DOCSLIB.ORG

Activity Guide &

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Activity Guide & Kathleen Pelley Storytelling Activity Guide Activity Guide by Kathleen Pelley 1 Kathleen Pelley Storytelling Activity Guide One of the many things I love about good stories is that they can provide a space in our hectic busy lives to simply PAUSE and PONDER some truth, some beauty, or some new way of looking at the world. Each month I will invite you to join me as I PAUSE and PONDER upon the story I have just read. The Pied Piper of Hamelin Retold and illustrated by Michèle Lemieux PAUSE and PONDER … Why I love this story? I remember this story from my childhood, and in the version that I read, one of the children, a little lame boy, was left behind after the Piper had lured all of the other children into a cave on the hillside. While the basic premise of this story seems a little strange and scary (a whole village of children being lured away by a vengeful piper), I do not remember being frightened but rather intrigued. Perhaps it is an example of what Bruno Bettelheim addresses in his book, “The Uses of Enchantment:” children need fairytales with wicked stepmothers and big bad wolves and a vengeful piper, because it is a way for them to make sense of their own inner fearful imaginings. In addition to sharing some frisson of fear, this story also serves as a way to explore the whole notion of what it means to “pay the piper” - an expression from our everyday speech with which even many adults are unfamiliar. What a great way to launch a discussion with your children about the consequences of broken promises and what it means to be a person of your word. Souvenirs from the story – a firm resolve to keep one’s promises – to pay the piper….and perhps a sliver of relief at not being one of the children in the town of Hamelin back on that fateful day in 1284. Emotional/Universal Truth What is an emotional truth? Any editor will tell you that a common weakness of many picture book manuscripts is that they are “too trite.” In other words, they will not withstand multiple readings, because they are too one dimensional and lack a universal, emotional truth. It is NOT a lesson, a moral, or a message! Rather it is a simple truth, woven seamlessly throughout the story -some truth about love, hope, pain, joy, or home that a child can understand and connect with. I like to think of it as that whiff of 2 Kathleen Pelley Storytelling Activity Guide wonder, that bolt of beauty that lingers with you, long after the last page is turned or the final word uttered. Why should this universal truth matter so much to the read-aloud quality of a picture book? “The storytellers go back and back, to a clearing in the forest where a great fire burns, and the old shamans dance and sing, for our heritage of stories began in fire, magic, the spirit world. And that is where it is held, today.” Doris Lessing Truth connects us to one another, to our ancestors, and to the world around us. Good books and stories are all about connections. When we read a story aloud to a child – a story that truly touches us at the very core of our being with its beauty and its truth, then, we will naturally breathe our own life and love into those words as we read them aloud. (Notice how life and spirit, breath and voice are all connected). In turn, those words will seep into the little listener’s heart, making her or him feel brave or bold, calm or kind, happy or hopeful. “Adult books maintain lives; children’s books change lives.” Yolen The “truth” of this story – is a harsh one - Keep your promises or be prepared to suffer the consequences. What souvenir and what “truth” I wonder, will you and your children take from this story? The following discussion questions and activities are designed for use either with a parent and a child, or with a teacher and her class or a small group. Most of the discussion questions are suited for children ages 8-10 but could be adapted for use with younger and older children too. - Kathleen Pelley Children’s Author, Storyteller, and Speaker www.kathleenpelley.com 3 Kathleen Pelley Storytelling Activity Guide Discussion Questions 1. Where and when does this story take place? 2. What clues in the text and pictures tell you this? 3. What kind of people lived in Hamelin? 4. How did the mayor try to get rid of the rats at first? 5. Why did that plan fail? 6. What reward did the mayor then offer to anyone who could get rid off the rats? 7. Do you think that was a good reward? 