MODULE 1:
FINDING HEROES INTRODUCTION
LESSON PLAN:
LIFE IS A JOURNEY
WORKSHOP 1 OF 3:
THE HEROES JOURNEY
INTRODUCTION
Finding Heroes is focused on making a positive difference in our own lives and the lives of others.
The philosophy is based on the premise that education is as much an academic pursuit as it is a
personal journey of self-discovery.
Educators who can connect and relate to their students are far more likely to keep their students
engaged in the academic aspects of schooling. Finding Heroes encourages and facilitates this deeper
connection between you and your students and promotes an educational environment that is built
upon mutual respect, trust, compassion and healthy wellbeing.
One of the key methods utilised in Finding Heroes is storytelling. Throughout history, storytelling has
served as a powerful communication tool for humanity - a way for human beings to create meaning
and purpose out of the random experiences and the chaos of life. Stories are filled with learning and
wisdom that can guide us in decision-making and help us identify who we are and what we want from
our lives. Stories empower us with the agency to create change in our lives by encouraging us to
reflect, celebrate, acknowledge, and develop awareness of self, others and the world around us.
One of the most powerful aspects of storytelling is its ability to transcend the barriers of difference.
Stories contain universal concepts and messages that speak to all humans, despite their age, culture,
ethnicity, gender, social background or experience. By breaking down these barriers of difference,
storytelling provides people with a space to cultivate empathy and connection in an environment of
understanding and acceptance.
Finding Heroes harnesses this power of storytelling, and encourages students to share their thoughts,
feelings and experiences through stories. Some of the method design also draws upon the use of
symbols, metaphors and archetypes found in the studies of mythology and various storytelling
methods. More specifically, this workshop introduces a famous „storytelling‟ framework called „The
Heroes Journey‟, based on the works of Joseph Campbell. This framework can be drawn upon as a
useful set of guidelines or „map‟ to help you and your students navigate your way through the Finding
Heroes program.
THEORY
„Finding Heroes‟ was originally inspired by the work of American Mythologist, writer and lecturer
Joseph Campbell. Campbell advocated that there were universal symbols and consistent patterns
found within the structures of myths and narratives found in various cultures and throughout different
times around the world. In his book, „The Hero with a Thousand Faces’, Joseph Campbell identifies a
basic, universal structure that exists within every story no matter where, when or how the narrative is
told.
Campbell proposes that all stories contain variations of this basic structure and that essentially all
stories are an individual‟s metaphoric expression of humanity‟s collective desire to engage in the
never-ending spiritual search to understand the meaning of our very existence. He called this
universal structure the „Monomyth‟, which has now become better known as „The Heroes Journey‟.
(For more information on the works of Joseph Campbell visit www.jcf.org)
Campbell‟s works on mythology have been inspired by various studies from psychology, anthropology
and philosophy through to literature and the arts. Key influencers include psychologists Carl Jung and
Sigmund Freud, German philosophers Schopenhauer and Nietzsche, anthropologists James Frazer,
Adolf Bastian and Otto Rank and writers James Joyce and Thomas Mann. Campbell‟s efforts have
gone on to influence popular culture with many writers and filmmakers attributing their work and
success to Campbell‟s „Heroes Journey‟ model. Some of these include George Lucas‟ Star Wars
Series, The Indiana Jones series, The Matrix Trilogy, and The Lion King.
In Christopher Vogler‟s book, ‘The Writer’s Journey: Mythic Structure For Writers’, he simplifies
Campbell‟s „Heroes Journey‟ framework for the purposes of screenwriting analysis.
Inspired by Vogler‟s modified version, The Reach Foundation has created its own „Heroes Journey‟
model, offering a simple and useful way for young people to apply the stages of the Heroes Journey
framework to their everyday lives. The framework offers the students a means for understanding and
benefiting from the fictional adventures of films and stories. Even if the characters aren't real, the
journeys they take and challenges they face are reflections of the real journeys and challenges we all
face in life. As students watch characters move through their quests, they can learn from their
experiences.
The seven stages of The Reach Foundation‟s „Heroes Journey‟ model include:
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The Ordinary World
The Call to Adventure
The Special World
Test, Enemies, Allies
Slaying The Dragon
The Reward
The Return with the Elixir
The true power of this framework is that it can also be applied to „real life‟ stories. By weaving
together the stories of every day people and mixing them with the stories of established or fictional
heroes as well as their own stories, students can begin to see that patterns emerge and that certain
processes and ways of approaching challenges make it more likely for successful outcomes to occur.
