Elizabeth Griffin IST 612 Assignment 1 Professor Arnone

Dragons and Wizards and Demigods, Oh My!

Fantasy Fiction and the Middle School Years

Introduction and Definition

Often, fiction stories take us to a land of make believe and wonder. Through reading, you can

fight in daring duels, tour imaginary worlds, and defeat unknown evils. Occasionally, when the

book is really, really good, it can jump from the page and leave a lasting impression on the world

outside its library binding. Fiction stories have been a part of literature for as long as literature

has been around and can be broken down into many categories. One such category redefines the

limits of fiction: fantasy fiction.

Fantasy fiction is defined many ways, perhaps echoing the very nature of the genre itself. The

most common word that pops up during any Google search for a definition is unreal. Other

common words are imaginary and made-up. The Oxford dictionary uses the definition a

genre of imaginative fiction involving magic and adventure, especially in a setting other than the

real world (Fantasy, 2016). Put simply, if the story exists in a world that does not exist with

people doing things they typically cannot do, it may be safe to assume that it is fantasy fiction.

Then again, it might not. Like the real world, there are many gray areas where fantasy fiction is

concerned.

History

Fantasy fiction has roots going back as far as myths themselves. Homers Odyssey is believed by

many to be early fantastical fiction, along with Beowulf, Arthurian legends, and even some of

Shakespeares comedies (Brief History of Fantasy, 2016). With such a varied and rich history,
Elizabeth Griffin IST 612 Assignment 1 Professor Arnone

it can be difficult to grasp the entirety of the genre. Some believe that fantasy fiction can be

broken down into two different groups: early fantasy fiction and modern fantasy fiction. Early

fantasy fiction includes stories from Greek myths to fairy tales to tales about fairies themselves

and it remained this way for centuries. Modern fantasy fiction resembles what we read and

purchase in bookstores today. J. R. R. Tolkiens The Hobbit and Lord of the Rings are credited

with being the turning point in fantasy fiction (Behrens, 2015). One author cites Tolkien as the

pioneer of the genre as he was the first author to truly build a world entirely of his own creation

(Martinez, 2014). Following Tolkiens world formation, a new era of fantasy fiction was ushered

in. The genre grew to include more than just legends and fairy-tales. Entire universes sprang

forth from the pages thanks to authors like C. S. Lewis and his The Chronicles of Narnia. Soon

the genre made the jump from print to the screen and fantasy fiction continued to grow larger

than it already was.

Categorizing

While fantasy fiction is its own distinct category, it can be broken down into smaller

subcategories through many book venders. For example, online retailers like Amazon and Barnes

and Noble organize fantasy fiction into groups based on a more defined subject topic like magic

or the supernatural. Fantasy fiction is also closely partnered with science fiction. Many of the

beloved stories that end up on the fantasy fiction Must Read lists will pull double duty and end

up on science fiction lists with the same intent. Similarly, you may find fantasy humor or fantasy

horror stories. The editor of BestFantasyBooks.com argues that fantasy is not a single definite

genre but is instead a cohesion of many diverse, often wildly different, genres (The Complete

Guide to the Fantasy Subgenres. 2016). They then go on to offer a laundry list of subgenres

that include everything from Alternate History Fantasy to Swashbuckling Fantasy (The
Elizabeth Griffin IST 612 Assignment 1 Professor Arnone

Complete Guide to the Fantasy Subgenres. 2016). In worlds of make believe, it is easy to

connect multiple genres while telling a story, though that makes the cataloging job of a librarian

more difficult.

Controversies

Fantasy fiction is not without its controversies. Each year, the American Library Association

(ALA) dedicates a week to celebrate books that have been banned from schools and libraries.