8. Why was the Pied Piper so called? 9. How did he get rid of the rats? 10. What reason did the Mayor give the piper for not paying him what he had promised? 11. Do you think that was fair? Discuss. 12. How did the Piper behave after the mayor broke his promise? 13. Do you blame the Piper for acting like this? Discuss. 14. What else could the Piper have done instead? 15. Has anyone ever made a promise to you and then broken that promise? How did that make you feel? Share and discuss. 16. Have you ever had to break a promise to someone? Share and discuss. 17. Which character did you dislike the most – the mayor or the Piper? Discuss. 4 Kathleen Pelley Storytelling Activity Guide Discussion Questions (cont.) 18. Have you ever received a reward for doing something? Share and discuss. 19. Have you ever wanted something so badly that you would offer a reward to get it? Share and discuss. 20. How did this story make you feel? Discuss. Criss-Cross Words Read the story words in the Word Box Read each set of clues and fill in the spaces in each puzzle, using the words in the word box. reward pied hardy cradles piper poison greedy pillows chairs melody regret mayor 5 Kathleen Pelley Storytelling Activity Guide Criss-Cross Words #1 Across Down 1. Colorful 1. What the mayor used at first to kill the rats 6 Kathleen Pelley Storytelling Activity Guide Criss-Cross Words #2 Across Down 1. A tune the piper played 1. The man who was in charge of the city of Hamelin 7 Kathleen Pelley Storytelling Activity Guide Criss-Cross Words #3 Across Down 1. The rats ate these 1. The person who plays a pipe 8 Kathleen Pelley Storytelling Activity Guide Criss Cross #4 Across Down 2. The mayor was this type of person 1. Not easily hurt or harmed 9 Kathleen Pelley Storytelling Activity Guide Criss-Cross Words #5 Across Down 1. What the Mayor felt after breaking 1. What the Mayor offered the Piper his promise 10 Kathleen Pelley Storytelling Activity Guide Writing Activites Divide students into groups. Group 1 Students write a newsreport about how rats have overrun the city of Hamelin. Encourage them to include interviews with some of the children in the town describing how they feel about the rats. Group 2 Working in pairs, have students design a poster from the Town council of Hamelin offering a reward for destroying the rats. See how many different kinds of rewards they can think of. Group 3 Working in pairs, have students write a letter to the Piper apologizing for breaking their promise and asking him to return the children to them. Group 4 Research other versions of the Pied Piper (eg Mercer Mayer and Brothers’ Grimm) and have them summarize the different endings and explain the meaning of the word, legend. Come together as a class to share the students’ work and discuss. Poetry recital Read to the class Robert Browning’s poem, the Pied Piper or listen to it on YouTube. Follow with a discussion of which ending they liked best and why. Encourage students to pick 6 or 8 favorite lines and memorize and share with the class. 11 Kathleen Pelley Storytelling Activity Guide Social Studies Direct one group of students to research what the children’s crusade was. Direct another group to locate Hamelin on a map and find 10 facts about the country of Germany. Direct another group to research 10 facts about life in the Middle Ages and write a paragraph or two about what they would have liked or not liked about living at that time. Direct another group to research the legend that this story is based upon (read or listen to the author’s note at the end of the read aloud) Children come together as a class to share their findings and discuss. 12 Kathleen Pelley Storytelling Activity Guide Answer Key Discussion Questions 1. City of Hamelin in Germany in 1284 2. Some examples :clothing, castle, gold pieces, market place 3. Selfish and greedy 4. Poison and traps 5. Rats were too smart and hardy. 6. A thousand gold pieces. 7. No right answer. 8. Pied – colorful clothing. 9. He played a tune on his pipe. 10. Wasn’t very much work and he did not have to charm each rat separately. 11. No right answer. 12. The Pied Piper took his revenge by luring the children away. 13. – 20 No right answers. 13 Kathleen Pelley Storytelling Activity Guide Answer Key (cont.) Criss-Cross Words #1 Across Down 1. PIED—Colorful 1. POISON—What the mayor used at first to kill the rats 14 Kathleen Pelley Storytelling Activity Guide Answer Key (cont.) Criss-Cross Words #2 Across Down 1.
