What is an archetype and where do archetypes come from.

In Northrop Frye’s essay The Archetypes of Literature, Frye suggests that there appears to be a relatively restricted and simple group of formulas in literature....

Other Jungian archetypes are that of the anima and animus.

Swiss psychiatrist  believed that these archetypes were the result of a collective unconscious.

1-3) are all types of character archetype.

Archetypal images are symbols that represent contents within the psyche that were never conscious experiences.

They are the '' symbols that are available to us all even though we have no knowledge of them in our waking lives.

Archetypes are

Understand and Harness the Power of Archetypes in Marketing

In order to systematically analyze the quest in detail I located a manageable number of quests (35) according to the definition above in both classical and non-classical authors from different genres of literature (e.g.

The Archetypal Quest - Comparing "The Epic of …

Moreover, Campbell’s “Heroic Archetype” requires the archetypes of quest, fear, dragon, task, and virtue; with which the hero will have to confront on their journey....

Understanding Literary Archetypes - Myths-Dreams …

As an eighth grade teacher, I am required to introduce students to archetypes for the first time and present them with the basic framework of "the hero's journey." This introduction takes place in conjunction with a larger, semester–long unit titled "The Challenge of Heroism," during which different types and examples of the heroic are explored in a variety of texts. The premise behind this curriculum unit, occurring concurrently with the unit on heroism, involves a several week study of the most common character, setting, and theme archetypes in literature. Lessons center on strategies and curriculum designed for eighth grade language arts students in a high performing middle school in Charlotte, NC. The school is an honors school of excellence, meeting both high growth and 27 out of 27 AYP standards. The school population consists of 1,054 students in sixth through eighth grade with a racial and socioeconomic diversification resulting in 72.2 percent Caucasian, 13.8 percent African–American, 7.6 percent Asian, 4.1 percent Hispanic, 2.1 percent multiracial, .3 percent Native American and 12.6 percent of students participating in the free and reduced lunch program. 7.3 percent of students have disabilities and 5.4 percent have limited English proficiency (LEP). The majority of the school population enjoys wealth, involved and well–educated parents, and average to high intellectual abilities. Driven by "rigor and relevance," the goal of the administration and teachers remains to create an academic environment designed to challenge the most gifted students while simultaneously stretching and growing all students to reach new academic heights. A strategy employed to accomplish this goal is the heterogeneous grouping of all language arts classes. This grouping creates a classroom of multiple ability levels and challenges the instructor to differentiate education in order to facilitate the needs of lower–level students without introducing frustration, while simultaneously driving high–level students to greater academic and intellectual engagement. The instruction exists within the premise of teaching entirely whole group lessons to the highest level of student and then addressing the needs of lower level students through small groups and on an individual basis as need arises. Intellectually stimulating, challenging, and rigorous instruction aligned to the NC standard course of study, and designed to teach students curriculum as well as application, guides the instructional focus of this school. This curriculum unit's design applies these principles to create a unit of study both challenging and accessible as students engage with an interdisciplinary exploration of archetypal symbolism, art analysis, and ekphrastic poetry.

“In literary criticism the term archetype ..

The Hero's Journey is a fundamental paradigm of human experience that is frequently the basis for written stories, drama, and film. It was initially described by mythologist Joseph Campbell, who relied in part on the insights of psychologist Carl Jung. The stages and archetypes of the Journey have been developed and applied to film by Christopher Vogler. The writings of these men demonstrate that the Journey is helpful in understanding both fiction and reality.

What follows may be modified and used as a handout or serve as the basis for direct instruction. It is designed to be used with TWM's Lesson plans on the Hero's Journey which are listed in the .

Most films recommended by TWM for the study of the Journey are not action/adventure movies. This will allow teachers to demonstrate that this structure can be found in any important quest and in all types of stories.