Most importantly, the „Heroes Journey‟ framework is a reflection of the pattern that we all follow in our
own lives as we face challenges and move from child to teenager, from teenager to adult, from adult
to old age, and from old age into death. The adventures we face will be challenging and exciting.
They can open the doors to knowledge and understanding. If we understand the „Heroes Journey‟
pattern, we will be better able to face difficulties and use our experiences to become stronger and
more capable. Understanding this pattern can also help us achieve wisdom, growth, and
independence, and taking our „Heroes Journey‟ can help us become the people we want to be.
Tip
In 2011, a documentary film called ‘Finding Joe’ was released which demonstrates how
Joseph Campbell’s work and ‘The Heroes Journey’ influences our culture and how the
framework can be a powerful tool to achieving fulfilment in life. For additional preparation
prior to this workshop, it is recommended you watch this film which is available for purchase
or rent via itunes.
OBJECTIVES
The following workshop is designed to allow students to:
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Be introduced to the „Heroes Journey‟ Framework.
Learn about the origins of the „Heroes Journey‟ Framework.
Practice identifying the „Heroes Journey‟ pattern in films, stories and personal experiences
Learn and explore how the „Heroes Journey‟ pattern exists in our day-to-day lives.
Utilize the „Heroes Journey‟ framework to gain a deeper understanding of our experiences
and the experiences of others.
Learn how the „Heroes Journey‟ framework can assist in drawing lessons and wisdom that
can be applied to decision-making and behavioural choices.
Develop an overall understanding of the „Heroes Journey‟ framework and how it can be used
as a tool during „Finding Heroes‟ sessions throughout the year.
SET UP
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Laptop to screen the following clips:
„Finding Joe’ Documentary Trailer (2.12 min)
http://findingjoethemovie.com/
The Hero’s Journey’ Monomyth (7.18 min)
http://www.youtube.com/watch?v=SB_Q1gFsvIw
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The „Heroes Journey‟ Stages written on seven large (A3) posters and handing around the
room OR: Can be written on white board.
ACTIVITY RUNNING SHEET AND SCRIPT
Remind the class of the three Finding Hero participation agreements:
 Show respect and listen – hands up
 What is said in the room stays in the room, and
 Be honest, open and courageous.
ACTIVITY 1: The Heroes Journey
First, set up this activity by introducing the students to the power of storytelling with a brief discussion.
Ask them to share examples of what a „story‟ is and why we tell them. Draw upon the „Introduction‟
section of this workshop to guide your discussion.
Next, explain to your students that you will be introducing them to a storytelling framework called the
„Heroes Journey‟ by exploring a film (which is a visual story). Before the session, select a film that you
would like to use for this activity. There are several films that we have identified as being appropriate
for demonstrating the seven stages of the Heroes Journey. You may however wish to find your own
film, which you believe will best suit your students. Ideally, you would select a film that most of your
students have seen or heard about.
Suggested Films:
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Warrior
Milk
Inception
Braveheart
Good Will Hunting
Titanic
The Fighter
Shawshank Redemption
Hurricane
Erin Brockovich
8 Mile
Money Ball
Batman
Coach Carter
Freedom Writers
A Beautiful Mind
The Pursuit of Happiness
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Avatar
Star Wars
The Wizard of Oz
The Matrix
Twilight
Little Miss Sunshine
The Social Network
Harry Potter &The Philosopher‟s Stone
Gladiator
Lord of the Rings
Slumdog Millionaire
Million Dollar Baby
The Hurt Locker
Bridesmaids
Get Rich or Die Trying
Forest Gump
Fight Club
Instructions
1) First begin by giving a brief introduction to The Heroes Journey concept drawing upon the
information in the „Introduction and „Theory‟ sections of this workshop. You may choose to
screen the trailer outlined in the Set Up section as a way of introducing the framework. Make
sure you have the list of the „Heroes Journey‟ stages as a reference either pinned up on
poster paper or written on the whiteboard.