Load more

Recommended publications
  • Fairy Tale Versions~
    FAIRY TALES/FOLK TALES Fairy Tales are a type of folktale in which magic plays a great part. Compiled by Sheila Kirven GENERAL Anderson, Hans Christian Steadfast Tin Soldier Juv.A544ste Armstrong, Gerry The magic bagpipe Juv. 788.9 .A735m Browne, Anthony Into the Forest Juv. B882i (Story incorporates elements of familiar tales) Casserley, Anne Roseen Juv. 398.21 .C344r Chapman, Gaynor The Luck Child Juv. 398.21.C466l 1968 De Regniers, Beatrice Little Sister and the Month Brothers Juv. D431Li Schenk The House in the Wood and Other Old Fairy Stories Juv. 398.2.G864h Little Lit: Folklore and Fairy Tale Funnies Juv.398.21.F666 Hennessy, B. G. Once Upon a Time Map Book: Take a Tour Juv.H515o of Six Enchanted Lands (Peter Pan, Wizard of Oz, Alice in Wonderland, Jack and then Beanstalk, Aladdin, Snow White) Jacobs, Joseph The buried moon; a tale told by Joseph Jacobs. Juv. 398.21 .J17b Jacobs, Joseph Indian fairy tales Juv.398.2 .J17i 1969 MacDonald, George, The golden key Juv. M135g Matsutani, Miyoko, The crane maiden. Juv. 98.21 .M434c My Storytime Collection of First Favorite tales Juv. 398.2.M995 2002 O’Malley, Kevin Once upon a cool motorcycle dude Juv. O543o (Two classmates try to tell a fairy tale to their class with some imaginative twists to some well-known fairy tale elements!) Oxenbury, Helen. Helen Oxenbury nursery story book. Juv. 398.21 .O98h San Jose, Christine Little Match Girl Juv. 398.21.A544j San Souci, Robert D. White Cat Juv.398.21.SS229w 1990 Singer, Marilyn Follow Follow: A book of Reverso poems Juv.811.54.S617f (Poems
    [Show full text]
  • Commonlit | the Pied Piper of Hamelin
    Name: Class: The Pied Piper of Hamelin By Robert Browning 1888 Robert Browning (1812-1889) was an English poet and playwright known for his dramatic verse. “The Pied Piper of Hamelin,” published in 1888, is a poetic retelling of the German legend from the Middle Ages in which a man is hired to lure rats away from a town with his magic pipe. As you read, take notes on the Piper's actions and motivations. [1] Hamelin town's in Brunswick, By famous Hanover city; The River Weser, deep and wide, Washes its wall on the southern side; [5] A pleasanter spot you never spied; But, when begins my ditty, Almost five hundred years ago, To see townsfolk suffer so From vermin, was a pity. [10] Rats! They fought the dogs, and killed the cats, And bit the babies in the cradles, And ate the cheeses out of the vats, And licked the soup from the cook's own ladles, [15] Split open the kegs of salted sprats,1 "Pied Piper with Children" by Kate Greenaway is in the public Made nests inside men's Sunday hats, domain. And even spoiled the women's chats, By drowning their speaking With shrieking and squeaking [20] In fifty different sharps and flats. 1. a small fish of the herring family 1 At last the people in a body To the Town Hall came flocking: "'Tis clear," cried they, "our Mayor's a noddy;2 And as for our Corporation—shocking [25] To think we buy gowns lined with ermine3 For dolts4 that can't or won't determine What's best to rid us of our vermin! You hope, because you're old and obese, To find in the furry civic robe ease? [30] Rouse up, sirs! Give your brains a racking To find the remedy we're lacking, Or, sure as fate, we'll send you packing!" At this the Mayor and Corporation Quaked with a mighty consternation.5 [35] An hour they sat in council, At length the Mayor broke silence: "For a guilder6 I'd my ermine gown sell, I wish I were a mile hence! It's easy to bid one rack one's brain — [40] I'm sure my poor head aches again I've scratched it so, and all in vain.
