Contents
Term 1 Week 1 ......................................................................................................... 3
Term 1 Week 2 ......................................................................................................... 4
Term 1 Week 3 ......................................................................................................... 6
Term 1 Week 4 ......................................................................................................... 7
Term 1 Week 5 ......................................................................................................... 8
Term 1 Week 6 ......................................................................................................... 9
Assessment Task 1: Sustained composition ........................................................... 10
Suggested scaffold to task 1 ................................................................................... 12
Term 1 Week 7 ....................................................................................................... 14
Term 1 Week 7 ....................................................................................................... 14
Term 1 Weeks 8-9................................................................................................... 15
Term 1 Week 10 ..................................................................................................... 16
Term 2 Weeks 1-3................................................................................................... 17
Term 2 Weeks 4-6................................................................................................... 18
Term 2 Week 7 ....................................................................................................... 19
Assessment Task 2: Speaking and listening ........................................................... 20
Term 2 Week 9-10 .................................................................................................. 23
Term 3 Weeks 1-3................................................................................................... 24
Assessment Task 3: Viewing and representing ...................................................... 25
Term 3 Weeks 4-5................................................................................................... 26
Term 3 Weeks 6-8................................................................................................... 27
Term 3 Week 7 ....................................................................................................... 28
Assessment Task 3: Sustained composition ........................................................... 29
Term 3 Week 9 ....................................................................................................... 30
Suggested resources ................................................................................................ 32
Websites ................................................................................................................. 32
Literary texts ........................................................................................................... 32
Films ......................................................................................................................... 33
Graphic novels ...................................................................................................... 33
Computer games ................................................................................................. 33
General resources................................................................................................. 33
Term 1 Week 1
Introduction to Stage 6 HSC Preliminary Extension English Course
Introduction to course
Overview of Stage 6 HSC Preliminary Extension English course and expectations.
We will be using the Babylonian text The Epic of Gilgamesh as the original
archetypal quest and examining its appropriations in different cultures and contexts.
The quest and its narrative structure have become the basis for most of what we
read and view in modern times. Whoever the main character is, he or she usually
faces challenges, is often thwarted by their own flaws and during their journey or
quest where he or she is searching for something, discover so much about
themselves and the world around them.
An archetype is a recognisable pattern from which copies can be made. Carl Jung,
a Swiss psychiatrist 1875-1961, asserted that these archetypes were the result of a
collective unconscious created by the experiences of our ancestors. Gilgamesh is
such as archetype – the hero who faced great challenges to test his heroic strength.
Campbell in his well known text The Hero with a Thousand Faces stated that
“heroes of all time have gone before us; the labyrinth is thoroughly known; we have
only to follow the thread of the hero-path” (1956, p. 25). We will be encountering a
variety of heroes and anti-heroes from a range of cultures and times.
Garth Boomer, an Australian educator, stated that “Stories were the life-blood of our
nation.” Recurring stories and their archetypal elements continue to be significant
for each successive generation:
Human beings live a storied existence. We discover, define, and describe who we
are by the stories we tell about ourselves. There is a psychological necessity to
know our personal story. This archetypal quest to discover our soul's calling, make
conscious our personal mythology, and view our place in the larger cultural story as
living a life that matters. http://www.online.pacifica.edu/pgl/stories
Discussion:
Why has the myth continued to be appropriated in a range of texts across many
cultures?
What are the conventions of a myth?
What texts have you encountered that have appropriated the archetypal myth?
Read background material on The Epic of Gilgamesh
Assessment Task 1 Issued
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Term 1 Week 2
The Epic of Gilgamesh
Critical study of The Epic of Gilgamesh
The Epic of Gilgamesh is reported to be the oldest written story on Earth. It
originated in Ancient Sumeria, and was recorded on 12 clay tablets in cuneiform
script. The epic tells the story of the ancient King of Uruk between approximately
2750 and 2500 BC.
Activities
As we read the epic together we will discuss and make notes on the textual details
and features.
Discuss and make notes on the values that are conveyed by the textual details and
features.
Discuss why this text is culturally significant.
Identify the key conventions of the epic comparing them with the conventions
identified by Campbell.
Conventions of a quest
The hero is flawed and has to face many difficult challenges to reach his goal. He
becomes enlightened in the process. Note the deliberate use of the pronoun “his”. A
modern subversion has been the female heroine; however, in ancient China Mulan
was a well known heroine.
