Historical Archetypes and Mythology assigment

While I would love to share another assignment from this class, I would have to redact several areas before I publish it here. If I receive enough desire through comments on this site I will go back through the assignment, redact what needs to be redacted and publish.

This assignment is where we were to create and explain a creation myth. I will include both the document and the questions so that you can have a greater context. Again I welcome any and all constructive comments.

Your Name: Jarrod Herrington

Name of your World: Geoterra

Part 1: Use this unaltered form to write your creation myth narrative below – you may change the font only

     To understand our history young one, you must first start at the beginning. Before we existed there was the Void. The Void was there before time and is there even now. Nothing existed within the Void for millennia, until one day there was a spark. The Life-spark came from nothing and was the creator of life within The Great Galaxy. The Life-spark had created many things, including The Great Galaxy itself, but then the Life-spark grew sentience and emotion. As time progressed the Life-spark became lonely and wanted another to commune with. Since the Void and The Great Galaxy were silent, the Life-spark decided to create beings that would have the intelligence and beauty that the Life-spark possessed. And so the Ether came into existence and took up residence in the left arm of the Great Galaxy.

     The Ether prospered and became governors of the High Technology. They were peaceful and talked out their disputes through reasoning. They even reasoned that the Life-spark was not the one who had created them, but that the Life-spark was simply a phenomenon, a being that didn’t effect the natural order of things, but should be reverenced as a part of their primitive history. The Ether spread throughout their arm of the Great Galaxy, and were the dominant species within it. As the Ether prospered and became stagnant, the Void became sentient. Seeing the way that the Ether treated the Life-spark that created them, the Void decided to create it’s own beings who would be dominated by the Void, so that the Void would not experience the same fate as the Life-spark. So the Void created the Nēther and placed them in the right arm of the Great Galaxy. Unlike the Life-spark, who left the Ether alone in the hopes that they would later come to commune with it, the Void made its presence known to the Nēther from the beginning and dominated their society.

     And it came to pass that the Nēther rebelled against the Void and expelled it from their society by simply ignoring the Void and fighting amongst themselves for dominance. The Life-spark communed with the Void and they reached an agreement. They would create a third race together; they would keep them simple, and unaware of the existence of the Ether and the Nēther. This race was called the Moderata; they were placed in the lower arm of the Great Galaxy where they worshiped both the Life-spark and the Void as equals. The Moderata was a simple race and they didn’t venture to the stars as the other two had done in the past. So when the Ether and the Nēther descended upon them in their Great-ships, the Moderata were ill prepared. The Nēther and the Ether made slaves of the Moderata and also disputed just who had the right to dominate this newly discovered arm of the Great Galaxy. This is what started “the war”.

     The war between the Ether and the Nēther was waged for centuries, with the Ether winning several battles, and the Nēther winning others. So as not to damage their own arms of the Great Galaxy, they fought their war on the upper arm. In that time the Moderata, who had come to know war through their slavery, rose up and absconded with the technology of the Ether and the Nēther, and created their own Great-ship.When the Moderata entered the war they had successfully merged the High Technology of the Ether with the Low Technology of the Nēther into something that was successful in bringing the three Great-ships to a stalemate. The battle continued to rage until all three races had only their Great-ships left to fight with. The last remaining Ether activated a last ditch weapon, a weapon which brought the three Great-ships together in a grotesque collision of metal and composite, destroying every last living being on the three Ships.

     As time progressed, asteroids and other heavenly bodies merged with the three Great-ships and became the planet that we now call Geoterra. And it came to pass that when a sufficient mass of rock was generated, the Ether Great-ship spouted the air and the animals that abide in it. From the Nēther Great-ship came the heat that helped to produce the rain, the oceans, and the violent predators. From the Moderata Great-ship came the plants and the beasts of burden. Another thing was produced from the Ether Great-ship. The last Ether in this arm of the Great Galaxy arose from deep within the Ether Great-ship. When the last Ether walked upon the land, they were impressed by the creation that the combination of the three Great-ships created. But just like the Life-spark that created them, the last Ether, now known as Aeir, became lonely. So he descended into the Ether Great ship, took a seeding ship, and with this ship, went about the land, seeding the mountains with the seeds of intelligence. 

