SPECIFICATION_2nd Sem_LIT 204.pdf

7/27/2019 SPECIFICATION_2nd Sem_LIT 204.pdf

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Republic of the PhilippinesBATANGAS STATE UNIVERSITYJose P. Laurel Polytechnic College

Malvar, Batangas

COLLEGE OF TEACHER EDUCATION

SECONDARY EDUCATION PROGRAMCOURSE SPECIFICATION

Second Semester,AY2013-2014

VISION

A leading University in the region which shapes a globally competent citizen imbued with moralcourage nurtured through values and quality education

MISSION

Batangas State University commits to develop productive citizens by providing the higheststandard of instruction, research, extension service and production through value-laden learningexperiences, community partnerships and internalization initiatives.

CORE VALUES

SpiritualityNationalismHarmony and TeamworkCommitment to Excellent Service

Human Dignity and Gender EqualityTransparency, Honesty, and AccountabilityConcern for the Environment

COURSE TITLE:MYTHOLOGY AND FOLKLORE

COURSE CODE: LIT 204 DOCUMENT CODE:PREREQUISITE: LIT 201 and LIT 203 REVISION NUMBER: 00

LECTURE UNIT: 3 ISSUE NUMBER: 01

LABORATORY UNIT: None ISSUED DATE: November 10, 2013

1. PHILOSOPHYThe 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 othertypes of myths. It is designed to expose the students to various myths and folklores from differentcountries that have influenced the civilization of man. The similarities and the impact of thesestories on peoples cultural heritage will be studied through films,plays, and texts. This course issuited 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 mythologicaland folk narratives from different countries in general and the different cultural patterns ofcountries, in particular.

2. AUDIENCEThe course is intended for second year Bachelor in Secondary Education major in English

students.

3. INTENDED LEARNING OUTCOMESBy the end of the course, the students must be able to:1. trace the transformations of myths throughout time2. relate mythology to society, culture and other disciplines

3. distinguish underlying similarities and variations of human cultures in myths4. evaluate archetypes of plot, character, symbolism, motif in myths and legends5. appreciate the breadth and depth of the myths and folklore of various nations

4. COURSE OUTLINEThe 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 presenceof other resources which he deems essential for the class.


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Week Topics Required Readings

1 A. INTRODUCTION TO MYTHOLOGY AND FOLKLORE1. The Nature of Mythology and Folklore

Albert Camus The Myth of Sisyphus2. Myth and other Allied Sciences

3. The Emerging Approaches in Studying Myths

Morford & Lenardon:3-15

Bullen et al.: 170

2 B. THE NATURE OF MYTHS1. 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

Leeming: 7-18

3 2. MYTH AS THE CORE OF MANS SOCIETY ANDHISTORY

a. Joseph CampbellsFour Functions ofMythology

Oedipus Rex3. INTERPRETING MYTHS

The Psychological Perspectivea. Sigmund FreudsInterpretation of Dreamsb. Carl Gustav JungsCollective Unconscious: A

Key to Understanding Literary Archetypes

Tewa Indians Water Jar Boy

Leeming: 35-74

Campbell: 445-448O'Connell: 367-370Van de Castle: 225-

231Tolkien: 45-70

4 4. THE STRUCTURE OF MYTHSThe Hero with a Thousand Faces

a. David LeemingsNarrative Formulab. Joseph CampbellsMonomyth

c. Claude Levi-StraussThe Structural Study ofMythd. Vladmir ProppsMorphology of The Folk Tale

Joan of Arc

Ojibwa Indians Wunzh Myth

The Holy Grail Legend

Babylonian-Sumerian Myth of Inanna

Egyptian OsirisPRELIMINARY EXAMINATION

Leeming: 95-106

Campbell: 45-227The Journal ofAmerican Folklore:

428-444The American

Folklore Society: 1-45

5 5. THE MYTHMAKER

Kubla Khan by Samuel TaylorColeridge

Tlingit Indians StoryThe Water of Life Myth

6. MYTHOLOGY TODAY

Leeming:117-128

6 C. MYTHS OF CREATION1. Hebrew Creation Myth(GENESIS 1-2)

Babylonian Creation Myth(ENUMA ELISH)2. Egyptian Creation Myth

(BOOK OF OVERTHROWINGAPOPIS)