The hero must face many challenges before achieving the end goal or he will not
appreciate the value of that goal.
The challenges are numerous and range from difficulties, enemies, and temptations
through to life-threatening situations.
The hero experiences a catharsis and emerges from the quest a changed and
enlightened individual.
The hero usually has the support of a guide or mentor.
The hero faces his darkest fear or flaw during the quest.
Homework
Research The Epic of Gilgamesh to discover what the critics have to say about it.
Prepare a brief report of what you uncover.
Texts of own choosing: begin to find your own appropriations.
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Term 1 Week 3
The Epic of Gilgamesh
Critical study of The Epic of Gilgamesh
Activities
Continued close study of the epic.
Imagine that you have been asked to present a different perspective of the epic.
You could adopt the perspective of one of Gilgamesh’s enemies or victims.
Compose an imaginative text. Complete the draft for Week 5. When you are
composing the text take note of the following:
Re-read what Gilgamesh does to his enemies such as the bull.
The original text uses evocative imagery and powerful figurative devices. Try to
emulate these features in your text.
Homework
Texts of own choosing: Make notes on the text you have found and share it with the
class in Week 5. Use the scaffold provided.
Research the Civil War in America to prepare you for Cold Mountain.
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Term 1 Week 4
The Epic of Gilgamesh and different ways of responding
Critical study of The Epic of Gilgamesh
Activities
Personal reading
How do you respond to the text and what meaning do you take from the text?
We will be considering different ways of responding to the epic. The class will be
divided into small groups to represent different readings of the text. Each member
of the group must present one perspective and a reading of one aspect of the text.
The other groups must put forward one challenge to each perspective.
The groups will be divided into the following:
The Dominant or Invited reading: How did the composer intend you to respond
to the text and what core values are conveyed by the text? Decide how the
composer intended readers to respond to the epic.
Resistant reading: Why would people be resistant to this text? Identify at least
five aspects of the texts that would invite resistance.
Alternative readings:
Feminist: Feminists could reject the overtly patriarchal themes and values.
The women are represented as manipulative and predatory, but they are
conquered by men. The hero concept is very masculine.
Marxist: The focus is on the noble and their quest. Gilgamesh never considers
the plight of his people when he uses their young men to fight wars.
Post Modern: The archetypal myth is a grand narrative that focuses on the
deeds of the hero. The postmodernist, like the Marxist, would be more
interested in the stories of the common people.
Homework
Texts of own choosing: Research the context and culture of your appropriation.
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Term 1 Week 5
Sharing of imaginative texts and related texts
Activities
Share imaginative texts with the class and discuss the following:
 intended audience and purpose
 values and meaning
 textual details and features
 strengths and weaknesses.
Informal peer marking of the texts and feedback provided.
Share texts of own choosing with the class and discuss:
 form and genre of text
 context and culture
 the quest and the hero
 meaning and values
textual details and features.
Homework
Texts of own choosing: Compare and contrast the text you have found with
the Epic.
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Term 1 Week 6
Mulan
Critical study of Mulan
Activities
Read background material on cultural context and history of Mulan.
Close analysis of the textual features and details of the poem.
Compare and contrast the conventions and values of the poem and the Epic,
such as a female heroine as opposed to the male hero Gilgamesh.
Homework
Texts of own choosing: Compare and contrast the text you have found with the Epic
and Mulan.
Research background and context of Cold Mountain.
Assessment task 1: Due this Week
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Assessment Task 1: Sustained composition
Outcomes
A student understands how and why texts are valued in and appropriated into a range of
contexts.
A student develops skills in extended compositions in a range of modes and media for
different audiences and purposes.
Deep knowledge
Using language features, form and structure of increasing complexity.
The relationship between texts and culture.
Appropriating the features of an original text.
Nature of task
Write an original sustained composition of at least 1000 words that appropriates
some of the features, values and conventions of The Epic of Gilgamesh. You can
use any form or media, but your text must reflect the culture and context of an
Australian audience.
Compose a critical evaluation of your composition identifying:
 its key ideas, values and conventions
 strengths and weaknesses
 refinements needed to improve the clarity of the composition.