     Out of the Rock came the First-ones, which dwelled in it, crafting weapons of steel and iron as they had learned from Aeir. They ate bread and were short in stature and well muscled in build. They did not worship Aeir as a God, or even thank him for the gifts of steel, iron, and the baking of bread. Aeir knew this because he did not dwell among them. So he took the seeding ship and seeded the forests with the seeds of intelligence. From it came the Highborn, creatures that were stunningly beautiful in appearance and mastered the beasts of the air. They crafted homes and weapons out of wood and stone. They ate the flesh of the beasts of the air and instead of looking to Aeir as their deity, they looked to nature and worshiped it, because Aeir did not dwell among them.

     In his depression, Aeir left Geoterra to dwell upon the moon. He lies there in wait for someone to discover him, so that he may share all that he knows. While Aeir slept, another being rose from the remains of the three Great-ships. This Being became known as Neiph, who was the last remaining Nēther. She was beautiful and slender. She stumbled upon the First-ones and subjugated them. She taught them how to master the predatory beasts and how to hunt and kill with their iron and steel. The First-ones expanded their territory out into the forests and were approached by the Highborn. The Highborn sought peace with their new neighbors. However Neiph, recognizing the influence of her old enemy, encouraged the First-ones to go to war. This war lasted only one hundred years until the First-ones expelled Neiph from Geoterra and banished her to the dark side of the moon.

     The First-ones and the Highborn entered into an uneasy truce and over time became allies, living upon Geoterra in peace. The Highborn shared their ways with the First-ones and in turn the First-ones shared their ways with the Highborn. The two races prospered until one day there appeared another race, the M’ta.

     The M’ta arrived on the shore of the Great Sea in ships of metal that hovered above the waters and the land. They brought with them weapons of light and polished metal. They wore coverings made of cloth and leather. When the Highborn and the First-ones saw them, they were fearful of this new race. The M’ta showed no arrogance to the others and even spoke the native language of both the Highborn and the First-ones. The M’ta taught the Highborn and the First-ones fishing, and how to farm the land with the very beasts of burden that were eaten by the First-ones and the Highborn. They taught the Highborn how to use technology and taught the First-ones how to make clothing. The Highborn and First-ones then shared with each other what the M’ta had taught them.

     To this day no one knows where the M’ta came from, or how they mastered their technology. Some say that the M’ta may have been direct descendants of the Moderata or even clones. Many years have past since the beginning, and there has been much that has gone on.

      But that is another story…

Part 2: Use this unaltered form to answer the questions below following the creation myth – you may change the font only

Supreme Being:

Identify, define & discuss the part of your creation myth where the Supreme Being is introduced. Then analyze and explain how and why your example embodies the function and purpose for the Supreme Being archetype (7-10 Sentence Minimum).

     “The Life-spark came from nothing and was the creator of life within The Great Galaxy.” This sentence introduces the Supreme Being known as the Life-spark. Within most creation myths, the Supreme Being is either always there or comes from nothing. In the case of the Life-spark, it grows and “evolves” to have thought and emotion. Through the emotion of loneliness, the Life-spark creates the Ether, and seeks to have a relationship with them. The Life-spark provides a place for the Ether to reside, and unlike other creation myths, leaves it’s creation to fend for themselves in the hopes that they will seek out their origins and come to the void to meet and befriend their creator. The Void also has a turn as a Supreme Being for the race of the Nēther. The Void however, takes a more active approach to dealing with their creation. Instead of witnessing its creation ignoring its Supreme Being, the Nēther downright rejects the Void and rebels against it, thereby gaining their autonomy.

     The Life-spark embodies the function of the Supreme Being archetype because it creates the galaxy that the initial races live in. The Void also serves as a Supreme Being archetype, because it created the Nēther. Originally, I had not wanted the existence of either the Void or the Life-spark as the Supreme Being. I wanted the Ether and Nēther to play those rolls and have their technology take the place of the Generations After archetype but that would be hard to explain without a figure like the Life-spark and the Void.

 Generations After:

Identify, define & discuss the part of your creation myth where the Generations After is introduced. Then analyze and explain how and why your example embodies the function and purpose for the Generations After archetype (7-10 Sentence Minimum).

     As I stated earlier, I had originally planned on starting with the war between the races, their technology serving the role of the Generations After archetype. With the addition of the Life-spark and the Void to this creation myth, the three races were then relegated to the Generations After archetype. They are the ones who created the technology that “terra-formed” the rock that became Geoterra. If there were a select being that served the purpose of the Generations After archetype, it would be the “last” Ether known as Aeir.

