3:35 P.M. I. Regular Session the Regular Session of the 2010-11
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Cinderella: Readings
Brian T. Murphy ENG 220-CAH: Mythology and Folklore (Honors) Fall 2019 Cinderella: Readings Eight Variants of “Cinderella”: Charles Perrault, “Cinderella; or, The Little Glass Slipper” ..................................................................1 Catherine-Maire d'Aulnoy, “Finette Cendron” ..................................................................................... 4 Jakob and Wilhelm Grimm, “Ashputtle” .............................................................................................10 Tuan Ch'êng-shih, “Yeh-Hsien (A Chinese 'Cinderella')” ...................................................................12 “The Maiden, the Frog, and the Chief's Son (An African 'Cinderella')” .............................................13 “Oochigeaskw—The Rough-Faced Girl (A Native American 'Cinderella')” ......................................14 Grant, Campbell, adapter. “Walt Disney's 'Cinderella'” ......................................................................15 Sexton, Anne. “Cinderella”..................................................................................................................16 Bettleheim, Bruno. “'Cinderella': A Story of Sibling Rivalry and Oedipal Conflicts” ..............................17 Yolen, Jane. “America's 'Cinderella.'” ......................................................................................................21 Rafferty, Terrence. “The Better to Entertain You With, My Dear.” .........................................................24 www.Brian-T-Murphy.com/Eng220.htm -
Russian Fairy Tales (RUSS 0090): Syllabus
Russian Fairy Tales (RUSS 0090): Syllabus Spring 2011 (2114) Prepared by: Carrie Marquette ([email protected]) Last modified: 2011-01-04 Abbreviations: AA: Aleksandr Afanas′ev. Russian Fairy Tales. New York: Pan- theon. 1975. BB: Bruno Bettelheim. The Uses of Enchantment: The Meaning and Importance of Fairy Tales. New York: Vintage Books. 2010. Clover: On line at http://clover.slavic.pitt.edu/tales/. CP: Course Pack. Available in the Pitt Book Center. ER: Electronic Reserves. The E-Reserve password for this course will be announced in lecture and recitations. Please do not share this password with anyone not enrolled in this course. LI: Linda Ivanits. Russian Folk Belief. NY: M. E. Sharpe. 1992. OL: On-line resources on public websites. Readings that are recommended but not required are marked ―optional.‖ Wednesday, January 5 (Session 1, Lecture 1) Topics for Wednesday, January 5 Course introduction Film Clip: Andy Tennant, Ever After (1998) Assignment due Wednesday, January 5 CW: PowerPoint: Introduction 2 Thursday, January 6 and Friday, January 7 (Session 2, Recitation 1) Topics for Thursday, January 6 and Friday, January 7 What makes a fairy tale? Assignment due Thursday, January 6 and Friday, January 7 ―The Arrant Fool,‖ p. 334 ―Elena the Wise,‖ pp. 545–50 ―The Enchanted Ring,‖ pp. 31–36 ―The Magic Shirt,‖ pp. 110–13 ―The Mayoress,‖ p.141 Monday, January 10 (Session 3, Lecture 2) Topics for Monday, January 10 Quiz on course description Russian paganism; pagan deities and festivals Film clip: Andrei Tarkovskii, Andrei Rublev (1966) Terminology Assignment due Monday, January 10 CW: Study on-line Course Description for quiz CW: PowerPoint: Paganism Clover: Definitions of Basic Terms, http://clover.slavic.pitt.edu/tales/definitions.html LI: ―The Pagan Background,‖ pp. -
Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
DOCUMENT RESUME ED 476 534 CS 511 994 TITLE Cinderella Folk Tales: Variations in Character. [Lesson Plan]. SPONS AGENCY Council of the Great City Schools, Washington, DC.; MCI WorldCom, Arlington, VA.; National Endowment for the Humanities (NFAH), Washington, DC. PUB DATE 2002-08-20 NOTE 12p.; See CS 511 993 for a related lesson plan. AVAILABLE FROM For full text: http://edsitement.neh.gov/lesson_index.asp. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC01 Plus Postage. DESCRIPTORS *Characterization; *Childrens Literature; Class Activities; *Cultural Context; Elementary Education; *Fairy Tales; Folk Culture; *Language Arts; Learning Activities; Lesson Plans; Skill Development; Student Educational Objectives; Units of Study IDENTIFIERS *Cinderella; Standards for the English Language Arts ABSTRACT Something about the Cinderella story resonates with its audience. Related tales are told in cultures all over the globe--500 versions of the tale have been found in Europe alone. In America too, the classic tale, re-envisioned in print and other media, continues to be popular. What changes does the Cinderella story undergo when it is translated from one culture to another: Why do people love the character of Cinderella so much more than her own stepmother does? This lesson plan for a unit on Cinderella's character intended for children in grades 3-5: cites subject areas, time required, and skills developed; provides an introduction; presents learning objectives; poses a guiding question; gives tips for teachers preparing to teach the lesson; suggests (and delineates) three classroom activities; provides suggestions for extending the lesson; lists Web resources; addresses standards alignment; an offers charts for characters in Cinderella and for characters in Cinderella stories from around the world. -
