INTRODUCTION TO FOLKLORE
Dr. Mary Magoulick
EXTRA CREDIT FOLKLORE FILMS Analysis Assignment
|Whale Rider Worksheet|
|EXAM II Study Guide|
|FINAL EXAM Study Guide|
|Make the Grade Tally Sheet|
|GENRE||FOLK MUSIC||VERNACULAR ARCHITECTURE|
|ORIGIN MYTHS||ORAL POETRY||FESTIVAL & RITUAL|
|FAIRY TALES||FOLK ART & MATERIAL CULTURE||GESTURE & DANCE|
|TRICKSTER TALES||The 5 Characteristic Features of the Old Traditional Way of Life||FOLK BELIEF & SUPERSTITION from book & from internet|
Other lecture Information on Christmas: http://www.historychannel.com/exhibits/holidays/christmas/santa.html
CHRISTMAS TREES from: http://www.historychannel.com/exhibits/holidays/christmas/trees.html
Superstitions from http://www.corsinet.com/trivia/scary.html
Dr. Mary Magoulick Office: A&S 3-21; 445-3177
Hours: M 1:30-2:30, T 8:30-9 & 2-2:30, W 11-12:00, & by appt.
Schoemaker, George. H. (ed.) The Emergence of Folklore in Everyday Life. Bloomington, IN: Trickster Press, 1990.
We will survey major branches, genres, concepts, methodology, and theories within the academic field of folklore. We will read examples of myths, tales, legends, and literature connected to folklore. Class meetings will involve lectures and discussions on readings, concepts, genres, methodology as well as examples of music, folk art, movies, etc. Information on the web may also help facilitate discussions. We will cover the four main branches of folkloristics: oral, material, gestural, and customary, with examples including stories, folk art, music, foodways, traditions, rituals, festivals, folk belief, holidays, and other lore from a wide variety of folk groups. Students will be evaluated based on completion of assignments outlined below, including original field research involving interviews, collection and transcription. There will also be several exams, quizzes, oral presentations, and a group project during the semester.
Objectives (Learning Outcomes)
The course is designed to encourage and enable students to achieve the following goals:
* To be introduced to major concepts, theories, genres, and methodology within the academic field of folklore today
* To read and discuss examples of major narrative folk genres, such as myth, legend & folktale
* To be introduced to and begin to practice methods and details of doing fieldwork (recording, transcription, etc.)
* To carry out a basic, original fieldwork project in order to identify, observe, collect, classify, and analyze an example of folklore in the surrounding (or accessible) area
* To recognize and ponder the key issues and rewards of the broader academic field of the humanities
* To sharpen critical reading, writing, and thinking skills
Quizzes, projects, class activities: 12% (60 points)
Group Work/Folklore Projects: 8% (40 points)
EXAMS: 55%: 1st Exam: 15% (75 pts), 2nd Exam: 20% (100 pts) 3rd Exam: 20% (100 pts)
Final Projects: 25% (125 points: 10 pts proposal, 115 pts presentation)
Extra Credit (up to 2 evaluations): 10 points each maximum
Lost points possible for not turning in final project recordings or transcripts
DETAILS ON REQUIREMENTS
· Quizzes and classroom activities may involve answering questions or writing in class about assigned readings or in-class activities such as lectures, art, music, or films. Note that there is no attendance policy in terms of losing points for days absent, etc. But if you are absent on a day when there is in-class work (like a quiz), you lose those points (even for excused absences). It is highly recommended that students who wish to earn a high grade in the class attend ALL classes. Excessive absences, routine tardiness and lack of attention and participation in class are all choices you make. But all choices carry consequences. Students who choose to come to class everyday, be prepared and to actively participate are going to be the students who do well in this class. Students who sleep during class, skip, or put in zero or minimal effort will have little to no chance of doing well or even passing. If you are absent FOR ANY REASON when quizzes or other class assignments occur, you do NOT have the option of “making up” said quiz or in-class assignment. If you want credit, come to class.