     In many creation myths, the being that serves as the Generations After archetype is also the one who fulfills the Diver’s myth. While the planet was established by what could be seen as a series of random events, but similar to the account in Genesis, specifically where the planet Earth was formless and void. The air, water, and animals were brought about through the process of terra-forming a giant rock with established mass that generates it’s own magnetic field, similar to the end of the movie Titan A.E. where the ship provides the plants and animals.

     In essence the three ships serve the position of the Generations After archetype in regards to the plants and animals. The Ether known as Aeir serves a function in both the divers myth, and as the Generations After archetype for the population of the planet Geoterra. 

Diver’s Myth:

Identify, define & discuss the part of your creation myth where the Divers Myth is introduced. Then analyze and explain how and why your example embodies the function and purpose for the Divers Myth archetype (7-10 Sentences Minimum).

     There are signs of both the Divers Myth and the Ether Myth found throughout the Geoterra creation myth. However, since Divers Myth is what’s asked then Divers Myth has got to be answered. The Divers Myth archetype can be found when the character Aeir goes into the remains of the Ether Great-ship and retrieves the seeding ship to bring sentience to the rocks, and to the trees that bring about the First-ones and the Highborn. In many creation myths, the Divers Myth is used to bring about the land, plants and animals. In the case of Geoterra, the Divers Myth is used to bring about the people who live on the planet. The Ether Myth is more widely shown throughout the creation of Geoterra due to both my personal preference and because I wanted a more modern take on the Divers Myth.

World Cycles:  

Identify, define & discuss the part of your creation myth where the World Cycles is introduced. Then analyze and explain how and why your example embodies the function and purpose for the World Cycles archetype (7-10 Sentences Minimum).

     World Cycles archetypes are not too greatly explored, the seasons are pretty much a given, and most of the life found on Geoterra at the time are found in the lower temperate and equatorial regions. The seasons don’t really show a great deal of change with the night and day due to the rotation and orbit of the planet. If there were a place that the World Cycle myth would be shown, it would be in the way that the Life-spark and the Void, instead of destroying their creations after they rebelled, instead create a third race, the Moderata. The Moderata are pretty much kept in the dark as to what happens in the Great Galaxy. They do actively worship the Life-spark and the Void as true deities, while the Ether and the Nēther rejected their respective Supreme Beings in favor of their own arrogance or pride.

Birth:

Identify, define & discuss the part of your creation myth where the Birth is introduced. Then analyze and explain how and why your example embodies the function and purpose for the Birth archetype (7-10 Sentences Minimum).

     The Birth archetype is shown in the creation of the races, but is more specifically pinpointed in the creation of the First-ones and the Highborn. The First-ones were created from the rock that is found in the mountainous region of Geoterra. They share a close similarity to the Dwarves that are in more popular Fantasy stories. The Highborn are born of the trees, and share a close similarity to the Elves. These two races show the Birth archetype because they are created from the merging of two things; in this case, the seeds of intelligence and the object that merged with them. In many creation myths the population is born or created by joining two things. In the Bible, Adam is created from the dirt and the breath of life provided by God. In Chinese creation myths people were created by water and dirt. In Greek mythology, people are created through sexual intercourse, the joining of sperm and egg.

Loss of Innocence:

Identify, define & discuss the part of your creation myth where the Loss of Innocence is introduced. Then analyze and explain how and why your example embodies the function and purpose for the Loss of Innocence archetype (7-10 Sentences Minimum).

     The Loss of Innocence archetype can be found in the conflict between the Ether and the Nēther. However, the Loss of Innocence archetype is more prominent in the brief account of when the Moderata were first discovered and subjugated by the Ether and the Nēther. War and slavery are great ways of showcasing the Loss of Innocence archetype because of their nature. During a war the mind of an individual can change from a more idealistic to a more cynical nature. Innocence has a more idealistic approach to it, where an individual sees in absolutes and fails to see the “grey” within their decisions and the decisions of others. A more cynical mind analyzes their decisions as having no bearing to the natural order of things, and sees all decisions as either self-serving or of no importance. The innocent mind sees a bright and shining future. After the innocence of an individual is lost, they immediately despair before the mind protects itself through cynicism. “The Moderata, who had come to know war through Slavery,”can be a goodexample of the Loss of Innocence archetype.