    [Show full text]
  • Fairy Tales & Legends: the Novels
    Koertge, Ron. Lies, Knives and Girls in Red Dresses (Little Red Riding Hood) Levine, Gail Carson. Fairest (Snow White isn’t the fairest of them all) These are tales that are written in full Lo, Malinda. novel form, with intricately developed Ash (Cinderella) plots and characters. Sometimes the Marillier, Juliet. version is altered, such as taking place in a Wildwood Dancing (The Frog Prince different location or being told through and Twelve Dancing Princesses, set in the eyes of a different character. Transylvania) Anderson, Jodi Lynn. Martin, Rafe. Tiger Lily (Peter Pan) Birdwing (A continuation of Six Swans) Barron, T.A. Masson, Sophie. The Lost Years of Merlin series Serafin (Puss in Boots, only the cat is an Great Tree of Avalon series angel in disguise) Bunce, Elizabeth. McKinley, Robin. A Curse as Dark as Gold (Rumplestiltskin) Beauty (Beauty & the Beast) Coombs, Kate. Spindle’s End (Sleeping Beauty) The Runaway Princess Meyer, Marissa. (A new twist on old tales) Lunar Chronicles (Dystopian fairy tales) Crossley-Holland, Kevin. Meyer, Walter Dean. Arthur trilogy Amiri & Odette (Swan Lake set in the Projects) Delsol, Wendy. Stork trilogy (Snow Queen) Napoli, Donna Jo. Dokey, Cameron. Beast (Beauty & the Beast, set in Persia, Golden (Rapunzel) told from Beast’s point of view) Beauty Sleep (Sleeping Beauty) Breath (Pied Piper) Donoghue, Emma. Crazy Jack (Jack and the Beanstalk; Kissing the Witch (13 tales loosely Jack’s looking for his dad) connected to each other) The Magic Circle (Hansel & Gretel; the witch’s story) Durst, Sarah Beth. Ice (East of the Sun, West of the Moon) Pearce, Jackson.
    [Show full text]
  • Live to Re-Tell the Tale
    Live to Re-tell the Tale.... Select a favourite fairy tale that you would like to re-tell. Then, choose one character from the story who will present the tale from his/her point of view. Consider the following questions as you think about your Re-told Tale: Will the story be different because of the character you have chosen? For example, if that character is a Big Bad Wolf or an Evil Witch, how might you change the story to reflect that character’s take on the story? Will there be added scenes in your tale based on the character you have chosen? For example, if you chose to tell the tale of Cinderella from the Fairy Godmother’s perspective, what might be different about your story (ie., before, during and after the ball?) How will the dialogue in the story be different as it comes from your character? Do you want to make your main character a more modernized, or nicer, or meaner version than in the original tale? What other information do you want to share about your character that might not have been part of the original story? You do not have to rewrite the entire tale, but can write a synopsis of it. (A synopsis is like a summary, that lets the reader or listener know what the whole story is about). Your synopsis can be in point form, in mini paragraphs, or in whatever form you like. You will present your story ORALLY to the group, so you can also think about how your presentation will be different than an entire written story.
    [Show full text]
  • The Pied Piper of Hamelin Role-Play Level 4
    The Pied Piper of Hamelin Role-play Level 4 Cast Non-speaking roles (2 or 3 children for each role) ? Narrator 1 Pied Piper Children Rats ? Narrator 2 Mayor People of Hamelin Work with the children to allocate characters and prepare a short performance. Discuss the stage directions in advance and make sure the children understand how to follow the script. Narrator 1: One day, a strange man went to see the mayor. He was wearing red and yellow clothes and he carried a pipe in his hand. Pied Piper: I am the Pied Piper and I can make the rats leave Hamelin. Mayor: If you can make these rats leave Hamelin, I will give you lots of money. Pied Piper: I will remember that. Narrator 2: Then, the strange man went into the streets of Hamelin. He began to play some strange music on his pipe. (The Piper plays. The rats stop and listen.) Narrator 1: The rats heard the music and they stopped to listen. Suddenly, one rat followed the Pied Piper. Then, another rat followed him. And another. Soon, all the rats were following the Pied Piper. (The rats follow the Piper to the river.) Copyright © LadybirdCopyright Books Ltd, 2018 page 1 The Pied Piper of Hamelin Role-play Level 4 Narrator 2: The Pied Piper walked toward the river. He was still playing the strange music on his pipe. The rats followed him and they all jumped into the river. And that was the end of the rats in Hamelin. (The Pied Piper returns to the mayor.) Narrator 1: The Pied Piper went back to see the mayor.
