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Beyond the Surface: Uncovering the Richness of
Fairy Tales through Tolkien's Lens COSTA RICA

Fairy Tales, Literary Criticism, Literature, Tolkien

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Beyond the Surface:

Uncovering the Richness of Fairy Tales through

Tolkien's Lens CERTIFIED VIRTUAL INSTRUCTOR

Abstract in English:

"Uncovering the Richness of Fairy Tales through Tolkien's Lens" explores the profound
impact of fairy tales on readers and listeners of all ages. Drawing from J.R.R. Tolkien's PD TALKS & NCTE-COSTA RICA
essay "On Fairy-Stories," the article examines eight key aspects that define a good fairy
tale: fantasy, recovery, escape, consolation, fear, wonder, morality, and mythopoeia. It
delves into how these elements create immersive worlds, provide fresh perspectives, offer
respite from daily life, and convey deeper moral and philosophical insights. By analyzing
these stories through Tolkien's framework, the article underscores their enduring
relevance and potential for enriching literary criticism and classroom discussions.

Abstract in Spanish:

"Descubriendo la Riqueza de los Cuentos de Hadas a través de la Lente de Tolkien"

explora el profundo impacto de los cuentos de hadas en lectores y oyentes de todas las
edades. Basándose en el ensayo de J.R.R. Tolkien "Sobre los Cuentos de Hadas," el
artículo examina ocho aspectos clave que definen un buen cuento de hadas: fantasía,
recuperación, escape, consuelo, miedo, maravilla, moralidad y mitopoeia. Analiza cómo
estos elementos crean mundos inmersivos, proporcionan nuevas perspectivas, ofrecen COPYSCAPE
un respiro de la vida cotidiana y transmiten profundos conocimientos morales y
filosóficos. Al analizar estas historias a través del marco de Tolkien, el artículo subraya
su relevancia duradera y su potencial para enriquecer la crítica literaria y las discusiones
en el aula.

Abstract in Portuguese: LABELS

"Descobrindo a Riqueza dos Contos de Fadas através da Lente de Tolkien" explora o #EdChat (8)
impacto profundo dos contos de fadas em leitores e ouvintes de todas as idades.
Baseando-se no ensaio de J.R.R. Tolkien "Sobre Contos de Fadas," o artigo examina #LTTO (14)

oito aspectos-chave que definem um bom conto de fadas: fantasia, recuperação, escape, ABLA (9)
consolação, medo, maravilha, moralidade e mitopoeia. Analisa como esses elementos
criam mundos imersivos, fornecem novas perspectivas, oferecem um alívio da vida Academic Research (9)

cotidiana e transmitem insights morais e filosóficos mais profundos. Ao analisar essas ADDIE Model (7)
histórias através da estrutura de Tolkien, o artigo destaca sua relevância duradoura e
potencial para enriquecer a crítica literária e as discussões em sala de aula. Afro-Caribbean Lore (1)

Alexander Luria (2)

Fairy tales have been a source of fascination and delight for
Anansi (1)
generations of readers and, most importantly, for young and very
young listeners. These stories, filled with magic, wonder, and Andragogy (5)

adventure, have the power to transport us to and show us new Apps for Education (1)
perspectives of life regardless of our age. One of the most ardent
Assessment (6)
advocates for the value of fairy tales was South African scholar, J.R.R.
ASSURE (1)
Tolkien, author of "The Hobbit." In his essay "On Fairy-Stories," Tolkien
Asynchronous Tools (2)
discusses the elements that make up the good structure for a fairy tale.
This reflective journaling piece of writing will delve into the different Aural/oral skills (1)

aspects of fairy tales that Tolkien identifies, providing a deeper autonomous learning (1)
understanding of why these stories continue to captivate and inspire us
Behavior (1)
and why they need to be used in literary criticism class debates and
Bettelheim (1)
analyses.
Big Data (6)
Stage 1: Fantasy
Blended Learning (1)