The ‘Heroes Journey’ Stages include:
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The Ordinary World
The Call to Adventure
The Special World
Test, Enemies, Allies
Slaying The Dragon
The Reward
The Return with the Elixir
2) Explain that this workshop will be about exploring the „Heroes Journey‟ Stages and that you
will do this together as a class using films and personal stories as examples.
Tip
In addition to using a chosen film to explain the stages of The Heroes Journey, this is a great
opportunity for you to share your own Heroes Journey with your students. Find a story from
your own life that you can refer to as an additional ‘real life’ example of how the Heroes
Journey pattern exists in every day life. This will encourage students to share their own
stories throughout the activity. The more examples shared, the deeper your students will
understand this framework.
3) Now explain and guide your students through each of the „Heroes Journey‟ Stages using the
following information as a guideline:
Tip
You may like to use the following clip to assist the process: The Hero’s Journey/Monomyth
(7.18 min) http://www.youtube.com/watch?v=SB_Q1gFsvIw . This clip explains the monomyth,
or Hero's Journey, with examples from films such as The Matrix, Star Wars, Harry Potter, and
the Lord of the Rings.
The Ordinary World
In stories and films, The Ordinary World is the environment in which the main character or „Hero‟ is
introduced to the audience. We learn about their background and their every day world – where they
live, the people in their lives, the routines that keep life comfortable. Stories usually begin in The
Ordinary World where a character is unaware that they are about to embark on a journey.
In „real life‟, The Ordinary World is where many people exist. It is the place where life is often quite
comfortable but not necessarily satisfying, a place that is neither challenging nor exciting, a place
where life has seemed to reach a kind of plateau. The Ordinary World is a useful transitory place to
rest and recover. However, remaining there permanently results in a lack of growth and new
experiences. People become complacent, apathetic, stifled and stagnant and often don‟t even realise
they exist in The Ordinary World, until they are faced with the opportunity to leave it. This opportunity
is called The Call To Adventure – the next stage of the „Heroes Journey‟.
For a young person, their Ordinary World could be described as their day-to-day experiences at
home, school and with their friends. The daily routine of their lives, the belief systems they have
adopted and the influence of their peers, their family, the media, and society that have shaped their
very identity. At this point in their lives, they may be unaware or in denial of how much they‟ve been
influenced by external factors.
Discussion
Initiate a discussion with your students about The Ordinary World with the following questions. They
may first like to answer the questions in pairs then share with the wider group. Write collective
answers on the poster marked „Ordinary World‟ or the whiteboard.
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In the „chosen film‟ ask students to describe the Ordinary World of the main character.
Ask students for other examples of the Ordinary World in other films and stories.
Share a description of your Ordinary World in your own example.
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Ask students to describe what their own Ordinary World might look like? Who is there, what
are they doing, what do they want to be doing? What are some of the consequences of living
in this Ordinary World? What are the influences shaping their ordinary world?
The Call to Adventure
In stories and films, this is an event that occurs that interrupts the comfort of The Ordinary World
forces the „Hero‟ to meet with change. This event can be external and caused by a person or
situation outside of the „Hero‟, however it can also an internal event, such as a yearning, a dream or a
question that comes from within. Often this event will be confronting and challenging for the „Hero‟,
who may just want things to go back to the way they are.
In „real life‟, The Call to Adventure is similar to those found in films and stories. If it is an external
event that occurs, it may be either positive such as an opportunity that presents itself or negative such
as a tragedy that is beyond your control. If it is an internal event, it may represent itself as a feeling of
dissatisfaction, or frustration, or curiosity, or ambition, or intuition about something you must do or
pursue or change or achieve.
The Call to Adventure is an invitation for change to occur in your life. Just simply hearing the „Call‟ is
not enough. The first step of the journey is to actually answer the „Call‟ and it is often the hardest step
of all. Sometimes it takes a real challenge, where the stakes are high, to actually motivate you into
action. This is often difficult because bad luck and tragedy can strike without warning and when unfair
things happen to you, it‟s easy to get stuck feeling sorry for ourselves. However, the reality is that
tragedy can happen to everyone and that life is not always fair so when something bad happens to
you, often the best way to endure it is to control your response. Answering the „Call to Adventure‟
ultimately means accepting responsibility for your life by choosing how you respond to the events that
occur.
Discussion
Initiate a discussion with your students about The Call To Adventure with the following questions.
