The Ballad As a Literary Genre
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Plot? What Is Structure?
Novel Structure What is plot? What is structure? • Plot is a series of interconnected events in which every occurrence has a specific purpose. A plot is all about establishing connections, suggesting causes, and and how they relate to each other. • Structure (also known as narrative structure), is the overall design or layout of your story. Narrative Structure is about both these things: Story Plot • The content of a story • The form used to tell the story • Raw materials of dramatic action • How the story is told and in what as they might be described in order chronological order • About how, and at what stages, • About trying to determine the key the key conflicts are set up and conflicts, main characters, setting resolved and events • “How” and “when” • “Who,” “what,” and “where” Story Answers These Questions 1. Where is the story set? 2. What event starts the story? 3. Who are the main characters? 4. What conflict(s) do they face? What is at stake? 5. What happens to the characters as they face this conflict? 6. What is the outcome of this conflict? 7. What is the ultimate impact on the characters? Plot Answers These Questions 8. How and when is the major conflict in the story set up? 9. How and when are the main characters introduced? 10.How is the story moved along so that the characters must face the central conflict? 11.How and when is the major conflict set up to propel them to its conclusion? 12.How and when does the story resolve most of the major conflicts set up at the outset? Basic Linear Story: Beginning, Middle & End Ancient (335 B.C.)Greek philosopher and scientist, Aristotle said that every story has a beginning, a middle, and an end. -
University Microfilms, a XERQ\Company, Ann Arbor, Michigan
72- 15,293 SHARP, Nicholas Andrew, 1944- SHAKESPEARE'S BAROQUE COMEDY: THE WINTER'S TALE. The Ohio State University, Ph.D., 1971 Language and Literature, modern University Microfilms, A XERQ\Company, Ann Arbor, Michigan THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED SHAKESPEARE'S BAROQUE CŒEDY: THE V/INTER'S TALE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Nicholas Andrew Sharp, B,A., M,A, ***** The Ohio State University 1971 Approved by Id^iser Department of English PLEASE NOTE: Some pages have indistinct print. Filmed as received. University Microfilms, A Xerox Education Company Acknowledgraent I am extremely grateful to my adviser, Professor Rolf Soellner, for his advice, suggestions, and constant encouragement. ii VITA January 24, 1944 . Born— Kansas City, Missouri 1966 ......... B.A., The University of Kansas, Lawrence, Kansas 1966-1970........... NDEA Fellow, The Ohio State University, Columbus, Ohio 1968-1969, 1971-1972 . Teaching Associate, Department of English, The Ohio State University, Columbus, Ohio 1968 .......... M.A., The Ohio State University, Columbus, Ohio iii TABLE OF CONTENTS Page ACKNOWLEDGMENT..................................... ii VITA ..................................... .•.......... iii INTRODUCTION: BAROQUE AS AN HISTORICAL CONCEPT .... 1 Chapter I. THE JACOBEAN SETTING AND THE BAROQUE AESTHETIC 16 II. THE THEME OF SKEPTICAL FIDEISM............... 45 III. THE STRUCTURE............................... -
Schiller and Music COLLEGE of ARTS and SCIENCES Imunci Germanic and Slavic Languages and Literatures
Schiller and Music COLLEGE OF ARTS AND SCIENCES ImUNCI Germanic and Slavic Languages and Literatures From 1949 to 2004, UNC Press and the UNC Department of Germanic & Slavic Languages and Literatures published the UNC Studies in the Germanic Languages and Literatures series. Monographs, anthologies, and critical editions in the series covered an array of topics including medieval and modern literature, theater, linguistics, philology, onomastics, and the history of ideas. Through the generous support of the National Endowment for the Humanities and the Andrew W. Mellon Foundation, books in the series have been reissued in new paperback and open access digital editions. For a complete list of books visit www.uncpress.org. Schiller and Music r.m. longyear UNC Studies in the Germanic Languages and Literatures Number 54 Copyright © 1966 This work is licensed under a Creative Commons cc by-nc-nd license. To view a copy of the license, visit http://creativecommons. org/licenses. Suggested citation: Longyear, R. M. Schiller and Music. Chapel Hill: University of North Carolina Press, 1966. doi: https://doi.org/ 10.5149/9781469657820_Longyear Library of Congress Cataloging-in-Publication Data Names: Longyear, R. M. Title: Schiller and music / by R. M. Longyear. Other titles: University of North Carolina Studies in the Germanic Languages and Literatures ; no. 54. Description: Chapel Hill : University of North Carolina Press, [1966] Series: University of North Carolina Studies in the Germanic Languages and Literatures. | Includes bibliographical references. Identifiers: lccn 66064498 | isbn 978-1-4696-5781-3 (pbk: alk. paper) | isbn 978-1-4696-5782-0 (ebook) Subjects: Schiller, Friedrich, 1759-1805 — Criticism and interpretation. -