You will be assessed on how well you
Use and manipulate the original features, values and conventions
Use stylistic features appropriate to purpose, audience and context
Critically evaluate the composition
Date due: Week 6 Term 1
Marking guidelines
Criteria
Mark
Sophisticated use and manipulation of the original features, values and conventions
Sophisticated use of stylistic features relevant to purpose, audience and context
Sophisticated critical evaluation of the composition
10 - 8
Effective use and manipulation of the original features, values and conventions
Effective use of stylistic features relevant to purpose, audience and context
Effective critical evaluation of the composition
7-5
Sound use and manipulation of the original features, values and conventions
Sound use of stylistic features relevant to purpose, audience and context
Sound critical evaluation of the composition
4-2
Limited use and manipulation of the original features, values and conventions
Limited use of stylistic features relevant to purpose, audience and context
Limited critical evaluation of the composition
1-0
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Features of effective imaginative writing
When composing an extended imaginative response take into consideration the following
outcomes of the HSC Preliminary Extension Course:
3.1. Students to develop skills in sustained composition by refining the clarity of their own
compositions to meet the demands of increasing complexity of thought and expression.
It is important to develop a conceptual framework so that your imaginative text uses the
quest genre to convey significant ideas and values.
You need to focus on your expression by developing the following:
Structure of text:
Vary sentence and paragraph lengths, and experiment with a range of structures such as
flashback or a combination of a texts within a text. Contrast is a powerful tool.
Vocabulary:
Extend your vocabulary and ensure that your word choice reflects the focus and intention
of your text.
Figurative language
Develop evocative and lyrical imagery and poetic devices, leitmotifs and symbolism.
Setting
A well delineated setting can convey atmosphere and provide an effective framework for
key ideas and values.
Show, don’t tell. Avoid too much information and focus on appealing to the senses
through effective descriptions. Remember our most powerful tool is our imagination! A
text that suggests rather than tells all has a powerful impact on the reader.
Develop a strong, distinctive voice.
3.2 Students to develop skills in sustained composition by recreating texts by varying
perspectives and contexts to demonstrate how values are maintained and changed.
Compose a range of texts in different contexts demonstrating how values reflect the times.
Experiment by employing a variety of perspectives such as the hero or the villain. You
could use polyphony – numerous voices in one text. To do this effectively you need to strive
for realistic and appropriate dialogue. Let the voices of your characters be heard.
Create characters that are palpable by focusing on describing their appearance, actions,
relationships, flaws, strengths, and values.
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Suggested scaffold to task 1
Paragraph 1
Begin by introducing a concept or line of argument that supports or challenges the statement.
Provide at least two strong points that support your concept. You could refer to the texts you will
be discussing, but it is not essential.
Paragraph 2
Discuss whether you agree that society will always need a hero. Refer to comments by Jung and
Campbell about heroes and archetypal myths.
Paragraph 3
Discuss the context and genre of The Epic of Gilgamesh and why the society of the time created
a hero like Gilgamesh, and what you believe was the purpose of the epic.
Paragraphs 4 - 6
Discuss and analyse the representation of Gilgamesh in the Epic. Describe his strengths, flaws,
relationships and actions, and how they are represented through textual details and features.
Discuss the obstacles that he faced and how he changed by the end of his epic journey. Use
quotes from the text.
Paragraph 7
Refer to the core values that are conveyed by the representation of Gilgamesh, and how these
values reflect his times and context.
Paragraph 8
Describe the context and times of Mulan and how it reflects the representation of the hero or antihero. Discuss the impact of the genre on the representation. Compare and contrast these times
and the composer’s intention with The Epic of Gilgamesh, and use this comparison to support or
challenge the question.
Paragraphs 9 – 11
Discuss and analyse the representation of Mulan. Describe her strengths, flaws, relationships and
actions, and how they are represented through textual details and features. Discuss the
obstacles that she faced and how she changed by the end of her epic journey. Use quotes from
the text, and make integrated links to Gilgamesh.
Paragraph 12
Refer to the core values that are conveyed by the representation of Mulan, and how these values
reflect her times and context.
Paragraph 13
Describe the context and times of your text of own choosing and how it reflects the representation
of the hero or anti-hero. Discuss the impact of the genre on the representation. Compare and
contrast these times and the composer’s intention with The Epic of Gilgamesh and Mulan and
use this comparison to support or challenge the question.
