Interactive Storytelling, Narrative and New Media

Traditional narrative structure evolved as a combination of Aristotle’s narrative arc of beginning, middle, and end, and Freytag’s climactic plot. It is a recent development and is neither traditional nor classic. Other narrative structures, such as epic, have adapted and endured for considerably longer within the 3000 years of narrative development, and better reflect the process of life. However, English Arts curriculum in schools establishes the traditional structure as the norm beginning in kindergarten and then throughout elementary and secondary school. It continues to be acknowledged as the norm in colleges and universitie as well as in the day-to-day writing of mainstream life.. This norm also guides research in a range of disciplines such as education and games that explore narrative use. There are three reasons for the reification of traditional narrative structure as a narrative norm: literary critics need for a standard against which to compare new literary works (late nineteenth century), educational institutions requirements for standardized curriculums (early twentieth century), and the naturalization of these conventions (throughout the twentieth century).

When such a structure is adopted as the norm for narrative, the implication is that all narrative requires rising tension and high points, or climaxes, to be satisfactory. This is, however, only the case in certain types of narrative. The different approaches to structure that have been used throughout narrative’s history, such as episodic, entrelacement, and frame, and the modernist and post modernist experimentation since this model evolved, are not reflected in it. Nevertheless, it continues to dominate as a norm for all narrative in each new media that is developed.

Part of the reification process is schools Language Arts curriculums which introduce traditional narrative structure at kindergarten and then continually reinforce its use. The paper One Narrative Norm - North American Language Arts Curriculum provides examples of curriculum approaches across Canada and the U.S.

One Narrative Norm - North American Language Arts Curriculum

The study The dynamic of young children's emerging narrative process provides an observation of the change which occurs in introducing children to narrative between pre-school and kindergarten.

The dynamic of young children's emerging narrative process
(Coming soon)

Photos from top:
Using a fairy wand in retelling a story in preschool
Kindergarten teacher's chart of the story line for A Snowy Day
Kindergartener's version of story line for A Snowy Day
Kindergarteners making settings for the story, A Snowy Day

Return to Home		The Working Narratives Narrative Perception
On this site you'll find info on recent and past talks, papers, & research including: History of children's narrative from 1000 *Characteristics of narrative engagement in print & in games such as interactivity & agency* *Children's development & their changing perception of narrative once they enter school* Myth of Narrative Climax: the Subjugation of Narrative Structure Imaginative approaches to literacy in the 1700s Disney stories from the 1920s to 2000 And other topics related to narrative, interactivity & new media. This site is always under construction!
		Traditional Structure the Norm in Narrative Studies Traditional narrative structure evolved as a combination of Aristotle’s narrative arc of beginning, middle, and end, and Freytag’s climactic plot. It is a recent development and is neither traditional nor classic. Other narrative structures, such as epic, have adapted and endured for considerably longer within the 3000 years of narrative development, and better reflect the process of life. However, English Arts curriculum in schools establishes the traditional structure as the norm beginning in kindergarten and then throughout elementary and secondary school. It continues to be acknowledged as the norm in colleges and universitie as well as in the day-to-day writing of mainstream life.. This norm also guides research in a range of disciplines such as education and games that explore narrative use. There are three reasons for the reification of traditional narrative structure as a narrative norm: literary critics need for a standard against which to compare new literary works (late nineteenth century), educational institutions requirements for standardized curriculums (early twentieth century), and the naturalization of these conventions (throughout the twentieth century). When such a structure is adopted as the norm for narrative, the implication is that all narrative requires rising tension and high points, or climaxes, to be satisfactory. This is, however, only the case in certain types of narrative. The different approaches to structure that have been used throughout narrative’s history, such as episodic, entrelacement, and frame, and the modernist and post modernist experimentation since this model evolved, are not reflected in it. Nevertheless, it continues to dominate as a norm for all narrative in each new media that is developed. Part of the reification process is schools Language Arts curriculums which introduce traditional narrative structure at kindergarten and then continually reinforce its use. The paper One Narrative Norm - North American Language Arts Curriculum provides examples of curriculum approaches across Canada and the U.S. One Narrative Norm - North American Language Arts Curriculum The study The dynamic of young children's emerging narrative process provides an observation of the change which occurs in introducing children to narrative between pre-school and kindergarten. The dynamic of young children's emerging narrative process (Coming soon) Photos from top: Using a fairy wand in retelling a story in preschool Kindergarten teacher's chart of the story line for A Snowy Day Kindergartener's version of story line for A Snowy Day Kindergarteners making settings for the story, A Snowy Day

You have reached the website of Krystina Madej Comments and questions are welcome. Forward to ksmadej@sfu.ca. This page last updated January 2010. Copyright Krystina Madej 2000 - 2010