Leeming: 154-166

7 3. Greek Creation Myth(HESOIDS THEOGONY)4. Indian Creation Myth

(RIG VEDA X:90,1-16AND 129,1-7)5. Japanese Creation Myth(KOJIKI)

Leeming:166-172

8 6. Norse CreationMyth(THE POETIC EDDA)7. Finnish CreationMyth(THE KALEVALA)8. Quiche CreationMyth(POPUL VUH)

MIDTERM EXAMINATION

Leeming:173-184

9 D. MYTHS OF DESTRUCTION1. Ovids Flood Story (ROMAN)2. Biblical Flood Stories (HEBREW)3. Ragnarok (NORSE)

Campbell:78-96The Holy Bible:

HebrewHamilton:


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10 E. MYTHS OF TRANSFORMATION1. Book I of Ovids Metamorphoses (ROMAN)

Ovid: 1-25

11 F. HEROES AND TRICKSTERS1. Prometheus (GREEK)2. Hercules (GREEK)3. Oedipus the King (GREEK)

4. The Maid of the North (FINNISH)

Hamilton: 78-81, 166-179 & 268-273Phelps:67-75

12 G. MYTHS OF LOVE AND DIVINE DESIRES1. Cupid and Psyche (GREEK)2. Tristan and Iseult (CELTIC)3. The Dead-Stone (JAPANESE)

SEMI-FINAL EXAMINATION

Hamilton: 96-104Bartlett: 17-29 & 35-

39

13 H. TALES OF QUEST AND ADVENTURE1. The Quest of the Golden Fleece (GREEK)

Hamilton: 132-135

14 2. The Trojan War (GREEK) Hamilton: 185-200

15 3. The Fall of Troy (GREEK) Hamilton: 201-210

16 I. RITUAL AND MYTH1. The Fire-Festivals of Europe2. The Homeric Hymn to Demeter3. Mary DouglasDeciphering a Meal

Frazer:445-454

17-18 Project MakingFINAL EXAMINATIONSubmission of all requirements

5. SPECIFIC OBJECTIVESUpon completing the course, students should be able to:

1. I l lustrate a timeline dealing with the developing co ncepts of m yths andemerging approaches in mytholo gy.Trace the developing definitions of mythand mythology. Identify the contributions of various mythologists throughout time.Devise a matrix showcasing the various periods and contributions that led to thedevelopment of mythology.

2. Devise a matrix show casing the relat ionship of my th to man, history, societyand oth er al l ied sc iences. Analyse in-depth the various myths dealing with man,history and society. Conduct a causal analysis of the impact of different myths toman, history and society. Devise a matrix showcasing the relationship of myths toman, history and society.

3. Distinguish underly ing similari t ies and variat ions of human cultures inmyths .Read a breadth of the myths and folklore of various nations. Present amyth 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 reasonsfor having similar motifs and themes in myths.

4. Create and present an occasional paper on issu es conveyed in variousmyths . Make an extensive research on some existential issues conveyed invarious 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 theoccasional paper and report them in class.

5. Appr eciate the breadth and depth of the myths and folk lo re of variousnations. Survey various myths such as stories of creation and destruction,transformation, heroes and tricksters, love and desire, quest and adventure, andritual. Adopt various methodologies in interpreting myths raging from structuralismto psychoanalysis. Analyze the impact of these myths to popular culture andcommercial fiction through viewing movies, advertisements and documentaries.

6. TEACHING-LEARNING STRATEGIES AND ASSESSMENT METHODS

Teaching and Learning StrategiesA. 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.


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C. Critical Explorations. This is a teaching strategy designed to promoteindependent learning in a literature class. Students will be assigned to read or toview texts and documentaries that will allow them to critically respond byanswering a series of questions or accomplishing worksheets. They will also beallowed to consult an array of media to find relevant information that will supporttheir responses in the given material.

D. Critical Thinking.This approach to thinking emphasizes stating original claims oropinions and supporting them with reasons. Critical thinking is used expressivelywhen students make interpretations and support them verbally or in writing. Criticalthinking is used receptively when students critique other peoples arguments.