· The Group Work/Folklore Project Presentations involve groups of students who work as a team to introduce either a specific example of folklore to the class (see indicated days for topics on calendar). These oral reports must use PPT or other visual aids, may use handouts or examples, and should present evidence of solid research (not just information copied from the web) AND a connection to history, concepts, or theory presented in class (or your texts). You may choose to sign up for a particular topic that interests you (details to be discussed in class). NOTE: Students may earn EXTRA POINTS on this presentation for being especially creative, original, and effective in these presentations (extra points awarded based on professor’s discretion). For example: one year a group made a film dramatizing some urban legends. Another group dressed in costumes & performed a fairy tale.
· The 3 exams will require you to demonstrate your understanding of the key concepts, issues, history, art, music, readings and other examples from our class (and connections between all). Responses are assessed for quality of supporting detail as well as overall logic and correctness. The exams will be structured as a combination of objective and essay questions. For all three exams you must have completed all the readings from the previous section, understand class lectures and discussions, and be aware of class issues in order to succeed.
· The final project is a folklore fieldwork project. This means you will collect, document, photograph, and/or interview relevant subjects connected to your topic. You should pick a folk group and a folklore genre and plan and conduct a fieldwork project surrounding it. As you conduct original field research, you should plan to identify likely places to find folklore and the folk group behind it, examine appropriate material (of folk art for instance), observe performances (in the case of folk music, dance, and similar performance art), identify likely people to interview (storytellers, cooks, musicians, artists, etc), carry out interviews, listen to tapes, transcribe interviews carefully and accurately, and analyze the information you have collected according to insights, concepts and theories learned in class. You will share your project with the class in an oral presentation (see handout for specifics).
Final Projects (details)
o PROPOSALS (10 points): You should write a clear and thorough outline of what you plan to do for your final project (according to the form distributed in class). Your proposal should indicate your folk group and folklore genre, your plan to identify and collect examples of that folklore, your assumptions about why this will be a significant project, and what you expect to learn from it.
o PRESENTATIONS (115 points): You will present what you collected while doing fieldwork during the semester. You should play selections from your taped interview(s), show transcribed portions of the taped interview, and have visual aids (of people interviewed, examples of folklore you discuss, etc.). Discuss major findings and results & analyze your data (esp. in terms of how it is folklore). Presentations will be evaluated based on both the success of your fieldwork project and how well you communicate your work to the rest of the class.
o TRANSCRIPTIONS & TAPES (or dvd’s, etc.) of recorded interviews should accompany your final presentation (to be turned in at time of presentation). NOTE: Turn in a copy of your interview in a medium that is permanent (to be archived, such as tape or dvd) that you do NOT need back and that can be played on standard equipment.
· EXTRA CREDIT: From the approved lists, you may attempt and receive credit earned on a maximum of two extra-credit worksheet evaluations during the semester (see film list on my website). Worksheets must be completed by student watching film, and are due as indicated. You must follow guidelines from my website to earn points on this.
· This syllabus is a guide and as such is subject to revision. It is your responsibility as a student to attend class faithfully, note and adhere to any changes announced, & to complete all work on time. If you miss a class, contact me for any changes in readings or assignments. I DO NOT keep track of what you have missed or must make up – that is YOUR responsibility (and one of the consequences of being absent or tardy).
· I encourage you to communicate with me about any concerns, problems, or questions you may have during the semester during my office hours, by appointment or email.
· Plagiarism and cheating are unethical and unacceptable. If you have any doubt as to what constitutes plagiarism and/or cheating, see me or consult http://www.gcsu.edu/studentlife/conduct.html. ANY COPYING of information, ideas or words without proper citation constitutes a violation of the honor code and will receive a grade of F. GCSU subscribes to turnitin.com plagiarism prevention technology, and the instructor may use that or other similar sources in cases of suspected plagiarism or cheating. The best way to learn and succeed is to do your own work.