They may first like to answer the questions in pairs then share with the wider group.
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In the „chosen film‟ what is the Call to Adventure for the „Hero‟?
What are some different examples of the Call to Adventure in other films and stories?
You may like to share your own Call to Adventure from your „real life‟ example to assist in the
discussion.
What are some examples of a positive Call to Adventure? Examples: a job opportunity,
moving to a new city, a new friendship, a new relationship, a competition, the call of a dream,
the call of a goal, realising what you‟re passionate about, the Finding Heroes program etc.
What are some examples of a negative Call to Adventure? Examples: Death of a loved one,
end of a relationship, being rejected by someone, losing your belongs in a fire or flood, being
bullied,attacked or tormented by someone, a near death experience, facing an illness or injury
etc.
Ask students if anyone has experienced a Call to Adventure in their own lives? Ask them if
they answered the call or if they chose to ignore it.
Ask students to describe what might happen if a „Hero‟ or real life person refused to answer
the „Call‟.
Explain that sometimes there isn‟t a choice to accept the „Call‟ and people are forced on to a
journey whether they want it or not.
Explain that sometimes the Call to Adventure may not be so obvious and that we may not
recognise it immediately, especially if it is an internal „Call‟.
The Special World
In stories and films, the „Hero‟ enters The Special World the very moment they answer the Call to
Adventure. This can be represented physically and literally such as a new environment, new
relationships, new experiences, and new expectations. However, The Special World can also be
experienced metaphorically where the „Hero‟ remains in the „Ordinary World‟ physically but the
conditions of this world have changed, thus making it „The Special World‟. For example, they may
have chosen new personal values by answering the „Call‟, so things that were once acceptable in
their Ordinary World, are now impossible to ignore.
Discussion
Initiate a discussion with your students about The Special World with the following questions. They
may first like to answer the questions in pairs then share with the wider group.
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Ask your students to describe the Special World in the „chosen film‟.
Ask for examples of the Special World in other well know films and stories.
What are the key differences between the Special World and the Ordinary World? How
would you feel in the Special World? Example: nervous, scared, excited, something
different and out of the ordinary.
Ask your students to describe what they think the Special World was in your „real life‟
Heroes Journey example.
Ask your students to share examples of their own Special World experiences after
answering The Call to Adventure in their own lives.
If the Call to Adventure can be either negative or positive then what does this say about
the Special World? What could the experience of the Special World be like for someone
who is facing loss, tragedy or bad luck? How could it be challenging?
If the Call to Adventure for this class was to the opportunity to commit and participate in
the Finding Heroes Program, what would the Special World be for those who choose
answer the call?
Test, Enemies and Allies
In films and stories, once the „Hero‟ has begun their journey, they will soon encounter various „tests‟.
They will also meet various characters who will either assist them to overcome these „tests‟ or lead
them astray and make it harder to overcome the challenges of the journey. Often, the „Hero‟ will also
meet a mentor who will offer assistance in clarifying the „Hero‟s‟ value system – what it is they stand
for and the type of person they want to be. Often the mentor becomes one of most powerful allies on
the journey, particularly when the „Hero‟ may appear to have lost their way.
In a „real life‟ Heroes Journey, there are two ways to understand the concept of Tests, Enemies and
Allies. The first is a literal understanding, such as in fictional films and stories – that there are
„characters‟ or people who will help us along the way and there will be those who will only make
things harder. However, a more powerful way to understand this concept is by seeing it as a
metaphor for accepting responsibility for our own actions.
When we understand that ultimately, each and every one of us can play the role of our own greatest
ally and our own worst enemy, it empowers the „Hero‟ to accept full accountability for their choices
and actions rather than relying on others. This realisation can be a powerful experience. It is at this
stage that things can become clearer for the Hero, as they begin to demonstrate true leadership, with
their actions in tune with their value system and their inner voice guiding their choices. The Hero now
stands for something, and discovers that the little voice inside, which once held them back can now
set them free.
Discussion
Initiate a discussion with your students about Test, Enemies and Allies with the following questions.
They may first like to answer the questions in pairs then share with the wider group.
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Ask students to identify and describe some of the „tests‟ and „challenges‟ faced by the
„Hero‟ in the „chosen film‟.
Who were some of the allies of the „Hero‟?
