The goal of this lesson is to become acquainted with some of the patterns, symbols, and themes from mythology that have affected the form and function of later literary works.

• Collecting students’ examples of ways in which Greek mythology has affected the world of entertainment will indicate who has knowledge of mythology and understanding of its role and who needs additional information or assistance.
• Noting which students realize that The Tale of Peter Rabbit is an odyssey will help you to see which ones are having trouble with the concept, as will looking over their notes on the story.
• Watching the groups as they work on the tales of Midas and Narcissus will allow you both to keep them on target and identify those who need more reading in Greek mythology or a better understanding of archetypes. Collecting the brief written assignment before discussing Daedalus and Icarus will provide more information about individual understanding of character archetypes.
• Observing the groups as they work on their plot outlines for quest or odyssey, as well as the character creations, will indicate students’ understanding of archetypes.
• The final individual exercise will indicate students who need extra help in this area.

[IS.10 - ELL Students]

Focus Question: What are some of the patterns, symbols, and themes from mythology that have affected the form and function of later literary works?

“The form of a literary work shapes what is conveyed in that work. It is closely related to the author’s purpose. Now we are going to look at some different influences on form.” Ask students to write down any ways they can think of in which mythology has affected the world of entertainment. [IS.11 - Struggling Learners] Then ask them to share their ideas. (Examples include video/computer games, names for things like the Trojan Horse virus, the retelling of old stories like the movies Troy and The Clash of the Titans.)

Part 1

Explain the idea of archetypes. “Some of the patterns of stories from Greek mythology, as well as some of the character types, have been used many times over the centuries. These have served as models for later stories, and are sometimes referred to as archetypes (an original model or type after which other similar things are patterned) or prototypes. And these story patterns, of course, shape the story. When an author chooses a quest pattern, for instance, that choice determines the plot structure and purpose of the story––to accomplish the quest––although the goal of the quest and the specific adventures along the way will vary.”

Divide students into groups of three to four to read the stories of “Jason and the Argonauts” and “Odysseus.” Have students list similarities and differences between the two. [IS.12 - All Students and Struggling Learners] Give them about 25 to 30 minutes for this, and then have one group present the similarities and differences they see in the story of Jason and Odysseus. [IS.13 - ELL Students] (Similarities: both go on long journeys that present many dangers; both manage to overcome the obstacles that bar their way; both are leaders and warriors; both go to unknown parts of the world; both are helped by a goddess; both are rulers; both are men of courage. Differences: Odysseus sets out on his journey reluctantly, while Jason is eager to go; the wife of Jason betrays him, while the wife of Odysseus is loyal; Odysseus is noted for his cleverness and his crafty solutions to problems; Jason is displaced by his father’s murder and has to achieve his quest in order to reclaim his throne, while Odysseus faces no such obstacle; Jason’s goal is to retrieve an object, the Golden Fleece, so that he can reclaim his throne, while the goal of Odysseus is simply to reach his home once more; the story of Jason ends in unhappiness and death, even though he has achieved his goal, while the story of Odysseus ends with Odysseus triumphant.)

Although both are the tale of a hero’s journey, there are differences in the patterns. Jason’s journey is a quest with two objectives: to reclaim the throne that had been his father’s and to find the Golden Fleece in order to do so. The pattern for Odysseus is slightly different and he has given his own name to the archetype. An odyssey is a lengthy journey that begins and ends at the same point. Odysseus is forced to leave Ithaca for the Trojan War in order to honor his promise. After ten years at war and ten years struggling against the obstacles that keep him from home, he finally achieves his goal by returning to Ithaca and his wife and son.

The basic structure of a traditional quest and an odyssey have ultimately different objectives.

Part 2

Have students read the story of “King Arthur.” Ask them to look for any resemblance to the story of Jason and/or that of Odysseus. [IS.14 - Struggling Learners] Ask them to identify similarities. (Like Jason, Arthur’s family background is murky and he must complete a task in order to claim his throne. His quest, like that of his Knights of the Round Table, is to find the Holy Grail. Like Jason, he has a specific item to find. Although the Grail is found, Arthur is not the one to claim it. Jason is helped by his crew; Arthur by his knights. Like Jason, Arthur is betrayed by his wife. Jason dies of a wound inflicted by an accident, and Arthur is wounded in battle.)

The stories of both Jason and Arthur are clearly quests. The pattern of the quest continues to be a popular plot today. Ask students if they can think of any modern uses of the quest or odyssey archetype. (Books and movies like The Lord of the Rings, Star Wars, The DaVinci Code, and Raiders of the Lost Ark continue the pattern. Examples of the odyssey (journey and return) pattern include The Wizard of Oz and Back to the Future.) In each case, the archetypal pattern of the story gives the story its basic form and determines the author’s purpose: to show how the hero does or does not complete his quest or to show how the hero does or does not manage to return home.