· Faithful, punctual attendance is required and will be noted. If you have a situation that requires excessive absences, it is recommended that you drop and re-take the class when you will be better prepared to attend regularly. Even excused absences do not excuse you from work due on that day – plan ahead and notify the instructor in such cases. Talk to me ASAP if you must miss class. Tardiness is also strongly discouraged and will be noted.
· Classroom activities, lectures, and discussions require enormous time and preparation and cannot be repeated or re-created for one individual student at a later time or date by the instructor. Fellow students may lend you notes & keep you informed, but duplicating a class is nearly impossible, hence the attendance recommendation. Do not ask me to repeat a class for you individually at a later time or date (even for an excused absence) – I will not do so. Come to class the first time – that is when I am prepared to teach you – or get notes from other students
· Active, respectful participation is required of all students. Respectful participation means listening to others’ opinions, presentations, and ideas even if an initial reaction is to disagree. Responses should be thoughtful, respectful, and based on readings or class information. Critical thinking (the basis of all college education and higher reasoning) requires you to attend to various sides of issues. You should learn to evaluate, compare, and judge information based on reason and logic rather than emotion. Active participation involves listening attentively and respectfully as much as it involves speaking. Aggressive or rude behavior will not be tolerated.
· Cell phones (or computers with internet access) should be turned off and kept out of sight during class period.
· BREAKS during class are not allowed except in cases of sickness or real emergency. If you leave during class (even briefly), this is the same as being absent. It shows a lack of respect and responsibility on your part. Plan to be on time and to be attentive and present through the whole class if you want to do well on your grade.
· Any student requiring modifications due to a documented disability should make an appointment to meet with the instructor as soon as possible. An official letter from GC&SU documenting the disability will be required in order to receive accommodation.
· During a fire drill or other emergency, students will promptly and safely exit the classroom in an orderly fashion according to posted routes and teacher’s instructions, then congregate in the designated spot as instructed. Class will resume if possible.
NOTES ABOUT COMPUTER WORK
· Assignments are due at the beginning of class or by the announced deadline. If you wait until the last minute to print out your paper, you rely on temperamental technology at your own risk. Be in control of the technology you use! “My computer (or printer) broke” & “I lost my jumpdrive” are NOT valid excuses. Back-up, print in a timely manner, and work far enough in advance so that you have time to spare. Retain a back-up copy of work you turn in to me.
· When a print version of your paper is required, an electronic submission may NOT be substituted (in other words you can’t email your paper to me as an attachment unless the assignment calls for such electronic submission).
READING LIST FOR INTERNET SOURCES NOTE: Also listed on my website, where the links are easier to navigate
1st READING SET – ORIGIN MYTHS to be read for 1-19
1. Genesis: http://www.pitt.edu/~dash/genesis01-03.html (King James Version)
2. Cherokee Origin Myths: http://www.sacred-texts.com/nam/cher/motc/index.htm (1st 3 stories):
a. How the World Was Made: http://www.sacred-texts.com/nam/cher/motc/motc001.htm