Paragraphs 14 - ?
Repeat the same pattern for the first and second texts of your own choosing.
Conclusion
Complete the discussion by referring back to your original concept or line of argument and tying it
all up.
NB:
Once you are confident composing an extended response, experiment with a range of structures
and develop your own original response.
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Term 1 Week 7
Developing a conceptual framework
Integrating the Epic with other texts
Class discussion of overarching concepts
Small groups to respond to the following key ideas, record comments on the board
and argue the issues:
Humanity has always needed a hero to respect and admire.
The archetypal myth is a feature of all cultures.
Modern society no longer needs a hero.
Australians are ‘hero-phobic’.
Female heroes are imbued with masculine strengths and must discard their
feminine values and attributes.
Class to complete a table together that makes contrasts and comparisons with the
epic, O Brother Where Art Thou? and Mulan. The table will be provided by the
teacher. Apply the concepts developed by the class to the texts.
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Term 1 Weeks 8-9
O Brother Where Art Thou?
Critical Study of O Brother Where Art Thou?
Activities
Background discussion on The Odyssey
Close analysis of the textual features and details of the film. You will be assigned
an aspect of the film that you will need to focus on. These will include:
 the conventions of the myth and how these are subverted
 the times and context of the film
 the representation of the ‘hero’ Everett
 the representation of the ‘side-kicks’
 the representation of the ‘monsters’ or ‘villains’ such as Cyclops
 the obstacles faced by the hero and his ‘side-kicks’
 the self-realisation of the characters.
In Week 9 focus on comparing and contrasting the conventions and values of the
film and the Epic and Mulan.
Homework
Preparing for a synthesis response
We will be focusing next Week on composing an extended response. Revisit notes
on concepts and textual details and features so that you are prepared for this task.
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Term 1 Week 10
The extended response
Composing an extended response
Extension English requires you to be able to compose an extended response where
you integrate your discussion and analysis of your original text and a range of
appropriations. We will be focusing this week on how to compose these responses
to the following statements that are based on the concepts we discussed in Week
7:
1. Humanity will always need a hero to respect and admire.
Discuss the representation of the hero in The Epic of Gilgamesh, O Brother Where
Art Thou ? or Mulan, and one other text of your own choosing.
2. The archetypal myth is a feature of all cultures.
Account for our continued fascination with the archetypal myth and whether this
fascination extends to all cultures. Refer to The Epic of Gilgamesh, O Brother
Where Art Thou? or Mulan, and one other text of your own choosing.
See sheets on the features of an effective response and a suggested scaffold
with the first assessment task due Week 6.
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Term 2 Weeks 1-3
Cold Mountain
Critical study of Cold Mountain
Activities
Students to share research they have done on the context and times of the novel
and the composer. Mind map of the key features created as a class.
Groups to be allocated a task that they will present to the class in Week 3. All
groups must refer to textual details and features:
 the representation of the journey of the hero
 the representation of the hero
 the role and journey of the heroine
 the obstacles faced by the hero and what the hero learns by facing and
overcoming these obstacles.
In Week 2, compare and contrast the conventions and values of the novel and the
Epic using a mind map.
Homework
Research the context and times of the film Crouching Tiger, Hidden Dragon and the
Silk Screen series so you can share one or two key points next Week.
Issue Assessment task 2: Due Week 7
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Term 2 Weeks 4-6
Crouching Tiger, Hidden Dragon
Critical study of Crouching Tiger, Hidden Dragon
Activities
Share findings from research on the context and times of the film.
Discussion about Confucianism.
Narrow focus on the representation of the hero and their journey for this study of an
appropriated text.
Close analysis of the textual features and details of the film that are used to
represent the hero and their journey.
Discussion on any culturally specific features of the representation of the hero.
In Week 6 compare and contrast with other texts: create a mind map illustrating the
conventions and similarities and differences.
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Term 2 Week 7
Assessment Task 2
Assessment task 2: Speaking and Listening
Presentation of speaking tasks and listening task based on speeches
focusing on subject matter, language and aural features.
Assessment task 2: Due this week
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Assessment task 2: Speaking and listening
Outcomes
A student understands how and why texts are valued in and appropriated into a range of
contexts.