Who were some of the „enemies‟?
At any point did the „Hero‟ act as their own „Greatest Ally‟ or „Worst Enemy‟? Describe
these moments and how the „Hero‟ played this role?
Who acted as a „mentor‟ for the „Hero‟? How did they help?
What are some examples of Tests, Enemies and Allies in other films and stories?
What were the Tests, Enemies and Allies in your own „real life‟ example. You may want to
offer these up yourself or allow the students to take a guess.
Ask students to share examples of „Tests‟ and „Challenges‟ they have faced on their real
life „Heroes Journey‟.
Ask students to share literal examples of Tests, Enemies and Allies in their own „Heroes
Journey‟, such as their friends, parents, coaches, teachers etc.
Ask students to share metaphoric examples of how they have been their greatest ally and
worst enemy.
Slaying The Dragon
In films and stories, „Slaying the Dragon‟ is the usually the climax of the story. It‟s a key moment when
the „Hero‟ finally faces their innermost fear and overcomes it. The „Hero‟ is often propelled into this
battle when they develop the understanding that the consequence of not attempting to „Slay the
Dragon‟ is far greater than that of trying to do it and failing. In films, this battle can be represented in a
variety of ways. „Slaying the Dragon‟ can be literal - such as fighting and destroying monsters and
bad guys. It can also be physical - such as overcoming a physical obstacle or competing in a
competition. And it can be symbolic - such as facing a person they‟ve been avoiding or revealing a
truth they‟ve been denying.
However, beneath all these types of battles lies the universal metaphor that in „Slaying the Dragon‟,
we must face our greatest fear and by doing so, we will learn the greatest lesson about our selves
and that this is the ultimate purpose of the journey. In the end physical victory is not important for the
lesson of the battle will reveal itself as the ultimate „Reward‟. More often than not at the very moment
when physical victory becomes clear, the true meaning of the Hero‟s Journey will emerge and reveal
itself.
In a „real life‟ Heroes Journey, this metaphor often translates as a powerful lesson about selfacceptance. In order to complete their journey the „Hero‟ must accept that they must face the „Dragon‟
in battle, calling upon all they have learned on their journey so far in order to defeat it. This is the
ultimate challenge and the „moment of truth‟ for the „Hero‟ and during the fight, the Hero must
separate from their ego and do battle armed only with their spirit and soul. The battle becomes a
metaphor for the „Hero‟ to discover that the person they thought they were is no match for the one
they really are and that the battle they thought they were fighting „for the acceptance of others‟ is
secondary to the battle they were really fighting for the „acceptance of themselves‟.
Discussion
Initiate a discussion with your students about „Slaying The Dragon‟ with the following questions. They
may first like to answer the questions in pairs then share with the wider group.
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Ask students to identify the „Slaying the Dragon‟ moment for the „Hero‟ in the „chosen
film‟. What does the „Dragon‟ represent for the „Hero‟. Is the battle literal, physical or
symbolic?
When does the „Hero‟ in the film realise their ultimate lesson? What is this lesson or how
is it expressed?
Share your „Slaying the Dragon‟ moment from your „real life‟ Heroes Journey example.
What did your „Dragon‟ represent? When did you realise that you must go into battle?
How did you slay your „Dragon‟? What did you call upon to help you?
Ask students to share a time when they have slayed their own „Dragon‟ What did their
„Dragon‟ represent? When did they realise that they must go into battle? How did they
slay their „Dragon‟? What did they call upon to help?
Tips
It is important to remember that ‘Slaying the Dragon’ can mean a range of things to different
people and that is a very personal experience. A moment or realisation that may seem small
or irrelevant for one person may be momentous and life changing for another. Remember to
encourage and support individuals as they share and articulate there own examples.
The Reward
In films and stories, „The Reward‟ can be represented literally, physically and symbolically (as
extrinsic) but again they simply act as a metaphor for the ultimate reward (which is intrinsic). After
„Slaying the Dragon‟ the „Hero‟ emerges from the battle with an inner strength they‟ve discovered
through that battle which will never leave them.
In both fiction and „real life‟ there may be other journeys to travel, and other battles to fight, but the
„Hero‟ now lives with the knowledge that they have the ability to endure whatever they experience in
life. In the end, no matter what the battle, the reward is almost always the same; the „Hero‟ learns to
surrender to life, and to love and accept them selves for who they are and not for what other people
want them to be. In the end, after every journey, the „Hero‟ emerges wiser.
