Language in Use 137-138
This unit is concerned with the way in which fiction can influence our view
of reality. It explores the way in which the popular conception of 'hero' is
derived from the representation of 'heroes' in fiction, and suggests how the
same approach can be applied to any similar conception which is open to the
influence of fiction.
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[1] The aim of this session is to establish what the class understand by the word 'hero'. The class need to write short stories, the theme of which must be a single individual's struggle with powerful enemies or great obstacles. Circulate the stories and ask the class to consider if the central figure of the story in front of them is what they understand by a hero. In discussion, build up a picture on the board of what characteristics the class think proper to a hero. Take note of any strong disagreements about key features of the hero or his characteristic way of behaving.
[2] This session focuses upon what the class have read and how this has contributed to their notion of hero. Ask the class each to list his favourite fictional characters together with the features of his character and behaviour that they consider most makes him a hero. Circulate the lists and then build up a picture of what the class requires of a fictional hero. In discussion, compare this with the picture arrived at in [I], and consider what the relationship between the two could be.
[3] For this session, the class should work in groups. Each member of the group provides a representative extract about his favourite fictional character. The work of the group consists of examining each extract in the light of the previous session's explorations, and discussing how far it relates to anything the group knows from personal experience or has met in television or other media. Each group should prepare a report for the whole class on the degree to which real events and people support or contradict in their character and behaviour the heroes of fiction that they have examined.
Other topics for exploration include the heroine, as portrayed in romantic novels; appropriate behaviour between men and women as handled in women's magazine stories; moral standards as exemplified in Enid Blyton's Noddy stories, Biggles, or other well-known children's books; violence in individual relationships, as handled in the Bond novels; ideas about people who may or may not come within the experience of the class, such as sailors, farmers, soldiers, engine-drivers, civil servants, politicians, criminals or detectives.
One aspect of this investigation, the way in which people of different nationalities are portrayed in fiction, is touched upon in F4, while F5 suggests a way of handling fictional categories such as spy stories, detective novels and adventure stories.