Many of these books are fantasy books. Common stories to appear on the banned books list

include titles like the His Dark Materials series or the Harry Potter series (Top 100

Banned/Challenged Books: 2000-2009, 2016). Books can be challenged for a variety of reasons

and the ALA writes Often challenges are motivated by a desire to protect children from

inappropriate sexual content or offensive language (About Banned Books. 2016). Fantasy

books are challenged often times because of what they are, twisted realities and places that do

not exist. Those advocating for banning books cite reasons like anti-religious viewpoints for

magic stories or anti-government sentiment for dystopian stories. While many librarians stand

firmly with the ALAs position to support a readers right to choose, including books that cover

controversial topics like magic or represent human issues through the use of talking animals may

lead to phone calls from irate parents. How each librarian chooses to handle these incidences

remains to be at their own discretion.

Curriculum

Fantasy fiction can connect to school curriculum in a variety of ways. Using the imagined

worlds, complex ideas can be explained through metaphor, helping students connect their

thoughts in new ways and making lessons easier to understand. In her paper, Melissa Thomas
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pointed out various topics covered in fantasy fiction that can help foster discussion with students

in meaningful ways. Some of these topics include gender roles, mythology and heroics, and

social commentary (Thomas, 2003). You can also use fantasy books to teach subjects that may

not immediately come to mind. Kristine Larson argued for the value of using fantasy literature in

astronomy education and outreach (Larson, 2009). Fantasy fiction is also important for students

to develop their own love of reading. In his article Learning from Fantasy, Jack Wilde points

out that students develop their own interests in reading (Wilde, 2004). Students tend to lose

interest in reading as they continue on in their education. By limiting what is offered at the

library, you inhibit a students ability to find stories they are intrigued by. Including genres like

fantasy fiction allows students the chance to continue to grow into a love of reading. Thomas

concludes her paper with it would be a shame to overlook fantasy literature in the classroom

simply because it retains that stigma of not being serious writing, when it is clear that works of

fantasy have merit in all fields of literary examination (Thomas 2003, Pg. 63).

As a librarian in a middle school, it is especially important to offer a variety of genres. It is

increasingly difficult to ensure the library collection suits the students needs as they are at

varying stages of development. Some students will be reading childrens books, some students

will be reading young adult novels, and some students will be in the middle. As such, including

fantasy books that cover all three relative age groups will ensure that there is something for

everyone. Keeping this in mind, along with the wide variety of subgenres, it is likely that a well-

developed fantasy section will make up a significant portion of your fiction collection. In

addition to considering reading levels, overall literacy rates across the nation can indicate areas

of weakness. According to The Nations Report Card of 2015, put out by the National

Assessment of Educational Progress (NAEP), a lower percentage of 8th grade students are
Elizabeth Griffin IST 612 Assignment 1 Professor Arnone

reading at or above a basic level compared to 2013. The report went on to state that 8th grade

students reading at or above proficient only accounts for 34% of the students surveyed (NAEP -

2015 Mathematics & Reading Assessments, 2016). These statistics indicate within the last two

years, there has been a slip in the number of students reading at a basic level. While there is no

guarantee that the inclusion of fantasy fiction will solve this serious problem amongst literacy

rates across the United States, something must be done.

Conclusion

In Fantasy fiction, readers are transported into new worlds and introduced to new concepts. They

ride on the backs of dragons, battle dark wizards, and myths are brought to life. Fantasy fiction is

not only an enjoyable read but also a genre that can benefit curriculum and allow students to

reach new understandings. While librarians must find a balance of genres that best suits their

community and its needs, it is important not to forget to include fantasy fiction. In fantasy

stories, anything is possible, and the same should be said for libraries.

Activities

Activity One

Title: Finish the Fiction: Fantasy

Description: In this activity, the librarian will begin a story and the students will write an ending

using what they know about fantasy genres. Students will be asked to include multiple characters

and have the beginning, middle, and conclusion of a small plot included in their short story. The

writing prompt will present the students with the basics for a fantasy world and they will be

asked to come up with the rest. Students can volunteer to share the plot of their story with the
Elizabeth Griffin IST 612 Assignment 1 Professor Arnone

class following the completion of the activity. The librarian can partner with the English

department for this activity.

