“Once upon a time...” - At the beginning of a text these words already make obvious that the recipient is dealing with a fairy tale. Fairy tales are known all over the world, independent of age groups and social status. The most famous versions have been written by the Brothers Grimm, even though they were neither the first, nor the last authors of fairy tales. Instead, these stories have a very long tradition rooting in the culture of primitive people who expressed their own experiences by telling each other folk tales. Since then, every era and culture had tales like these, either adaptations of the original ones, or new stories always dependent on the respective time and situation, until the well-known fairy tales developed which are though to have been written for children. Today it is known, that this kind of literature is actually not only supposed to be for children. 1 Furthermore, the development of fairy tales didn’t stop in the 19 th century but is still in progress. By means of new media and modernised, often humorous, versions of the stories, they are still up-to-date and there exist versions for every age group. 2 One of these tales is the famous “Little Red Riding Hood”. With origins in the medieval storytelling tradition it has become a very popular folktale rewritten by different authors of various nationalities. Even today it is still a popular basis for stories, parodies or cartoons. Also at school, fairy tales like Little Red Riding Hood can be used in their various versions and genres, either in its original version as a folktale or as a humorous story. Using this kind of stories in school can be used to bring fun into the class as well as to make pupils familiar with the genre of humorous stories used to express certain grievances in the society. In the following, the development of the fairy tale as a whole and of “Little Red Riding Hood” in particular will be displayed. Afterwards the use of fairy tales in the classroom will be discussed, before the other use of the tale, its use as a humorous story and its use and function at school will be shown. Again, special attention will be paid to the example of “Little Red Riding Hood.” [...]
Table of Contents
1. Introduction
2. From the Oral Folktale to the Modern Fairy Tale
3. The Development of “Little Red Riding Hood”
3.1 From the Beginning Until the Grimms’ Version
3.2 The Development After the Grimms’ Version
4. The Fairy Tale as a Humorous Story
5. Fairy tales in the Classroom
5.1 What do Fairy Tales Teach?
5.2 How Can Fairy Tales Be Used in the Classroom?
5.3 How Can Fairy Tales Be Used in a Humorous Way?
5.4 What Has to Be Borne in Mind
6. “Little Red Riding Hood” in the Classroom
6.1 “Little Red Riding Hood” as a Parody
6.2 “Little Red Riding Hood” as a Cartoon
7. Conclusion
8. Bibliography
9. Appendixes
9.1 Appendix 1: Gianni Rodari: Little Green Riding Hood (1973)
9.2 Appendix 2: Joachim Ringelnatz: Kuttel Daddeldu tells his Children the Fairy Tale about Little Red Cap (1924)
9.3 Appendix 3: James Thurber: The Little Girl and The Wolf (1939)
9.4 Appendix 4
9.5 Appendix 5
9.6 Appendix 6
Research Objectives and Themes
This academic paper examines the evolution of the "Little Red Riding Hood" fairy tale from its oral roots to modern interpretations, exploring how the story has been adapted over centuries to reflect changing societal norms, ideologies, and historical contexts. It particularly investigates the educational potential of using both traditional and humorous, parodied versions of the tale in the classroom.
- The historical transition of folk tales into modern literary fairy tales.
- The development of the "Little Red Riding Hood" narrative from oral warnings to contemporary parodies and cartoons.
- The use of satire, parody, and humor as pedagogical tools to foster critical thinking in students.
- The role of fairy tales in addressing social, political, and gender-related stereotypes in educational settings.
- Practical approaches to integrating adapted fairy tales into school curricula.