A proposal

This assignment was a proposal that I had to write for English comp. The proposal is how to make Wikipedia more viable. As we all know Wikipedia is an online encyclopedia that has a slew of information and acts as a form of reference for many individuals. However, Wikipedia can be edited by just about everybody. Because of this it is essentially shunned by the academic community at large. I have been specifically instructed not to use Wikipedia as a reference for any research papers. I asked myself “why not?” and that’s what led to this proposal. My instructor believed that this would be a good idea to actually submit to the administrators of Wikipedia to see if it would be a possibility. Here’s that proposal minus the coversheet and page numbers.

How Can Wikipedia Be Considered More Valid

 

As a new student in an accredited university I have had to learn many new things. Things that I haven’t had to do in a long time like research papers, and things that I have never done before like research utilizing the Internet. Before, whenever I wanted information for a show on television or wanted information on the company that produced it, I would go to http://www.wikipedia.org. Today, if I wanted to research a certain subject, I am told that I can use any research site I want except Wikipedia because of the way it was started.

 

Wikipedia and other non-profit encyclopedic web sites are changing. Many may say that because anything can be changed with a keystroke, and the less popular a page is the more likely that “improper” information is seen, reference material on Wikipedia and sites like it are invalid. What I propose is a certification to make it valid. Wikipedia has changed the way they do things by adding citations. If a page does not have a citation then Wikipedia informs the reader that the information needs a citation. All that would be needed is some form of “stamp of approval” so that a user can know that this page has valid information and may be used as an official reference. If a certain page that has earned approval and has been found to release unaccredited information, then you can pull the certification and the offending page would need to reapply.

 

In regards to the approval process, once a page is submitted for approval, a member of academia who is considered to be a “subject matter expert” in that particular field would review the information and the citations provided to ensure that the information is valid. For example, a published professor of Paleontology could verify a page that has information concerning paleontology. A widely accepted and renowned physicist could verify a page that has information regarding physics, and so on.

Since there are many members within the academic community, the frequency of validation could be weekly or monthly depending on when the page was edited. I leave the frequency of validation and selection of validators up to the academic community because I feel that I am unqualified to do so. People are still free to edit sites like Wikipedia. However, they need to make sure that their information is cross-referenced and supported elsewhere. There would need to be a banner on the page and on the front page of Wikipedia informing the user weather or not they are allowed to use that page as an official resource.

 

I would like to take a moment to show both how Wikipedia is changing and cite a couple of individuals who inform their readers to check out a certain link using Wikipedia. When looking for information regarding the Wide-field Infrared Survey Explorer, you can enter this title on the front page of Wikipedia and the corresponding page loads up. The first sentence is this information with APA format citations added by me. “Wide-field Infrared Survey Explorer (WISE) is a NASA infrared-wavelength astronomical space telescope launched on December 14, 2009.” (Ray, 2008; Clavin, Dunbar, Whatmore; 2009) After this section is a series of small numbers that are hyperlinked to the numbers within the reference section at the bottom of the page. 

 

Because there are three separate references for this statement I have seen fit to place the references on the reference page under the heading Wikipedia. These references will follow other references from individuals informing their readers to reference Wikipedia.

 

Now I would like to give a quotation from an individual who advised their readers to “look it up on Wikipedia”.  A NASA Astrobiologist named David Morrison. On his column for the NAI called “Ask a Astrobiologist”, David Morrison (2012) states, “The South Pole Telescope was supported by the National Science Foundation, and it is a radio telescope, not an optical instrument. It cannot take images or photos. You can look it up on Wikipedia”. He then provides the link to the information.

 

            Even though this one quote doesn’t constitute overwhelming advice to use Wikipedia as a credible resource, here is an excerpt from an article by Dan Fletcher in Time Magazine on the difference in accuracy between the Encyclopedia Britannica and Wikipedia in regards to their science pages. Dan Fletcher (2009) states that, “While a 2005 study by Nature found that Wikipedia’s science entries came close to matching the Encyclopedia Britannica‘s in terms of accuracy — with 2.92 mistakes per article for Britannica and 3.86 for Wikipedia”.

 

            Here are just a couple of examples of how Wikipedia is changing. One example shows that even one scientist is recommending Wikipedia to his readers and the other example shows how one magazine within printed media is showing how close the accuracy level is between Wikipedia and one of the most honored encyclopedias of all time.  I know it’s not much but hopefully it can give some food for thought.

