Madness # 5

Madness # 5

As the reading and exploration of more fairy tales continue, more disbelief appears in my mind as to how varying versions of many of the tales have totally been missed in personal readings and in the lesson plans for some of the classes taught in the past.  Although continuing to read ahead in the other selected class readings, obsession with certain versions of the fairy tale, LRRH, continues especially in trying to understand the presentation and use of fairy tales, especially in high school and younger classes.  Being naïve about the many versions of each tale continues to surprise me, to the point of disbelief.

Upon the suggestion of an English professor, thoughts now arise that force the scrutiny of which versions of fairy tales are even suitable for young readers and other students in the school setting, along with now questioning the school curriculum’s avoidance of including fairy tales in general.  While personal knowledge of the elementary setting is limited, unlimited experience has been available with 6^th grade-12^th grade over a span of forty-four years of teaching.  Uncertainty exists now as to what else in literature was missed in other selections of literature taught in past years.

To be expected with changes in society, government, neighborhoods, schools, and families, perhaps the times warrant an examination of literature currently being taught, especially in high schools.  With advance media presence and the way students have been mesmerized by such, perhaps the time has arrived to present other darker, more vivid versions of certain fairy tales, with the knowledge that such change would still have to be appropriately presented with approval by school districts.  If nothing else, food for thought has been brought to the surface.

Work continues on a new adventure of the prezi presentation with hopes of success.  Deciding to remain with James Thurber’s version of Little Red Riding Hood for this particular presentation seems appropriate as the theory of education directed toward parents, children, and teachers remains as a primary theory to be examined and a focus on his and other versions of LRRH.