Excerpt from the Book
3.2 The Development After the Grimms’ Version
Most of the following versions of the tale published in the 19th and at the beginning of the 20th century were very similar to the Grimm’s story with an even stronger emphasis on the obedience of children towards their parents. In the 20th century, however, some radical changes took place. Even though the Grimm’s version stayed the most popular one, a lot of different written or unwritten versions were published. They got away from the traditional folk tale and often included political or satirical meanings and were therefore supposed to be read by adults instead of children. The political background of the time built the basis for the new versions. It constituted which character should represent which country or power and the tale reflected the appropriate values of the country and the time. Furthermore, authors used modified versions of the story to criticise the former ideal of suppressing desires or the genre of the traditional folktale itself by showing that it could be disadvantageous to restrain fantasies and needs. With a new view on women and the upbringing of children, the image of the naive and helpless “Little Red Riding Hood” also changed. Women were no longer dependant on men, but autonomous, intelligent and able to solve their problems on their own. Therefore Little Red Riding Hood became, for example in the version of the American author James Thurber “The Girl and the Wolf”, a brave, independent girl who kills the wolf on her own, because she doesn’t need the male saviour anymore. In many texts, the fearless little girl plays tricks on the wolf and rescues herself, which shows that the importance of male dominance had decreased at that point of time. The stories should make the people reconsider certain stereotypes connected with women, either as a sexual symbol or as the dependant sex. Also humorous and ironical versions of the tale became quiet common in the 20th century. They were written in order to make fun of the present situation, the strong and conservative morality of the time and even the genre of fairy tales itself. The authors played with the text and mixed up the chronological order of the events or added certain aspects, as in the version “Little Green Riding Hood” by Gianni Rodari written in 1973. Texts like this were written in order to make the reader reflect on the original story and the actuality of the morality it .was supposed to communicate.
Summary of Chapters
1. Introduction: Outlines the historical importance of fairy tales, their development as a literary genre, and the specific focus on "Little Red Riding Hood" for educational and analytical purposes.
2. From the Oral Folktale to the Modern Fairy Tale: Traces the transition of folk tales from medieval oral traditions to written literary forms, highlighting the influence of social classes, the Enlightenment, and the Brothers Grimm.
3. The Development of “Little Red Riding Hood”: Examines the evolution of the specific narrative from medieval warning tales through Perrault’s version to the Grimms’ compilation and subsequent 20th-century adaptations.
4. The Fairy Tale as a Humorous Story: Explores the mechanics of parody and satire in fairy tales, discussing how humor is used to comment on social and political issues.
5. Fairy tales in the Classroom: Discusses the didactic value of fairy tales, offering pedagogical methods for their use, including creative exercises and the integration of modern, humorous versions.
6. “Little Red Riding Hood” in the Classroom: Provides concrete examples of how to analyze parodies and cartoons of the tale with students to discuss history, gender, and societal structures.
7. Conclusion: Summarizes the versatility of fairy tales as both a historical record and a dynamic educational tool for fostering critical analysis and creativity.
Keywords
Fairy Tales, Little Red Riding Hood, Brothers Grimm, Charles Perrault, Folktales, Parody, Satire, Education, Classroom, Social Criticism, Gender Roles, Humour, Modernisation, Literary Genre, Pedagogy.
Frequently Asked Questions
What is the core focus of this research paper?
The paper explores the historical development of fairy tales, specifically "Little Red Riding Hood," and investigates how these stories have been adapted to reflect shifting societal values and political conditions over time.
What are the central themes discussed in the work?
The work centers on the transformation of oral folk tales into literary texts, the use of humor, parody, and satire in literature, and the pedagogical application of these stories in schools.
What is the primary objective of the study?
The primary goal is to demonstrate how various versions of "Little Red Riding Hood" can be utilized in the classroom to teach literary analysis, history, and critical thinking regarding societal norms.
Which scientific methods are applied in this research?
The paper utilizes a comparative literary analysis approach, tracing the evolution of plot elements and moral messages across different historical versions of the tale and evaluating their suitability for educational curricula.
What topics are covered in the main section of the paper?
The main section covers the history of folk tales, specific developments in "Little Red Riding Hood" versions (Perrault, Grimm, and 20th-century authors), the theory of humor and parody, and practical teaching strategies.
Which keywords characterize this academic work?
Key terms include Fairy Tales, Little Red Riding Hood, Parody, Satire, Pedagogy, Classroom, and Social Criticism.
How does the author characterize the shift in the female image within the tale?
The author highlights a shift from the passive, dependent, and naive girl in earlier versions to an autonomous, intelligent, and self-confident figure in 20th-century adaptations, such as in James Thurber’s work.
Why are humorous and parodied versions considered important for older pupils?
They are considered important because they often address complex political, social, or taboo subjects, allowing older students to reflect critically on societal grievances and the nature of the fairy tale genre itself.
- Quote paper
- Melanie Kloke (Author), 2006, The Development and Humorous Use of Fairy Tales by the Example of Little Red Riding Hood, Munich, GRIN Verlag, https://www.grin.com/document/71853
