Republic of the Philippines BATANGAS STATE UNIVERSITY Jose P.

Laurel Polytechnic College Malvar, Batangas COLLEGE OF TEACHER EDUCATION SECONDARY EDUCATION PROGRAM COURSE SPECIFICATION Second Semester, AY 2013-2014 VISION A leading University in the region which shapes a globally competent citizen imbued with moral courage nurtured through values and quality education MISSION Batangas State University commits to develop productive citizens by providing the highest standard of instruction, research, extension service and production through value-laden learning experiences, community partnerships and internalization initiatives. CORE VALUES Spirituality Nationalism Harmony and Teamwork Commitment to Excellent Service Human Dignity and Gender Equality Transparency, Honesty, and Accountability Concern for the Environment

COURSE CODE: PREREQUISITE: LECTURE UNIT: LABORATORY UNIT:

COURSE TITLE: MYTHOLOGY AND FOLKLORE LIT 204 DOCUMENT CODE: LIT 201 and LIT 203 REVISION NUMBER: 00 3 ISSUE NUMBER: 01 None ISSUED DATE: November 10, 2013

1. PHILOSOPHY The course covers a study of myths and folklore from different countries. It also includes the various archetypal patterns used in different myths as expressed in the creation and other types of myths. It is designed to expose the students to various myths and folklores from different countries that have influenced the civilization of man. The similarities and the impact of these stories on peoples cultural heritage will be studied through films, plays, and texts. This course is suited for students who wish to enrich their knowledge of tales which emphasize the common cultures and beliefs of different nations all over the globe as it provides a study of mythological and folk narratives from different countries in general and the different cultural patterns of countries, in particular. 2. AUDIENCE The course is intended for second year Bachelor in Secondary Education major in English students. 3. INTENDED LEARNING OUTCOMES By the end of the course, the students must be able to: 1. trace the transformations of myths throughout time 2. relate mythology to society, culture and other disciplines 3. distinguish underlying similarities and variations of human cultures in myths 4. evaluate archetypes of plot, character, symbolism, motif in myths and legends 5. appreciate the breadth and depth of the myths and folklore of various nations 4. COURSE OUTLINE The following is the list of topics and required readings for the course. However, the instructor has the right to alter the outline any time due to inevitable circumstances or presence of other resources which he deems essential for the class.

Week 1

Topics A. INTRODUCTION TO MYTHOLOGY AND FOLKLORE 1. The Nature of Mythology and Folklore Albert Camus The Myth of Sisyphus 2. Myth and other Allied Sciences 3. The Emerging Approaches in Studying Myths B. THE NATURE OF MYTHS 1. TRACING THE ORIGIN OF MYTHS A Universal Understanding of Primitive Fears Phrygian Agdistis Cherokee Indians Bear Man Bodhisattva under the Bo Tree The Rape of Persephone 2. MYTH AS THE CORE OF MANS SOCIETY AND HISTORY a. Joseph Campbells Four Functions of Mythology Oedipus Rex 3. INTERPRETING MYTHS The Psychological Perspective a. Sigmund Freuds Interpretation of Dreams b. Carl Gustav Jungs Collective Unconscious: A Key to Understanding Literary Archetypes Tewa Indians Water Jar Boy 4. THE STRUCTURE OF MYTHS The Hero with a Thousand Faces a. David Leemings Narrative Formula b. Joseph Campbells Monomyth c. Claude Levi-Strauss The Structural Study of Myth d. Vladmir Propps Morphology of The Folk Tale Joan of Arc Ojibwa Indians Wunzh Myth The Holy Grail Legend Babylonian-Sumerian Myth of Inanna Egyptian Osiris PRELIMINARY EXAMINATION 5. THE MYTHMAKER Kubla Khan by Samuel Taylor Coleridge Tlingit Indians Story The Water of Life Myth 6. MYTHOLOGY TODAY C. MYTHS OF CREATION 1. Hebrew Creation Myth (GENESIS 1-2) Babylonian Creation Myth (ENUMA ELISH) 2. Egyptian Creation Myth (BOOK OF OVERTHROWING APOPIS) 3. Greek Creation Myth (HESOIDS THEOGONY) 4. Indian Creation Myth (RIG VEDA X: 90, 1-16 AND 129, 1-7) 5. Japanese Creation Myth (KOJIKI) 6. Norse Creation Myth (THE POETIC EDDA) 7. Finnish Creation Myth (THE KALEVALA) 8. Quiche Creation Myth (POPUL VUH) MIDTERM EXAMINATION D. MYTHS OF DESTRUCTION 1. Ovids Flood Story (ROMAN) 2. Biblical Flood Stories (HEBREW ) 3. Ragnarok (NORSE)