Goal: The goal of this activity is for students to write short fantasy stories to demonstrate that

they understand the genre. Students will also demonstrate their abilities with creative writing

through this activity. With further development, this activity can comply with Common Core

Standard W.6.3 W.8.3 depending on the short story requirements. The librarian can partner with

the English department, Art department, or Media department for this activity.

Materials: This activity requires a pre-written prompt, spare loose-leaf paper, and spare writing

utensils.

Motivational Value: As students have more creative freedom over their short stories, this will

increase their motivation to complete the activity. Also, as students can volunteer to share their

stories, this can increase their motivation as well.

Activity Two

Title: Fantastical Fiends

Description: Using online creation tools like Canva.com, students will make posters based on the

villains of their favorite fantasy books. These posters can be wanted posters, posters for seeking a

roommate as if they were the villain themselves, or something of their own creation. Students

will select any villain from a fantasy book they have read and create the poster to share with the

class or group. Students will need to include vital information about the villain such as a name,

location, and some key facts about their character. They are also welcome and encouraged to

include relevant imagery, known alliances, and known enemies.

Elizabeth Griffin IST 612 Assignment 1 Professor Arnone

Goal: The goal of this activity is to allow students creative freedom while demonstrating that

they understand what a fantasy book is. As students will be selecting the villains of fantasy books

themselves, they will demonstrate their understanding of what books fall under that category and

what books do not. Students will also demonstrate if they can create media that is easy for others

to understand and view. Upon further development, this activity can support Common Core

Standard W.6.11 W.8.11.

Materials: This activity requires a computer and internet access and the ability to print the

created posters to be hung around the library.

Motivational Value: Students will have creative freedom, not only in designing their posters, but

choosing the subjects of those creations as well. As a result, this will increase their satisfaction

and their motivation to accomplish the activity task while making it presentable. As students will

share their creations and see them hung around the library, they will be more inclined to create

quality works.

Activity Three

Title: Fantasy Feuds

Description: Teaching fantasy can be difficult as fantasy fiction overlaps often times with other

genres. In this activity, students will compare the fantasy genre to another genre. This will be

especially useful for genres fantasy books typically crossover with. For example, students will

compare fantasy and science fiction using a Venn Diagram. Students can list examples of books,

descriptions of the genres, and discuss what makes them different. This can be done multiple

times comparing fantasy to a variety of different genres such as horror, humor, or historical
Elizabeth Griffin IST 612 Assignment 1 Professor Arnone

fiction. This activity can be done as a class or in small groups. The librarian can partner with the

English department for this activity.

Goal: The goal of this activity is to ensure that all students know how to identify different books

based on their genre. Students will be able to determine if the book they are reading is fantasy,

another genre, or somewhere in the middle.

Materials: Whiteboard/Chalkboard/Large Paper to draw the Venn Diagrams, writing utensil

Motivational Value: Students will be working together as a class or in small groups to compare

and contrast the two different genres. This way, students who are more confident in their answers

can offer their ideas while more hesitant students can be active listeners. All students will

participate at least one time during the course of this activity.

Annotations

Gaiman, N., &McKean, D. (2010). The Graveyard Book. New York: Harper.
Neil Gaimans The Graveyard Book is the story of Nobody (Or Bod), a young orphaned boy who
grows up in a graveyard under the watch and care of a few friendly spirits. Bod needs to learn
how to navigate the world of the living and the dead based on everything hes learned from the
things that bump in the night. Gaimans The Graveyard Book is an award winning novel that
promises support of Common Core standards and entertains students ages 9 and up.

Patterson, J., & Charbonnet, G. (2009). Witch & Wizard. New York: Vision.
In Witch &Wizard, the first of James Pattersons new Witch & Wizard series, readers are
introduced to 15-year-old Wisty and her older brother Whit. Wisty and Whit are taken from their
family under The New Order and soon learn they possess magical powers that set into motion
adventures that may just lead to them saving the world. There are currently five books in the
series and students ages 10 and up will be entertained for hours reading about Wisty and Whit
and their magical adventures.

