Artemis Fowl

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. Artemis Fowl is an anti-hero. What is an anti-hero? What traits and qualities might an anti-hero possess? Can you think of other examples of anti-heroes in literature?

Teaching Suggestion: Artemis Fowl is a character who plots and carries out a kidnapping and other “dastardly” actions, yet readers are drawn in by his conflicts, motivations, and personality. Encouraging students to understand that Artemis fits an anti-hero archetype can help them apply those characteristics to this protagonist as they move through the novel. Once students have a common working definition of an anti-hero and their role in a story, readers might meet in small groups to brainstorm anti-heroes from popular shows and films. They could also work together to create a new anti-hero figure for an original or existing story; group members could share their anti-hero with the class, explaining how they fit the definition.

• Literary Devices offers a definition for and examples of anti-heroes.
• This discussion offers common characteristics readers discover in an anti-hero. (Teacher-appropriate; not student-facing due to vocabulary and mature examples. Characteristics might be rephrased for student notes or discussion.)

2. Artemis Fowl makes several references to Irish myths and legends. What works of literature include mythic creatures such as fairies, leprechauns, trolls, or gnomes? What genres and subgenres sometimes include these figures? How might creatures from myth and legend impact the overall story and reading experience?

Teaching Suggestion: In addition to these mythic figures from fantasy, Artemis Fowl includes subtle references throughout to legends and tales from Irish folklore; additionally, Ireland as a setting is an important part of the novel. This question will help students to make connections to traditional stories of fairies that they’ve heard. For students who may not know where to begin, prior familiarity with legends and “rules” associated with leprechauns (the pot of gold myth, how to catch one, traditional appearance, etc.) might provide a foothold.

• Wilderness Ireland offers some background and context to Irish folklore regarding fairies.
• From Trinity College, “Myth and Children’s Literature” considers the impact of incorporating myth into plotlines and lists children’s literature examples from throughout history. (Teacher-appropriate; not student-facing due to vocabulary and complexity.)

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the novel.

What legend, fairy tale, or traditional story do you feel connected to? Why do you feel a sense of connection?

Teaching Suggestion: At one point, Colfer writes that only Artemis could have pursued the fairies because of his “childlike belief in magic” (Chapter 2). Encourage students to think about the legends that still capture their imagination, as Colfer tries to use such legends as a reference point. The class might brainstorm a list of legends and tales as a group before writing their individual response.

Differentiation Suggestion: Students who are visual learners or who would benefit from an opportunity in visual art could draw an account of the legend and include captions and labels instead of writing a prose response. Students who would benefit from creative writing opportunities might update the legend for contemporary times.