At the heart of a wholesome fairy tale, according to Tolkien, is BlendIt Course (8)
the creation of a secondary world that is distinct from the listener or Bloom's Taxonomy (5)
reader. At its lowest ebb, this magical world in a fairy tale should have
BNCs (9)
its own rules, creatures, and wonders, allowing readers as well as
Book Critique (2)
listeners to escape from the mundane and experience something new
and extraordinary beyond the boundaries of what humans live in. Book of Job (1)

Tolkien called this aspect of fairy tales "fantasy," and he believed that it Bookmarking Sites (1)
was essential for creating a sense of wonder and amazement in the Case Study (4)
reader or the listener.
CEF (2)

In order to achieve this, the world of the fairy tale must be Classroom Management (2)
consistent and coherent. The first real twinge of fantasy is to
Cloud Reader (1)
comprehend that while a fairy tale may contain elements that are
Coaching in Teacher Classroom
fantastical and impossible in our world, these elements should be Observation (2)
grounded in a logic and structure that makes sense within the context
Code of Ethics (1)
and plot of the story. This allows listeners and readers to suspend their
Communicating about Uncertainty (1)
disbelief and fully immerse themselves in the world of the tale, which
differs from the physical world we humans live in. Community of Practice (8)

Competency-Based Learning (9)

In addition to its own unabating rules and logic, the fantasy
Content Design (1)
world of the fairy tale should also be populated with unique and
memorable characters. These characters that can assail or protect the CoP (2)

protagonist may be human, animal, or something entirely different, but Course Project (2)
they should be well-defined and memorable, with their own motivations, critical skills (1)
desires, rules, and flaws. By creating a rich and vivid world filled with
Critical Thinking Skills (2)
engaging characters, fairy tales can transport readers and listeners to
Culture (11)
a place that feels real and alive, even if it is entirely fantastical.
Culture Framework (2)
At the brink of this fantasy world, the literary criticism professor
Culture Teaching (8)
can make good use of fairy tales to work at various levels of analysis.
Curriculum Design (2)
Keeping in mind the different types of literary approaches, students
can delve into the diverse information provided by the core structure of Curriculum Development (5)

the fairy tale. The richness of “hidden messages” can be explored to Data Science (7)
enrich class discussions or term papers.
Data-Driven Teaching (5)

Stage 2: Recovery DDT (1)

Deductive Grammar Instruction (2)

An important element of fairy tales, according to Tolkien, is
"recovery." This term refers to the ability of fairy tales to help us see Deontology (1)
the familiar world in a new and fresh way. “Recovery (which includes Didactics (4)
return and renewal of health) is a re-gaining-regaining of a clear view” Distance Education (2)
(Tolkien, 1947). By presenting us with a world that is different from our
E-Portfolios (1)
own, listeners and readers can free themselves from the spot where
Education and Learning (34)
they are being gagged by reality; fairy tales can perfectly help us
appreciate the beauty and wonder of our own world in a new light. Education Technologies (9)

Educational Philosophies (1)

This stage of recovery is achieved through the use of contrast.
By presenting us with a world that is different from our own, fairy tales EFL/ESL Activities (1)

can highlight the unique aspects of our own world. From the Electracy (1)

unpleasant miasma of the night to the brightness of fairies, fairy tales ELF (1)
can help us see the beauty in the everyday and remind us of the
ELL (16)
magic that exists all around us, even in the most mundane of situations,
ELL. ELT (1)
something that is commonly appreciated by children more than adults.
Tolkien (1947) emphasizes the fact that we don’t start “seeing things as ELT (31)

they are”, but he ventures to say, “seeing things as we are (or were) English Grammar (3)

meant to see them”-as things are apart from ourselves.” ESP (2)

In addition, recovery can also refer to the personal growth and Ethical Judgments (1)

development that can occur as a result of reading fairy tales. By Ethics (36)
presenting us with characters who face challenges and overcome Executives' School (9)
obstacles, fairy tales can inspire us to be our best selves. They can
Fairy Tales (2)
help us see that we too have the power to overcome our own
Feedback (4)
challenges and obstacles, and that we too can grow and change as a
result. Though we can face a “ravenous wolf” in our lives, we readers Formative Assessment (1)

can find ways to counterattack this “animal” and move away from Forums (1)
unpropitious situations that -metaphorically speaking- we believe we Frankenstein (1)
are still under the yoke of adversity.
Freudian Analysis (1)

