Enhancing Cross-Curricular Education through the Teaching of Folk Tales

The teaching of folk tales offers a rich, multifaceted approach to education that can enhance various subjects within a cross-curricular educational model. Folk tales, with their universal themes, diverse cultural backgrounds, and engaging narratives, provide an invaluable resource for educators aiming to create a holistic and integrated learning experience. This paper explores how incorporating folk tales into the curriculum can enhance learning in subjects such as language arts, social studies, science, and mathematics, providing concrete examples and referencing relevant educational theories and studies.

Language Arts 

Folk tales naturally align with language arts, offering opportunities to develop literacy skills, comprehension, and critical thinking. Students can engage in activities such as reading, writing, and discussing these stories, which helps improve vocabulary, narrative skills, and understanding of literary elements like plot, character, and theme.

Example Activity: Students read “Cinderella” (Perrault, C. 1697) and then write their own version of the story, incorporating elements from their own culture. This exercise not only enhances creative writing skills but also encourages students to appreciate and explore cultural diversity.

Social Studies

Folk tales provide a window into the cultural, historical, and social contexts of different societies. Teaching folk tales allows students to explore and understand the values, traditions, and beliefs of various cultures, promoting cultural awareness and empathy.

Example Activity: Using the African folk tale “Anansi the Spider,” McDermott, G. 1972) students can learn about West African culture and traditions. They can research the geographical region, discuss the moral lessons in the tale, and compare them with stories from other cultures.

Science

Folk tales often incorporate elements of the natural world, making them a useful tool for teaching scientific concepts. Many tales feature animals, plants, and natural phenomena, which can be used to introduce or reinforce scientific knowledge through creative inquiry. Asking and discussing “What Ifs”.

Example Activity: The Native American folk tale “How the Bear Lost His Tail” (Bowen, L. 2012) can be used to discuss animal adaptation and evolution. Students can explore how real animals have adapted to their environments over time and present their findings.

Mathematics

Mathematical concepts can be illustrated through the patterns, sequences, and logical reasoning found in many traditional folk tales and fables. Stories that involve problem-solving or numerical challenges can make abstract mathematical ideas more concrete and engaging for students and help children develop a greater  attention to details for situational problems. 

Example Activity: The folk tale “The Clever Little Tailor” (The Brothers Grimm c. 1800) involves the protagonist outsmarting a giant by using his wits. Students can solve math problems related to the story, such as calculating distances or dividing objects evenly, thereby practicing their arithmetic skills.

Cross-Curricular Integration

Integrating folk tales into a cross-curricular model involves creating thematic units where a single folk tale or a group of related tales forms the core around which various subjects are taught. This approach encourages students to make connections between disciplines, fostering a more comprehensive and cohesive understanding of the material.

Example Activity: A unit on “The Three Little Pigs” (Halliwell-Phillipps, J. 1890) can encompass language arts (reading and writing the story), social studies (exploring the historical context of building materials), science (learning about the properties of different materials), and mathematics (calculating costs and quantities of materials needed).

Conclusion

Teaching folk tales within a cross-curricular educational model enriches student learning by connecting multiple subjects through engaging and meaningful content. This approach not only enhances academic skills across disciplines but also promotes cultural literacy, critical thinking, and a deeper appreciation for the interconnectedness of knowledge. Educators are encouraged to explore the vast potential of folk tales to create a dynamic and inclusive learning environment.

References

• Dyson, A. H., & Genishi, C. (1994). The Need for Story: Cultural Diversity in Classroom and Community. National Council of Teachers of English.
• Merryfield, M. M., (2001). The intersection of global perspectives and multicultural education. The Social Studies, 92(1), 10-15.
• Eder, D., & Holyan, R. (2010). Life Lessons through Storytelling: Children’s Exploration of Ethics. Indiana University Press.
• Zaslavsky, C. (1999). Africa Counts: Number and Pattern in African Cultures. Lawrence Hill Books.
• Beane, J. A. (1997). Curriculum Integration: Designing the Core of Democratic Education. Teachers College Press.