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The BGF
Roald Dahl
Jennifer Pierpoint
The BFG, famously written by Roald Dahl and illustrated by Quentin Blake is a fictional fantasy story about a young girl who finds friendship in an unexpected place. It is a prime example of the way in which a simple story can engage the imagination of the younger reader. Visual and linguistic stimuli can be used to great effect, in this case to give the characters personalities that children can easily relate to. The use of language also effectively and inventively describes the setting or the story in a fast-moving and fantastical landscape. The feeling of isolation and loneliness experienced by both Sophie and the BFG and this draws them both together. The idea of innocence and compassion portrayed by Sophie and the BFG wining out against ignorance and cruelty (portrayed by the other giants and on occasion some of the human adults) is an important part of the development of a child’s understanding of morality.
The BFG’s character develops throughout the story with a different characteristic evinced each time we encounter him. For example, compassion and sympathy on the BFG’s part are shown when Sophie tells him about the orphanage she lives in. Humility is shown when Sophie keeps correcting his grammar. Humour is also provided to give the giant a sense of warmth. All these characteristics have the effect of making the character of the BFG as likeable as possible so that children also befriend him. Roald Dahl effectively turns the idea of a traditional monster on its head. The rest of the giant race reflects the base and animalistic side of human nature. They are presented as antagonistic and totally opposed to the BFG’s altruistic nature. The names of the large giants in the book are aptronym’s. For example names such as ‘Bonecruncher’ and ‘Blood bottler’ allow the child to easily imagine and understand their role within the story and to provide a stark contrast to the character of the BFG. These names add an element of fear and excitement to the child’s experience. The two extremes allow for the idea of ‘good’ and ‘bad’, ‘right’ and wrong’ to become polarised. These themes are often explored in day-to-day lesson planning and behavioural management in a current multi-cultural curriculum.
The description of the giants’ appearance deepens the dichotomy between themselves and the BFG. There is powerful use of exaggeration throughout the story. For example when describing the ‘Bloodbottler’, his finger is described as large as a ‘tree trunk’. The use of similes, alliteration and onomatopoeia throughout the novel gives the child a way of understanding the text so they can really immerse themselves in the book. Adults are depicted in the book as typical for their social status. The military general for example is portrayed as a stereotypical, overbearing and a ruthless military commander. The language that the commander uses such as ‘shoot ‘em on the spot, that’s what I say” is an example of this stereotypical portrayal found in the book.
The first sentences in each chapter are often simple statements which provide immediate access into the scene/story. For example the first sentence ‘Sophie couldn’t sleep’ not only introduces the character but also provokes a series of questions about the scene presented. This plays to the inquisitive nature of children. Chapters are short which allows the book to be read in manageable portions and the illustrations break up the text on alternate pages. These structures accommodate a child’s attention span.
Throughout the book there is continual use of descriptive and original language. ‘Giant land’ is described as a desolate wasteland with large blue rocks and dead trees. The description gives the child a real sense of ‘Giant world’ being a true fantasy world and promotes and encourages the child to use their own imagination. The description and portrayal of a fantasy world is intensified by the presence of characters such as the Queen that create a sense of surrealism and wonder in the human world. She also provides the maternal comfort that Sophie has not fully experienced. Adjectives and adverbs also help the action within the scenes to develop in an exciting and energetic way. When the BFG goes from the human world to the ‘giant world’ attention is paid to the speed in which he runs. His speed is emphasised by the repeated image created of the ground becoming blurred and Sophie’s reaction to it. (Sophie is our eyes and ears-what we expect to experience is shown by her response).
tA young reader would enjoy this novel as it engages with and stimulates all the senses in an exciting way and endures in a child’s memory as an eccentric, fun and yet morally instructive journey. On my part, it was a delight to return to this well-loved story.
.
Roald Dahl
Jennifer Pierpoint
The BFG, famously written by Roald Dahl and illustrated by Quentin Blake is a fictional fantasy story about a young girl who finds friendship in an unexpected place. It is a prime example of the way in which a simple story can engage the imagination of the younger reader. Visual and linguistic stimuli can be used to great effect, in this case to give the characters personalities that children can easily relate to. The use of language also effectively and inventively describes the setting or the story in a fast-moving and fantastical landscape. The feeling of isolation and loneliness experienced by both Sophie and the BFG and this draws them both together. The idea of innocence and compassion portrayed by Sophie and the BFG wining out against ignorance and cruelty (portrayed by the other giants and on occasion some of the human adults) is an important part of the development of a child’s understanding of morality.
The BFG’s character develops throughout the story with a different characteristic evinced each time we encounter him. For example, compassion and sympathy on the BFG’s part are shown when Sophie tells him about the orphanage she lives in. Humility is shown when Sophie keeps correcting his grammar. Humour is also provided to give the giant a sense of warmth. All these characteristics have the effect of making the character of the BFG as likeable as possible so that children also befriend him. Roald Dahl effectively turns the idea of a traditional monster on its head. The rest of the giant race reflects the base and animalistic side of human nature. They are presented as antagonistic and totally opposed to the BFG’s altruistic nature. The names of the large giants in the book are aptronym’s. For example names such as ‘Bonecruncher’ and ‘Blood bottler’ allow the child to easily imagine and understand their role within the story and to provide a stark contrast to the character of the BFG. These names add an element of fear and excitement to the child’s experience. The two extremes allow for the idea of ‘good’ and ‘bad’, ‘right’ and wrong’ to become polarised. These themes are often explored in day-to-day lesson planning and behavioural management in a current multi-cultural curriculum.
The description of the giants’ appearance deepens the dichotomy between themselves and the BFG. There is powerful use of exaggeration throughout the story. For example when describing the ‘Bloodbottler’, his finger is described as large as a ‘tree trunk’. The use of similes, alliteration and onomatopoeia throughout the novel gives the child a way of understanding the text so they can really immerse themselves in the book. Adults are depicted in the book as typical for their social status. The military general for example is portrayed as a stereotypical, overbearing and a ruthless military commander. The language that the commander uses such as ‘shoot ‘em on the spot, that’s what I say” is an example of this stereotypical portrayal found in the book.
The first sentences in each chapter are often simple statements which provide immediate access into the scene/story. For example the first sentence ‘Sophie couldn’t sleep’ not only introduces the character but also provokes a series of questions about the scene presented. This plays to the inquisitive nature of children. Chapters are short which allows the book to be read in manageable portions and the illustrations break up the text on alternate pages. These structures accommodate a child’s attention span.
Throughout the book there is continual use of descriptive and original language. ‘Giant land’ is described as a desolate wasteland with large blue rocks and dead trees. The description gives the child a real sense of ‘Giant world’ being a true fantasy world and promotes and encourages the child to use their own imagination. The description and portrayal of a fantasy world is intensified by the presence of characters such as the Queen that create a sense of surrealism and wonder in the human world. She also provides the maternal comfort that Sophie has not fully experienced. Adjectives and adverbs also help the action within the scenes to develop in an exciting and energetic way. When the BFG goes from the human world to the ‘giant world’ attention is paid to the speed in which he runs. His speed is emphasised by the repeated image created of the ground becoming blurred and Sophie’s reaction to it. (Sophie is our eyes and ears-what we expect to experience is shown by her response).
tA young reader would enjoy this novel as it engages with and stimulates all the senses in an exciting way and endures in a child’s memory as an eccentric, fun and yet morally instructive journey. On my part, it was a delight to return to this well-loved story.
.