De Draagbare Wikipedia Van Het Schrijven – Verhaal
DE DRAAGBARE WIKIPEDIA VAN HET SCHRIJVEN VERHAAL BRON: WIKIPEDIA SAMENGESTELD DOOR PETER KAPTEIN 1 Gebruik, verspreiding en verantwoording: Dit boek mag zonder kosten of restricties: Naar eigen inzicht en via alle mogelijke middelen gekopieerd en verspreid worden naar iedereen die daar belangstelling in heeft Gebruikt worden als materiaal voor workshops en lessen Uitgeprint worden op papier Dit boek (en het materiaal in dit boek) is gratis door mij (de samensteller) ter beschikking gesteld voor jou (de lezer en gebruiker) en niet bestemd voor verkoop door derden. Licentie: Creative Commons Naamsvermelding / Gelijk Delen. De meeste bronnen van de gebruikte tekst zijn artikelen van Wikipedia, met uitzondering van de inleiding, het hoofdstuk Redigeren en Keuze van vertelstem. Deze informatie kon niet op Wikipedia gevonden worden en is van eigen hand. Engels In een aantal gevallen is de Nederlandse tekst te kort of non-specifiek en heb ik gekozen voor de Engelse variant. Mag dat zomaar met Wikipedia artikelen? Ja. WikiPedia gebruikt de Creative Commons Naamsvermelding / Gelijk Delen. Dit houdt in dat het is toegestaan om: Het werk te delen Het werk te bewerken Onder de volgende voorwaarden: Naamsvermelding (in dit geval: Wikipedia) Gelijk Delen (verspreid onder dezelfde licentie als Wikipedia) Link naar de licentie: http://creativecommons.org/licenses/by-sa/3.0/deed.nl Versie: Mei 2014, Peter Kaptein 2 INHOUDSOPGAVE INLEIDING 12 KRITIEK EN VERHAALANALYSE 16 Literaire stromingen 17 Romantiek 19 Classicisme 21 Realisme 24 Naturalisme 25 -
Durham E-Theses
Durham E-Theses Grillparzer's adoption and adaptation of the philosophy and vocabulary of Weimar classicism Roe, Ian Frank How to cite: Roe, Ian Frank (1978) Grillparzer's adoption and adaptation of the philosophy and vocabulary of Weimar classicism, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/7954/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 Summary After a summary of German Classicism and of Grillparzer's at times confusing references to it, the main body of the thesis aims to assess Grillparzer's use of the philosophy and vocahulary of Classicism, with particular reference to his ethical, social and political ideas, Grillparzer's earliest work, including Blanka, leans heavily on Goethe and Schiller, but such plagiarism is avoided after 1810. Following the success of Ahnfrau, however, Grillparzer returns to a much more widespread use of Classical themes, motifs and vocabulary, especially in Sappho, Grillparzer's mood in the period 1816-21 was one of introversion and pessimism, and there is an emphasis on the vocabulary of quiet peace and withdrawal. -
"A Brief Companion to Selected Poems from Jehanne Dubrow's
A BRIEF COMPANION TO SELECTED POEMS FROM JEHANNE DUBROW’S STATESIDE Associate Professor Temple Cone, USNA English Department Overview Jehanne Dubrow’s third book of poems, Stateside, is concerned with the difficulties that military families, particularly spouses, encounter throughout deployment. Dubrow, herself the wife of a Naval officer, balances images drawn quotidian experience in America with intricately formal verse that uses dramatic personae and alludes extensively to Western war literature, particularly Homer’s Odyssey. The book addresses experiences far more likely to touch far more of our midshipmen’s lives than combat: the difficult psychological adjustments and challenges to marital and family harmony that military deployment poses. Yet these experiences may prove difficult to discuss in the classroom. They challenge midshipmen to imagine a future they themselves have not yet lived, and they challenge instructors to address the messy, unglamorous aspects of military life, some of which may touch uncomfortably close to home; as Dubrow notes, “it’s hard to know: / the farther out a vessel drifts, / will contents stay in place, or shift?” (“Secure for Sea”). But if midshipmen and faculty can learn to focus on and consider the poetic elements of these poems, they may find an effective and amenable way of engaging with such difficult subjects. Certainly Dubrow has faith in poetry as a mode of expression; after all, she has chosen to write poems about a war primarily represented, so far, in memoir and film. Dubrow’s Stateside offers midshipmen and faculty a chance to engage with unpleasant but professionally relevant subjects, and perhaps to discover how poetry can articulate and even clarify the complexities of human experience. -