    [Show full text]
  • Fairy Tales and Political Socialization
    FAIRY TALES AND POLITICAL SOCIALIZATION by Mehrdad Faiz Samadzadeh A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching & Leadership University of Toronto Ontario Institute for Studies in Education © Copyright by Mehrdad Faiz Samadzadeh 2018 FAIRY TALES AND POLITICAL SOCIALIZATION Mehrdad Faiz Samadzadeh Doctor of Philosophy Department of Curriculum, Teaching & Leadership Ontario Institute for Studies in Education University of Toronto 2018 Abstract The concept of childhood is one of the many facets of modernity that entered Western consciousness in the seventeenth century. It emanated from the historical mutations of the post-Renaissance era that set in motion what Norbert Elias calls the civilizing process, one that spawned a repressive mode of socialization in tandem with the cultural and ideological hegemony of the new power elite. Accordingly, childhood became a metaphor for oppression targeting not only children, but also women, the underclass, the social outcast, and the colonized as they all were deemed “incompletely human”. From mid-nineteenth century on, however, childhood began to evince a liberating potential in tandem with the changing direction of modern Western civilization. This ushered in an alternative concept of childhood inspired by the shared characteristics between the medieval and modern child that finds expression in the works of distinguished literary figures of the Victorian era. What followed was an entire movement towards the recognition of children’s rights and status that set the context for the growing interest in childhood as a subject of historical inquiry in the twentieth century. This conceptual vicissitude of childhood is central to the present thesis which I pursue in relation to the literary genre of fairy tale.
    [Show full text]
  • March 1923) James Francis Cooke
    Gardner-Webb University Digital Commons @ Gardner-Webb University The tudeE Magazine: 1883-1957 John R. Dover Memorial Library 3-1-1923 Volume 41, Number 03 (March 1923) James Francis Cooke Follow this and additional works at: https://digitalcommons.gardner-webb.edu/etude Part of the Composition Commons, Ethnomusicology Commons, Fine Arts Commons, History Commons, Liturgy and Worship Commons, Music Education Commons, Musicology Commons, Music Pedagogy Commons, Music Performance Commons, Music Practice Commons, and the Music Theory Commons Recommended Citation Cooke, James Francis. "Volume 41, Number 03 (March 1923)." , (1923). https://digitalcommons.gardner-webb.edu/etude/699 This Book is brought to you for free and open access by the John R. Dover Memorial Library at Digital Commons @ Gardner-Webb University. It has been accepted for inclusion in The tudeE Magazine: 1883-1957 by an authorized administrator of Digital Commons @ Gardner-Webb University. For more information, please contact [email protected]. ETU D E ,MUS I C MAGAZINE ! MARCH 19 23 25 cents a Copy Theodore Presser Co. $2.00 a Year Philadelphia, Pa. PRESSER’S MUSICAL MAGAZINE New Music Book Publications Presenting Exceptional New Material For l MONTHLY JOURNAL FOR THE MUSICIAN, THE MUSIC STUDENT,^ AND ALL MUSIC LOVERS. Teachers, Students, Performers and Music Lovers 2gS3H&'S£SKt EntCrephUadc,Cp°hnia/P:.S, “ieA«6if &3. UtC' °’ * Copyright, 1922, by Theodore Presser Co., for U. S. A. and Great Britain 1712 Chestnut Street, Philadelphia, Pa. Printed in the United States of America FROM THE FAR EAST PLAYER’S BOOK EIGHT SONGS FROM GREEN TIMBER Lyrics by Charles O. Roos The World of Music U\tr& iHflWwt WOODSY CORNER TALES AND TUNES sssssm £L For Little Piano Players ISSEIS mmst mmm ALBUM OF TRANSCRIPTIONS BILBRO’S KINDERGARTEN JUNIOR COLLECTION of ANTHEMS BOOK By H.
