Fantasy in the Classroom
Why Fantasy Literature Should be Apart of Every School’s Curriculum
The world’s most beloved fantasy tales, filled with poison apples, enchanted forests and wicked wizards, are more than just stories. Unfortunately, this isn’t to say unicorns frolic in my backyard (although this has yet to be disproven.) Fables, fantasy novels, legends, fairy tales, myths and magic-filled stories are all powerful means of communicating important ideas and perspectives that transcend time and are relevant to the modern world. That being the case, why don’t secondary schools and university literature programs include more fantasy literature in their curriculums?
NAGB and CCSSI Reading Recommendations and Standards
I’m sure you’re all familiar with the common, typical required reading for English courses in both private and public schools such as Catcher in the Rye, The Great Gatsby, To Kill a Mockingbird, and Romeo and Juliet to name a few. While these works are brilliant and an essential part of a child’s growing familiarization and appreciation for literary classics, the absence of fantasy novels in these “common required reading lists” elucidates the transparent lack of literary equity among genres. The Common Core State Standards Initiative cannot mandate which texts must be taught but their adoption of the National Assessment Governing Board (NAGB) advises teachers to adhere to their proportion of literary and informational texts that students ought to be reading. The NAGB, an independent, bipartisan organization that oversees the National Assessment of Educational Progress, suggests that students should be reading 30% literary texts and 70% texts that are informational in nature by the 12th grade. This, consequently, leaves little room for the exploration of the fantasy novel in the classroom.
“The Father of Modern Fantasy,” Tolkien, and the Importance of Allegory:
So, why the conspicuous neglect for the fantasy genre? Since the creation of the novel in circa the 18th century, fantasy has widely been considered frivolous and fruitless literature that promotes escapism in young readers. To say this is an egregious misconception would be an understatement. Fantasy bears the unique ability to aptly capture the essence of the cultural, moral and sociopolitical issues of society through allegory.
Take a look at J.R.R Tolkien’s trilogy, The Lord of the Rings; these fantastic tales are commonly regarded as an allegory for World War I. For example, the massive Mumakil, or Oliphaunts, described as “grey-clad moving hill[s],” flattening all that lie in their path are a reflection of the devastating power of the weaponry that developed throughout WWI, specifically, the tanks Tolkien found to bring immeasurable destruction. In fact, throughout his novels and the battles for Middle-earth, he describes the conflict through the lens of the citizens affected (wizards, elves, hobbits and dwarves alike) and their friendship, violence and loss in order to parallel the impact of war on society in the early twentieth-century.
Isaac Asimov, C.S Lewis and Barack Obama are among the countless historical figures and leaders who have been influenced by fantasy literature. In fact, Obama describes said fantasy literature as not just “adventure stories but they were stories that taught [him] about social problems. They taught [him] about how people interact with each other…about how some people are kind and some people are cruel.” Reading allegorical novels such as Tolkien’s trilogy, thus, proffers both children and adults a unique, fresh perspective on war, conflict, society and politics that are both enjoyable and educational.
Carroll and the Victorian Age Commentary:
Let’s shift over to Alice’s Adventures in Wonderland, a novel by Lewis Carroll, often regarded as a fantastical examination of the trends, culture and philosophy of the decadent Victorian era. Don’t get me wrong, I thoroughly enjoyed The Important of Being Ernest and Oscar Wilde is stiff competition when measuring the effectiveness of Victorian Age commentary, but Alice’s Adventures in Wonderland brilliantly illustrate the hilarity of societal decadence in the nineteenth-century that inspired me to investigate the era myself. For example, the tale is considered a political allegory wherein Wonderland is symbolic of England and, of course, the tyrannical Queen of Hearts is none other than Queen Victoria herself. More specifically, the ridiculous and absurd trial Alice faces before the Queen of Hearts is an allegory for the chaos of the British Justice System at the time. In fact, the vanity of the talking flowers and their emphasis on Alice’s outward appearance and thus, her social standing, mirrored Carroll’s concerns for the vast dependency on materialism during the nineteenth-century. As a high school student and, now, as a University student, I find this sort of allegory to be highly effective, communicating the author’s thoughts and concerns on the monarchy, culture, and society whether they be negative, positive or a call for change. In fact, I felt inspired to read, write and continue to learn about not only fantasy as a genre but society itself and how it is echoed through the imagination.