The Comic in the Theatre of Moliere and of Ionesco: a Comparative Study
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1965 The omicC in the Theatre of Moliere and of Ionesco: a Comparative Study. Sidney Louis Pellissier Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Pellissier, Sidney Louis, "The omicC in the Theatre of Moliere and of Ionesco: a Comparative Study." (1965). LSU Historical Dissertations and Theses. 1088. https://digitalcommons.lsu.edu/gradschool_disstheses/1088 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. This dissertation has been microfilmed exactly as received 66-744 PELLISSIER, Sidney Louis, 1938- s THE COMIC IN THE THEATRE OF MO LI ERE AND OF IONESCO: A COMPARATIVE STUDY. Louisiana State University, Ph.D., 1965 Language and Literature, modern University Microfilms, Inc., Ann Arbor, Michigan THE COMIC IN THE THEATRE OF MOLIHRE AND OF IONESCO A COMPARATIVE STUDY A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Foreign Languages btf' Sidney L . ,') Pellissier K.A., Louisiana State University, 19&3 August, 19^5 DEDICATION The present study is respectfully dedicated the memory of Dr. Calvin Evans. ii ACKNO'.-'LEDGEKiNT The writer wishes to thank his major professor, Dr. -
Sachgebiete Im Überblick 513
Sachgebiete im Überblick 513 Sachgebiete im Überblick Dramatik (bei Verweis-Stichwörtern steht in Klammern der Grund artikel) Allgemelnes: Aristotel. Dramatik(ep. Theater)· Comedia · Comedie · Commedia · Drama · Dramaturgie · Furcht Lyrik und Mitleid · Komödie · Libretto · Lustspiel · Pantragis mus · Schauspiel · Tetralogie · Tragik · Tragikomödie · Allgemein: Bilderlyrik · Gedankenlyrik · Gassenhauer· Tragödie · Trauerspiel · Trilogie · Verfremdung · Ver Gedicht · Genres objectifs · Hymne · Ideenballade · fremdungseffekt Kunstballade· Lied· Lyrik· Lyrisches Ich· Ode· Poem · Innere und äußere Strukturelemente: Akt · Anagnorisis Protestsong · Refrain · Rhapsodie · Rollenlyrik · Schlager · Aufzug · Botenbericht · Deus ex machina · Dreiakter · Formale Aspekte: Bildreihengedicht · Briefgedicht · Car Drei Einheiten · Dumb show · Einakter · Epitasis · Erre men figuratum (Figurengedicht) ·Cento· Chiffregedicht· gendes Moment · Exposition · Fallhöhe · Fünfakter · Göt• Echogedicht· Elegie · Figur(en)gedicht · Glosa · Klingge terapparat · Hamartia · Handlung · Hybris · Intrige · dicht . Lautgedicht . Sonett · Spaltverse · Vers rapportes . Kanevas · Katastasis · Katastrophe · Katharsis · Konflikt Wechselgesang · Krisis · Massenszenen · Nachspiel · Perioche · Peripetie Inhaltliche Aspekte: Bardendichtung · Barditus · Bildge · Plot · Protasis · Retardierendes Moment · Reyen · Spiel dicht · Butzenscheibenlyrik · Dinggedicht · Elegie · im Spiel · Ständeklausel · Szenarium · Szene · Teichosko Gemäldegedicht · Naturlyrik · Palinodie · Panegyrikus -
Introduction to Poetry Lecture Notes Professor Merrill Cole
Introduction to Poetry Lecture Notes Professor Merrill Cole The Basics of How to Read a Poem No good poem offers to any reader all that it has on the first reading. Poetry tends to be far denser than prose, requiring concentration on every word, every line, every rhyme, every metaphor, every sound, every image, every punctuation mark. It all matters. Poetry is not throw-away writing, like you might find in a newspaper, to be read quickly and pushed aside. The poet, Ezra Pound, said that “Literature is the news that stays news.” Good poems have something more to say on the second, fifth, or fiftieth reading. There is no easy formula you can apply to read a poem. Interpretation is not a hard science, but something more like an art. Poetry reading, like violin playing, requires practice, so the more poems you study, and the more you write about them, the better reader and writer you will become. However, there are strategies that you can use from the very beginning that can assist your understanding and make reading unfamiliar poems more fun. I would suggest that when reading a poem for the first time, don’t worry about discovering the overall meaning, but just register your initial impressions. On the second reading—there always needs to be a second reading—determine the exact sense of every word. If you don’t know or aren’t sure about a word, look it up in the dictionary. Whenever possible, it’s better to read a poem aloud, for you will hear things you did not see on the page. -
Piecing Together the Puzzle of Contemporary Spanish Fiction: a Translation and Critical Analysis of Fricciones by Pablo Martín Sánchez