Though people may consider fairy tales tell-tale, the fact is that From theory to practice (2)
they are rich stories for the literary criticism classroom. The seven
Future for Education? (2)
lean and ugly cows that come up after the plump and attractive ones
Global Competence (1)
can be seen and understood from a different point of view if literature
Global Ethics (7)
students can analyze fairy tales from a wide angle of comprehension
of recovery. Students may even explore their own beliefs and live Grammar (3)

tangible, authentic, and first-had experiences from the fantasy world of Guided Practice (2)
fairy tales by understanding that all humans face obstacles and
H.P. Lovecraft (3)
challenges that need to be overcome.
HD Brown (1)

As our own conceptions pass the throng of new ideas brought Higher Education (49)
by the stage of recovery, the literary criticism educator can help
History (2)
learners see that literary analyses are not meant to be stark and rigid.
Homerton College Cambridge Course
Through the exploration of the various motifs found in fairy tales, we (2)
can delve into the life of humans who must deal with sibling rivalry,
Hootcourse (1)
personal quests for self-discovery, deception, rescue and escape, etc.
Human Rights (1)
There are so many nuanced literary challenges that can be given to
students to approach fairy tales from very different literary approaches Hybrid and Blended Learning (61)

and discover what is hidden in their co-text. Idioms (1)

Iktomi (1)
Stage 3: Escape
Independent Practice (1)
Tolkien also saw "escape" as a valuable aspect of fairy tales. He
Inductive Grammar Instruction (2)
believed that these stories provide a much-needed respite from the
trials and tribulations of everyday life, offering a chance to experience infographic (1)

different worlds and situations (Tolkien, 1947). Despite the nuanced Instructional Design (3)

challenges in the analysis of fairy tales, they allow us to escape from Integration of Technology into Teaching
our own lives, even if only for a short time; fairy tales can help us (10)

recharge and renew our spirits. As mentioned by Tolkien (1947), “It is Jacques de Molay (1)

part of the essential malady of such days—producing the desire to James Thurber (1)
escape, not indeed from life, but from our present time and self-made
JotForm (1)
misery—that we are acutely conscious both of the ugliness of our
Jungian Analysis (1)
works, and of their evil.” For this reason, fairy tales do provide people,
and especially children, an escape from our current circumstances. Kahlil Gibran (1)

Kirkpatrick Model (1)

This is especially important in today's fast-paced, constantly
Knight Templars (1)
connected world. With the constant barrage of news, social media,
and other distractions, it can be easy to feel overwhelmed and Language Competences (1)

stressed. Fairy tales provide a much-needed break from this, allowing Language Learning (12)
us to unplug and recharge. As commented by Tolkien (1947), “The Language Teaching (4)
fear of the beautiful fay that ran through the elder ages almost eludes
Laureate Course Module 3 Teaching
our grasp. Even more alarming: goodness is itself bereft of its proper with Technology (19)
beauty.” In conclusion, aren’t fairy tales a way to find an escape from Laureate Educator (4)
a present reality and live another momentarily when one identifies with
Laureate Educator in the XXI Century (2)
a heroine or hero?
Laureate Educator-Week 1 (1)
In addition, escape can also refer to the ability of fairy tales to
Laureate Educator-Week 2 (1)
transport us to new and exciting worlds. By presenting us with worlds
Laureate Educator-Week 3 (1)
that are different from our own, fairy tales can broaden our horizons
Leadership (9)
and help us see the world in a new way. They can help us appreciate
the diversity and variety of the world around us and remind us that learner autonomy (1)

there is always something new and exciting to discover. And when Learning (8)
taken into the literature class, the instructors can continue to help
Learning Activities (1)
students scrutinize what those escape avenues are that have helped
Learning Objectives (2)
others to “cast out demons and even raise the dead to life again” as a
Learning Preferences (1)
phoenix. Fairy tales do have lots of layers of meaning that can be
examined depending on the approach being used. Learning Styles (1)

