Teaching Literary Elements: Roald Dahl - Literature review Example

CHILDRENS LITERATURE - DIAGRAMMATIC REPRESENTATION OF THE Roald Dahl, coming from a controversial background instituted a number of literary works that have formed the basis of analysis over the years. Initially, the author produced works that were meant for the older population. After some period of time, the stories changed and Dahl in a simplistic but fashionable style started writing literary skills for the kids. Over the years the works of the author have gained prominence far and wide among scholars, teachers and learners. Dahl has a huge history behind him having been a pilot in the Second World War. Most of Dahl’s works are in most cases told from a perspective of a child. Under the writing system, the villains are always the adults while the kids the people who drive the agenda of the shows. The works of Roald Dahl are rich in content and can be used extensively in teaching children especially in the primary school setting. Literary works are only important and relevant if they have the necessary components capable of making learning effective and intrinsic. For instance, in the novel Fantastic Mr. Fox, there is a number of literary devices that have been used that makes the work interesting relevant for learning. For instance, most of the works are written in different themes that resonate so much with the kids and, therefore make teaching and learning very comprehensible. Humor, comedy and sequencing are some of the most critical features that characterize some of the author’s works. The different literary skills are very essential in simplifying the understanding of the different features appropriate for learning (Briggs et al, 2008, p. 12). The fact that the stories are written from the perspective of a child makes the works to comprehend and use among the teachers and the children. On the other hand, most of the writings are produced using the animals as the main characters. Adventures are used extensively when trying to relate the issues of the animals and what they mean in human perspective. There are a number of reasons that make the works ideal for teaching kids at the primary level. Case in point is that the language that is used in writing the work is very simple and easily understandable. In this case, it becomes easy for the children at whatever level to understand. Consequently, the teacher does not have to struggle explaining most of the parts as the vocabulary is simplistic and up to the level of the kids. The works of Roald Dahl have been used across different societies for the purpose of teaching and learning. On the other hand, most of the teachings of the books have always been centered on the enhancing the cognitive ability of the kids to make some decisions in life. The influence the book has had dates back to the inception of the story lines meant for the children. Over time, the kids have loved the books by Dahl because of the interest the different books elicit. On the analysis of different perspectives, the book that will form the basis of debate is Fantastic Mr. Fox. This book has been used widely primary schools and different institutions of learning to teach literary skills among the kids. In the modern dispensation, the book among others continues to gain prominence in so far as teaching literature in primary school is concerned. DISCUSSION OF THE NOVEL IN LITERARY PERSPECTIVE The intrinsic nature of poetry, picture books and novels in teaching primary school kids cannot be over emphasized. Roald Dahl came up with a number of texts particular of the kids. One of the most interesting novels ever produced by Dahl was Fantastic Mr. Fox. The book even in the modern dispensation provides a broad perspective over which a number of issues can be drawn with respect to the teaching of kids. The book has been read to kids in cross-cultural societies to the extent that it has become synonymous with the teaching of children in different elementary institutions. Different studies have in the past confirmed that children enjoy the book to a greater extent. One of the most interesting characters that push the kids off their sofa is the personality of Mr. Fox. Over and above, the book is one of the most interesting that a teacher could use to enhance the understanding and readability of kids in any institution at the primary level. The content and different issues involved in the writing of the novel needs to be put into perspective to bring into picture the reasons as to why the text draws a large audience especially primary school kids. Dahl employs a number of features in the novel Fantastic Mr. Fox to the extent it becomes easy to relate with. Teachers can use the novel to come up with a number of materials that aid in teaching and learning of literary skills to the kids. A comparative analysis of the other literary works, it can be deduced that the text has been written with a lot of exemplary skills and features (Webb 2006, p. 32). There are a number of significant features that are employed in the writing of the novel Fantastic Mr. Fox. One of the most significant features that are extensively used in the novel is the use of sequence or chronology. Every single event in the story is triggered by a given activity. For instance, Mr. Fox is in dire need of food to feed the family. The only way to get the food is to go and steal from the three farmers who in all respect feel disenfranchised by the behavior and decide to take an action. The resultant factor is that the farmers decide to get some means of getting Mr. Fox pay for his criminal activities of stealing. To this end, it is verifiable that every single activity depends on what happens on another side of the story. The use of chronology is very significant to a greater extent. Children in the primary grade do not have a stable cognitive ability to comprehend multiplicity of issues. This means that there has to be every single component has to be simplified and comprehensive to the advantage of the kids. When a story is produced in a chronology, it becomes easy to understand and follow since one activity leads to another. On different occasions, some stories become incomprehensible to the kids for the simple reason that