Bard College Bard Digital Commons Senior Projects Spring 2016 Bard Undergraduate Senior Projects Spring 2016 Piecing Together the Puzzle of Contemporary Spanish Fiction: A Translation and Critical Analysis of Fricciones by Pablo Martín Sánchez Madeleine Renee Calhoun Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2016 Part of the Reading and Language Commons, and the Spanish and Portuguese Language and Literature Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Calhoun, Madeleine Renee, "Piecing Together the Puzzle of Contemporary Spanish Fiction: A Translation and Critical Analysis of Fricciones by Pablo Martín Sánchez" (2016). Senior Projects Spring 2016. 224. https://digitalcommons.bard.edu/senproj_s2016/224 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. Piecing Together the Puzzle of Contemporary Spanish Fiction: A Translation and Critical Analysis of Fricciones by Pablo Martín Sánchez Senior Project Submitted to The Division of Languages and Literature of Bard College by Madeleine Calhoun AnnandaleonHudson, New York May 2016 Acknowledgements First and foremost, I would like to thank my advisor, Patricia LópezGay, for her unwavering support and encouragement throughout the past year. -
English 11 Poetic Terms
English 11 Poetic Terms Apostrophe An apostrophe is an exclamatory rhetorical figure of speech, when a talker or writer breaks off and directs speech to an imaginary person or abstract quality or idea. In dramatic works and poetry written in or translated into English, such a figure of speech is often introduced by the exclamation "O.” Example. "Where, O death, thy sting? where, O death, thy victory?"(1 Corinthians 15:55) Assonance Assonance is repetition of vowel sounds to create internal rhyming within phrases or sentences. Example. In the phrase, "Do you like blue?" the /u/ ("o"/"ou"/"ue" sound) is repeated within the sentence and is assonant. Consonance Consonance is a stylistic device, most commonly used in poetry and songs, characterized by the repetition of the same consonant two or more times in short succession. Example. Pitter patter. All mammals named Sam are clammy. Dissonance Dissonance is the deliberate avoidance of assonance, and, in poetry, is similar to cacophony. Example. “'Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.” -Lewis Carroll‟s “Jabberwocky” Repetition Repetition is the simple repeating of a word, within a sentence or a poetical line, with no particular placement of the words, in order to emphasize. This is such a common literary device that it is almost never even noted as a figure of speech. Example. “Today, as never before, the fates of men are so intimately linked to one another that a disaster for one is a disaster for everybody.”(Natalia Ginzburg, The Little Virtues, 1962) direge me in veritate tua -1- Saint Thomas Aquinas High School English 11 Poetic Terms Meter In poetry, the meter (or metre) is the basic rhythmic structure of a verse. -
Johann Wolfgang Von Goethe, Friedrich Schiller, Theodor Fontane, Annette Von Droste- Hülshoff, Bert Brecht, Günter Kunert, Wolf Biermann Und Vielen Anderen
E-Book komplett 12 spannende, schicksalhafte und dramatische Hubert Albus Balladen-Stundenbilder mit allen Materialien! In diesem Band finden Lehrkräfte der Sekundarstufe 1 und 2 ausgewählte klassische und moderne Balladen von berühmten Schriftstellern wie Johann Wolfgang von Goethe, Friedrich Schiller, Theodor Fontane, Annette von Droste- Hülshoff, Bert Brecht, Günter Kunert, Wolf Biermann und vielen anderen. Hervorragendes Bildmaterial, Verlaufsskizzen, wichtige Hintergrundinformationen AlbusHubert · Balladen und texterschließende Arbeitsblätter mit Lösungen erleichtern Ihnen die Stundenplanung sowie die Unterrichtsvorbereitung erheblich. Mit diesen spannenden und ansprechenden Balladen können Sie bei Ihren Schülern und Schülerinnen das Interesse an Literatur wecken und vertiefen. Balladen Der Inhalt: Johann Wolfgang von Goethe: Der Zauberlehrling Friedrich Schiller: Der Taucher Schicksalhaftes durch drei Jahrhunderte Adelbert von Chamisso: Das Riesenspielzeug Theodor Fontane: Herr von Ribbeck auf Ribbeck im Havelland Annette von Droste-Hülshoff: Die Vergeltung Heinrich Heine: Die schlesischen Weber Joseph Freiherr von Eichendorff: Waldesgespräch Hermann Löns: Der Bohrturm Bertolt Brecht: Die Ballade vom Wasserrad Günter Kunert: Wie ich ein Fisch wurde mit Lösungen Kopiervorlagen Reinhard Mey: Kaspar Adelbert von Chamisso Wolf Biermann: Die Ballade von dem Drainage-Leger Fredi Rohsmeisl Friedrich Schiller aus Buckow Der Autor: Hubert Albus ist Sekundarstufenlehrer mit langjähriger Unterrichtserfahrung, Veröffentlichung von