A student develops skills in extended compositions in a range of modes and media for
different audiences and purposes.
Deep knowledge
Using language features, forms and structures of increasing complexity.
Different perspectives.
There are different ways to respond to a text.
The ways that language shapes values and meaning.
Nature of task
a: Speaking task
Present a five minute speech on one of the following topics:
The focus for this course has been on the archetypal myth and heroes. What we have
neglected to explore is the perspective of those people and creatures that were defeated
by the heroes. Your task is to present their perspective of what happened and of the
hero’s actions. You are also to provide your perspective of the values of your times.
or
Present the real perspective of one of the heroes of his or her adventures and society’s
expectations of a hero. The focus is on an aberrant perspective – you are being
subversive!
or
Free choice negotiated with the teacher – remember the focus is different perspectives!
b. Listening task
You will have a response sheet to complete as you listen to your peers’ speeches. You
will be asked questions on the subject matter, tone, language features and perspective.
You will be assessed on how well you:
Use stylistic features appropriate to purpose, audience and context.
Present a different perspective.
Demonstrate that there are different ways to respond to a text.
Appreciate the ways that language shapes values and meaning.
Date due: Week 7 Term 2
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Marking guidelines
Criteria
Mark
Sophisticated presentation of a different perspective
Sophisticated use of stylistic features relevant to purpose, audience and context
Sophisticated demonstration that there are different ways to respond to a text
Sophisticated appreciation of the ways that language shapes values and meaning
10 - 8
Effective presentation of a different perspective
Effective use of stylistic features relevant to purpose, audience and context
Effective demonstration that there are different ways to respond to a text
Effective appreciation of the ways that language shapes values and meaning
7-5
Sound presentation of a different perspective
Sound use of stylistic features relevant to purpose, audience and context
Sound demonstration that there are different ways to respond to a text
Sound appreciation of the ways that language shapes values and meaning
4-2
Limited presentation of a different perspective
Limited use of stylistic features relevant to purpose, audience and context
Limited demonstration that there are different ways to respond to a text
Limited appreciation of the ways that language shapes values and meaning
1-0
Term 2 Week 8
Imaginative tasks
Features of effective writing
Read extracts from a variety of texts and comment on the use of language and the
effectiveness of the writing.
Compose the opening to a range of texts employing a variety of modes and forms
focusing on the use of imagery and language features.
Homework
Compose an imaginative text of your own choosing.
Issue Assessment task 3 : Due Term 3 Week 2
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Term 2 Week 9-10
Texts of own choosing
Sharing of related texts
Share and discuss texts of your own choosing. These could include extracts from
films.
Compare and contrast with prescribed texts.
Create your own extended critical response questions with a suggested scaffolded
answer and share these with the class.
Teacher and students jointly practise composing the openings to each one.
Homework
Read the extracts from The Odyssey over the holidays and research the times and
context of the text and Homer. Visit the websites listed in the Reference list. There
is a range of simple to academic sites.
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Term 3 Weeks 1-3
Focus on the hero
Sharing a comic based on a hero
Week 1
Bring in a comic that focuses on a hero on a quest.
Analyse the traits, personality, flaws and challenges of the hero.
Describe the quest and any opposing forces.
Compare and contrast the comic with your other prescribed texts.
Week 2
Come dressed as your hero and present your life and times to the class. Be
prepared to be cross-examined by other heroes. You could find that others could be
resistant to your traits, flaws, values and deeds.
Week 3
Group Activity: Create a Superhero.
Create a hero and devise a quest with all its obstacles and challenges.
Your hero could be in a comic or computer game. It is up to the group.
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Assessment task 3: Viewing and representing
Outcomes
A student understands how and why texts are valued in and appropriated into a range of
contexts.
A student develops skills in independent investigation, involving particular texts and their
appropriations in various forms, and within particular cultural contexts.
A student develops skills in extended compositions in a range of modes and media for
different audiences and purposes.
Deep knowledge
Stylistic devices appropriate to purpose, audience and context.
Appreciation of different kinds of appropriation and their effects.
Nature of task
Create a visual representation of the archetypal myth reflecting its conventions and
values to be included in an exhibition focusing on the continued fascination with
the archetypal myth. You must include references to The Epic of Gilgamesh,
another prescribed text and a text of your own choosing. You could do one of the
following:
video recording of a dramatic performance
diorama
poster
mind map
model
photographic essay
sound collage
computer game
PowerPoint
You will be assessed on how well you:
Represent the texts reflecting conventions and values.
