This article shows how Northrop Frye's theories of literature apply to the tales that children relish and how his theories help teachers to make connections and perceive hidden likenesses. (MM)

Explores story telling and suggests that it is firmly rooted in our past and may well be our children's brightest chance for a future marked by clarity, imagination, and hope. (HOD)

Outlines strategies for implementing storytelling in the classroom over a two-week period, beginning with shared story telling of existing folktales and progressing to student creation and telling of narratives based on the folktale model. Consists of an introductory phase, a laboratory phase, and a performance phase. (LP)

Reviews 14 children's books concerned with traditional Native American tales and experiences, written mostly by Native authors and published 1989-93. Includes books on Hiawatha, buffalo, the battle of the Little Bighorn, the Fetterman Fight, and traditional beliefs and values; Cree, Navajo, Chickasaw, and Seneca tales and stories; fictional…

Reviews the 1990 conference on children's classics that was sponsored by Drexel University and the Free Library of Philadelphia. Highlights include summaries of and excerpts from papers by author and illustrator Wendy Watson and Anita Lobel, and information on the recipient of the 1990 Drexel Citation, author and illustrator Carolyn Croll. (LRW)

Analyzes two Yup'ik tales depicting the cyclic relationships between humans and animals and between the living and the dead. Emphasizes the importance in the Yup'ik world view of boundaries and passages. Suggests that human actions, rules, and ceremonies create boundaries or may close or open paths between people, as well as between human/animal…

Describes how a study of folk literature at the beginning of the year is an enjoyable way for children to develop an appreciation for individual differences. Offers several suggestions for classroom use. (MG)

Identifies some of the issues involved when folktales cross cultural boundaries in children's books and considers who owns stories, specifically folktales. Examines examples of the literature that generate conflict between cultural responsibility and artistic freedom and presents a sample of Internet discussions on the subject. (Author/LRW)

Describes an English-as-a-Second-Language class writing and discussion project in which students retold and explained their favorite folk stories, eventually publishing them in a booklet. (SR)

Explores using Howard Gardner's multiple intelligences for folklore analysis. States that when listening to folktales, linguistic intelligence was used, as opposed to drawing pictures of the stories, which used spatial intelligence. Provides some ideas on how to bring folklore studies and the use of multiple intelligences into the classroom. (PA)

Suggests there are many ways to assess students' progress in understanding the elements of a story. Discusses how to stimulate students' ability to analyze how adding another character, changing the setting or twisting the plot can create new and interesting versions of a the common folktale, "The Three Little Pigs." Includes a 37-item…