Lesson Planning (4)

Stage 4: Consolation
Lev Vygotsky (2)
Good fairy tales, according to Tolkien, provide a sense of
Libraries (1)
consolation. The endings of fairy tales bear witness to a consolation
Life is a Dream (1)
stage where “they offer a kind of satisfaction and consolation” (Tolkien,
1947). They offer hope and a sense that things can be made right in Life Stories (1)

the end. This is often achieved through elements of redemption and Linguistics (1)
closure, where characters are able to overcome their flaws and make Listening (1)
amends for their mistakes or wrongdoings. For readers and listeners to
Literary Criticism (9)
this stories, the ending’s bells ring a full peal letting us know that
Literature (25)
somehow our heroine or hero has made us participate in the
satisfaction of humans’ ancient desires. LMS (6)

LOTI Profile (5)

This sense of consolation is important for both children and
adults. For children, fairy tales can help them make sense of the world MakerSpace (1)

and understand the concept of justice. They can help them see that Mary Shelly (1)

there is a moral order to the world, and that good will ultimately triumph Materials Design (1)
over evil. As expressed by (Tolkien, 1947) “the “consolation” of fairy-
Meaning of Justice (1)
tales has another aspect than the imaginative satisfaction of ancient
Metacognition (1)
desires. Far more important is the Consolation of the Happy Ending.
Almost I would venture to assert that all complete fairy-stories must Metadata (1)

have it.” Methodology (2)

microcelebrities (1)
For adults studying literary criticism, fairy tales can provide an
example of a sense of comfort and solace in times of stress and Mind Maps (2)

uncertainty that are commonly enjoyed by children. These tales can Mindfulness (12)
remind us that there is always hope, and that no matter how difficult Mixed-Methods Research (4)
things may seem, there is always the possibility for change and growth
Modeling in ELT (1)
for the heroine, the hero, or the reader or listener. The consolation of
MOOCs (1)
fairy tales, in Tolkien’s (1947) words is “the joy of a happy ending”
which is not found in other types of literary works. For the literary Moodle (5)

criticism students, “it is not only a “consolation” for the sorrow of this Moral Lesson (1)
world, but a satisfaction, and an answer to that question, “Is it true?” Motivation (2)
Well, quoting Tolkien (1947) once more, “If you have built your little
Music and Learning (1)
world well, yes: it is true in that world.”
Needs Assessment (3)
Stage 5: Fear
Netiquette (1)
 While fairy tales are often associated with light-hearted fun, Network Community (1)

Tolkien believed that fear was an important element in these stories. As Nonviolent Communication (6)
pointed out by Vande Velde (n.d.), “Fantasies based on the fairy tales
Nouns in English (1)
are extremely important part of the children’s lives, and this is not only
Objective Writing (1)
because they describe threatening situations that resemble main fears
of a young child such as the fear of getting lost, fear of wrong OER (1)

decisions, fear of monsters or evil animals.” The presence of danger Oneline Persona (1)
and the possibility of failure make the eventual triumph all the more Online Community (1)
satisfying. By confronting our fears in a safe and controlled
Online Instruction (52)
environment, fairy tales can help listeners and readers (especially
online learning (43)
young children) become more resilient and better equipped to face the
challenges of the real world. Online Learning Programs (1)

Online Persona (8)

The overcoming of this “irrational” fear is achieved through the
online teaching (3)
use of suspense and tension in the fairy tale. By creating a sense of
danger and uncertainty, fairy tales can keep readers on the edge of Online Teaching Practices (70)

their seats while listening to them or reading them on their own. They Oral Communication (1)
can make our hearts race and our palms sweat, even as we know that Oral Skills (2)
everything will ultimately turn out okay. And to make matters much
Paper.li (1)
better, “Happy endings, which are always present in fairy tales, give
PBL (1)
children the confidence that despite all their fears they will be able to
win in the end” (Vande Velde, n.d.). Pedagogy (2)

Pedro Calderón de la Barca (1)