Use stylistic features appropriate to purpose, audience and context.
Date due: Week 2 Term 3
Marking guidelines
Criteria
Mark
Sophisticated representation of the texts reflecting conventions and values
Sophisticated use of stylistic features relevant to purpose, audience and context
10 - 8
Effective representation of the texts reflecting conventions and values
Effective use of stylistic features relevant to purpose, audience and context
7-5
Sound representation of the texts reflecting conventions and values
Sound use of stylistic features relevant to purpose, audience and context
4-2
Limited representation of the texts reflecting conventions and values
Limited use of stylistic features relevant to purpose, audience and context
1-0
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Term 3 Weeks 4-5
The Odyssey
Close study of extracts from the Odyssey
My name is Odysseus of Ithaca, and here is my tale since setting out from Troy.
Week 4
Share background knowledge of Greek mythology.
Read the background material on the context of the original text at the websites:
Odyssey, http://www.mythweb.com/odyssey/. This site enables you to read the
abridged version of the full text and Homer’s Iliad and Odyssey,
http://library.thinkquest.org/19300/data/homer.htm – You can navigate through
information about Homer and his epics and hear an audio reading of the epics. It
also recommends other related texts.
Play the interactive game at: http://www.users.globalnet.co.uk/~loxias/odchoice.htm
Week 5
Close analysis of the textual features and details of the extracts of the Odyssey.
Compare and contrast the conventions and values of the film and the Epic.
Discuss how others could respond to the extracts.
Homework
Research Heracles and discuss what you discovered next week.
Issue Assessment task 4: Due Term 3 Week 7
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Term 3 Weeks 6-8
Researching Other Myths
Designing a webquest: researching myths from other countries
Working in pairs design a webquest that enables others to discover information
about myths from other cultures.
Visit the website The Odyssey, a webquest exploration,
http://projects.edtech.sandi.net/morse/homer_odyssey/ to critically examine the
webquest.
When you have created your webquest, burn it to CD or save it to the school
intranet so that others can access it.
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Term 3 Week 7
Assessment Task Due
Peer marking of assessment task:
Read and make comments on each others’ critical responses.
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Assessment Task 4: Sustained composition
Nature of task
A critical response to the following question:
“The archetypal myth that began with The Epic of Gilgamesh reflects our storied existence
and thus continues to be appropriated into a range of cultures and contexts.”
Refer to The Epic of Gilgamesh, one other prescribed text and two texts of your own
choosing.
We will have some time in class to work on this response. Ensure that you have created a
mind map to assist you in making connections between the texts leading to an integrated
and synthesised response. You must refer to the context, culture and values of the texts,
and demonstrate how they are appropriations of The Epic of Gilgamesh. Remember to
note what has remained constant and what has changed. Consider if the changes reflect
the times the text is composed in.
You will be assessed on how well you:
Consider the relationships between the text and its culture.
Explore the language of the texts and examine the ways in which language shapes and
reflects values.
Consider the ways and reasons the original and later appropriations of the text are valued.
NB:
You could negotiate your own question as long as it reflects the rubric and marking
guidelines.
Date due: Term 3 Week 7
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Marking Guidelines
Criteria
Mark
Sophisticated consideration of the relationships between the text and its culture
Sophisticated exploration of the language of the texts and examination of the ways in
which language shapes and reflects values
Sophisticated consideration of the ways and reasons the original and later
appropriations of the text are valued
10 - 8
Effective consideration of the relationships between the text and its culture
Effective exploration of the language of the texts and examination of the ways in which
language shapes and reflects values
Effective consideration of the ways and reasons the original and later appropriations of
the text are valued
7-5
Sound consideration of the relationships between the text and its culture
Sound exploration of the language of the texts and examine the ways in which
language shapes and reflects values
Sound consideration of the ways and reasons the original and later appropriations of
the text are valued
4-2
Limited consideration of the relationships between the text and its culture
Limited exploration of the language of the texts and examine the ways in which
language shapes and reflects values
Limited consideration of the ways and reasons the original and later appropriations of
the text are valued
1-0
Term 3 Week 9
Revision
Revision of all aspects of the course in preparation for final year exams.
