Literature and life through the lens of the archetypes




Walker, Omdrea

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The purpose of this project is to illustrate the benefits of using the archetypes to help educators enrich their use of BC’s New Curriculum and to provide resources and methods for teachers to use the archetypes in the English Language Arts classroom. In chapter 1, I introduce my inspiration for the creation of the archetypes study as well my rationale which describes the effects on improved student engagement and literacy skills. Chapter 2, the literature review, includes an examination of studies which support the idea that fostering personal connections during literature study positively affects student motivation and improves reading comprehension. The literature related to personal intelligence, social intelligence and the study of myth suggests that archetypal analysis promotes student ability to make text-to-self connections. According to the literature reviewed, making personal connections results in an augmentation of metacognitive skills which promotes deeper thinking when reading. This helps readers further develop literacy skills, a sense of citizenship and improved overall mental wellbeing. Chapter 3 contains a teacher resource package with detailed lesson plans and suggested methods of instruction supported by connections to curricular content and competencies from BC’s New Curriculum. Also included are sequential steps with entry points for diverse learners, and options for differentiation, making learning about the archetypes relevant and accessible for all learners.



literature, archetypes, education, mythology, curriculum, core competencies, literacy, British Columbia Curriculum, reading engagement, inquiry, personal intelligence, personal connections, social intelligence, teaching mythology, language arts, archetype stages, archetype characters, self-regulation, self-evalution, metacognition, self-reflection, citizenship