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Red Fairy Book,The
THE RED FAIRY BOOK Edited by ANDREW LANG TO MASTER BILLY TREMAYNE MILES A PROFOUND STUDENT YET AN AMIABLE CRITIC PREFACE IN a second gleaning of the fields of Fairy Land we cannot expect to find a second Perrault. But there are good stories enough left, and it is hoped that some in the Red Fairy Book may have the attraction of being less familiar than many of the old friends. The tales have been translated, or, in the case of those from Madame d'Aulnoy's long stories, adapted, by Mrs. Hunt from the Norse, by Miss Minnie Wright from Madame d'Aulnoy, by Mrs. Lang and Miss Bruce from other French sources, by Miss May Sellar, Miss Farquharson, and Miss Blackley from the German, while the story of `Sigurd' is condensed by the Editor from Mr. William Morris's prose version of the `Volsunga Saga.' The Editor has to thank his friend, M. Charles Marelles, for permission to reproduce his versions of the `Pied Piper,' of `Drakestail,' and of `Little Golden Hood' from the French, and M. Henri Carnoy for the same privilege in regard to `The Six Sillies' from La Tradition. Lady Frances Balfour has kindly copied an old version of `Jack and the Beanstalk,' and Messrs. Smith and Elder have permitted the publication of two of Mr. Ralston's versions from the Russian. A. L. CONTENTS The Twelve Dancing Princesses The Princess Mayblossom Soria Moria Castle The Death of Koschei the Deathless The Black Thief and Knight of the Glen The Master Thief Brother and Sister Princess Rosette The Enchanted Pig The Norka The Wonderful Birch Jack and the Beanstalk The Little -
Myth and Fairytale
ENG 244:Mythology & Fairytales HONORS SPRING 2018 When we were driving today, there was a huge poster still up for the King Tut exhibit. I’m as distant from those guys as anybody could be. But, still, when I hear a narrative from the ancient world, it speaks to me in a way that is still human. It translates some way.” Vikram Chandra, author of Sacred Games. Instructor: Nick Schevera Office: B265 Grayslake Campus Phone: (847) 543-2959 E-Mail: [email protected] Office Hours: Mondays and Wednesdays 11 – 12 p.m. Tuesdays 12 – 1 p.m., 2:30 – 3:30, 4 – 6 p.m. Thursdays 12 – 1 p.m.; 2:30 – 3:30 p.m. Also by appointment I. Course Description: This course introduces students to the study of myths, legends and fairytales from various cultures. Students will consider Greek, Norse, and Hindu mythology as well as Grimm’s fairy tales. The lasting power and influence of mythological themes and archetypal symbolism will be explored. II. Course Content Outcomes: Describe and evaluate the significant influences that myths and fairy tales have had on various fields. Develop an informed perspective on the ways in which myths and fairy tales from a variety of cultures provide insights to human nature and values. Explore and use the information and ideas generated in class to compare and contrast their own beliefs and experiences with the revelations about human behavior and values that are described in myths and fairy tales. Apply critical approaches to literary works, and develop sustained analyses of individual texts. III. -
The Tales of the Grimm Brothers in Colombia: Introduction, Dissemination, and Reception
Wayne State University Wayne State University Dissertations 1-1-2012 The alest of the grimm brothers in colombia: introduction, dissemination, and reception Alexandra Michaelis-Vultorius Wayne State University, Follow this and additional works at: http://digitalcommons.wayne.edu/oa_dissertations Part of the German Literature Commons, and the Modern Languages Commons Recommended Citation Michaelis-Vultorius, Alexandra, "The alet s of the grimm brothers in colombia: introduction, dissemination, and reception" (2012). Wayne State University Dissertations. Paper 386. This Open Access Dissertation is brought to you for free and open access by DigitalCommons@WayneState. It has been accepted for inclusion in Wayne State University Dissertations by an authorized administrator of DigitalCommons@WayneState. THE TALES OF THE GRIMM BROTHERS IN COLOMBIA: INTRODUCTION, DISSEMINATION, AND RECEPTION by ALEXANDRA MICHAELIS-VULTORIUS DISSERTATION Submitted to the Graduate School of Wayne State University, Detroit, Michigan in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY 2011 MAJOR: MODERN LANGUAGES (German Studies) Approved by: __________________________________ Advisor Date __________________________________ __________________________________ __________________________________ __________________________________ © COPYRIGHT BY ALEXANDRA MICHAELIS-VULTORIUS 2011 All Rights Reserved DEDICATION To my parents, Lucio and Clemencia, for your unconditional love and support, for instilling in me the joy of learning, and for believing in happy endings. ii ACKNOWLEDGEMENTS This journey with the Brothers Grimm was made possible through the valuable help, expertise, and kindness of a great number of people. First and foremost I want to thank my advisor and mentor, Professor Don Haase. You have been a wonderful teacher and a great inspiration for me over the past years. I am deeply grateful for your insight, guidance, dedication, and infinite patience throughout the writing of this dissertation. -