In addition, fear can also serve as a teaching tool, something
that can be exploited by the literary criticism students who may also be Personal Learning Networks (2)

in the teaching business with young, very young, and teen learners. Philosophy (1)

By presenting readers as well as listeners with the consequences of Phonemics (4)

our actions, fairy tales can help us all learn to make better choices in
Phonetics (4)
common and recurrent life situations. Fairy tales can help us see the
Phonotactics (3)
importance of being brave, of standing up for what is right, and of
facing our fears head-on, something that can be exploited again by the Pilot Programs (1)

literary criticism professor to delve into the far ends of meaning within PLEs and PLNs for Lifelong Learning
Competencies Week 1 (1)
a story. According to Bettelheim (1973), fairy tales allow people to deal
with fears in a symbolic way. In order for a story to hold a [reader or Poetry (1)

listener]’s attention it must “help him to develop his intellect and to Popol Vuh (1)

clarify his emotions” (263), something the literary criticism students Produsage (1)
can help students achieve.
Produser (1)

Stage 6: Wonder Professional Competencies (1)

Professional Growth (1)

The sphere of fairy tales should inspire and expand a sense of
wonder and amazement in the reader or the listener regardless of their Projec-Based Learning (1)

age. These types of stories cannot be devoid of either unexpected Pronunciation (7)
twists and turns or magical elements. There is always dazzlement in
Psychology (1)
the eyes of the person interacting with the stories’ plot because of their
Public Speaking (1)
extraordinary events. By presenting us with the unexpected and the
Qualitative Research (4)
extraordinary, fairy tales can help us see the world in a new and
exciting way. Quantitative Research (4)

Reading (1)
Wonder is achieved through the use of imagination and
creativity. Fairy tales maintain the “empire” of wonder by stretching Reading and Vocabulary (2)

forth their unique and memorable images, from talking animals and Recruitment (1)
enchanted forests, to magical objects and mysterious beings. Such a Recycling in Education (1)
way to build a story is fated to endure time and to help especially
Reflective Journaling (3)
children admire the world before them unconventionally. Fairy tales
Reflective Teaching (54)
should challenge our preconceptions and make us readers and
listeners see the world in a new light where things are possible. Research (9)

Risk Communication (1)

In addition, wonder can also refer to the sense of awe and
Rubrics (2)
reverence that fairy tales can inspire. By presenting literary criticism
students with worlds that are larger than life, fairy tales can help the Schema (1)

see and explore the beauty and wonder of the world around us. They Scoop.it! (1)
can remind us of the power of nature, the majesty of the stars, and the Second Language Acquisition (4)
mystery of the unknown. As if we all were playfellows, we educators
Secret Societies of the Middle Ages (1)
and students can be playing with the plot elements in a fairy tale from
Sentence Patterns (1)
Prime to Compline rummaging its out of site meanings hidden in the
lurking place of little but important details. Short Stories (3)

Sioux Legends (1)

Stage 7: Morality
Sioux Lengends (1)
While not necessarily didactic, fairy tales often contain moral
SLA (3)
lessons. Morality is not meant to be enshrined in the plot of a fairy
Social Media (29)
story, but they can explore themes of good and evil, justice and
injustice, courage and cowardice, and so on. By presenting us with Social Networking in Education (3)

moral dilemmas and the consequences of our actions, fairy tales can Sticky Curriculum (1)
help readers and listeners develop a stronger sense of right and Storytelling (1)
wrong. The sphere of ethical concern can or cannot necessarily be
Strategies for online teaching (1)
present in the plot of tale; however, listeners and readers of fairy tales
Student Assessment (1)
will not be devoid of either moral explorations of wrongdoing or the
scrutinization of why heroes, heroines, villains, and antiheroes do or Student Engagement (1)

have done what the story tell us about. Student Interest (3)

Student Motivation (1)

Along the lofty wall of morality imposed at times in fairy tales,
morals are usually achieved through the use of characters and their Student Tips (2)

actions. Morality is a glass of a thousand hues, and by presenting Summative Assessment (1)
readers and listeners with characters who make good and bad
Syntax (2)
choices, fairy tales can help us see the importance of making the right
Teacher Development (23)
choices. Tales can help us young and very young readers or listeners
understand the consequences of people’s actions, and the impact they Teacher Mentoring (2)

can have on those around us. Teacher Observation (1)