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Suggested resources
Websites
Ballad of Mulan, http://www.chinapage.com/mulan.html. Accessed June 2006 - Complete
poem.
Buddha – A Hero’s Journey to Nirvana, http://www.exoticindiaart.com/article/buddha.
Accessed May 2006 - excellent on the heroic quest of Prince Siddhartha to become Buddha.
Classical Heroes in Modern Movies: Mythological Patterns of the Superhero,
http://www.calstatela.edu/faculty/sfischo/ClassicalHeroes.html. Accessed June 2006 Interesting essay on different theories about heroes.
Gilgamesh, http://gilgamesh.psnc.pl/. Accessed May 2006 - digital site of the legend.
Gilgamesh Study Guide, http://novaonline.nv.cc.va.us/eli/eng251/gilgameshstudy.htm.
Accessed May 2006 - background information.
Mulan, The Chinese Woman Warrior,
http://www2.selu.edu/Academics/Faculty/elejeune/mulan.htm. Accessed June 2006 Background information on the poem and Mulan.
O Brother Where Art Thou – Wikipeadia,
http://en.wikipedia.org/wiki/O_Brother,_Where_Art_Thou#Based_on_.22The_Odyssey.22_by
_Homer. Accessed June 2006 – Background information on the film and links between the
film and The Odyssey.
Odyssey, http://www.mythweb.com/odyssey/. Accessed June 2006 - This site enables you to
read the abridged version of the full text and Homer’s Iliad and
Odyssey. http://library.thinkquest.org/19300/data/homer.htm. Accessed June 2006 - you can
navigate through information about Homer and his epics and hear an audio reading of the
epics. It also recommends other related texts.
Odyssey Game – Choose your Character,
http://www.users.globalnet.co.uk/~loxias/odchoice.htm. Accessed June 2006 - Interactive
game based on The Odyssey.
Storytelling, the Meaning of Life, and The Epic of Gilgamesh,
http://eawc.evansville.edu/essays/brown.htm Accessed May 2006 Study Guide for Homer’s Odyssey, http://www.temple.edu/classics/odysseyho.html.
Accessed June 2006 - complete text and related notes.
Literary texts
James Baldwin, Go Tell It on the Mountain
Charlotte Bronte, Jane Eyre
Kate Chopin, The Awakening
David Gibbons, Atlantis
Jason Hightman, The Saint of Dragons
Homer, The Iliad
James Joyce, Ulysses
Christopher Paolini, Eragon
Christopher Paolini, Eldest
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The Archetypal Quest
The Ramayana
J.K. Rowlings, Harry Potter series
Sir Thomas Malory, Le Morte d'Arthur
Toni Morrison, Beloved
Obatala the Good King
J.D Salinger, The Catcher in the Rye
Tolkien, Gondolin
Sir Walter Scott, Ivanhoe
Tim Winton, Dirt Music
Rick Yancey, The Extraordinary Adventures of Alfred Kropp
Films
A Knight’s Tale
Apocalypse Now
Batman Begins
Catwoman
Fantastic Four
Field of Dreams
Harry Potter
Hercules Hero Quest
Hero
Indiana Jones
King Arthur
Lara Croft: Tomb Raider
Lord of the Rings
Monty Python’s Holy Grail
Mulan
Princess Mononoke
Shrek
Spider-Man
Star Trek
Star Wars
Superman
The 13th Warrior
The Bride with White Hair
The Constant Gardener
The Emperor and the Assassin
The Fisher King
The House of Flying Daggers
The Hulk
The Incredibles
The League of Extraordinary Gentlemen
The Lion, the Witch and the Wardrobe
The Lion King
The Matrix
The Princess Bride
The Wizard of Oz
Thelma and Louise
V for Vendetta
Whalerider
Willow
X-Men 3
Graphic novels
Superman
V for Vendetta
Computer games
Dragon Quest
Hero Quest, Milton Bradley
Hero Quest: So You Want To Be A Hero, Sierra on-line
Robyn Hood: Conquests of the Longbow, Sierra on-line
General resources
Campbell, J 1956,. The Hero With A Thousand Faces. New York: The World Publishing Co.
Jung, C. (Ed.) 1964, Man and His Symbols. New York: Doubleday & Co.
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