Deciphering Spaces: the Mermaid & the Soul
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'Goblinlike, Fantastic: Little People and Deep Time at the Fin De Siècle
ORBIT-OnlineRepository ofBirkbeckInstitutionalTheses Enabling Open Access to Birkbeck’s Research Degree output ’Goblinlike, fantastic: little people and deep time at the fin de siècle https://eprints.bbk.ac.uk/id/eprint/40443/ Version: Full Version Citation: Fergus, Emily (2019) ’Goblinlike, fantastic: little people and deep time at the fin de siècle. [Thesis] (Unpublished) c 2020 The Author(s) All material available through ORBIT is protected by intellectual property law, including copy- right law. Any use made of the contents should comply with the relevant law. Deposit Guide Contact: email ‘Goblinlike, Fantastic’: Little People and Deep Time at the Fin De Siècle Emily Fergus Submitted for MPhil Degree 2019 Birkbeck, University of London 2 I, Emily Fergus, confirm that all the work contained within this thesis is entirely my own. ___________________________________________________ 3 Abstract This thesis offers a new reading of how little people were presented in both fiction and non-fiction in the latter half of the nineteenth century. After the ‘discovery’ of African pygmies in the 1860s, little people became a powerful way of imaginatively connecting to an inconceivably distant past, and the place of humans within it. Little people in fin de siècle narratives have been commonly interpreted as atavistic, stunted warnings of biological reversion. I suggest that there are other readings available: by deploying two nineteenth-century anthropological theories – E. B. Tylor’s doctrine of ‘survivals’, and euhemerism, a model proposing that the mythology surrounding fairies was based on the existence of real ‘little people’ – they can also be read as positive symbols of the tenacity of the human spirit, and as offering access to a sacred, spiritual, or magic, world. -
The Inextricable Link Between Literature and Music in 19Th
COMPOSERS AS STORYTELLERS: THE INEXTRICABLE LINK BETWEEN LITERATURE AND MUSIC IN 19TH CENTURY RUSSIA A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment Of the Requirements for the Degree Master of Music Ashley Shank December 2010 COMPOSERS AS STORYTELLERS: THE INEXTRICABLE LINK BETWEEN LITERATURE AND MUSIC IN 19TH CENTURY RUSSIA Ashley Shank Thesis Approved: Accepted: _______________________________ _______________________________ Advisor Interim Dean of the College Dr. Brooks Toliver Dr. Dudley Turner _______________________________ _______________________________ Faculty Reader Dean of the Graduate School Mr. George Pope Dr. George R. Newkome _______________________________ _______________________________ School Director Date Dr. William Guegold ii TABLE OF CONTENTS Page CHAPTER I. OVERVIEW OF THE DEVELOPMENT OF SECULAR ART MUSIC IN RUSSIA……..………………………………………………..……………….1 Introduction……………………..…………………………………………………1 The Introduction of Secular High Art………………………………………..……3 Nicholas I and the Rise of the Noble Dilettantes…………………..………….....10 The Rise of the Russian School and Musical Professionalism……..……………19 Nationalism…………………………..………………………………………..…23 Arts Policies and Censorship………………………..…………………………...25 II. MUSIC AND LITERATURE AS A CULTURAL DUET………………..…32 Cross-Pollination……………………………………………………………...…32 The Russian Soul in Literature and Music………………..……………………...38 Music in Poetry: Sound and Form…………………………..……………...……44 III. STORIES IN MUSIC…………………………………………………… ….51 iii Opera……………………………………………………………………………..57 -
Magical Creatures in Isadora Moon
The Magical Creatures of Isadora Moon In the Isadora Moon stories, Isadora’s mum is a fairy and her dad is a vampire. This means that, even though Isadora lives in the human world, she has adventures with lots of fantastical creatures. Harriet Muncaster writes and draws the Isadora Moon books. Writers like Harriet often look at stories and legends from the past to get ideas for their own stories. What are some of the legends that Harriet looked at when telling the story of Isadora Moon, and what has she changed to make her stories as unique as Isadora herself? Fairies In the modern day, we picture fairies as tiny human-like creatures with wings like those of dragonflies or butterflies. However, up until the Victorian age (1837- 1901), the word ‘fairy’ meant any magical creature or events and comes from the Old French word faerie, which means ‘enchanted’. Goblins, pixies, dwarves and nymphs were all called ‘fairies’. These different types of fairies usually did not have wings, and were sometimes human- sized instead of tiny. They could also be good or bad, either helping or tricking people. Luckily, Isadora’s mum, Countess Cordelia Moon, is a good fairy, who likes baking magical cakes, planting colourful flowers, and spending time in nature. Like most modern fairies, she has wings, magical powers, and a close connection with nature, but unlike fairies in some stories, she is human-size. Isadora’s mum can fly using her fairy wings and can use her magic wand to bring toys to life, make plants grow anywhere, and change the appearance of different objects, such as Isadora’s tent. -