First-Year Writing—Fairy Tales and Modern Society
Instructor: Kathryn Barber Email: [email protected] Office hours: MWF 11-1 First-Year Writing—Fairy Tales and Modern Society English 1010: MWF 1:00 PM _____________________________________________________________________________ “There are no new stories. There are only new ways to tell them.” ___________________________________________________________________________________ Course description: A trend in pop culture recently has been the retelling of fairy tales. We’ve seen it all the way from Disney’s nearly century old tale of Snow White to their recent retelling of Hans Christian Anderson’s “The Snow Queen” as Frozen, to ABC’s Once Upon a Time and NBC’s Grimm. In this course, we will read the original versions of several well-known fairy tales, discuss them in their original context, and then compare them to modern-day versions. We will discuss what the evolution of these tales says about the society in which they were/are told. Fairy tale characters to be familiar with: Cinderella, Snow White, The Little Mermaid, Hercules, Briar Rose, Rumplestiltskin, Rapunzel, The Frog Prince, The Snow Queen, etc. Textbooks: Brothers Grimm Fairy Tales: Brothers Grimm Complete Tales: Hans Christian Anderson Point Distribution Personal Essay (2) 125 Research Essay 150 Research Presentations 50 Quizzes/Responses/Journals 200 Argument Essay (2) 125 Final Exam 150 Annotated Bibliography 75 Participation/Classwork 100 Research Proposal 25 A=900-1000 B=800-899 C=700-799 D=600-699 F=0-599 Class Policies and Procedures Attendance ♦ Attend all classes. If you must miss, notify me via email prior to the missed period. I will accept papers late with penalty if you miss the day an assignment is due, but classwork assignments cannot be made up. -
GER 441 Fairy Tales Global Awareness (G)
ARIZONA STATE UNIVERSITY GENERAL STUDIES COURSE PROPOSAL COVER FORM Course information: Copy and paste current course information from Class Search/Course Catalog. Academic Unit _C~LAS~---------------------- Department SILC Subject _G=ER"-'------- Number --"--=-=-------441 Title F · Tales Units: ____::_3 __ Is this a cross-listed course? Yes If yes, please identify course(s) SLC 441 Is this a shared course? No If so, list all academic units offering this course Course description: Requested designation: (Choose One) Note- a separate proposal is required for each designation requested Eligibility: Permanent numbered courses must have completed the university's review and approval process. For the rules governing approval of omnibus courses, contact the General Studies Program Office at (480) 965-0739. Area(s) proposed course will serve: A single course may be proposed for more than one core or awareness area. A course may satisfy a core area requirement and more than one awareness area requirements concurrently, but may not satisfy requirements in two core areas simultaneously, even if approved for those areas. With departmental consent, an approved General Studies course may be counted toward both the General Studies requirement and the major program of study. Checklists for general studies designations: Complete and attach the appropriate checklist • Literacy and Critical Inquiry core courses (L) • Mathematics core courses (MA) • Computer/statistics/quantitative applications core courses (CS) • Humanities, Fine Arts and Design core courses -
First 100 Stories for Story Listening Stories Beniko Mason First
First 100 Stories for Story Listening stories Beniko Mason first I have been telling fairy tales and folktales from around the world in class as an English lesson since 1990. The combination of listening to stories and reading books has helped my students do well on tests without output or grammar studies. Story- Listening is so powerful that students improve rapidly in listening comprehension and acquire many words. There are countless stories in the world, but I happen to like Grimm Brothers’ house- hold tales. Almost all stories start with, “Once upon a time…” “Once upon a time there was a rich king.” “Once upon a time there were three brothers.” “Once upon a time there was a soldier.” They always start with an introduction of a main character. These stories are very suitable for story-listening lessons in different ways. The stories have interesting content; they are written in rich language; there are many different situations, problems, and characters; and they have stood the test of time. I have gathered here the first 100 easier stories for you to choose from to use for your classes. I will only give you the titles. You can download them from any sites that have the collection of Great Grimm Brothers’ household tales. These stories are not just for children. They deal with many different themes that children may not understand yet, such as deception, loyalty, and true love. Thus, story-listening is not just for children, but for adults also. Story-Listening can be used for any age and also at any levels of proficiency. -