Teacher Training (2)

In addition, it can be ascertained that the effect of morality can
also refer to the sense of justice and fairness that fairy tales often Teaching (47)

explore. At this juncture, fairy tales are supposed to be endowed with Teaching Adolescents (1)
situations where justice is served; they can help literary criticism Teaching ePortfolio (1)
students see the importance of fairness and justice and how it is seen
Teaching Grammar (2)
by characters and how those exposed to the storytelling of them are
Teaching Online (7)
affected. Moving to the next level of meaning exploration of fairy tales,
literature students can help these stories understand the value of Teaching Philosophy (4)

standing up for what is right, even in the face of adversity in the eyes Teaching Portfolio (1)

of the narrator. Teaching Practices (49)

Stage 8: Mythopoeia Teaching Practicum (22)

Teaching Presence (2)

Tolkien coined the term "mythopoeia" to describe the creation of
new myths. It is “a philosophical concept referring to the process of Teaching Styles (8)

artificially creating mythologies and belief systems of imaginary Teaching Tips (9)

worlds” (Stojanovic, 2021). Tolkien believed that fairy tales are a form Teaching With Technology (4)
of myth-making device, and that they can help us understand our own
Teaching With Technology-Week 1 (1)
world and our place in it. By presenting us with stories that resonate
Teaching With Technology-Week 2 (1)
with our deepest desires and fears, fairy tales can help us make sense
of our own lives and the world around us. Teaching With Technology-Week 3 (2)

Teaching With Technology-Week 4 (4)

Mythopoeia is achieved through the use of archetypes and
Teaching With Technology-Week 5 (3)
symbols. Fairy tales are filled with symbols and archetypes that
resonate with our collective unconscious. They tap into the deepest Teaching With Technology-Week 6 (2)

parts of our psyche and help us understand our own desires and Teaching With Technology-Week 7 (3)
fears. When taken into a literary criticism context where students have Teaching With Technology-Week 8 (2)
to dig into the depths of the tales’ meanings, a plethora of options to
Teaching With Technology-Week 9 (1)
continue to “quarry” their hidden meanings can surface.
Tech Tip (5)
Moving on to the next level of literary criticism proficiency,
Technological Assessment (2)
mythopoeia can be used to continue exploring fairy tales. Mythopoeia
Technology Use Tips (1)
also refers to the sense of timelessness that fairy tales often possess.
Templars (1)
These stories have never been “effaced” from the collective memory of
the peoples on Earth. In other words, by presenting readers of, The Assassins (1)

students of, or listeners to these stories that have been passed down The Cats of Ulthar (1)
through the generations, fairy tales can help us see the continuity of
The Data Scientist (5)
human experience in a much wider span of time. These tales can
The New Normal (1)
remind us that we humans are part of a long and rich tradition, and
The Outsider (1)
that our lives are connected to those who have come before us and
those who will come after us. The Prophet (1)

Thomas Keightley (2)

A Fast Conclusion
Tolkien (1)
Though some critics of literature may deem impossible that fairy
Trickster (1)
tales have the power to inspire, to console, and to transform, many
UCC (1)
other literary critics, like Tolkien in his time, do believe it is feasible. By
presenting us with a world that is both familiar and strange, these Universidad Mariano Gálvez (2)

stories can help kindle our curiosity to see the world in a new, fresh Utilitarianism (1)
way. Whether we are young or old, just a reader, listener, or literature Videoconferencing Platforms (1)
student, fairy tales have the ability to captivate our imaginations and
Virtual Classroom Features (1)
transport us to new and exciting worlds. By embracing the magic and
Virtual Learning Environments (8)
wonder of fairy tales, we can enrich our lives and deepen our
understanding of ourselves and the world around us without really Virtual Teaching (5)

being exposed to the ordeals heroes and heroines are to face. Virtualized Teaching (1)

