ABSTRACT
Summary of the chapter
Introduction. Defining fantasy as a genre, which includes many sub-genres. Touching on the idea of motifs and conventions in genre fiction. An important point to make to pupils is that while, by their nature, fantasy stories are ‘fantastical’, they can still explore important real-life themes such as good versus evil, different moral dilemmas and the role and qualities of the hero figure. Also point out that even in fantasy, the story has to be believable, insofar as the plot must be internally consistent and things must happen for good reasons. This applies also, and perhaps especially, to the use of magic in fantasy stories. Apart from that, it’s often the case that using magic comes at a price.
Themes are the bedrock on which stories are built. Activities include looking at common themes in fiction and in the news. Pupils may also choose themes from a list. Invite the class to think about how themes can reflect people’s values and beliefs and what they regard as important in their lives.
Narrative elements and a template for ‘quest’ stories. Help to familiarise children with the basic building blocks of most stories: hero, villain, journey, partner etc. A narrative template is also offered that can act as a visual planning tool. This works especially well for fantasy stories but can be applied to other genres.
Motifs. Defining motifs (or tropes). Using a grid of motifs (that can be applied to any genre) as a way of adding detail to an evolving storyline. Follow on by asking pupils to list motifs – people, creatures, locations, objects and abstract ideas – that are specific to fantasy stories. Here is an opportunity to introduce or reinforce the notion of cliché and how to modify clichés to freshen up a plot.
Settings. Using a 6x6 grid allowing pupils to mix-and-match locations for a fantasy story either by deliberately choosing or selecting randomly using dice rolls.30
Story threads. These are features of a plot that are woven together into a story. Highlight the deliberate vagueness of the language. This allows room for various interpretations and use in different genres. Encourage children to refer to the list when planning their stories. A further activity is to ask children to identify story threads in other narrative forms such as books, films and comics.
Cliché in fantasy. Encouraging pupils to consider various possibilities for characters, settings objects etc. rather than snatching at the first thought.
Design a… character, costume, creature, weapon. Some visual examples are given. Children can combine or otherwise modify the suggestions to create their own. Here is a further opportunity to revisit cliché and stereotyping.
Story starters 1 and 2. A selection of plot ideas and opening scenes.