b. The First Fire: http://www.sacred-texts.com/nam/cher/motc/motc002.htm
c. The Origin of Game and Corn: http://www.sacred-texts.com/nam/cher/motc/motc003.htm
3. The Metamorphoses of Ovid http://www.sacred-texts.com/cla/ovid/meta/meta01.htm Read up to “The Giants’ War”
4. Kabyl Myths: http://www.pitt.edu/~dash/creation-kabyl.html (read all -- from Algeria, North Africa)
5. Children of Odin (Read 1st 3 stories of Part I): http://www.sacred-texts.com/neu/ice/coo/index.htm (Padraic Colum)
2nd READING SET – OTHER MYTHS to be read for 1-24
1. Cupid and Psyche: http://www.pitt.edu/~dash/cupid.html (Roman Mythology; Lucius Apuleius)
2. Animal Wives/Husbands: LXI-LXVI (last 6 tales): http://www.sacred-texts.com/nam/tnai/tnai06.htm (Stith Thompson)
3. The Tragedy of Osiris: (all at) http://www.sacred-texts.com/egy/eml/eml05.htm (Egyptian: Donald Mackenzie)
4. Atalanta: http://www.sacred-texts.com/wmn/lgh/lgh06.htm (Louisa Menzies)
3rd READING SET – FAIRY TALES to be read for 1-26
1. East of the Sun and West of the Moon: http://www.pitt.edu/~dash/norway034.html
Alternate source (with annotations): http://www.surlalunefairytales.com/eastsunwestmoon/index.html
2. 4 Versions of Cinderella: http://www.pitt.edu/~dash/type0510a.html (Read numbers 2, 3, 4 & 11)
a. Version 2: http://www.pitt.edu/~dash/type0510a.html#perrault (France, Charles Perrault)
b. Version 3: http://www.pitt.edu/~dash/type0510a.html#grimm (Germany, Jacob & Wilhelm Grimm)
c. Version 4: http://www.pitt.edu/~dash/type0510a.html#woodencloak (“Katie Woodencloak” – Norway)
d. Version 11: http://www.pitt.edu/~dash/type0510a.html#babayaga (“The Baba Yaga” – Russia)
3. 2 Versions of Bluebeard: http://www.pitt.edu/~dash/type0312.html (Read numbers 1 & 5)
a. Version 1: http://www.pitt.edu/~dash/type0312.html#perrault (France, Charles Perrault)
b. Versions 5: http://www.pitt.edu/~dash/type0312.html#india (“The Brahman Girl that Married a Tiger” – India)
4. The Robber Bridegroom: http://www.pitt.edu/~dash/type0955.html (1st tale only -- Germany, Grimm brothers)
5. The Gold Coat and the Fire Dragon Shirt: http://www.pitt.edu/~dash/china.html#goldcolt (1st tale only – China)
4th READING SET – LEGENDS of HEROES to be read for 1-31
1. Oisin in Tir na n-Og: http://www.pitt.edu/~dash/oisin.html (from Ireland)
2. What Beaumains Asked of the King: http://www.sacred-texts.com/neu/trt/trt10.htm (Arthurian)
3. Bridget, the Mary of the Gael: http://www.sacred-texts.com/neu/celt/saw/saw01.htm (Lady Gregory, Irish)
4. The Virgin of Guadalupe: http://www.sancta.org/nican.html (Mexican/American)
1. http://www.sacred-texts.com/nam/tnai/tnai03.htm (all selections)
6th READING SET – MONSTROUS LEGENDS to be read for 2-7
1. Bigfoot: http://www.ufodigest.com/swampape.html
2. Alien Abduction (“Moment on Earth):http://www.ufodigest.com/abduction/extra_2.html
3. In Days to Come (by Ashtar = Ethel P. Hill) http://www.sacred-texts.com/ufo/idtc/idtc02.htm Read Intro & Chp 1
4. The Celtic Dragon Myth (Read 1st 2 parts: Intro & Fisher): http://www.sacred-texts.com/neu/celt/cdm/index.htm
5. NICE SITE for list of monsters: http://web.cn.edu/kwheeler/monster_list.html (to browse rather than read)
7th READING SET – URBAN LEGENDS to be read for 2-21
1. Needlepointless Tragedy: http://www.snopes.com/horrors/parental/archer.asp
2. The Knockoff Pullover: http://www.snopes.com/horrors/mayhem/fakecop.asp?print=y
3. The Vanishing Hitchhiker: http://www.snopes.com/horrors/ghosts/vanish.asp (+ more of your choice)
8th READING SET – ORAL POETRY & SONGS read for 2-28 (John Henry, Barbara Allen, Native American poems, MLK)
1. http://www.ibiblio.org/john_henry/folk.html &