E. Directed Reading Activity.This is a building-knowledge strategy for guiding thesilent reading of students with comprehension-level questions; often associatedwith reading with stops or chunking.

F. Explicit Teaching of Text Structure.Teaching the parts of different types of textand making sure students understand the text structure before reading is theprimary goal of this strategy. This would include basics such as text in English isread from left to right, and also more sophisticated structures such as the structureof a narrative.

G. Hands-On. This encourages the students todesign activities that they are activelyinvolved. Hands-on participation is as important as verbal participation in theactivity.

H. Literature Circles. Students discuss portions of books in a small group.Sometimes roles are assigned for group interaction. Students at varying levels areable to share different points about the book.

I. RAFT. A writing activity usually used in the consolidation phase of a lesson inwhich students consider four elements: role, audience, format and topic.

J. Reading and Questioning. A cooperative learning and study activity in whichpairs of students read a text and write questions about the text and answers tothose questions. Later they may use the questions and answers as study aids.

Assessment and Evaluation MethodsA. Paper Presentation. This is the major requirement in the course. Applying the

concepts that they have learned from the course in critiquing myths, the studentswill spearhead a paper presentation on their extracted issues from selected myths.They will prepare multimedia presentations of their researches in Mythology andFolklore. The following are recommended topics for analysis.

a. Campbells Monomyth in CameronsAvatarb. Contemporary Myths of Destruction in Science Fictionc. Individuals Attitude towards Gods in Twains the Mysterious Strangerd. Levi-Strauss The Structural Study of Myth in the Clash of the Titanse. Mythological Heroes and Paul Johnsons Heroic Prototypef. Post Destruction in Prometheus

g. Propps Morphology of The Folk Tale in Percy Jackson and the Olympians h. Ritualism and Psychoanalysis in Apocalyptoi. Mystery of Love and Desire in Classical Mythology

j. Power of Concealment in Japaneses The Dead-StoneB. 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 orahead of time as set by the instructor. Noncompliance to each on the givendeadline means a rating of 40%. The class portfolio will be composed of thefollowing:

a. Mythological Timelineb. IPO Paradigm on the Causal Analysis of Myth

c. Worksheet on Selected Myths and Their Functionsd. Worksheet on Campbells the Message of the Mythe. Psychoanalytical Interpretation of Mythsf. Story boarding of Creation Mythsg. Occasional Paper on the Researchable Topicsh. PowerPoint Presentation of the Researchable Topics (CD format)i. Summary Sheet of the different Activities in the Course


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C. Homework and Seatwork. Homework and seatwork are integral part of thecourse. This may come in various task such as group work, individual activity,research work, extended reading and the like. This will provide opportunities forthe students to transfer the concepts they have learned in class to a more concretesituation 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 studentsknowledge on the topics covered in the class. Make-up tests will only be given toa student having a valid reason for not taking the examination on the prescribeddate. The instructor has the right to disapprove any explanations for absencespresented without prior notice and to void opportunity for a make-up test.

E. Class Engagement.Students are expected to actively participate in the variousactivities prepared by the instructor. To be part of the learning community, studentsare required to accomplish various tasks required in the course while adhering tothe set standards prescribed by the instructors.

7. COURSE POLICIESA. Refer to the University Student Handbook for the policies on Attendance,

Dropping of Subject, Grading Systemand 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 ormaterials, cheating, and giving or receiving unauthorized aid in tests,examinations, or other assigned school works. Punishment for academicmisconduct will vary according to the seriousness of the offense. Punishment forsuch offenses includes expulsion, suspension, non-credit of examination and thelike.

C. Regulations and Restrictions in the ClassroomThe 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 oradministrative 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.


