Brick Kinthis Project Will Be A Cumulative Demonstration Of

Brick Kinthis Project Will Be A Cumulative Demonstration Of the Runnin

This project will be a cumulative demonstration of the major themes covered throughout the course. Students are required to choose one of three options for their presentation:

1. Comparative Study of Heroes: Select four stories about heroes from four different cultures. For each story, provide a brief overview, outline the character traits of the archetypes used, and analyze why the story was told. Compare and contrast the heroes—identifying common qualities, archetypal figures they encounter, and whether they fit the archetypal hero model. Discuss what elements the stories share, how they differ, and whether certain characters, actions, or motifs are present across all stories.
2. Comparative Study of Creation Myths: Choose four creation stories from four different cultures. For each, present a brief overview and outline the creation narrative. Compare and contrast these stories, highlighting similarities and differences.
3. Hero's Journey Movie Analysis: Select a movie that exemplifies the Hero's Journey model, ensuring it meets at least seven parts of Campbell’s Hero's Journey. Analyze how each part aligns with the model, explaining the hero's progression through the stages. Submit the movie choice for approval before beginning.

For presentation, students may opt for formats such as Museum Box, Glogster, Animoto (full version required), PowerPoint, or MLA essay with images and citations. Other formats require instructor approval. Submit the project via the designated dropbox, including links if applicable, along with a brief project description.

Paper For Above instruction

The chosen approach for this project emphasizes understanding core themes in myth, heroism, and storytelling across diverse cultures. By comparing heroes or creation myths, students explore universal motifs and cultural specificities, gaining insight into societal values, beliefs, and narrative structures that transcend individual cultures.

In the comparative study of heroes, selecting stories from distinct cultures—such as Greek, Norse, Indian, and African mythologies—reveals both shared and unique characteristics of hero archetypes. For example, Greek heroes like Heracles embody strength and perseverance, while Norse heroes such as Sigurd emphasize bravery and cunning. These stories often revolve around the hero's quest, trials, and eventual transformation, reflecting cultural ideals regarding virtue and heroism (Campbell, 1949; Frye, 1957). Analyzing character traits, such as courage, humility, or wit, illustrates how different societies valorize specific qualities and morals.

The comparison extends to archetypal figures encountered in these stories—villains, mentors, or divine beings—which serve as catalysts or guides. Recognizing patterns, such as the hero's confrontation with chaos or the pursuit of immortality, underscores common narrative threads (Vogler, 2007). At the same time, cultural variations—like the hero's motivation or the nature of the challenges—highlight the diversity of mythic storytelling.

In the creation myths comparison, stories from cultures such as the Mesopotamian Enuma Elish, the Greek Genesi, the Chinese Pangu myth, and the Mayan Popol Vuh reveal differing cosmologies and theological perspectives. These myths often explain the origins of the universe, humanity, and moral order. For example, the Enuma Elish describes the chaos primordial goddess Tiamat and the rise of the god Marduk, emphasizing divine conflict and order (Dalley, 1989). In contrast, the Chinese Pangu myth centers on the emergence of the universe from chaos through Pangu's transformation, illustrating themes of balance and renewal (Davies, 2008). Comparing these stories highlights how cultures interpret creation and the universe’s origin, reflecting their unique worldviews and cultural values.

The Hero’s Journey analysis of films offers a different perspective, illustrating the universality of narrative structure. Films like "The Lord of the Rings" or "Harry Potter" exemplify the journey through separation, initiation, and return—stages articulated by Campbell (1949). Analyzing each stage reveals how the hero overcomes trials, gains knowledge, and transforms, resonating with audiences on a deep psychological level. Such analysis also demonstrates how filmmakers adapt these stages to fit contemporary storytelling while maintaining core mythic elements.

Presenting these analyses through multimedia or written formats allows for engaging and accessible dissemination of complex ideas. Visual aids like videos, images, or interactive models help in illustrating mythic patterns, archetypes, and narrative structures effectively. Overall, this project offers a comprehensive exploration of mythic themes, emphasizing their relevance across cultures and media, fostering a deeper appreciation for storytelling’s role in human societies.

References

• Campbell, J. (1949). The Hero with a Thousand Faces. Princeton University Press.
• Dalley, S. (1989). Myths from Mesopotamia: Creation, the Flood, Gilgamesh, and Others. Oxford University Press.
• Davies, D. (2008). Chinese Mythology: An Introduction. University of California Press.
• Frye, N. (1957). Anatomy of Criticism: Four Essays. Princeton University Press.
• Vogler, C. (2007). The Writer's Journey: Mythic Structure for Writers. Michael Wiese Productions.
• Joseph Campbell Foundation. (world-wide web). The Hero's Journey. Retrieved from https://www.jcf.org
• Bruner, J. (2002). Culture and Cognition. Harvard University Press.
• Levi-Strauss, C. (1963). Structural Anthropology. Basic Books.
• Malinowski, B. (1926). Myth in Primitive Psychology. Schocken Books.
• Lévi-Strauss, C. (1964). Myth and Meaning. Routledge & Kegan Paul.