3. The link previously listed is no longer working (http://members.cox.net/academia/songs.html) -- These readings can now be found at Georgia View ("Native American Oral Poetry")
5. The Demon Lover (2 versions): http://www.sacred-texts.com/neu/eng/child/ch243.htm
Week 1 Introduction – Syllabus & Concepts
1-10 SYLLABUS & Basic Concepts in Folklore: Culture, Worldview, Tradition, Folk & Lore
1-12 More on concepts & history of folklore (introductory lectures) READ Schoemaker,,chp. 1 (pp. 1-9)
Week 2 ORAL folklore ~ Genre & Myth
1-17 Narrative Genres. READ Schoemaker, chp. 4 (pp. 23-35)
1-19 Origin Myths. READ: Internet Reading Set #1 (above)
Week 3 Narratives – Myths & Tales
1-24 Other myths READ: Internet Reading Set #2 (above)
1-26 Fairy Tales. READ: Internet Reading Set #3 (above) student project day
Week 5 Week 4 Narratives – More Tales
1-31 Heroic Tales and Legends. READ: Internet Reading Set #4 (above)
2-2 Trickster Tales. READ: Internet Reading Set #5 (above)
Week 5 Legends & Holidays
2-7 Monstrous, Fabulous, Outlandish Legends, READ: Internet Reading Set #6 (above) student project day
2-9 Film: Monsters: Mysteries or Myths? (worksheet to be completed in class) Final Projects Assigned
Week 6 Exam & Legends
2-14 HOLIDAYS I: Valentine’s Day student project day
2-16 EXAM 1 (in-class; no make-ups)
Week 7 Legends and Jokes
2-21 Urban Legends READ: Internet Rdg Set #7 student project day
2-23 Jokes, Proverbs & Riddles. READ: Schoemaker,ch 8, pp. 73-82 & internet ex. student project day
Week 8 Oral Poetry & Folk Music
2-28 Oral Poetry READ: READ: Internet Rdg Set #8
3-1 Folk Music, Ethnomusicology. Read Schoemaker, ch 10, pp. 95-99 student project day
Week 9 Material Culture [NOTE: Last day to withdraw from class = 3-5-12]
3-6 Material Culture: Folk Art & Folk Craft. READ: Schoemaker, ch 12, pp. 107-119
3-8 Pottery, Textile Art (including Quilts), & Stonework student project day
Week 10 More Material Culture (incl. film)
3-13 Film: Quiltmakers of Gee’s Bend (PBS) Project Proposal DUE
3-15 Review for Exam II (Folklore Jeopardy game in class)
Week 11 Material & Customary Folklore (foodways)
3-20 EXAM II – in-class (no make-ups)
3-22 Film: Foods for the Ancestors
Week 12 SPRING BREAK – No class (March 25-31)
3-27 & 3-29 – no classes
Week 13 Customary Folklore (festival, ritual, and belief)
4-3 Foodways and related material culture (vernacular architecture; farmers markets)
4-5 Holidays Part 2 – Easter & Spring Celebrations student project day
LAST DAY TO TURN IN Extra Credit film worksheets
Week 14 Customary and Gestural Folklore
4-10 Festival & Ritual. READ: Schoemaker, ch 9, pp. 83-93 student project day
4-12 Folk Belief & Superstitions. READ Schoemaker, ch 6, pp. 51-57 student project day
Week 15 Exam & final projects information
4-17 Gesture & Dance. READ: Schoemaker, ch 11, pp. 101-105 & Fieldwork and Documentation.
READ Schoemaker, ch 20, pp. 185-195 & chs 15-18, pp. 145-173
4-19 Finish fieldwork discussion and how to do project presentations + Jeopardy review for final exam
Week 16 Final Projects
4-24 EXAM III (=final exam; in-class; no make-ups)
4-26 Final Student Project Presentations – according to schedule drawn up in class
+ Final exam period (for presentations – see schedule below)
NOTE: You must attend all student presentations in order to receive full credit for your own presentation
FINAL EXAM PERIODS: Final Project Presentations during this period. You must plan to attend your class’s exam time:
Section 1 – regular 9:30-10:45 am TR class: Exam period = 8-10:15 am Tues, May 1st
Section 2 – regular 11-12:15 pm TR class: Exam period = 10:30am -12:45pm, Wed. May 2nd
Section 3 – regular 12:30-1:45 pm TR class: Exam period = 10:30am -12:45 pm, Tues, May 1st
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