The Cyborg Mermaid (Or: How Technè Can Help the Misfits Fit
Multimodal Technologies and Interaction Article The Cyborg Mermaid (or: How Technè Can Help the Misfits Fit In) Martine Mussies 1,* and Emiel Maliepaard 2 1 Independent Researcher, Zambesidreef 68, 3564 CD Utrecht, The Netherlands 2 Department of Human Geography, Radboud University, Comeniuslaan 4, 6525 HP Nijmegen, The Netherlands; [email protected] * Correspondence: [email protected] Academic Editors: Adrian David Cheok, Cristina Portalés Ricart and Chamari Edirisinghe Received: 1 January 2017; Accepted: 16 February 2017; Published: 24 February 2017 Abstract: In feminist studies, the figure of the mermaid has long been regarded as flawed, disabled and less-than-human. Her theoretical counterpart in that respect would be the cyborg, an image used to show that with the aid of robotics, humankind could be larger than life. What would happen if we could combine those two images and apply them to create “super love” more-than-human relationships? This article explores the possibilities of technology for “mermaids”, people who normally fall outside the norm, to satisfy human desires in a new way. Two case studies will be presented, first we will look at people who identify as having ASD (Autism Spectre Disorders) and second we explore the use of technology for people who have BDSM-oriented desires (related to Bondage and Discipline (B&D), Dominance and Submission (D&S), and Sadism and Masochism (S&M)). We briefly discuss the added value of practice theory for exploring how people are altered by technè. Keywords: mermaid; cyborg; more-than-human; practice theory; autism; BDSM; hug machine; pegging 1. Introduction and Background 1.1. -
"The Little Mermaid"</I
Volume 38 Number 1 Article 25 October 2019 The Pleasures of Metamorphosis: Japanese and English Fairy Tale Transformations of "The Little Mermaid" by Lucy Fraser Bianca L. Beronio Texas State University Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Beronio, Bianca L. (2019) "The Pleasures of Metamorphosis: Japanese and English Fairy Tale Transformations of "The Little Mermaid" by Lucy Fraser," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 38 : No. 1 , Article 25. Available at: https://dc.swosu.edu/mythlore/vol38/iss1/25 This Book Reviews is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract Lucy Fraser employs her vast knowledge of Japanese and English literature and pop culture to present -
Mhtml:File://S:\Shared\Library\Fairy Tales\DISNEY's SUBVERSION
Page 1 of 9 The link information below provides a persistent link to the article you've requested. Persistent link to this record: Following the link below will bring you to the start of the article or citation. Cut and Paste: To place article links in an external web document, simply copy and paste the HTML below, starting with "<a href" To continue, in Internet Explorer, select FILE then SAVE AS from your browser's toolbar above. Be sure to save as a plain text file (.txt) or a 'Web Page, HTML only' file (.html). In FireFox, select FILE then SAVE FILE AS from your browser's toolbar above. In Chrome, select right click (with your mouse) on this page and select SAVE AS Record: 1 Title: Disney's sub/version of Andersen's The Little Mermaid. Language: English Authors: Trites, R. Source: Journal of Popular Film & Television; Winter91, Vol. 18 Issue 4, p145, 8p, 5 Black and White Photographs Document Type: Article Publication Taylor & Francis Ltd Information: Subject Terms: LITTLE Mermaid, The (Film) MOTION pictures Abstract: Contends that Walt Disney's 1989 film version of `The Little Mermaid' contains changes that make the movie more sexist than the original story by Hans Christian Andersen. Andersen's mermaid quests for a soul, Disney's for a mate; Disney's message about repressing children; Dependency on male protection; Contrasts between the stories; Andersen's imagery; Reliance on women to create conflict; Movie's weight consciousness; Characterization of the little mermaid. Document Essay last updated: 19910101 Information: Lexile: -
Disney's the Little Mermaid