Clement-Davies, D. (2002). The Sight. New York: Penguin Group.

In David Clement-Davies The Sight, readers become engrossed in the world of talking animals
and long-believe prophecies that speak of a white wolf with the power to see into the future,
heal, and look into others minds. Larka, the white wolf, and her family are suddenly at the center
of a plot to take over the animal world and the animals most-feared enemy man. The Sight is
Elizabeth Griffin IST 612 Assignment 1 Professor Arnone

rich with heart and characters who would do anything to protect those they care most about. With
strong male and female characters, a compelling plot, and unexpected twists readers ages 12 and
up will love this story.

Barron, T. A. (2004). Child of the Dark Prophecy. New York: Philomel Books.
In Child of the Dark Prophecy, by T.A. Barron, the mythical world of Avalon is reimagined as a
tree with seven realms. As the first book in The Great Tree of Avalon series, Child of the Dark
Prophecy sets the stage for the adventurous tale of the true heir of Merlin and the person destined
to destroy Merlins legacy: Avalon. Barrons world is full of myth and mystery and richly
developed characters students are sure to love. This is the perfect fit for students ages 12 and up
with a preference for mythical stories with a twist.

Jacques, B. (2002). Redwall. New York: Philomel Books.

In Brian Jacques Redwall series, readers explore the peaceful world of Redwall Abbey. Follow
along as an ensemble cast of characters go on thrill seeking and life-altering adventures while
trying to figure out what it means to be good and evil. Jacques series is full of challenging
language and complex ideas aimed at getting transitioning readers thinking more deeply about
what they see. Redwall is full of positive messages with a fantastical plot dosed with reality and
is a great read for students ages 10 and up.

Gidwitz, A. (2010). A Tale Dark and Grimm. New York: Dutton Childrens Books.
Adam Gidwitzs novel is a new take on a few classic (and grotesque) fairy tales. Hansel and
Gretel stumble into not only their own story, but a few others as well and come face-to-face with
enemies, old and new. They quickly learn that in order to reach a happily ever after, theyre
going to have to take the narrative into their own hands. This humorous book for students aged
10 and up shows readers that not all fairy tales (Grimm or otherwise) are as simple as they seem.

Nielsen, J. A. (2013). The False Prince. New York: Scholastic.

Trickery, a pending civil war, and a stubborn street-smart kid lead to an exciting beginning for
Jennifer Nielsens new Ascendance Trilogy. Starting with The False Prince, Sage (and a few
other boys) are plucked from their lives and pit against each other to claim the title of long lost
prince, a boy needed to calm the pending political storm. Nielsens story is rich with wit, lies,
and adventure and readers will be rooting for Sage the whole way through. With every detail
seamlessly leading into something bigger, this is a perfectly engaging story for kids ages 10 and
up.

Hatfield, R., & Call, G. (2015). The Book of Storms. New York: Henry Holt & Co.
Nature comes to life in the first of Ruth Hatfields trilogy series, The Book of Storms as readers
follow along with Danny ONeills journey to save everything he holds dear. With a protagonist
that can connect to nature, Death personified, and mysteries that need solving, this book brings
something new to the fantasy genre. The Book of Storms is a good fit for students ages 10 and up
but the magic Hatfield brings to life is great for all ages. This story will have you waiting for
more.

McCullough, K. (2014). School for Sidekicks. New York: Feiwel & Friends.
Elizabeth Griffin IST 612 Assignment 1 Professor Arnone

In a world where superheroes and villains actually exist, Evan Quick proudly proclaims himself
a fan. When it turns out that he too has some supernatural skills, hes sent to the only place for
kids like him: the Academy for Metahuman Operatives or the School for Sidekicks. Evans about
to learn that it isnt really as easy as being a hero or a villain. This story is a great fit for kids ages
10 and up looking for a fun superhero themed book. Kelly McCulloughs hilarious tale of heroics
and adventure will snag the attention of any reader looking for a world to get lost in.