Through the lens of J.R.R. Tolk, we have seen that fairy tales Visual Literacy (1)

are not just simple stories, but rather, they are a complex and rich form VLE (47)

of literature that can offer much more than just entertainment. They VLEs (38)
can provide a sense of escape, recovery, consolation, fear, wonder,
Vocabulary learning (10)
morality, and mythopoeia. By exploring these elements in detail, we
WAS (14)
have gained a deeper understanding of why fairy tales continue to
captivate and inspire generations of readers. Though these stories are Web 2.0 (4)

not ancient representations in sulfur and plaster, they’ve never been Web search engine options (1)

shelved to be forgotten but to be retold many times to convey hidden Web Tools (6)
messages as claimed by Bruno Bettelheim (1973).
WebQuests (1)

In conclusion, fairy tales are a valuable and important form of Wilbert Salgado (2)
literature that should not be overlooked or dismissed but analyzed in Working Adult Student (5)
literary criticism courses or contexts. These stories offer a unique and
writing (2)
powerful way of exploring human experience, and can provide us with
Writing Skills (1)
a sense of wonder, magic, and inspiration that is sorely needed in
today's world. By embracing the magic of fairy tales, we can open ZPD (1)

ourselves up to a world of possibility and discover the richness and

BLOG ARCHIVE
depth that these stories have to offer.
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References
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Bettelheim, B. (1973). The Uses of Enchantment: The Meaning and Importance of Fairy
Book Critique: "The Prophet" by
Tales. New York: Vintage Books. Kahlil Gibran

Stojanovic, D. (2021, 7 31). Mythopoeia in American Gods. From SWOSU Digital Book Critique: "The Uses of
Enchantment: The Meani...
Commons:
https://dc.swosu.edu/mythcon/mc51/schedule/17/#:~:text=J.%20R.%20R.%20T Beyond the Surface: Uncovering the
olkien%20coined%20the%20term,belief%20systems%20of%20imaginary%20wo Richness of Fai...

rlds.
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Tolkien, J. (1947). On Fairy-Stories. From Archive.Org: https://archive.org/details/on-fairy- ► May (2)
stories_202110
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Vande Velde, V. (n.d.). Themes In Twins, By Vivian Vande Velde. From 123HelpMe.Com:
https://www.123helpme.com/essay/Themes-In-Twins-By-Vivian-Vande-Velde- ► 2023 (6)
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Reading Comprehension Exercise

Directions: Read the passage carefully and answer the following questions.

1. What are the seven elements of a good fairy tale, according to J.R.R. Tolkien?

a) Fantasy, recovery, escape, consolation, fear, wonder, and morality

b) Fantasy, recovery, escape, consolation, fear, wonder, and mythopoeia

c) Fantasy, recovery, escape, consolation, fear, wonder, and imagination

d) Fantasy, recovery, escape, consolation, fear, wonder, and creativity

2. What is the purpose of the "fantasy" element in a fairy tale?

a) To create a secondary world that is distinct from our own

b) To provide a sense of comfort and solace

c) To explore themes of good and evil

d) To provide a sense of wonder and amazement

3. What is the "recovery" element in a fairy tale?

a) A sense of escape from the everyday world

b) A sense of consolation and comfort

c) A sense of wonder and amazement

d) The ability to see the familiar world in a new and fresh way

4. What is the purpose of the "escape" element in a fairy tale?

a) To provide a sense of comfort and solace

b) To explore themes of good and evil

c) To provide a much-needed break from the constant barrage of news and

distractions

d) To create a sense of wonder and amazement

5. What is the "consolation" element in a fairy tale?

a) A sense of wonder and amazement

b) A sense of comfort and solace in times of stress and uncertainty

c) A sense of escape from the everyday world

d) The ability to see the familiar world in a new and fresh way

6. What is the purpose of the "fear" element in a fairy tale?

a) To provide a sense of comfort and solace

b) To explore themes of good and evil

c) To create a sense of wonder and amazement

d) To make the eventual triumph all the more satisfying

7. What is the "wonder" element in a fairy tale?

a) A sense of comfort and solace

b) A sense of escape from the everyday world

c) A sense of amazement and awe

d) The ability to see the familiar world in a new and fresh way

8. What is the "morality" element in a fairy tale?

a) A sense of wonder and amazement

b) A sense of comfort and solace

c) Exploration of themes of good and evil, justice and injustice, courage and
cowardice

