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Categories of Genres of Oral Literature

Categories of Genres of Literature
In this lecture we will start by defining what children's literature is
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This definition
excludes literature for teenagers
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Picture Books
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The book may or may not contain text
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It is important to note that
picture books do not even need to tell stories; they might illustrate letters of the alphabet
or numbers
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Many times, these books are published in a small size, something that
children can actually hold in their small hands - these books are also called handbooks
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Children may often tell the story based on the illustrations, pretending to "read" the
book
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ii
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These are books that contain pictures or illustrations that go together
with the story, often mirroring the plot
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The pictures are the "eye-candy" that gets children’s attention,
but the text is also desired to complete the story
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When reading and enjoying the book, we should not
think about which is more important, the illustrations or the text
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For example, Lady Bird
Series Books
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Traditional Literature
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What makes traditional literature so fascinating,
is the way it provides a link between the past and the future
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Traditional literature is a great starting point to introduce
children to the concept of a story and introduce them to different types of stories or
genres
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They feature common folks, such as peasants, and commonplace
events
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Folk tales seek to clarify
things about life, nature, or the human condition
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 Why tortoise has a cracked shell among others
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They are also called "magic stories,” They are filled with dreamlike
possibility
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Characteristics of fairy tales include:
 They always have a "happily ever after" ending,
 Where good is rewarded and evil is punished
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Once upon a time there was a pretty chick called Toto
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Lolo was a good boy
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They did many
things together
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She could not jump out of the pit
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Lolo said to Toto, “please my dear, don’t cry I will help you”
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Toto was very happy
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Then she added, “When I grow up I shall give you a
good gift that will make you very rich”
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Toto told Lolo, “Here is your gift
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Lolo took the egg
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Lolo took the egg to the bank and sold it there
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Lolo and his mother become very rich
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 Fables
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Characters are usually animals
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For example, The Boy and the Wolf
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Juma was often bored with the work of looking after sheep
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One day he rushed toward the village
crying “wolf! Wolf! Come and help me!” when the villagers heard him screaming
they came with clubs and pangas to help him
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Juma thought that this was such good game that a few days
later he cried out again, and once more the villagers came running to help him
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As
usual Juma cried wolf! Wolf! The villagers thought he was playing his tricks like
he used to, and they did not come to safe him
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 Legends
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They are based on the life of a real person who is considered a hero
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This
makes the individual famous for his or her deeds
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

Often legends tell about human beings with supper natural powers



Legends are historical but not always factual
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Long time ago the indigenous people liked to fight amongst themselves in order to get fame
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He was so brave such that
nobody could get close to him
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He
had married many wives
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The Nandi's

like fighting at night while Luanda Magere liked fighting daytime
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Luanda Magere was so strong such that the Nandis feared confronting him
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Magere would therefore go to the Nandi people and carry their cattle and other items
without resistance
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They
believed that Luanda Magere was made out of hard stones called 'Luanda'
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They started to worry of what material Magere was made out of
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After some days, they concluded that he was a creation from God that they
could do nothing about
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One of the Nandis elder thought it
wise that they give him one of their beautiful girls to marry
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When Magere’s first wife hard about marrying a Nandi girl as a second wife she did not accept
the idea
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However, Magere could not heed his wife's advice
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This lady had been married for
only one mission, that is, to know where Luanda Magere's power was hidden
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One day his first wife went to the fetch food from the garden and when she came back, she found
that Magere was not feeling well
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When the
Nandi wife had cut him, she could see blood coming from his body
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When the first wife came from the garden, she asked Magere how he
was feeling
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The first wife asked him very loudly whoever had cut his shadow
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From there, the first wife told him that he had put his foot in the
burning charcoal
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After a short while, the Nandi lady disappeared and went back to Nandi community and
disclosed to her people where the power of Luanda Magere lied
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His first wife restricted him from going to the
war anymore especially during day time but he insisted that a hero should die in the battlefield
but not as a coward man
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It was popularly known that when
Magere went to battlefield, he would kill so many people such that they could not be counted
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The Nandis who were in the battlefield started
celebrating and shouting how the war was successful since they had killed the Kano hero
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The Kano people for who Luanda Magere fought for went home crying terribly as their hero had
been killed
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They also experienced a thick cloud covering on the sky
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It is about 67Km from the
Base camp and 1
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The stone that form after
Mageres death has been interfered with during the construction of the Chemelil - Nandi road
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 Myths
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They try to explain how things in the
world were created and what happened before the world we live in
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Myths portray themselves as representing a distant past
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" Myths attempt to explain the beginning
of the world, natural phenomena, the relationships between the gods and humans, and the
origins of civilization
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Characteristics of myths