Writing 100: Fairy Tales and Feminism Spring
Writing 100: Fairy Tales and Feminism Spring 2011 Professor Lisa Fischler Office: Comenius 104 Email: [email protected] Office Ph.: 610-861-1418 Class: T, Th 3b (10:20-11:30 am) PPHAC 235 Office Hours: Tues. and Thurs. 11:30 am-1 pm and other times by appointment. Course Description Even though they depict a supernatural world of enchantment, fairy tales have functioned for centuries to pass on norms, values, and gender roles. This course will explore elements of the fairy tale genre--such as narrative structure, myths, cultural symbols, gender, sexuality, constructions of class, family, and ethnicity--and uses to which fairy tales have been put. Special attention will be given to the long-lost women narrators of fairy tales who motivated the Brothers Grimm and what these tales reveal about women’s and men’s lives in historical, social, and contemporary context. Goals and Objectives The general goals and objectives for this course are outlined in the Writing 100 Guidelines, but the following are the more particular course objectives for this section of Writing 100. By the end of the semester, you should be able to: A) Understand writing as a way of thinking, as a process that constructs knowledge, and as a form with different styles, formats, and audiences. B) Recognize a variety of writing styles; use interpretative, evaluative, and creative genres well, and coherently employ grammar, language, style, citations, tone, and theme. C) Efficiently use information technology for writing and research, critically evaluate credible sources, analyze the value of diverse resources, and cohesively present research results. -
Fairy Tales and Transpersonal Development at Mid-Life
MIDDLE TALES: FAIRY TALES AND TRANSPERSONAL DEVELOPMENT AT MID-LIFE Allan B. Chinen San Francisco, California INTRODUCTION Handed down from generation to generation, fairy tales contain deep insights about human nature (Bettelheim, 1976; Heuscher, 1974; Von Franz, 1972, 1974, 1977; 1980; Luthi, 1976, 1984). Through charming metaphors, these stories symbolize important developmental tasks in the life cycle. Tales about children, like "Hansel and Gretel" or "Snow White," reflect the psychology of youth, while stories about "old" people, like "The Old Man Who Lost His Wen" or "The Shining Fish," reveal the psychology of later life (Chinen, 1985, 1986). In this paper, I will discuss a third group of fairy tales whose main characters are neither young nor old. The protagonists are individuals who have married, learned a trade, and taken a place in society-they are adults in the middle third the of life. These fairy tales can be called "middle tales," and my psychology thesis is that they reveal the psychology of mid-life, In of particular, the stories illuminate the transpersonal dimensions mid-life of development in what is probably the most secular period of life. Middle tales are relatively uncommon in fairy tale collections, and comprise only 9% of some 4,500 stories reviewed. The majority of fairy tales are about young protagonists and can be called "youth tales." Like the latter, middle tales occur with about equal frequency around the world. and depict similar themes no matter what the culture of origin. (shall focus on five The author gratefully acknowledges the support of the Ella Lyman Cabot Trust. -
ENG 244: Mythology & Fairytales
ENG 244:Mythology & Fairytales (HONORS) SPRING 2015 When we were driving today, there was a huge poster still up for the King Tut exhibit. I’m as distant from those guys as anybody could be. But, still, when I hear a narrative from the ancient world, it speaks to me in a way that is still human. It translates some way.” Vikram Chandra, author of Sacred Games. Instructor: Nick Schevera Office: B249 Grayslake Campus Phone: (847) 543-2959 E-Mail: [email protected] Office Hours: Mondays 1 – 3 p.m. Tuesdays and Thursdays 2- 5 p.m. Fridays 12 -1; 3 - 4 p.m. Also by appointment I. Course Description: This course introduces students to the study of myths, legends and fairytales from various cultures. Students will consider Greek, Norse, and Hindu mythology as well as Grimm’s fairy tales. The lasting power and influence of mythological themes and archetypal symbolism will be explored. II. Course Content Outcomes: • Describe and evaluate the significant influences that myths and fairy tales have had on various fields. • Develop an informed perspective on the ways in which myths and fairy tales from a variety of cultures provide insights to human nature and values. • Explore and use the information and ideas generated in class to compare and contrast their own beliefs and experiences with the revelations about human behavior and values that are described in myths and fairy tales. • Apply critical approaches to literary works, and develop sustained analyses of individual texts. III. Learning Objectives: • To define and apply basic terminology -
PDF Download the Red Fairy Book