Required Readings Morford & Lenardon: 3-15 Bullen et al.: 170

Leeming: 7-18

Leeming: 35-74 Campbell: 445-448 O'Connell: 367-370 Van de Castle: 225231 Tolkien: 45-70

Leeming: 95-106 Campbell: 45-227 The Journal of American Folklore: 428-444 The American Folklore Society: 1-45

Leeming:117-128

Leeming: 154-166

Leeming:166-172

Leeming:173-184 Campbell:78-96 The Holy Bible: Hebrew Hamilton:

10 11

12

13 14 15 16

17-18

E. MYTHS OF TRANSFORMATION 1. Book I of Ovids Metamorphoses (ROMAN) F. HEROES AND TRICKSTERS 1. Prometheus (GREEK) 2. Hercules (GREEK) 3. Oedipus the King (GREEK) 4. The Maid of the North (FINNISH) G. MYTHS OF LOVE AND DIVINE DESIRES 1. Cupid and Psyche (GREEK) 2. Tristan and Iseult (CELTIC) 3. The Dead-Stone (JAPANESE) SEMI-FINAL EXAMINATION H. TALES OF QUEST AND ADVENTURE 1. The Quest of the Golden Fleece (GREEK) 2. The Trojan War (GREEK) 3. The Fall of Troy (GREEK) I. RITUAL AND MYTH 1. The Fire-Festivals of Europe 2. The Homeric Hymn to Demeter 3. Mary Douglas Deciphering a Meal Project Making FINAL EXAMINATION Submission of all requirements

Ovid: 1-25 Hamilton: 78-81, 166179 & 268-273 Phelps:67-75

Hamilton: 96-104 Bartlett: 17-29 & 3539 Hamilton: 132-135 Hamilton: 185-200 Hamilton: 201-210 Frazer:445-454

5. SPECIFIC OBJECTIVES Upon completing the course, students should be able to: 1. Illustrate a timeline dealing with the developing concepts of myths and emerging approaches in mythology. Trace the developing definitions of myth and mythology. Identify the contributions of various mythologists throughout time. Devise a matrix showcasing the various periods and contributions that led to the development of mythology. 2. Devise a matrix showcasing the relationship of myth to man, history, society and other allied sciences. Analyse in-depth the various myths dealing with man, history and society. Conduct a causal analysis of the impact of different myths to man, history and society. Devise a matrix showcasing the relationship of myths to man, history and society. 3. Distinguish underlying similarities and variations of human cultures in myths. Read a breadth of the myths and folklore of various nations. Present a myth of creation through story telling with the aid of story board or big book. Examine and analyze in-depth the various creation myths from around the world. Determine and identify universal themes and motifs in myths. Trace the reasons for having similar motifs and themes in myths. 4. Create and present an occasional paper on issues conveyed in various myths. Make an extensive research on some existential issues conveyed in various myths while taking into consideration the two goals of an English course: to write good themes, and to assimilate great works of literature into imagination. Prepare multimedia presentations on the surveyed issues depicted on the occasional paper and report them in class. 5. Appreciate the breadth and depth of the myths and folklore of various nations. Survey various myths such as stories of creation and destruction, transformation, heroes and tricksters, love and desire, quest and adventure, and ritual. Adopt various methodologies in interpreting myths raging from structuralism to psychoanalysis. Analyze the impact of these myths to popular culture and commercial fiction through viewing movies, advertisements and documentaries. 6. TEACHING-LEARNING STRATEGIES AND ASSESSMENT METHODS Teaching and Learning Strategies A. Active Learning. This is includes question-posing, inquiry, and self-directed learning. B. Cooperative Learning. This allows students to work in groups and be responsible for each others learning, and each accountable for their own learning.