Colfer, E. (2001). Artemis Fowl. New York: Miramax.

Twelve-year-old Artemis Fowl is rich, smart, and an evil mastermind. Hes determined to get his
hands on some fairy gold through any means necessary but like all evil plans, it goes a little
astray. Eoin Colfers first book in the critically acclaimed Artemis Fowl series can keep readers
entertained for hours by incorporating crime, fairy lore, and action packed plotlines. The series as
a whole is a great fit for students ages 10 and up.

Collins, S. (2004) Gregor the Overlander. New York: Scholastic.

The first in the Underland Chronicles series by Suzanne Collins (of The Hunger Games fame),
Gregor the Overlander follows the story of a young boy setting out to find his father and maybe
fulfill his destiny along the way. Gregor and his sister fall into a world beneath their own and
uncover the truth about the Underlands that lead them on an unexpected adventure. This tale of
family, friendship, and growing up is perfect for readers ages 9 and up. It is a compelling, easy to
read story that will ensnare even your pickiest readers and is an excellent series to introduce the
fantasy genre to.

Cashore, K. (2008). Graceling. Orlando: HMH Books.

Kasta is Graced, meaning shes been able to kill someone with just her hands since she was eight
years old (something her uncle, the King, likes to use to his advantage). When she meets Prince
Po, her world is flipped upside down and Kasta learns things about her home that could set the
world on fire. In Kristen Cashores debut novel, she effortlessly creates a world readers will
become engrossed in. With romance, mystery, and a healthy dose of death-defying action,
Graceling is perfect for readers ages 12 and up.

Works Cited

About Banned & Challenged Books | Banned & Challenged Books. (2016). Ala.org. Retrieved
from http://www.ala.org/bbooks/about
Behrens, K. (2016). Myth, Fairy Tales, & Children: A Brief History of
Fantasy.Blog.bookstellyouwhy.com. Retrieved from
http://blog.bookstellyouwhy.com/myth-fairy-tales-children-a-brief-history-of-fantasy
Fantasy: definition of fantasy in Oxford dictionary (American English) (US).
(2016). Oxforddictionaries.com. Retrieved from
http://www.oxforddictionaries.com/us/definition/american_english/fantasy
Fantasy 100 - Brief History of Fantasy. (2016). Fantasy100.sffjazz.com. Retrieved from
http://fantasy100.sffjazz.com/admin_histor
Larsen, K. (2009). Hobbits, Hogwarts, and the Heavens: The use of fantasy literature and film in
Elizabeth Griffin IST 612 Assignment 1 Professor Arnone

astronomy outreach and education. International Astronomical Union. Proceedings of the

International Astronomical Union, 5, 306-310.
doi:http://dx.doi.org/10.1017/S1743921311002444
Martinez, A. J., (2014). The Origin of the Fantasy Genre. A.J. Martinez Fantasy Writer official
Website. Fantasy books and short stories. Retrieved from
http://ajmartinezauthor.com/origin-fantasy-genre/
NAEP - 2015 Mathematics & Reading Assessments. (2016). Nationsreportcard.gov. Retrieved
http://www.nationsreportcard.gov/reading_math_2015/#reading?grade=4
The Complete Guide to the Fantasy Subgenres | Best Fantasy Book. (2016).
Bestfantasybooks.com. Retrieved from http://bestfantasybooks.com/fantasy-genre.php
Thomas, M. (2003). Teaching Fantasy: Overcoming the Stigma of Fluff. The English
Journal, 92 (5), 60-64. doi:1. Retrieved from http://www.jstor.org/stable/3650426 doi:1
Top 100 Banned/Challenged Books: 2000-2009 | Banned & Challenged Books. (2016). Ala.org.
Retrieved from http://www.ala.org/bbooks/top-100-bannedchallenged-books-2000-2009
Wilde, J. (1998). Learning from Fantasy. Voices from the Middle, 5 (2), 40-42. Retrieved from
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