they are technical with no clear path. The kid’s novel Fantastic Mr. Fox is in itself fantastic due to the fact that there is a clear sequence that makes it possible for the kids or any other person to follow. This feature makes the novel ideal for the kids at any level of study in this case the primary standard. The development of the content in the novel is explicit and elaborate. For instance, the novel is used using different genres that bring into perspective the different issues outlined in the text. The different genres and themes employed in the text include adventure, comedy and humor. The three aspects are some of the components that break boredom with it come to reading and comprehending among the kids. The three features put the publication in its proper context in so far as relationship with children is concerned. The use of adventure in the text is diverse and exemplified to a large extent. Adventure in the novel is used to illustrate the different occurrences that are inherent in the story and the issues that ensue at different instances. When different characters try new things that elicit some different reactions, it brings out the essence of adventure. In the novel, there are a number of adventurous scenarios that are relevant to the setting of the novel. For instance, when Mr. Fox attempts different issues such as trying to feed the family beyond the prevailing circumstances, different scenarios are presented that prompts several actions to be taken to ensure that results are brought forth. The three farmers and Mr. Fox are the main drivers of the adventurous events in the story. On the other hand, humor is also used to a larger extent in the novel. Humor and comedy can to some extent be twinned together with comedy since the two are relatively similar in terms of the reactions they elicit. When the farmers decide to use every element to dig the ground and even going to an extent of evacuating everyone in the vicinity, it brings out a mixture of comedy and humor (Dahl 2007, p. 4). The farmers do not succeed in trapping Mr. Fox and in that very occasion end up losing their foodstuff without any knowledge whatsoever. In reality, the actions of the farmers have no chance of bringing out success, as Mr. Fox is extremely cunning and very intelligent for the crop of individuals he is dealing with. Children’s stories conventionally require components that spice up the texts in order to bring out interesting features that make the kids happy (McCarthy 2000, p. 13). Consequently, when the kids find out certain funny elements in a text, they always want to read more just to know what happens next in the subsequent line. The motivation to read more stories is enhanced when publications have interesting events that elicit comic reactions. By and large, it is critical to note that kids may get bored reading novels or short stories that are flat in content. On the other hand, stories that are written from the perspective of a kid are interesting and very comfortable for kids. To this end, the novel Fantastic Mr. Fox has content that is spiced by adventures, comedy and humor that comfortably relate to the kids (Dahl 2007, p. 8). The novel is written in the first person language that makes it possible for children to directly relate to the story. Most stories that are written with children in mind are written using the first person. The respondents in the novel, both respond in the first person orientation, making it possible for any child to comfortably get the meaning behind everyone’s intention in the text. On the other hand, the novel is written using the animal world perspective. Children at a young age convectional relate to issues that have to do with animals. To a large extent, animal stories attract the attention of children and concentration is largely achieved. Dahl uses the magical animal tendencies coined with a first person orientation to help children understand the context of every event and the meaning behind every single event. The different features that have been employed in the novel are characteristic of a story only meant for kids. The novel is also written using very simple English language that is easy to understand. Children do not have to look up for words, as most of the vocabularies are relatively cheap in meaning and understanding. The significance and the relevance of this work can be understood from the point of view of the author’s intention of producing such a piece. The novel is ideal for teaching literary skills to the kids in different grades in the primary setup. The novel is specific to the children and is very easy to be classified and used for the purpose of teaching or drawing up important insights into how different issues can be put into perspective. The novel has a significant level of creativity and can help the teacher develop the children’s ability to produce similar stories with limited prompting. The different features used in the text are significant to a greater extent. For instance, the different features used in the writing of the novel help in drawing a wide range of understanding in so far as learning is concerned (Whitfield 2005, p. 65). The most important element that make the work relevant to this work is based on the fact that the book is written using literary devices that are critical in enhancing the literary skills of kids in the primary school. The different devices used in the text make it possible for teachers to choreograph different materials that can be used in making children understand the different issues that relate to the literary values. In a typical fashion, the novel is very explicit and intrinsic in so far as teaching of literature is concerned. Though the novel is displayed in an animal context, it is conveyed in human perspective. Children do well with literary devices that are diverse in content and meaning. In a class set up, children learn the issues that are multi-dimensional and, therefore, require readings that are able to leave an impact into their cognitive ability. Fantastic Mr. Fox is a classic novel that can enhance the ability of the kids to learn literature and the different literary devices. In a real sense, the novel is written in the language of children and, therefore, it