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Campbell, Joseph. The Hero with a Thousand Faces. Novato, California: NewWorld 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 Churchilland 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 Topics Required Readings1 A. INTRODUCTION TO MYTHOLOGY AND FOLKLORE

1. The Nature of Mythology and Folklore

Albert Camus The Myth of Sisyphus2. Myth and other Allied Sciences3. The Emerging Approaches in Studying Myths

Morford & Lenardon:3-15

Bullen et al.: 170

2 B. THE NATURE OF MYTHS1. 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

Leeming: 7-18

3 2. MYTH AS THE CORE OF MANS SOCIETY ANDHISTORY

a. Joseph CampbellsFour Functions ofMythology

Oedipus Rex3. INTERPRETING MYTHS

The Psychological Perspectivea. Sigmund FreudsInterpretation of Dreamsb. Carl Gustav JungsCollective Unconscious: A

Key to Understanding Literary Archetypes

Tewa Indians Water Jar Boy

Leeming: 35-44 & 69-74

Campbell: 445-448O'Connell: 367-370Van de Castle: 225-

231Tolkien: 45-70

4 4. THE STRUCTURE OF MYTHSThe Hero with a Thousand Faces

a. David LeemingsNarrative Formulab. Joseph CampbellsMonomythc. Claude Levi-StraussThe Structural Study of

Mythd. Vladmir ProppsMorphology of The Folk Tale

Joan of Arc

Ojibwa Indians Wunzh Myth

The Holy Grail Legend

Babylonian-Sumerian Myth of Inanna

Egyptian OsirisPRELIMINARY EXAMINATION

Leeming: 95-106Campbell: 45-227

The Journal ofAmerican Folklore:

428-444The American

Folklore Society: 1-45

5 5. THE MYTHMAKERThe First Storytellersfrom the Power of Mythby BillMoyers with Joseph Campbell

Kubla Khan by Samuel TaylorColeridge

Tlingit Indians Story

Moyers andCampbell: Episode 3

Leeming:117-128
http://en.wikipedia.org/w/index.php?title=The_Mythic_Dimension&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=The_Mythic_Dimension&action=edit&redlink=1


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The Water of Life Myth6. MYTHOLOGY TODAY

6 C. MYTHS OF CREATION1. Hebrew Creation Myth(GENESIS 1-2)

Babylonian Creation Myth(ENUMA ELISH)2. Egyptian Creation Myth

(BOOK OF OVERTHROWINGAPOPIS)

Leeming: 154-166

7 3. Greek Creation Myth(HESOIDS THEOGONY)4. Indian Creation Myth

(RIG VEDA X:90,1-16AND 129,1-7)5. Japanese Creation Myth(KOJIKI)

Leeming:166-172

8 6. Norse CreationMyth(THE POETIC EDDA)7. Finnish CreationMyth(THE KALEVALA)8. Quiche CreationMyth(POPUL VUH)

MIDTERM EXAMINATION

Leeming:173-184

9 D. MYTHS OF DESTRUCTION1. Ovids Flood Story (ROMAN)2. Biblical Flood Stories (HEBREW)

3. Ragnarok (NORSE)

Campbell:78-96The Holy Bible:

Hebrew

Hamilton:10 E. MYTHS OF TRANSFORMATION

1. Book I of Ovids Metamorphoses (ROMAN)Ovid: 1-25

11 F. HEROES AND TRICKSTERS1. Prometheus (GREEK)2. Hercules (GREEK)3. Oedipus the King (GREEK)4. The Maid of the North (FINNISH)

Hamilton: 78-81, 166-179 & 268-273Phelps:67-75

12 G. MYTHS OF LOVE AND DIVINE DESIRES1. Cupid and Psyche (GREEK)2. Tristan and Iseult (CELTIC)3. The Dead-Stone (JAPANESE)

SEMI-FINAL EXAMINATION

Hamilton: 96-104Bartlett: 17-29 & 35-

39

13 H. TALES OF QUEST AND ADVENTURE1. The Quest of the Golden Fleece (GREEK)

Hamilton: 132-135

14 2. The Trojan War (GREEK) Hamilton: 185-200

15 3. The Fall of Troy (GREEK) Hamilton: 201-21016 I. RITUAL AND MYTH

1. The Fire-Festivals of Europe2. Demeter and Persephone: The Homeric Hymn to

Demeter3. Mary DouglasDeciphering a Meal

Frazer:445-454

17-18 Project MakingFINAL EXAMINATIONSubmission of all requirements

Prepared by:

Mr. RICHARD M. BAEZProgram Chair, College of Teacher Education

Checked and Verified by:

Dr. RUBILYN M. LATIDOAssociate Dean, College of Teacher Education

Noted:

Dr. NORA G. DIMAANODean of Colleges

SPECIFICATION_2nd Sem_LIT 204.pdf

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