d) The ability to see the familiar world in a new and fresh way

9. What is the "mythopoeia" element in a fairy tale?

a) A sense of wonder and amazement

b) A sense of comfort and solace

c) The creation of new myths and legends

d) The ability to see the familiar world in a new and fresh way

10. According to Tolkien, what is the ultimate value of fairy tales?

a) To provide entertainment and escapism

b) To explore themes of good and evil

c) To provide a sense of comfort and solace

d) To enrich our lives and deepen our understanding of ourselves and the world
around us

Answer Key:
Q1 Answer: b) Fantasy, recovery, escape, consolation, fear, wonder, and mythopoeia

Q2 Answer: a) To create a secondary world that is distinct from our own

Q3 Answer: d) The ability to see the familiar world in a new and fresh way

Q4 Answer: c) To provide a much-needed break from the constant barrage of news

and distractions

Q5 Answer: b) A sense of comfort and solace in times of stress and uncertainty

Q6 Answer: d) To make the eventual triumph all the more satisfying

Q7 Answer: c) A sense of amazement and awe

Q8 Answer: c) Exploration of themes of good and evil, justice and injustice, courage
and cowardice

Q9 Answer: c) The creation of new myths and legends

Q10 Answer: d) To enrich our lives and deepen our understanding of ourselves and
the world around us

Fairy Tale Analysis Rubric

This rubric is designed to help students identify the various elements of fairy tales as
described by Tolkien, and to think critically about how these elements work together
to create a compelling story.

I. Fantasy

● Does the fairy tale feature fantastical elements, such as magical creatures,
objects, or events?

● Are these elements consistent and coherent within the story?

II. Recovery

● Does the fairy tale offer a sense of comfort and solace to the reader?

● Does the story provide a fresh perspective on the world, helping the reader to
see things in a new light?

III. Escape

● Does the fairy tale provide a sense of escape from the reader's everyday life?

● Does the story offer a much-needed break from the constant barrage of news
and distractions?

IV. Consolation

● Does the fairy tale offer a sense of hope and optimism to the reader?

● Does the story provide a sense of comfort and solace in times of stress and
uncertainty?

V. Fear

● Does the fairy tale create a sense of tension and suspense?

● Does the story make the eventual triumph all the more satisfying?

VI. Wonder

● Does the fairy tale create a sense of wonder and amazement?

● Does the story explore themes of wonder and awe?

VII. Morality

● Does the fairy tale explore themes of good and evil?

● Does the story explore justice and injustice, courage and cowardice?

VIII. Mythopoeia

● Does the fairy tale create new myths and legends?

● Does the story explore themes of myth and legend?

IX. Analysis

● What themes and motifs does the fairy tale explore?

● How does the story use language and imagery to create a sense of wonder
and enchantment?
 Temple de la Piete Augusta, Dougga,
Picture taken by Jonathan Acuña in 2019

Beyond the Surface: Uncover... by Jonathan Acuña

Beyond the Surface:

Uncovering the Richness of
Fairy Tales through
Tolkien's Lens
Fairy tales have been a source of fascination and delight for generations of readers and, most importantly,
for young and very young listeners. These stories, filled with magic, wonder, and adventure, have the power
to transport us to and show us new perspectives of life regardless of our age. One of the most ardent
advocates for the value of fairy tales
his essay "On Fairy-Stories," Tolkien discusses the elements that make up the good structure for a fairy
tale. This reflective journaling piece of writing will delve into the different aspects of fairy tales that Tolkien
identifies, providing a deeper understanding of why these stories continue to captivate and inspire us and
why they need to be used in literary criticism class debates and analyses.

by Jonathan Acuña Solano

Beyond the Surface: Uncover... by Jonathan Acuña

Wednesday, July 03, 2024

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Fairy Tales through Tolkien's Lens"

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