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Turkish Folk Tales "Keloğlan" and
"Nasreddin Hodja"
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“Lazarillo de Tormes”
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Main characters
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Keloğlan
and Nasreddin Hodja
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Lázaro
González Pérez
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Similarities
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Both are poor.
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Happy endings
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Stories end with a marriage.
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Reflect the poverty in more or less the same time ( sixteen- seventeen
century)
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Differences
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Values/ Moral issues
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Personal comments ( what we think about the tale)
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I
think it is good that the story talks about a treasure, because some way it
develops children imagination; but in other side, maybe the story
should have more real aspects.
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It is
fascinating because children can read many adventures that Lázaro lives in
the several cities , with different masters, and how his life is
changing. But there is a drawback, because children could find hard to
read or even understand what is going on in the story.
Also, this
story is more suitable for older children than the Turkish tale.
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| Keloğlan |
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| Nasreddin Hodja |
Very interesting
ResponderEliminarI have a short question: How do you relate it to Iben Jensen? Is it the "Analytical model"?
Now you have tried to look for similarities and differences. Do you have some ideas for activities the pupils could do in connection with these fairy tales?
Yes, somehow that can be related with “Analytical model” from Iben Jensen. We developed our awareness about other culture through fairy tales. In this case, we worked on four analytical tools:
ResponderEliminarCultural-self understanding, because I was talking about the fairy tale from my own country, I had to know what aspects of my culture are treated there, what places are mentioned, or for example what was going on in that time ( Spain in the sixteen century). That is very important to know because at the moment ( for example telling a fairy tale) you have to explain to someone some aspects about your own culture, you have to consider what aspects are relevant and those are not.
Cultural pre-understanding. As Iben Jensen said: “ Pre-understanding is a way of understanding a phenomenon until one obtains more knowledge about a subject”. In this case, I didn’t know too much about Turkish culture, just that they are Muslims so they actually have different customs.
This point is unavoidable because everybody has a own thinking way.
Position of experience. When you have read the tale, you can understand some aspects of Turkish culture, such as family values , relation between young and old people, etc.
The fourth tool : cultural fix-point .We may say that there is some implicit issues that children can discuss, for example the relation among young and old people. In the Turkish tale there is respect devoted from young to old people. Nevertheless , in the Spanish tale, that is not explicit or clear that Lázaro respects their masters, but it is because he was in circumstances of poverty and famine.
Obviously, we can not generalize that difference because in Spain there is also respect for old people, but as teachers we can work with that difference between these two tales specifically.
Some activities that children can do:
- Write how could be the life of Lázaro and Keloğlan in the future.
- An activity after reading could be preparing a short play where children have to perform the different stories. They can dress costumes to seem like them.
- An activity before reading could be showing to children picture of the main characters of tales , and asking them what they could imagine what will happen in the story. That is a good way of developing children imagination, and warm-up the reading task.
Very interesting the comparison between a turkish and a spanish folk tale, I think that children will like them because the main character in the spanish story is a child like themselves, so it will be easier to imagine and the teenager in the turkish story is not so difficult to imagine either. Thank you Ana for a nice article.
ResponderEliminar