C. Critical Explorations. This is a teaching strategy designed to promote independent learning in a literature class. Students will be assigned to read or to view texts and documentaries that will allow them to critically respond by answering a series of questions or accomplishing worksheets. They will also be allowed to consult an array of media to find relevant information that will support their responses in the given material. D. Critical Thinking. This approach to thinking emphasizes stating original claims or opinions and supporting them with reasons. Critical thinking is used expressively when students make interpretations and support them verbally or in writing. Critical thinking is used receptively when students critique other peoples arguments. E. Directed Reading Activity. This is a building-knowledge strategy for guiding the silent reading of students with comprehension-level questions; often associated with reading with stops or chunking. F. Explicit Teaching of Text Structure. Teaching the parts of different types of text and making sure students understand the text structure before reading is the primary goal of this strategy. This would include basics such as text in English is read from left to right, and also more sophisticated structures such as the structure of a narrative. G. Hands-On. This encourages the students to design activities that they are actively involved. Hands-on participation is as important as verbal participation in the activity. H. Literature Circles. Students discuss portions of books in a small group. Sometimes roles are assigned for group interaction. Students at varying levels are able to share different points about the book. I. RAFT. A writing activity usually used in the consolidation phase of a lesson in which students consider four elements: role, audience, format and topic. J. Reading and Questioning. A cooperative learning and study activity in which pairs of students read a text and write questions about the text and answers to those questions. Later they may use the questions and answers as study aids. Assessment and Evaluation Methods A. Paper Presentation. This is the major requirement in the course. Applying the concepts that they have learned from the course in critiquing myths, the students will spearhead a paper presentation on their extracted issues from selected myths. They will prepare multimedia presentations of their researches in Mythology and Folklore. The following are recommended topics for analysis. a. Campbells Monomyth in Camerons Avatar b. Contemporary Myths of Destruction in Science Fiction c. Individuals Attitude towards Gods in Twains the Mysterious Stranger d. Levi-Strauss The Structural Study of Myth in the Clash of the Titans e. Mythological Heroes and Paul Johnsons Heroic Prototype f. Post Destruction in Prometheus g. Propps Morphology of The Folk Tale in Percy Jackson and the Olympians h. Ritualism and Psychoanalysis in Apocalypto i. Mystery of Love and Desire in Classical Mythology j. Power of Concealment in Japaneses The Dead-Stone B. Class Portfolio. This is a compilation of the different outputs in the class ranging from worksheets to rubrics used in the various activities required in the course. The students should comply with these requirements and submit them on time or ahead of time as set by the instructor. Noncompliance to each on the given deadline means a rating of 40%. The class portfolio will be composed of the following: a. Mythological Timeline b. IPO Paradigm on the Causal Analysis of Myth c. Worksheet on Selected Myths and Their Functions d. Worksheet on Campbells the Message of the Myth e. Psychoanalytical Interpretation of Myths f. Story boarding of Creation Myths g. Occasional Paper on the Researchable Topics h. PowerPoint Presentation of the Researchable Topics (CD format) i. Summary Sheet of the different Activities in the Course

