SB HA Mythological creatures

Students worked in collaborative teams to research, explore, and analyze mythical creatures originating from a wide range of world mythologies. The primary objective was to identify both similarities and differences among these beings, not only in terms of their physical appearance or descriptive characteristics but also concerning their symbolic meaning and the functional roles they served within different cultural, historical, and social frameworks. By doing so, students deepened their understanding of how mythology reflects and shapes human experience, values, and societal norms across time and geography.

The project was implemented in two structured phases. The first phase was dedicated to introductory activities, including open discussions, brainstorming sessions, and guided research on various mythological traditions. This phase helped students frame their inquiry and refine their research questions. The second phase focused on synthesising and presenting the collected findings, encouraging students to creatively articulate their insights through a combination of visual materials and oral presentations.

Participants were divided into four student groups, with one student working independently. Each group or individual selected specific cultures and creatures based on their personal interests and affinities. Their research involved comparing mythological figures across civilisations and interpreting the patterns, similarities, and contrasts that emerged. Particular emphasis was placed on identifying anthropological and sociological explanations behind the development and preservation of these mythical figures within each cultural narrative. Students were encouraged to think critically about the roles these creatures played—whether as protectors, threats, symbols of human traits, or representations of natural phenomena.

Throughout the project, the teacher played a crucial role as a facilitator and mentor. Rather than providing direct instruction, the teacher guided students in the process of inquiry, supporting them in navigating credible sources, formulating hypotheses, and developing coherent, well-supported conclusions. This approach helped foster student autonomy, collaborative learning, and independent thinking.

After completing the research phase, students delivered group presentations in which they shared their findings.