Discussion
Initiate a discussion with your students about „The Reward‟ with the following questions. They may
first like to answer the questions in pairs then share with the wider group.
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What is the literal, physical or symbolic „Reward‟ for the „Hero‟ in the „chosen film‟?
How is the metaphoric or „true‟ reward demonstrated or expressed in the „chosen film‟?
What were the extrinsic and intrinsic „Rewards‟ you received after „Slaying the Dragon‟ in
your „real life‟ example?
Ask students to also share their own extrinsic and intrinsic „Rewards‟ after „Slaying the
Dragon‟ in their own lives.
How does it feel to experience „The Reward‟? Is the battle worth it?
Re-entering the Ordinary World/The Return with the Elixir
In films and stories, this is the final stage of the „Hero‟s Journey‟ when the „Hero‟ literally arrives back
„home‟ or returns to their „Ordinary World‟. When you watch most movies, you will notice that the end
point seems to be similar to where the movie or story began. The environment looks the same, the
people appear the same and there is a sense of closure, a feeling of completion - the only thing that
has is notably different is the actual „Hero‟ has changed. Often, the „Hero‟ may physically share their
„Reward‟ with others in the „Ordinary World‟ or do so metaphorically by sharing their wisdom or „new
ways‟ to influence and encourage others to embark on a journey of their own.
In „real life‟, the „Re-entering into the Ordinary World and Returning with the Elixir‟ is one of the most
powerful and important stages of the journey. It is through this stage where true leadership and
inspiration emerges. The „Hero‟ has gained knowledge through their experiences and with their
newfound inner peace and sense of self, they are able to return to the place they started and see it for
what it really is. With this new perspective, they are filled with the motivation to give back and
encourage others who may be hearing a „Call to Adventure‟ to answer and embark on their own
„Heroes journey‟.
For many, returning to The Ordinary World may be a blessing that offers new insight, gratitude and
peace; for others it may be the motivation to start a brand new journey. Whatever the case „The
Return‟ reveals the ultimate realisation for all who take the Hero's Journey… that it is not the
destination that is most important; but the person you become in the process.
Discussion
Initiate a discussion with your students about „Re-entering The Ordinary World and The Return with
the Elixir‟ with the following questions. They may first like to answer the questions in pairs then share
with the wider group.
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Describe what the „Elixir‟ was for the „Hero‟ in the „chosen film‟ and how they shared this
with others once they „Re-entered o the Ordinary World‟?
What were the noticeable changes in the „Hero‟ once they „re-entered the Ordinary
World‟? Did they see things from a new perspective or was this the beginning of a new
journey? How can you tell?
Why is this the most important stage of the journey?
Describe this stage using your own „real life‟ example. What was your „Elixir‟? How had
you changed and what did you realise about your Ordinary World? How did you share it
with others?
Ask your students to share their own experiences of „Re-entering the Ordinary World and
Returning with the Elixir. What was their „Elixir‟? How had they changed and what did
they realise about their Ordinary World? How did they share this with others?
DEBRIEF
To close the ‘Heroes Journey’ Stages session, ask students to summarise and discuss the
following:
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What is the Heroes Journey framework?
What are the seven stages?
Where did it come from?
How can I be used in every day life and what are the benefits?
How does the „Heroes Journey‟ help us relate to each other?
What feels different in the room since the start of the workshop?
Share something new that you learned about someone today that has helped you to
understand them better and respect them more?
What is more important the Journey or the Destination?
Can everyone experience the „Heroes Journey‟?
How long does the „Heroes Journey‟ last? (They can happen during an entire lifetime, over a
month, a week or even a single day. It‟s about recognising the pattern)
Is the Hero‟s Journey about a quest for „attention‟ or „stardom‟?
How many „Heroes Journeys‟ can you experience?
KEY LEARNING AND UNIVERSAL WISDOM
To close the entire workshop, ask the students to share some of their thoughts around why this
session was run as the first one in the Finding Heroes Program and how understanding the „Heroes
Journey‟ framework may be useful through out the year both in and outside of this class.