    [Show full text]
  • Reading the Poem the Pied Piper of Hamelin the Poet
    Reading the Poem The Pied Piper of Hamelin The Poet Robert Browning (1812-1889) is one of the great names in English poetry. Very few of his works are suitable for children, and even ‘The Pied Piper’ is challenging. However, it is included because it is the most definitive version of a world famous story. Browning was the son of a clerk at the Bank of England. He was educated at home with his sister by a private tutor. His father (also Robert) had a 6,000 volume library, and young Robert became a voracious reader. His talent was not long in showing itself. At the age of twelve, he wrote a volume of poetry. By fourteen, he was fluent in French, Italian, Greek and Latin. At sixteen, he enrolled briefly at the University of London, but dropped out. His official career as a poet dates from 1833, when his father paid for the publication of a book of verse. He travelled widely, in Russia and Italy, soaking up experiences. Paracelsus (1835) was a critical success – and Browning became a name. © Ziptales Pty Ltd Reading the Poem The Pied Piper of Hamelin The Poet In 1844, he began corresponding with a reclusive lady poet whose work he admired, Elizabeth Barrett. She was a gifted writer, who had already made a signifi- cant reputation. However, very much in the style of Victorian England, she was under the ‘protection’ (control) of her stern father, whose urge to keep his children from the world bordered on madness. There was no question, in his mind, of Elizabeth meeting young men.
    [Show full text]
  • Snow White & the Seven Dwarfs
    THE BELHAVEN UNIVERSITY DEPARTMENT OF MUSIC Dr. Stephen W. Sachs, Chair presents Friday, January 17, 2014 • 7:30 p.m. Saturday, January 18, 2014 • 9:30 a.m. • 11:30 a.m. Belhaven University Center for the Arts • Concert Hall There will be a reception after the evening program. Please come and greet the performers. Please refrain from the use of all flash and still photography during the concert. Please turn off all pagers and cell phones. PROGRAM Snow White and the Seven Dwarfs Seymour Barab • b. 1921 Produced by Arrangement with Theodore Presser, Music Publisher. PROGRAM NOTES Seymour Barab was born in Chicago, Illinois, on January 9, 1921, and currently resides in New York City. He began his musical career on the piano and became the regular organist for a local church by the age of thirteen. Barab took up the cello and eventually played professionally in several major symphony orchestras touring the United States. Barab's comic one-act operas and those for young audiences include Little Red Riding Hood, which was the first American opera ever performed in China and The Toy Shop, first performed by the New York City Opera at the Kennedy Center in Washington, D.C. Over the years Little Red Riding Hood has gained distinction as “one of the most performed contemporary children’s operas.” In 1988, Mr. Barab wrote Snow White and the Seven Dwarfs, an opera for Cimarron Circuit Opera that included school children in the production. His experience with interactive opera led to the request by Virginia Opera for two brand new interactive operas for children, The Pied Piper of Hamelin and Cinderella.
    [Show full text]
  • Fairytale Books Quiz
    Fairytale Books Quiz Time for Reminiscing! How much do you remember? Questions 1. How did the wicked queen try to poison Snow White? 2. When did the frog transform into a Prince? 3. Which musical instrument did Jack (Beanstalk) steal from the Giant? 4. Why did Little Red Riding Hood go to visit her grandmother? 5. In the story 'Puss & Boots' what function did the boots have? 6. In which story are two children put in a cage? 7. When does Pinocchio's nose grow? 8. How many step-sisters did Cinderella have? 9. What profession did Snow White's little friends (dwarves) have? 10. How did the 'The Pied Piper of Hamelin' get rid of the rats? 11. Finish the saying: Mirror, Mirror, on the wall... 12. What happens to the Ugly Duckling at the end of the story? 13. In 'The Three Billy Goats Gruff' story what lived under the bridge? 14. What was the name of the fairy in 'Peter Pan'? 15. What did the Prince ask Rapunzel to let down from the tower? 16. What are the magic words to enter the cave of Ali Baba & the 40 Thieves? 17. In the story 'The Emperor's New Clothes' what did the Emperor wear? 18. Who won the race: the Tortoise or the Hare? 19. How many children are there in 'The Lion, the Witch & the Wardrobe'? 20. To whom belonged the magic lamp? 21. How tall was Tom Thumb? Answers 1 - With a poisoned apple 2 - When he was kissed by the princess 3 - A Harp - 4 - Her grandmother was sick 5 - To protect his feet while walking outdoors 6 - Hansel and Gretel 7 - When he lies 8 - Two 9 - They worked in the mines 10 - He lured the rats away with his magic pipe 11 - Who is the fairest of them all..
