Harry Potter series as retold stories
As stated previously it is possible to see the Harry Potter series as retold stories
because they draw so closely from literary traditions. Booker (2004), in his book, The seven
basic plots: Why we tell stories, asserts that the majority of stories can be analysed around
seven basic plots:
Obviously it was not true that every story fits neatly and with mechanical regularity
into one or another category of plot: . . . There are extensive areas of overlap between
one type of plot and another. Indeed, there are many stories which are shaped by more
than one ‘basic plot’ at a time . . . There are still other stories which are shaped only
by part of such a plot (pp. 5-6).
Based on Booker’s analysis of plot the Harry Potter story draws strongly from the “Quest”
plot structure (pp. 69-86), and, to a lesser degree, on the “Rags to Riches” (pp. 51- 68) and
the “Voyage and Return” (pp. 87-106) plot structures. In the “Quest” plot a hero learns of a
certain goal he/she has to achieve and sets out on a journey to achieve that goal facing a
number of hazards and obstacles on the way (pp. 69-86). This plot structure and its relevance
to the Harry Potter series will be commented on later in this thesis.
Conclusion
Stories have always spoken to humankind because people find that they are able to
relate to characters in stories. People often feel that they are part of the adventures that occur
in narratives, that is why we see children imitate characters that they have experienced in
stories. For one generation it might be Tarzan or Superman for another Luke Skywalker or
Wonder Woman. Through this connection with a character and their story we are able to
undertake experiences that we would not normally come across in our own lifestyle and these
experiences come without the dangers that would occur if they were real life experiences.
Stories, through the connections that people have made with them, have been used to educate
people, particularly young people, for generations particularly in the area of values.
The Harry Potter series describe the adventures of a boy who exists in a world that
has much in common with our world even though it contains wizards, witches and mythical
creatures, because the world is draw from the experiences of J. K. Rowling. It also draws
from a long line of characters and stories that humankind have found comfort in. While the
series contains creatures, people and magical beings we will never come across, these
characters do provide the books’ readers with experiences that, while exaggerated and
embellished, are reflective of experiences that we all come across. Jealousy of others,
feelings of powerlessness, moments of anger, encounters with bullies, encounters with
prejudice and other experiences are found throughout the series. They are universal
predicaments and ones that all humans are able to relate to and learn from.
Our young people, through the high sales of the series, seem to have found a
connection with the character of Harry Potter and with other characters in the series. This
connection, if meaningful, offers the opportunity of using the Harry Potter series in an
educational setting. However, it is only a useful educational tool if it has something worthwhile to offer, something that will enhance the educational opportunities of our youth.
It is necessary to undertake research to confirm whether young people do substantially
connect with the books and if the series offers itself as a worthwhile tool in our educational
institutions, particularly in the area of Values Education.
As stated previously it is possible to see the Harry Potter series as retold stories
because they draw so closely from literary traditions. Booker (2004), in his book, The seven
basic plots: Why we tell stories, asserts that the majority of stories can be analysed around
seven basic plots:
Obviously it was not true that every story fits neatly and with mechanical regularity
into one or another category of plot: . . . There are extensive areas of overlap between
one type of plot and another. Indeed, there are many stories which are shaped by more
than one ‘basic plot’ at a time . . . There are still other stories which are shaped only
by part of such a plot (pp. 5-6).
Based on Booker’s analysis of plot the Harry Potter story draws strongly from the “Quest”
plot structure (pp. 69-86), and, to a lesser degree, on the “Rags to Riches” (pp. 51- 68) and
the “Voyage and Return” (pp. 87-106) plot structures. In the “Quest” plot a hero learns of a
certain goal he/she has to achieve and sets out on a journey to achieve that goal facing a
number of hazards and obstacles on the way (pp. 69-86). This plot structure and its relevance
to the Harry Potter series will be commented on later in this thesis.
Conclusion
Stories have always spoken to humankind because people find that they are able to
relate to characters in stories. People often feel that they are part of the adventures that occur
in narratives, that is why we see children imitate characters that they have experienced in
stories. For one generation it might be Tarzan or Superman for another Luke Skywalker or
Wonder Woman. Through this connection with a character and their story we are able to
undertake experiences that we would not normally come across in our own lifestyle and these
experiences come without the dangers that would occur if they were real life experiences.
Stories, through the connections that people have made with them, have been used to educate
people, particularly young people, for generations particularly in the area of values.
The Harry Potter series describe the adventures of a boy who exists in a world that
has much in common with our world even though it contains wizards, witches and mythical
creatures, because the world is draw from the experiences of J. K. Rowling. It also draws
from a long line of characters and stories that humankind have found comfort in. While the
series contains creatures, people and magical beings we will never come across, these
characters do provide the books’ readers with experiences that, while exaggerated and
embellished, are reflective of experiences that we all come across. Jealousy of others,
feelings of powerlessness, moments of anger, encounters with bullies, encounters with
prejudice and other experiences are found throughout the series. They are universal
predicaments and ones that all humans are able to relate to and learn from.
Our young people, through the high sales of the series, seem to have found a
connection with the character of Harry Potter and with other characters in the series. This
connection, if meaningful, offers the opportunity of using the Harry Potter series in an
educational setting. However, it is only a useful educational tool if it has something worthwhile to offer, something that will enhance the educational opportunities of our youth.
It is necessary to undertake research to confirm whether young people do substantially
connect with the books and if the series offers itself as a worthwhile tool in our educational
institutions, particularly in the area of Values Education.
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