speaks directly to the children through the different features that have been used. In totality, the novel draws from a cross section of issues that are inherent in the normal life and helps the kids to think through different issues before making any conclusions. The relevance of the novel in teaching children at the primary level depends on the ability of the teacher to come up with a comprehensive guideline that can help the kids understand the different aspects of the story. In the event that the teacher is not able to come up with a guideline that is comprehensive, the children are bound to lose focus on the different issues to be brought into perspective (Duncan 2013, p. 34). OPINION The novel offers a broad perspective over which a number of issues can be painted. Using the novel to teach children at the primary level is one of the things that any teacher or educator should consider to a greater extent. However, there are critical issues that need to be considered in so far as using the book is concerned. Literature is all about modeling the cognitive ability of kids to think in a given manner. One of the pertinent issues that can be raised from this text has all to do with morality. Though the book is a good one in terms of cultivating literary skills in kids, the context in which the text is drafted raises a number of moral issues. Mr. Fox survives through the stealing of other people’s stuff in order to survive. The theme is furthered in novel through different instances where the stealing habit is the norm. This vice to some extent may not be the best for children. The literature novel cultivates moral decay in children because some of the kids may follow in the footsteps of Mr. Fox. The book does not portray Fox as a hard working person who tries to fend for the family (Dahl 2007, p. 23). Instead, the vice being propagated in the book dictates that one has to steal in order to make ends meet in the spheres of life. Consequently, vengeance is another issue that is extensively portrayed in the novel. For instance, the farmers seek revenge for Mr. Fox, whom they accuse of messing up with their produce. The twist and turns in the novel elicit a number of critical issues. The children get to learn that revenge is the only way through which a conflict can be solved. In essence, the device to some extent cultivates moral decadence in the young ones. The literary works are supposed to teach the kids moral stability and not indoctrinating the young ones with behaviors that go against the norms of individual wellbeing. Even though the novel is well choreographed specifically for the kids, there are certain considerations that should have been made by the author in relation to bring into context the essence of the text. It is, therefore, the responsibility of the teacher using this literary text to explain the essence of every bit of the story. It requires proper planning and guidance to make teaching and learning using the novel Fantastic Mr. Fox a success. In the event that the teacher does not guide the children on different aspects of the story, the children may be indoctrinated negatively and their moral being interfered with to a greater extent. Under normal circumstances, there should be a critical review of the different texts that are to be used for teaching and learning (Rollin et al 2007, p. 43). One should not just concentrate on the simplicity of the text to children, but also the morality aspects. At a young age, children become very sensitive and it is highly possible that what they learn at a young age may be used in the future at an advanced age. The novel is, however, up to the standards for teaching literary skills to the kids. Written from a perspective of a kid with the best of simplistic language, the novel is one that can be used widely in enhancing the literary skills of primary school children to a greater extent. ANALYSIS OF THE AUTHOR’S VIEWS From the outset, Dahl started with the novels and stories that mainly targeted the general population. However, the writer turned attention to writing short stories that could change and influence the literary ability in kids. In his views, Dahl denotes that it is critical to think about the future generation and the various issues that relate to their wellbeing. To Dahl, writing for kids meant influencing then future generations through the different literary works. The works of Dahl have revolutionized the teaching and learning of the literary skills to children in the modern dispensation. Dahl, in most of the texts used animals as the bedrock in introducing the human perspective. In essence, making understanding of the literary works simplistic. Dahl does not, however, consider morality and the audience for which the works are directed. For instance, most of the writings are choreographed under some vices that are not proper to the consumption of the kids. It is interesting to note that the work was produced from the perspective of a child. In essence, Dahl wanted as much as possible to connect with the audience as much as possible. The audience, basically the kids have a soft spot the literary works of Dahl based on the manner in which the content has been presented. Over and above, literary skills are very important and critical to the development and wellbeing of kids. It is critical to produce literary works that can be able to influence the ability of children to learn. References: Briggs, J., Butts, D., & Grenby, M. O. (2008). Popular childrens literature in Britain. Aldershot, England: Ashgate. Duncan, D. (2013). Teaching Childrens Literature: Making Stories Work in the Classroom. Routledge. Dahl, R. (2007). Fantastic Mr. Fox. New York: Puffin Books/Penguin Group (USA. McCarthy, T. (2000). Teaching literary elements: Easy strategies and activities to help kids explore and enrich their experiences with literature. New York: Scholastic Professional Books. Rollin, Lucy. & West, Mark I. (2007). Psychoanalysis Responses to Childrens Literature. McFarland & Co Inc Pub.95 Whitfield, J. (2005). Hooked on literature: How to make literature exciting for kids. Waco, TX: Prufrock Press. Webb, R. (2006). Changing teaching and learning in the primary school. Maidenhead: Open Univ. Press. Read More