It is far more preferable that they offer their own learning rather than be spoon-fed lessons. Here are
some questions to assist in guiding the discussion:
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How does the „Heroes Journey‟ relate to this class and the journey we will embark on together
as a group this year? How will it relate to each of us as individuals?
What is our „Ordinary World‟?
What is the „Call to Adventure‟?
What will the „Special World‟ be like? Will it be positive or negative?
What will some of the „Tests‟ be for us as a group as well as individuals?
Who will be our enemies, allies and mentors through out the year?
How will we each be our own greatest ally and our own worst enemy?
What are some examples of the „Dragons‟ we may need to slay?
What are examples of the potential „Rewards‟ that may lie ahead?
Ask the students to offer the most memorable lesson they learnt during the session that they
can take into their own lives.
Close the session by acknowledging that some students in the room have already embarked
on the „Heroes Journey‟. By participating in the class and sharing, they have answered a „Call
to Adventure‟ and have now entered the ‟Special World‟.
Tip
Remind the students of the following: As the journey moves forward, and becomes more
difficult, you will realize the real journey is taking place inside yourself. It is vital to accept
responsibility and not justify, lay blame or deny what is happening to you. No matter whether
your ‘Special World’ is a positive or negative environment the lesson which emerges is clear.
In order to keep moving forward on your journey, you must accept that your destiny is
ultimately in your own hands.
PRACTICE
As the studies in Neuroplasticty and Positive Psychology indicate, personal development work is far
more effective when students continue to practice what they learn in their lives outside the classroom.
By understanding the value of practicing and acknowledging the benefits, your students may even
choose create their own ways to practice. However, to begin with here are some suggestions you can
offer your students:
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Watch a film listed above and list how the main character travelled the Heroes Journey.
Identify someone in your life who has overcome an obstacle, interview then and outline their
heroes journey on one page. Discuss this description with them and see how they respond.
Day dream about your own Heroes Journey and what you would like to see yourself
overcome.
RESOURCES
Films
‘Finding Joe’ – documentary film available for purchase or rent on imovie
Finding Joe shows how Joseph Campbell‟s work is relevant and essential in today‟s world and how it
provides a narrative for how to live a fully realised life – or as Campbell would simply state “how to
follow your bliss.” The film features interviews with visionaries from a variety of fields including
Deepak Chopra, Mick Fleetwood, Tony Hawk, Rashida Jones, Laird Hamilton, Robert Walter, Robin
Sharma, Catherine Hardwicke, Sir Ken Robinson, Akiva Goldsman and many more. While studying
myths, and writing on the human experience, Joseph Campbell was a professor at Sarah Lawrence
College for 38 years. His seminal work, "A Hero with a Thousand Faces" was published in 1949 and
greatly influenced generations of artists and writers, including Bob Dylan, Jim Morrison, Stanley
Kubrick, George Lucas, Jerry Garcia and others.
http://www.youtube.com/watch?v=-AAfuD6xUHs (Trailer 2,12min)
Please refer to films mentioned above in activity*
Web videos
The Hero’s Journey monomyth (7.18 min)
The monomyth, or Hero's Journey, explained with examples from The Matrix, Star Wars, Harry Potter,
and the Lord of the Rings
http://www.youtube.com/watch?v=SB_Q1gFsvIw
Ted Talk: Benjamin Bidlack "The Hero's Journey In Modern Life" Mindshare LA 2010
http://www.youtube.com/watch?v=EMl9cLz2b_s
The Hero’s Journey – film montage and brief explanation of the Journey (7.39min)
http://www.youtube.com/watch?v=KGV1BvnyvGo
Series of interviews with Joseph Campbell
http://www.youtube.com/user/campbellfoundation
TEDxAcademy: Joseph Riggio - Stepping Forward: A Hero's Journey (16.32min)
http://www.youtube.com/watch?v=KT4_KDNBVxI
Web links
The Campbell Foundation
www.jcf.org
The Writer’s Journey (summary of work by Christopher Vogler)
http://en.wikipedia.org/wiki/The_Writer's_Journey:_Mythic_Structure_for_Writers
Books
‘The Hero with a Thousand Faces’
by Joseph Campbell
Princeton University Press, 1968
‘The Writer’s Journey’
by Christopher Vogler
Michael Wiese Productions 1998
‘Story’
by Robert McKee
Methuen, 1998