Disney’s The Little Mermaid A production by Variety Children’s Theatre October 24 - 26, 2014 Touhill Performing Arts Center University of Missouri - St. Louis Dear Educators, Variety Children’s Theatre is proud to present its sixth annual production, Disney’s The Little Mermaid. Once again under the direction of Tony Award nominee Lara Teeter, this show boasts some of the city’s greatest professional actors and designers. We all eagerly await the results of their craft— bringing the story of Ariel to life. Be sure that you and your students are there to experience the beauty of an opera house with a full orchestra, dazzling sets and brilliant costumes (including a trip under the sea). Musical theatre can enhance learning on so many levels. It builds an appreciation for the arts, brings to life a lesson on the parts of a story (i.e. characters, plot, conflict) and provides the perfect setting to learn a thing or two about fairy tales and why they are important windows into important facets of our lives. Variety takes that learning one step further, however, presenting an inclusive cast where adult equity actors, talented adults from community theatre, and gifted theatrical children, work side-by-side with children who have a wide range of disabilities. The production is truly a lesson in acceptance, perseverance and the “I CAN” spirit that shines through all Variety programs. In the near future, we will have Disney’s The Little Mermaid study guide to help you incorporate the show into your curriculum and to help your students prepare for the show. -
Hans Werner Henze Und Ingeborg Bachmann: Die Gemeinsamen Werke
Christian Bielefeldt Hans Werner Henze und Ingeborg Bachmann: Die gemeinsamen Werke Christian Bielefeldt, Dr. phil., Studium in Hamburg, Tätigkeit als Theatercellist, 1994 Gründung von TRE MODI, Ensemble für Alte und Neue Musik. 1998-2000 Stipendiat am DFG-Graduiertenkolleg »In- termedialität« (Siegen). Veröffentlichungen zu Neuer Musik und Filmmusik. Christian Bielefeldt Hans Werner Henze und Ingeborg Bachmann: Die gemeinsamen Werke Beobachtungen zur Intermedialität von Musik und Dichtung Der Abdruck von Zitaten aus dem unveröffentlichten Nachlass Inge- borg Bachmanns geschieht mit ausdrücklicher Erlaubnis der Erben, bei denen die Abdruckrechte gleichwohl verbleiben. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License. Bibliografische Information der Deutschen Bibliothek Die Deutsche Bibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Angaben sind im Internet über http://dnb.ddb.de abrufbar. © 2003 transcript Verlag, Bielefeld Umschlaggestaltung: Kordula Röckenhaus, Bielefeld, unter Verwendung einer Partiturseite aus: Hans Werner Henze, Reinschrift der Musik zu Ingeborg Bachmanns Hörspiel »Die Zikaden« (1955/56), S. 1; © Sammlung Hans Werner Henze (Depositum Schott Musik International), Paul Sacher Stiftung, Basel Lektorat & Satz: Christian Bielefeldt Druck: Majuskel Medienproduktion GmbH, Wetzlar ISBN 3-89942-136-1 INHALT Vorwort 9 Biographisches 14 Zur Forschung 17 I. Konzepte von Intermedialität bei Henze und Bachmann 21 Erster Auftakt: Die Konstruktion der Überschreitung 27 Lacan. Sprache, Musik und das Genießen 31 Der Braunschweiger Vortrag: Henzes „geistige Rede der Musik“ 37 Zweiter Auftakt: Die menschliche Stimme 43 Barthes. Die Stimme und das Genießen 45 Musik und Dichtung: Die Intermedialität der Stimme 49 II. Ballettpantomime: Der Idiot 57 Musik aus der Hand der Trauer: Reihen- und Zitattechnik im Idioten 62 Intrada und Danse Nr. -
Tchaikovsky Violin Concerto
Tchaikovsky Violin Concerto Friday, January 12, 2018 at 11 am Jayce Ogren, Guest conductor Sibelius Symphony No. 7 in C Major Tchaikovsky Concerto for Violin and Orchestra Gabriel Lefkowitz, violin Tchaikovsky Violin Concerto For Tchaikovsky and The Composers Sibelius, these works were departures from their previ- ous compositions. Both Jean Sibelius were composed in later pe- (1865—1957) riods in these composers’ lives and both were pushing Johan Christian Julius (Jean) Sibelius their comfort levels. was born on December 8, 1865 in Hämeenlinna, Finland. His father (a doctor) died when Jean For Tchaikovsky, the was three. After his father’s death, the family Violin Concerto came on had to live with a variety of relatives and it was Jean’s aunt who taught him to read music and the heels of his “year of play the piano. In his teen years, Jean learned the hell” that included his disas- violin and was a quick study. He formed a trio trous marriage. It was also with his sister older Linda (piano) and his younger brother Christian (cello) and also start- the only concerto he would ed composing, primarily for family. When Jean write for the violin. was ready to attend university, most of his fami- Jean Sibelius ly (Christian stayed behind) moved to Helsinki For Sibelius, his final where Jean enrolled in law symphony became a chal- school but also took classes at the Helsinksi Music In- stitute. Sibelius quickly became known as a skilled vio- lenge to synthesize the tra- linist as well as composer. He then spent the next few ditional symphonic form years in Berlin and Vienna gaining more experience as a composer and upon his return to Helsinki in 1892, he with a tone poem. -
Note on Transliteration I Am Using the Library of Congress System Without