The Hunger Games; a Modern Day Message
More recently, The Hunger Games, by Suzanne Collins, has gained quite a bit of traction with young and old readers alike. The novel takes place in what was once North America where the Capitol of Panem controls its 12 districts, forcing its citizens to select a boy and a girl as Tribute. These Tributes compete in a nationally televised event called the Hunger Games for life and death. Collins’ novel is popularly regarded as a commentary on the “federal public corruption” within the United States. This novel, allegedly, parallels the U.S government’s current moral degeneracy and abuse of power through the wicked and tyrannical characterization of the Capitol. The author’s cleverly designed dystopian future is, thus, intended to familiarize young readers with a potentially similar fate in order to help prevent said outcomes from occurring at all. This is similar to novels like 1989 by George Orwell and The Road by Cormac McCarthy whose narratives craft a hyperbolic, hell-ish world to warn younger generations. Therefore, the novel provokes thoughtful and pertinent commentary on issues that are hotly debated worldwide. Whether the reader agrees with the message or not, the reader inevitably gains new insight and perspective on relevant current events and situations that, otherwise, may have been overlooked.
The Power of Fantasy Literature in the Classroom:
While Tolkien and Carroll establish a high standard for fantasy literature and allegory, there are countless other novels, trilogies, epics, plays, and fairy tales that are equally as advantageous to both a child and adult’s education. These stories engender creativity and proffer a broader perspective on literature, wherein children and adults are free to explore not only informative texts or realistic (novels that are fiction but adhere to the laws of nature and reality) but fantasy as well. In fact, a student’s investigation of fantasy as allegory and social commentary places new emphasis on the value of subtext and the ability of an author to capture the mood and voice of a population during periods of historical significance. Moreover, the genre is capable of providing bold and unrelenting commentary, veiled with magic and myth wherein the truth or, at least, the opinions held by society or a segment of society are given a voice through the fantastic. Thus, children and adults are given an accurate, creative, and fresh perspective on the thoughts, ideas, and opinions of society throughout history.
A Call to Action:
Lastly, fantasy not only proffers insightful social commentary, but it also inspires readers to stand up for their beliefs and take humanitarian action. For example, J.K Rowling’s series, Harry Potter, is widely regarded as bearing apt social commentary on slavery through the characterization of House Elves and, more specifically, Dobby. Rowling’s poignant commentary on slavery through her fantasy novel, has inspired a fan activist group known as “Dumbledore’s Army for our world,” founded by Andrew Slack, co-founder of The Harry Potter Alliance. The group uses J.K. Rowling’s books as the basis for their social justice campaigns, recently engaging in a multiyear campaign against Warner Bros., who are allegedly using child labor to harvest the cocoa contained in chocolate frogs produced and distributed by Warner Bros. under the Harry Potter brand name. The activist group, therefore, has and continues to be inspired by Rowling’s novels, elucidating the positive impact of the fantasy genre on its audience. In other words, fantasy is capable of more than just entertaining and educating its readers but also of inspiring others to pursue justice, take action and advocate for their beliefs amidst the world’s most pertinent social issues.
An Educator’s Role in Teaching Fantasy Literature:
At this point, you may be wondering why fantasy literature is not left for recreational reading. Students at both the high school and higher education levels need to be given the tools to examine fantasy literature analytically: to learn to identify metaphor, symbolism, themes, motifs, parody, satire and couple these written clues with historical periods and significance. Fantasy in the classroom also challenges students to think outside of the box and beyond the surface level meaning wherein they delve into the intentions of the writer. Lastly, and perhaps most importantly, giving students literature that inspires them and encourages them to read and write will inevitably improve teen and adult literacy. In fact, the top ten nominations from the Young Adults Library Services Association for the past several years have majorly been fantasy novels. Equipping students with materials that are not only educational but enjoyable, will inspire young and old readers to explore literary genres as a whole.
If there are teachers or schools who are unsure how to teach fantasy literature in the classroom, there are a multitude of written and online sources to help do so. Below are a list of resources for schools, institutions, teachers and professors alike to make the transition from solely classic and general fiction novels to fantasy novels that encourage and inspire students of all ages.
Resources:
Teaching Fantasy Novels: From The Hobbit to Harry Potter and the Goblet of Fireby Phyllis J. Perry
“Fantasy Books: There’s a Whole Other World Out There” by Karlene McGowan
“Using and Enjoying Fantasy In The Classroom” by Dr. Burnett and Julia Figliotti
A Quick Guide to Teaching Reading Through Fantasy Novels, 5–8 by Mary Ehrenworth
“A Vehicle for Learning as Well as a Vehicle of Temporary Escape and Adventure:Fantasy Literature Fulfills both!” by K I R K D . P L E A S A N T