    [Show full text]
  • Politically Correct Bedtime Stories
    Politically Correct Bedtime Stories Modern Tales for Our Life and Times James Finn Garner POLITICALLY CORRECT BEDTIME STORIES To the Theatre of the Bizarre, including Pepe, Armando, Egon, Ted, Matteo, Nick and Julietta; James Ghelkins, Jr., and Willie, Smitty, and Jocko of the Teamsters Children’s Puppet Theatre; and Others too numerous to mention. To Carol, for help and encouragement, and to Lies, for everything. - 1 - POLITICALLY CORRECT BEDTIME STORIES CONTENTS INTRODUCTION LITTLE RED RIDING HOOD THE EMPEROR’S NEW CLOTHES THE THREE LITTLE PIGS RUMPELSTILTSKIN THE THREE CODEPENDENT GOATS GRUFF RAPUNZEL CINDERELLA GOLDILOCKS SNOW WHITE CHICKEN LITTLE THE FROG PRINCE JACK AND THE BEANSTALK THE PIED PIPER OF HAMELIN - 2 - POLITICALLY CORRECT BEDTIME STORIES INTRODUCTION When they were first written, the stories on which the following tales are based certainly served their purpose – to entrench the patriarchy, to estrange people from their own natural impulses, to demonize “evil” and to “reward” an “objective” “good”. However much we might like to, we cannot blame the Brothers Grimm for their insensitivity to womyn’s issues, minority cultures, and the environment. Likewise, in the self-righteous Copenhagen of Hans Christian Anderson, the inalienable rights of mermaids were hardly given a second thought. Today, we have the opportunity – and the obligation – to rethink these “classic” stories so they reflect more enlightened times. To that effort I submit this humble book. While its original title, Fairy Stories For a Modern World, was abandoned for obvious reasons (kudos to my editor for pointing out my heterosexualist bias), I think the collection stands on its own.
    [Show full text]
  • David Blamires Telling Tales the Impact of Germany on English Children’S Books 1780-1918 to Access Digital Resources Including: Blog Posts Videos Online Appendices
    David Blamires Telling Tales The Impact of Germany on English Children’s Books 1780-1918 To access digital resources including: blog posts videos online appendices and to purchase copies of this book in: hardback paperback ebook editions Go to: https://www.openbookpublishers.com/product/23 Open Book Publishers is a non-profit independent initiative. We rely on sales and donations to continue publishing high-quality academic works. TELLING TALES David Blamires (University of Manchester) is the author of around 100 arti- cles on a variety of German and English topics and of publications includ- ing Characterization and Individuality in Wolfram’s ‘Parzival’; David Jones: Art- ist and Writer; Herzog Ernst and the Otherworld Journey: a Comparative Study; Happily Ever After: Fairytale Books through the Ages; Margaret Pilkington 1891- 1974; Fortunatus in His Many English Guises; Robin Hood: a Hero for all Times and The Books of Jonah. He also guest-edited a special number of the Bulletin of the John Rylands University Library of Manchester on Children’s Literature. [Christoph von Schmid], The Basket of Flowers; or, Piety and Truth Triumphant (London, [1868]). David Blamires Telling Tales The Impact of Germany on English Children’s Books 1780-1918 Cambridge 2009 40 Devonshire Road, Cambridge, CB1 2BL, United Kingdom http://www.openbookpublishers.com @ 2009 David Blamires Some rights are reserved. This book is made available under the Creative Commons Attribution-Non-Commercial-No Derivative Works 2.0 UK: England & Wales License. This license allows for copying any part of the work for personal and non-commercial use, providing author attribution is clearly stated.
    [Show full text]