2 Note on Transliteration I am using the Library of Congress system without diacritics, with the following exceptions: - In the main text I have chosen to spell names ending in “skii” as “sky” (as in Zhukovsky) - I will use the common spelling of the names of noted Russian authors, such as Tolstoy 3 Introduction This dissertation focuses on three Russian poets—Aleksandr Pushkin, Mikhail Lermontov, and Vasily Zhukovsky, and on the handling of rusalka figures in their work. I claim that all three poets used the rusalka characters in their works as a means of expressing their innermost fantasies, desires, hopes, and fears about females and that there is a direct correlation between the poets’ personal lives and their experiences with women and the rusalka characters in their works. Aleksandr Pushkin used the rusalka figure in two of his poems¾the short whimsical poem “Rusalka” written in 1819, and the longer more serious poetic drama “Rusalka” that he started in 1829 and never finished. The ways in which Pushkin uses the rusalka characters in these works represent his growth and development in terms of experiencing and understanding women’s complex internal worlds and women’s role in his personal and professional life. I claim that the 1819 poem “Rusalka” represents the ideas that Pushkin had early on in his life associated with a power struggle between men and women and his fears related to women, whom he viewed as simplistic, unpredictable, and irrational, with the potential of assuming control over men through their beauty and sexuality and potentially using that control to lead men to their downfall. -
How to Be a Mermaid Guide V4.Indd
Join the Merpeople Contents What Is a Mermaid? 2 They have been an ongoing fascination for as long as we can all remember. Their History of the Mermpeople 3 strangeness and beauty, their fi erceness, their charm; mermaids and mermen are everything the word mystery embodies. Famous Mermaids & Mythical Creatures 6 We’re diving deep into the underwater world of these intriguing creatures to get a closer look at the life of merpeople. How To Be a Merperson 10 Mermaid Shopping 13 Mermaid Glossary 15 2 3 What Is a Mermaid? History of the Merpeople The word mermaid is made up of two parts: mer meaning sea, and maid meaning female. The male counterparts are called mermen, and as a group, they are known as merpeople or merfolk. Merpeolpe are half human and half fi sh. They have a reputation of being extremely beautiful with a fi erce - and sometimes frightening temper. Their attractive looks are the stu of folklore and legend – and these mystical sea-dwellers have fascinated people for millennia. From historical times up until now, we have had a preconceived perception of what being a merperson entails: Long, colourful tail A single shimmery fi n The enchantment surrounding mermaids dates back to Shiny, perfect hair the late Stone Age - around 30,000 years ago. This is where humans gained control over the land and started to sail across the seas. It was then that people began to Floral or coral accessories see paintings of mermaids adorning cave walls. Clothes and crowns made However, the stories of mythical merfolk vary in di erent from shells and coral parts of the world.. -
MX), Washington, D.C
ED 347 505 CS 010 978 TITLE From Tales of the Tongue to Tales of the Pen: An Organic Approach to Children's Literature. Resource Guide. NEM 1989 Summer Institute. INSTITUTION Southwest Texas State Univ., San Marcos. Dept. of English. SPONS AGENC: National Endowment for the Humanities (MX), Washington, D.C. PUB DATE 89 CONTRACT ES-21656-89 NOTE 233p. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher)(052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Childrens Literature; Elementary Education; *Fairy Tales; *Folk Culture; Institutes (Training Programs); Lesson Plans; *Literature Appreciation; Multicultural Education; *Mythology; Summer Programs; Teaching Methods IDENTIFIERS Folktales; Odyssey; Southwest Texas State University ABSTRACT Developed from the activities of a summer institute in Texas that focused on "The Odyssey," folk andfairy tale, and folk rhyme, this resource guide presents 50 lesson plansoffering a variety of approaches to teaching mythology andfolklore to elementary school students. The lesson plans presented inthe resource guide share a common foundation inarchetypes and universal themes that makes them adaptable to and useful invirtually any elementary school setting. The 13 lesson plans in the firstchapter deal with on "The Odyssey." The 25 lesson plans inthe second chapter deal with folk and fairy tale (stories are ofEuropean, American Indian, African, Mexican American, and Japanesederivation; two units are specifically female-oriented).The 12 lesson plans in the third chapter encompass folk rhymes (most are from MotherGoose). The fourth chapter presents a scope and sequencedesigned to give librarians a sequential guideline and appropriateactivities for introducing and teaching mytAology, folk and fairytales, and nursery rhymes. Each lesson plan typically includes:author of plan; intended grade level; time frame clays and length of individual sessions); general information about the unit; materialsneeded; and a list of activities.