C. Homework and Seatwork. Homework and seatwork are integral part of the course. This may come in various task such as group work, individual activity, research work, extended reading and the like. This will provide opportunities for the students to transfer the concepts they have learned in class to a more concrete situation and to equally participate in class discussion D. Examinations. There will be four major examinations to be administered on the date set by the department otherwise specified. These will evaluate students knowledge on the topics covered in the class. Make-up tests will only be given to a student having a valid reason for not taking the examination on the prescribed date. The instructor has the right to disapprove any explanations for absences presented without prior notice and to void opportunity for a make-up test. E. Class Engagement. Students are expected to actively participate in the various activities prepared by the instructor. To be part of the learning community, students are required to accomplish various tasks required in the course while adhering to the set standards prescribed by the instructors. 7. COURSE POLICIES A. Refer to the University Student Handbook for the policies on Attendance, Dropping of Subject, Grading System and on Scholastic Delinquency. B. Academic Misconduct. Academic misconduct will be subject to disciplinary action. Any act of dishonesty in academic work constitutes academic misconduct. This includes plagiarism, changing or falsifying any academic documents or materials, cheating, and giving or receiving unauthorized aid in tests, examinations, or other assigned school works. Punishment for academic misconduct will vary according to the seriousness of the offense. Punishment for such offenses includes expulsion, suspension, non-credit of examination and the like. C. Regulations and Restrictions in the Classroom The students should be completely aware of their behaviour and attitude inside the class. They must avoid interrupting or distracting the class on any level. The following must be strictly observed during the class. a. The orderliness and cleanliness of the classroom must be maintained before, during and after the class. b. Any material or gadget irrelevant to the subject must be turned off and kept. c. Chatting or talking with the seatmates is prohibited unless required in the classroom activity. d. Going in and out of the room without permission from the instructor. e. Being excused by friends or peers from the class for any reason is not allowed except for emergency cases concerning family problems or administrative reasons. 8. ACADEMIC INFRASTRUCTURE A. Textbook: Hamilton, Edith. Mythology: Timeless Tales of Gods and Heroes. New York, United States of America: Penguin Books Incorporated, 2003. Leeming, David. Mythology: World of Culture. New York, USA: Newsweek Books, 2007. Morford, Mark. and Lenardon, Robert. Classical Mythology. New York: Oxford University Press, 2003. B. References: American Folklore Society. Claude Levi-Strauss The Structural Study of Myth. United States of America: Illinois Press, 2009. American Folklore Society. Vladmir Propps Morphology of The Folk Tale. United States of America: Illinois Press, 2006. Bartlett, Sarah. Mythical Lovers, Divine Desires: The Worlds Great Love Legends. United Kingdom: Blandford, 2008. Bullen, Matthew et al. National Geographic Essential Visual History of World Mythology. Washington DC, United States of America: Geographic Books. 2008. Campbell, Chryl et al. Mythology: Myths, Legends, and Fantasies. Lane Cove, Australia: Global Book Publishing, 2008.

Campbell, Joseph. The Hero with a Thousand Faces. Novato, California: New World Library, 2008. Campbell, Joseph. The Mythic Dimension: Selected Essays (19591987). Novato, California: New World Library, 2007. Johnson, Paul. Heroes: From Alexander the Great and Julius Caesar to Churchill and De Gaulle. Hammersmith, London: HarperCollins Publishers, 2007. O'Connell, Mark. The Ultimate Illustrated Guide to Dreams, Signs & Symbols. China: JG Press, 2008. Ovid. Metamorphoses. Ed. Mary M. Innes. London: Penguin, 2005. Phelps, Ethel Johnston. The Maid of the North, Feminist Folktales from around the World. United States of America: Holt, Rinehart and Winston, 2003. Tolkien, J.R.R. Tolkien on Fairy-stories. Hammersmith, London: HarperCollins Publishers, 2008. Van de Castle, Robert L. Our Dreaming Mind. Denton, Texas, United States of America: Random House Publishing Group, 2005. 9. COURSE CALENDAR Week 1 Topics A. INTRODUCTION TO MYTHOLOGY AND FOLKLORE 1. The Nature of Mythology and Folklore Albert Camus The Myth of Sisyphus 2. Myth and other Allied Sciences 3. The Emerging Approaches in Studying Myths B. THE NATURE OF MYTHS 1. TRACING THE ORIGIN OF MYTHS A Universal Understanding of Primitive Fears Phrygian Agdistis Cherokee Indians Bear Man Bodhisattva under the Bo Tree The Rape of Persephone 2. MYTH AS THE CORE OF MANS SOCIETY AND HISTORY a. Joseph Campbells Four Functions of Mythology Oedipus Rex 3. INTERPRETING MYTHS The Psychological Perspective a. Sigmund Freuds Interpretation of Dreams b. Carl Gustav Jungs Collective Unconscious: A Key to Understanding Literary Archetypes Tewa Indians Water Jar Boy 4. THE STRUCTURE OF MYTHS The Hero with a Thousand Faces a. David Leemings Narrative Formula b. Joseph Campbells Monomyth c. Claude Levi-Strauss The Structural Study of Myth d. Vladmir Propps Morphology of The Folk Tale Joan of Arc Ojibwa Indians Wunzh Myth The Holy Grail Legend Babylonian-Sumerian Myth of Inanna Egyptian Osiris PRELIMINARY EXAMINATION 5. THE MYTHMAKER The First Storytellers from the Power of Myth by Bill Moyers with Joseph Campbell Kubla Khan by Samuel Taylor Coleridge Tlingit Indians Story Required Readings Morford & Lenardon: 3-15 Bullen et al.: 170