 

References

 

Fletcher, D. (2009, August 18). a brief history of wikipedia. Time, Retrieved fromhttp://www.time.com/time/business/article/0,8599,1917002,00.html

 

 

 

(Morrison, D. (Last updated, 2012, September 07). Nibiru and doomsday 2012: Questions and answers. Retrieved from http://astrobiology.nasa.gov/ask-an-astrobiologist/intro/nibiru-and-doomsday-2012-questions-and-answers

 

 

 

Wikipedia

 

(Clavin, Whitney (December 14, 2009). “NASA’s WISE Eye on the Universe Begins All-Sky Survey Mission”. NASA Jet Propulsion Laboratory. Retrieved December 26, 2009.)

 

(Rebecca Whatmore; Brian Dunbar (December 14, 2009). “WISE”. NASA. Retrieved December 26, 2009.)

 

(Ray, Justin (December 14, 2008). “Mission Status Center: Delta/WISE”. Spaceflight Now. Retrieved December 26, 2009.)

 

 

 

How I write

First I’d like to share an assignment where I had do look into myself a little bit to explain how I write. Some things have changed; like I develop a bible as I move forward with a story, and using instrumental music to help with inspiration. Well, enough with the introduction here’s the assignment.

              When tasked to write an essay or other form of writing assignment I don’t really have a set process.  Some use outlines to organize their thoughts, while others write in a free-form format.  I myself tend to go with the free-form format unless I’m required to write a research or other form of report.  For those forms   of writing I feel that using an outline to organize my thoughts and the general flow of the assignment works best, other than that, free-form Is the path I take.  I tend to take long pauses to organize my thoughts and to form the paragraph within my mind before putting pencil to paper or fingers to keyboard, and it almost always changes.

            I usually spend a lot of time formulating ideas and thoughts for a writing assignment.  However, I almost always start the body of the assignment during what many people would consider  “crunch time”.  I’ve had many people give me weird looks when I tell them this but, I’ve found that my mind works at a higher rate of speed the more pressure I’m under, which has been a double edged sword for me at times.  I tend to revise as I write to make sure the tone of the piece maintains a conversational tone.  I tend to like telling the reader a story   when writing than to simply write monotone using facts, figures, and a ton of   metaphor.

            When writing a short story I tend to have a lot of detail and a fair amount of descriptive language, almost to the point of being long winded and causing the reader to be overwhelmed with detail.  The conversations between characters are almost always fragmented and have poor grammar almost constantly unless said character is considered  “educated”.  I enjoy writing how ordinary people talk and not how someone who has a large vocabulary would speak.

            In reality the only past experience I’ve had with an English course has been in High School.  While I enjoyed the creative writing aspect of the course, I was never too big on essays and the like because to me they tend to be kind of dry with not a lot of personality.  Creative writing has always been a joy for me to write.  I never got really high marks on the subject because of fragments, run-on’s, and misplaced punctuation, but to me it was like going on a small adventure with the project.

            Because of procrastination, it’s benefits to my writing and it’s hindrances   to getting things done on time without the feeling of being rushed, or giving that feeling to the reader, I don’t really have too many issues when faced with a writing assignment for school.  I would have to say that on thing that I do get bothered with is with my limited understanding of grammar and with how little use it on a day-to-day basis.  I’ve used spell checkers and grammar checkers before, and they’ve always left me feeling like I didn’t get it all right even with the system saying that the document is good to go.  I guess more detailed feedback would make me feel more confident with a writing project once it is submitted.

            I really only have one goal for this class and that is to come out with a better understanding of grammar and how it applies to writing.  I plan to accomplish this by reading and applying the lessons learned to any future writings I may have to perform.  My personal goal is to learn how to get my point across without confusing the reader and taking this course will help to accomplish that.

Welcome

Hello, my name is Jarrod Herrington and I am currently a student at Full Sail University studying Video Game Design. There are several classes that I have taken, but I found that the area I wanted to focus on is writing and storytelling. When I was younger I used to read… a lot. I remember that there were times in which I would stay up all night reading a book. I had written short stories before in school and for my own purposes.

I have started this site as a way for me to share what I have written. There will be some things from school first, mostly assignment things. Later I will be entering a story that I am currently writing as a gift to the game developer Bungie, and it takes place in their Destiny universe. Once the story is finished I will be sending it off to Bungie, to include my notes, and if need be I will have to remove the story. I welcome constructive feedback, I just ask that you don’t be a jerk about it. This is for my professional development as a Narrative Designer and game story writer. Most importantly it is just because I love to tell stories.