Tell students that the use of archetypes isn’t confined to stories for adults. Children’s tales are rich in them. Have students read Beatrix Potter’s The Tale of Peter Rabbit. Ask them to make notes about any similarities they see between it and the stories of Jason and Odysseus. Ask them to write down one word, quest or odyssey, to identify the pattern of the story, and then have them hold up the slips so that you can see them. [IS.15 - All Students] Ask for their observations about similarities to the stories of Jason and Odysseus. (Peter’s father, like Jason’s, lost his life at the hands of an enemy. Peter sets out from home and travels into the dangerous territory of the enemy. He has a series of life-threatening adventures as both Jason and Odysseus did. Like Odysseus, Peter longs only to get safely home, and he returns home to a waiting family). Peter’s story is a miniature odyssey; he has no objective for his quest (as Jason does) other than––after Mr. MacGregor threatens him––making his way home (like Odysseus). Collect students’ written notes on Peter Rabbit so that you can note which students are having trouble. [IS.16 - Struggling Learners]

Part 3

“So far, we have looked at two patterns––the quest and the odyssey. Now we’re going to look at some character archetypes. [IS.17 - Struggling Learners] In groups, I’d like you to read the story of Midas and the story of Narcissus. Then, for each one, I want your group to write a sentence or two describing the character archetype, as well as the apparent consequences of being this type of character.”

Walk around and observe the groups as they work, making certain they understand the assignment. Then have two different groups present, taking questions, comments, and additions from the others. (Midas is a greedy/short-sighted character. His greed destroys the things he loves, including his own child. Narcissus is completely self-absorbed––thus our word narcissistic––and can appreciate no one other than himself. He brings unhappiness to himself and to those who love him.)

Also, bring up the word allusion, reminding students that phrases like “the Midas touch” or “the golden touch,” often used today to describe those who make money in all their undertakings, are allusions, references to mythology that everyone is expected to understand. [IS.18 - Struggling Learners]

Point out that both Midas and Narcissus are closely connected to common themes in literature (the destructive power of greed, the danger of short-sighted decisions, the destructive power of narcissism).

Next, have students individually read the story of Daedalus and Icarus. Ask students to write a sentence describing each character and explaining how archetypal elements of the character influence the actions. [IS.19 - Struggling Learners] Walk around the class to observe as students are writing and collect responses before discussion. (Possible responses: Daedalus is resourceful, creative––an archetype of the creative genius. Icarus is an archetype of youth, heedless and daring. Even a genius is not spared the pain of loss. The heedlessness and daring of youth can spell disaster. Steering a middle course is wiser than taking extreme action.)

Ask students if there are any objects in the story that represent something more (the labyrinth: a symbol of confusion, entrapment, a challenge, a puzzle; the wax wings: the danger of flying “too near the sun,” being too daring, too careless of danger).

“Read the story of Phaethon and make your usual notes (a sentence about the character, a sentence about how the archetypal traits of the character influence the actions of the story). [IS.20 - Struggling Learners] Also, think through this story and the others you have read, and make a list of any transformations that you notice, physical or otherwise.” (Phaethon is on a quest to establish his identity. He is another archetype of youth––proud, rash, and overly confident. These qualities lead to his downfall. As for transformations, Phaethon’s sisters are turned into poplars, ever grieving; Echo ceases to be a nymph and becomes just an echo; Narcissus becomes the flower that bears his name. Midas undergoes another type of transformation, giving up his golden touch so that he can become an ordinary moral once more.)

Part 4

“You will be working with your groups to use your knowledge of archetypes from mythology that we have been discussing. First of all, I am going to have half of you design a plot outline for a quest story, and the other half design an outline for an odyssey. You will have about 15 minutes to come up with a character and his/her situation.

• If you have a quest, you must decide on the goal of the quest. (Jason must find the Golden Fleece in order to claim his throne.)
• If you have an odyssey, you must identify the event that will compel the characters to leave home. (Odysseus is forced to join the other Greeks to sail to Troy and fight to reclaim the kidnapped Helen.)
• Write a sentence describing your character’s opening situation. Then list five or six adventures/obstacles that your character will need to overcome, and then write a sentence describing the end of the story. (Jason returns with the Fleece and claims his throne, but is betrayed by his wife and later dies in an accident. Odysseus returns home, defeats the suitors, and is happily united with wife and son.)”

Walk around and observe students working, guiding where necessary. Have them exchange with other groups to read; if possible, do a quick round-robin reading so that they read all the outlines.

• Have students individually create a character/situation/plot outline based on one of the archetypes studied in this lesson. The assignment should also include a sentence or two identifying the archetype used. Remind students that this assignment will be included in their portfolio assessment.

Extension:

For additional information on Greek mythology and its influence, see Related Resources.

Students who need additional practice may benefit from the following activities:

• If students are completely unfamiliar with Greek mythology, direct them to a source like MythWeb.com or the children’s book D’Aulaires’ Book of Greek Myths by Ingri d’Aulaire.
• For students who need additional practice recognizing the difference between a quest and an odyssey, assign the reading and discussion of Where the Wild Things Are by Maurice Sendak. [IS.21 - All Students]
• Students who are ready to move beyond the standard may do the following activities:
• Have students work with two archetypal characters, for example, a narcissistic character and a situation that causes grief/destruction for the character or those close to the character. This can be done in two or three sentences to be shared with the group for discussion. This exercise serves to re-enforce the idea that these archetypes help to shape a story.
• Have students read “Tony McCoy’s odyssey ends in fairy-tale fashion” by Simon Barnes. This is a story about a jockey who won the Grand National. The writer refers to basic patterns and ancient tales. He also refers to fabulous and fabulists, pointing the way to readings in the next lesson.
• For those interested in seeing archetypes of Greek mythology in action, read The Maze by Will Hobbs.