Leeming: 7-18

Leeming: 35-44 & 6974 Campbell: 445-448 O'Connell: 367-370 Van de Castle: 225231 Tolkien: 45-70

Leeming: 95-106 Campbell: 45-227 The Journal of American Folklore: 428-444 The American Folklore Society: 1-45

Moyers and Campbell: Episode 3 Leeming:117-128

10 11

12

13 14 15 16

17-18

The Water of Life Myth 6. MYTHOLOGY TODAY C. MYTHS OF CREATION 1. Hebrew Creation Myth (GENESIS 1-2) Babylonian Creation Myth (ENUMA ELISH) 2. Egyptian Creation Myth (BOOK OF OVERTHROWING APOPIS) 3. Greek Creation Myth (HESOIDS THEOGONY) 4. Indian Creation Myth (RIG VEDA X: 90, 1-16 AND 129, 1-7) 5. Japanese Creation Myth (KOJIKI) 6. Norse Creation Myth (THE POETIC EDDA) 7. Finnish Creation Myth (THE KALEVALA) 8. Quiche Creation Myth (POPUL VUH) MIDTERM EXAMINATION D. MYTHS OF DESTRUCTION 1. Ovids Flood Story (ROMAN) 2. Biblical Flood Stories (HEBREW ) 3. Ragnarok (NORSE) E. MYTHS OF TRANSFORMATION 1. Book I of Ovids Metamorphoses (ROMAN) F. HEROES AND TRICKSTERS 1. Prometheus (GREEK) 2. Hercules (GREEK) 3. Oedipus the King (GREEK) 4. The Maid of the North (FINNISH) G. MYTHS OF LOVE AND DIVINE DESIRES 1. Cupid and Psyche (GREEK) 2. Tristan and Iseult (CELTIC) 3. The Dead-Stone (JAPANESE) SEMI-FINAL EXAMINATION H. TALES OF QUEST AND ADVENTURE 1. The Quest of the Golden Fleece (GREEK) 2. The Trojan War (GREEK) 3. The Fall of Troy (GREEK) I. RITUAL AND MYTH 1. The Fire-Festivals of Europe 2. Demeter and Persephone: The Homeric Hymn to Demeter 3. Mary Douglas Deciphering a Meal Project Making FINAL EXAMINATION Submission of all requirements

Leeming: 154-166

Leeming:166-172

Leeming:173-184 Campbell:78-96 The Holy Bible: Hebrew Hamilton: Ovid: 1-25 Hamilton: 78-81, 166179 & 268-273 Phelps:67-75

Hamilton: 96-104 Bartlett: 17-29 & 3539 Hamilton: 132-135 Hamilton: 185-200 Hamilton: 201-210

Frazer:445-454

Prepared by:

Mr. RICHARD M. BAEZ Program Chair, College of Teacher Education

Checked and Verified by:

Dr. RUBILYN M. LATIDO Associate Dean, College of Teacher Education Noted:

Dr. NORA G. DIMAANO Dean of Colleges