The gods and goddesses are thought to have emotions



They contain magic



Gods and goddesses often appear on disguises



Myths teach a lesson or explain the natural phenomenon

For example, The myth behind the origin of the Kikuyu community
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According to Kikuyu community God created a man called Gĩkũyũ
and placed him near Mount Kenya at a place called Mũkũrwe wa Gathanga
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Gĩkũyũ and Mũmbi
bore with nine daughters, but had no sons
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There was a tenth daughter who was not mentioned
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The daughters therefore were always said to be ‘nine and the fill’
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The Kikuyu were reluctant to
counting people to the exact number because it was believed that a curse would befall
them
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He was given nine men who become husbands to his daughters
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iv
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Historical fiction is stories that are written to represent a time period
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Through
historical fiction authors create drama and interest based on real events in people's
lives
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The characters may be real, based on real people, or entirely made up
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Often, historical fiction presents history from the point of view of young
participants
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Books that are written for young readers are called chapter books
because they expand the concept of a story by presenting a tale in segments, each building
on the last and leading to a final resolution
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For example, Facing Mount Kenya
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Modern Fantasy
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Modern
fantasy are stories that are contemporary or are nondescript as to when they occurred
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The stories may be
based on animals that talk, supernatural or horror, elements of science fiction or
combinations of these elements
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vi
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These are books that are written for today's youths
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Realistic
fiction is similar to historical fiction, except these stories are based on current events
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Children's realistic fiction features main characters of approximately the age (or
slightly older than) the book's intended audience
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By nature,
children's realistic fiction is positive and upbeat; show young readers how they too can
conquer their problems
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For example, Across the Bridge
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Non-fiction or Informational Books
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They provide young readers information without the literary devises
common to fiction
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The challenge is to match high interest topics with appropriate
reading levels and background knowledge
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" In schools, these books have
traditionally been used for academic study and research projects
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Perhaps
the best way to reach out to "unmotivated readers" is to find a high-interest topic and a
book that matches that young reader's abilities and understanding
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Studies tend to show that many children that are not interested in fiction will
become motivated readers if introduced to appropriate nonfiction - this is especially true
of non-majority youth
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Biography
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Children enjoy
reading stories about other people - biographies and form an effective "bridge" between
storytelling and nonfiction - after all - everyone's life is a story! Because biographies are
almost always published about notable people in notable fields, biographies are often used
to introduce children to the concept of nonfiction
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The
lives of famous, important people let children see how the process of growing up shapes
the opportunities, choices, and challenges people face in life
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ix
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Poems and drama are important genres that introduce children to verse,
prose, rhythm, rhyme, writing styles, literary devices, symbolism, analogies, and
metaphors
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This is especially important for "reluctant readers" that may
read below their age group
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References
Anderson, Nancy (2006)
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Boston: Pearson Education
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S
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(2008)
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Topics in Language Disorders, 28, 162-177
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(2001)
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Portsmouth,
NH: Heinemann
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B
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Understanding storytelling among African American children
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Cazden, C
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Classroom discourse: The language of teaching and learning
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Champion, T
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(2003)
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Mahwah, NJ: Erlbaum
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A
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M
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A-B-C's of bridging home and school expectations for
children and families of diverse backgrounds
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Chapleau, Sebastien (2004)
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Lichfield: Pied Piper
Publishing
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"Understanding Diversity Through Children's Books
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pp
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Huck, Charlotte (2001)
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New York:
McGraw-Hill
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Criticism, Theory, and Children's Literature
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All for the Children: Multicultural Essentials of Literature
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Kim, H
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, & Johnson, C
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(2007, November)
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Presentation at the Association of Speech-Language-Hearing
Association Convention, Boston, MA
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Eyeopeners!: How to Choose and Use Children's Books About Real People,
Places, and Things
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pp
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This book also has
interesting activities associated with some of the stories listed
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"No Single Season: Multicultural Literature for All Children
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February 1992
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30-33+
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, (1938)
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Kenyatta, J
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My People of Kikuyu, Oxford University Press, Nairobi
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Children's Literature: New Approaches
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Michaels, S
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"Sharing time": Children's narrative styles and differential access to literacy
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Norton, Donna E
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Columbus: Charles E
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pp
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Reynolds, Kimberley (2011)
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Oxford: Oxford
University Press
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The Case of Peter Pan or the Impossibility of Children's Fiction (1993
ed
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Shavit, Zohar (2009)
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University of Georgia Press

Van Groenou, M
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“Tell me a story”: Using children’s oral culture in a
preschool setting
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Wright, A
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Storytelling with children
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Whitin, David J
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New Visions for Linking Literature and Mathematics
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Wolf, Shelby (2010)
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Cambridge: Routledge
Wolf, Shelby (2010)
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Cambridge: Routledge
Zipes, Jack, ed
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The Oxford Encyclopedia of Children's Literature
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