As I have mentioned
in several recent postings, there is a prevailing view – among many – about
autism. This is that autistic people don’t have much in the way of an
imagination.
But autistic
people have can have a rich imaginative life! This can be stimulated by such
things as video games, and fantasy literature, and the area dealt with in this
blog: classical myth. In this posting I’m going to make a few, preliminary,
comments on autism and the imagination in connection with the Show and Tell
event at Cardiff University at the end of last month. Thus, as well as
continuing to look at autistic people’s imaginative lives, and where myth can
fit, I am going to be picking up from where I left off in the last posting but one which reported on the Cardiff event.
That posting
concerned various things that came out of other participants’ show and tell
items. This one concerns mine: the book Helping
Hercules by Francesca Simon. I took it along for several reasons. One was that
it is a book I’d borrowed from the University of Roehampton library: the site
of last year’s show and tell. Another is that that book concerns various
classical mythological characters, not least Hercules, who figures in the first
and final stories and whose importance is referenced in the title.
Among the other
reasons is this – when I first noticed the book some years back, in the old Schools
Experience Library at Roehampton, I took off the shelf and opened it because I was intrigued
by the title. Then, turning to the first page, I found that that the first word
was ‘Susan.’ So, I’d gone from finding a book on Hercules to finding that a key
character - the hero no less – was my namesake.
The book's cover promises
‘The Greek myths are you’ve never heard them before.’ Indeed, each chapter sticks to key features that
recur in ancient versions of each chosen myth, but with the spin that the what happens in each
is shaped by the experiences of Susan. This is 'time-slip fantasy.' Susan comes into possession of a magic
coin which transplants her to and from ancient Greece. Each time she goes to ancient Greece, she arrives
just in time to aid a particular hero – always male – to perform some task. For
example, it is thanks to Susan that Hercules manages to clean the Augean Stables
by diverting two rivers.
Here I get to a further reason why I made this my show and tell item. The book presents
mythological ‘facts’ while also doing something that – I’m thinking – could
have potential in relation to the activities I’m designing for autistic
children. Simon's innovative take on classical myth might
serve as a prompt for children to engage in imaginative ways with mythological themes and characters - and to relate these to their own
experiences.
I've commented previously, here for example, on the role that books on Hercules might play in the activities I'm designing. For more on Simon's book - which I aim to add to the list I am sporadically building of children's books which might complement the activities - I recommend Allison Rosenblum's entry on Helping Hercules in the Our Mythical Childhood Database. The entry
includes a summary and analysis which manages to be
succinct while presenting the book’s subject matter and exploring its use of
antiquity for children. It’s thanks to one of the generic aspects identified in the entry that I’ve become aware of ‘time-slip fantasy’ as a distinct genre.
I’ll end with a look ahead to what I’m planning for upcoming postings. I am going
to post soon on what happened at another event I took part in over the summer:
a workshop showcasing public engagement initiatives at the FIEC/CA Congress in
July. Also, I’ll be writing a posting which picks up on where this current
posting begins – by responding to a ‘myth’ about autism. This new posting will
also return to a topic I’ve commented on in earlier blog postings, mostly from
several years back, concerning who Classics is ‘for.’ These reflections will be
prompted by something that came up in a reader’s report on a proposal I
submitted for a book on the Choice of Hercules activities. The report came in
last week and includes an assumption that not many autistic people study
classics at university. So – after looking today at one ‘myth,’ autistic
people’s supposed lack of an imaginary life, I’ll move to another, namely that students
on classical degree programmes are unlikely to be autistic.
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