Titus Pop

I am posting below my colleague's post session  reflection article entitled  Teaching Fantasy: Reflections on an Inspiring Lesson Plan in Practice. *

" Teaching Fantasy: Reflections on an Inspiring Lesson Plan in Practice" 

 by Bokos Borbala

"As a literature instructor, one of the greatest joys in teaching comes from witnessing a lesson plan come to life — especially when it exceeds your expectations. This semester, I had the opportunity to test my own lesson plan centered on Fantasy literature, and the results were both inspiring and intellectually rewarding. I’m excited to share how this lesson unfolded with my students and what we learned together along the way.

The lesson plan aimed to explore various aspects of the fantasy genre through discussion, visual analysis, and creative project work. From the very first session, it was clear that this topic resonated deeply with my students. The atmosphere in the classroom quickly became lively and engaging, with conversations flowing naturally around the films we watched, the stories we read, and the imaginary worlds we began to build together.

We kicked things off with film clips from iconic fantasy adaptations. Watching these scenes allowed students to make insightful observations about world-building, character archetypes, and the underlying themes of the stories. It sparked several fascinating conversations — for instance, what exactly is the value of reading fantasy literature today? Students pointed out that beyond the obvious thrill of escaping into imaginary realms, fantasy helps us develop creativity, foster imagination, and even enhance critical thinking. One particularly enriching moment was when we discussed how fantasy stories can offer social commentary in symbolic form — dragons as metaphors for political fears, enchanted forests representing psychological journeys, or monstrous villains as embodiments of cultural anxieties.

We also looked at the current trends in the genre: Young Adult (YA) and Middle Grade fantasy emerged as particularly popular among students. These subgenres provided a relatable point of entry and led to further discussion about why these narratives are so compelling — is it the coming-of-age themes? The moral clarity? The possibility of transformation and heroism?

The lesson placed strong emphasis on mythical creatures and monsters, not just as decorative elements but as symbols that often reflect deeper cultural meanings. Students explored the origins and interpretations of beings like shapeshifters, phoenixes, and trickster figures across various cultures. It was enlightening to see how these creatures appeared in different national mythologies and how filmmakers reimagined them on screen. This comparative approach enriched our understanding of how fantasy crosses cultural boundaries while also rooting itself in very specific traditions.

One of the most exciting aspects of this class was the creative project work. Students were invited to create their own mood boards based on specific readings or fantasy tropes. We also engaged in world-building exercises, where students constructed their own fantasy realms, complete with invented geographies, species, rules of magic, and political systems. The results were incredible — some groups drew maps, others designed posters, and a few even wrote the opening pages of their imagined novels.

What impressed me most was the level of student engagement. They weren’t just completing tasks — they were curious, enthusiastic, and eager to share their ideas. Even quieter students found their voice through their creative work. Fantasy, it seems, opened a door that allowed them to express their thoughts and identities in ways traditional literary analysis often does not.

All in all, testing this Fantasy-themed lesson plan was an incredibly rewarding experience. Not only did it validate the academic value of studying fantasy literature, but it also highlighted how powerful stories — especially those set in other worlds — can be in helping students better understand this world and themselves."

*Due to some technical problems, my colleague could not post the article herself.