellas
and stories remained dominant in Italy.
 Oral storytelling provided the refuge for
fairy beliefs.
 French female writers ‘baptized’ their
tales contes de fees or fairy tales.
 Narratives vary in length.
 Not addressed to children
 Ornate, didactic, ironic, and mocking
 Traced back to oral folk tradition,
borrowed from Italian literary fairy tale.
 Oral and literary = fascinating hybrid
tales.
 Chapbooks or cheap books
 Read aloud.
 Literary fairy tales for children
 Bourgeois children literature
 End of 18th, beginning of 19th century –
romantic fairy tales
LATE 13TH CENTURY,
1720 AND 1920`S
FRANCE
COLLECTING FOLK
TALES
 Social and political act
 Educated middle class.
 Native language, interests of
national and regional
movements and sought more
autonomy.
 Collect diverse types of folk
songs, legends, and tales in
dialect and then transcribing
them.
 Scandinavia – strong nationalist
and regional aspects
 Svend Grundtvig made public
appeal for collection of folktales.
 Aware of virtues of different
languages and customs
 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