THE RED FAIRY BOOK PDF, EPUB, EBOOK Andrew Lang,H. J. Ford,Lancelot Speed | 367 pages | 01 Jun 1966 | Dover Publications Inc. | 9780486216737 | English | New York, United States The Red Fairy Book PDF Book But the robbers they knew it well, because they got out their magic. Contains 29 stories from various medieval and Renaissance romances of chivalry, adapted for children. The series proved of great influence in children's literature, increasing the popularity of fairy tales over tales of real life. Don't Deconstruct - Rilo Kiley 6. They had been living for some time in the forest in this way, when it came to pass that the King of that country had a great hunt through the woods. Of course I know you are not a prince, but I shall be just as fond of you as if you were, and we can go and live in some cosy little corner of the world, and be as happy as the days are long. It is not far off, you can see the chimney-pots from here, and there they have plenty of everything. Light bumping and light fraying to corners. Remember not the past; much better fly with me while Koshchei the Deathless is out of sight. So she handed over all the house-keeping affairs to Prince Ivan, and gave him these instructions:. The princesses began at once to open their wardrobes and boxes. The King lifted the lonely maiden on to his horse, and led her to his castle, where the wedding was celebrated with the greatest splendour. -
Giant List of Folklore Stories Vol. 6: Children's
The Giant List of Stories - Vol. 6 Pattern Based Writing: Quick & Easy Essay Skim and Scan The Giant List of Folklore Stories Folklore, Folktales, Folk Heroes, Tall Tales, Fairy Tales, Hero Tales, Animal Tales, Fables, Myths, and Legends. Vol. 6: Children’s Presented by Pattern Based Writing: Quick & Easy Essay The fastest, most effective way to teach students organized multi-paragraph essay writing… Guaranteed! Beginning Writers Struggling Writers Remediation Review 1 Pattern Based Writing: Quick & Easy Essay – Guaranteed Fast and Effective! © 2018 The Giant List of Stories - Vol. 6 Pattern Based Writing: Quick & Easy Essay The Giant List of Folklore Stories – Vol. 6 This volume is one of six volumes related to this topic: Vol. 1: Europe: South: Greece and Rome Vol. 4: Native American & Indigenous People Vol. 2: Europe: North: Britain, Norse, Ireland, etc. Vol. 5: The United States Vol. 3: The Middle East, Africa, Asia, Slavic, Plants, Vol. 6: Children’s and Animals So… what is this PDF? It’s a huge collection of tables of contents (TOCs). And each table of contents functions as a list of stories, usually placed into helpful categories. Each table of contents functions as both a list and an outline. What’s it for? What’s its purpose? Well, it’s primarily for scholars who want to skim and scan and get an overview of the important stories and the categories of stories that have been passed down through history. Anyone who spends time skimming and scanning these six volumes will walk away with a solid framework for understanding folklore stories. Here are eight more types of scholars who will just love these lists. -
Narrative Space and Spatial Transference in Jacob and Wilhelm Grimmʼs Fairy Tales
Narrative space and spatial transference in Jacob and Wilhelm Grimmʼs fairy tales Kujundžić, Nada Doctoral thesis / Disertacija 2020 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: University of Zagreb, University of Zagreb, Faculty of Humanities and Social Sciences / Sveučilište u Zagrebu, Filozofski fakultet https://doi.org/10.17234/diss.2020.7469 Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:131:390050 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-30 Repository / Repozitorij: ODRAZ - open repository of the University of Zagreb Faculty of Humanities and Social Sciences Sveučilište u Zagrebu Sveučilište u Turkuu Filozofski fakultet Fakultet humanističkih znanosti Nada Kujundžić NARRATIVE SPACE AND SPATIAL TRANSFERENCE IN JACOB AND WILHELM GRIMMʼS FAIRY TALES MEĐUNARODNI DVOJNI DOKTORAT ZNANOSTI Zagreb, 2020. Faculty of Humanities Faculty of Humanities and Social Sciences Nada Kujundžić NARRATIVE SPACE AND SPATIAL TRANSFERENCE IN JACOB AND WILHELM GRIMMʼS FAIRY TALES INTERNATIONAL DUAL DOCTORATE Supervisors: Professor Emeritus Pekka Hakamies Associate Professor Marijana Hameršak Zagreb, 2020 Filozofski fakultet Fakultet humanističkih znanosti Nada Kujundžić PRIPOVJEDNI PROSTOR I PROSTORNO PREMJEŠTANJE U BAJKAMA JACOBA I WILHELMA GRIMMA MEĐUNARODNI DVOJNI DOKTORAT ZNANOSTI Mentori: profesor emeritus Pekka Hakamies doc.dr.sc. Marijana Hameršak Zagreb, 2020. About the Supervisors Supervisors: Professor Emeritus Pekka Hakamies, University of Turku, Turku, Finland Associate Professor Marijana Hameršak, Institute of Ethnology and Folklore Research, Zagreb, Croatia Thesis advisors (co-supervisors) at the University of Turku: Professor Emerita Liisa Steinby, University of Turku, Turku, Finland Professor Karin Kukkonen, University of Oslo, Oslo, Norway Pekka Hakamies is Professor Emeritus of Folkloristics at the University of Turku. He worked at the University of Joensuu for 22 years and moved to his professor post at the University of Turku in 2006.