Reproductions Supplied by EDRS Are the Best That Can Be Made
DOCUMENT RESUME ED 476 533 CS 511 993 TITLE Cinderella Folk Tales: Variations in Plot and Setting. [Lesson Plan]. SPONS AGENCY Council of the Great City Schools, Washington, DC.; MCI WorldCom, Arlington, VA.; National Endowment for the Humanities (NFAH), Washington, DC. PUB DATE 2002-08-20 NOTE 12p.; See CS 511 994 for a related lesson plan. AVAILABLE FROM For full text: http://edsitement.neh.gov/lesson_index.asp. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC01 Plus Postage. DESCRIPTORS *Childrens Literature; Class Activities; *Cultural Context; Curriculum Enrichment; Elementary Education; *Fairy Tales; Folk Culture; *Language Arts; Learning Activities; Lesson Plans; Student Educational Objectives; Units of Study IDENTIFIERS *Cinderella; Literary Settings; Plot (Fiction) ABSTRACT The Cinderella story resonates with its audience--500 versions of the tale have been told in Europe alone, and related stories are told in cultures all over the globe. In America too, the classic tale, re- envisioned in print and other media, continues to be popular. What changes does the Cinderella tale undergo when it is transported from one culture to another? This lesson plan for a unit on the Cinderella story intended for children in grades 3-5: cites subject areas, time required, and skills developed; provides an introduction; presents learning objectives; poses guiding questions; gives tips for teachers preparing to teach the lesson; suggests (and delineates) five classroom activities; offers suggestions for extending the lesson; lists Web resources; addresses standards alignment; and provides worksheets for plot and setting elements in Cinderella.(NKA) Reproductions supplied by EDRS are the best that canbe made from the original document. -
Selected Grimms' Tales 1 CONTENTS the Golden Bird
Selected Grimms’ Tales CONTENTS The Golden Bird ................................................................................................................. 3 Hans In Luck ....................................................................................................................... 7 Jorinda And Jorindel ......................................................................................................... 11 The Travelling Musicians ................................................................................................. 13 Old Sultan ......................................................................................................................... 15 The Straw, The Coal, And The Bean ................................................................................ 17 Briar Rose ......................................................................................................................... 18 The Dog And The Sparrow ............................................................................................... 21 The Twelve Dancing Princesses ....................................................................................... 23 The Fisherman And His Wife ........................................................................................... 26 The Willow-Wren And The Bear ..................................................................................... 30 The Frog-Prince ................................................................................................................ 32 -
Russian Folklore in Film
Dr. Alexander Boguslawski Rollins College Office: Hauck 208 Spring 2009 T-TH 2:00-3:15 Hauck 110 E-mail: [email protected] RSN 227: RUSSIAN FOLKLORE IN FILM (This syllabus is not a contract and can be changed at any time at the discretion of the professor) COURSE-SPECIFIC OBJECTIVES: The course will acquaint the students with selected genres of Russian folklore. To accomplish this goal, we will watch a number of movies based on the works of Aleksandr Sergeevich Pushkin, Russian heroic epic, and Russian folk tales, and we will compare the films to their textual sources. The first segment of the course presents the fairy tales of Pushkin. The second segment investigates Russian heroic epic. The third segment deals with Russian fairy and folk tales, particularly with their analysis through Vladimir Propp’s 31 function method. The movies will be used to provide illustrative material and to show the popularity of folklore topics and folk heroes in modern Russia. The selected topics will help students gain insight into the everyday life of the Russian people, evaluate better the character and behavior of the Russian people and see it as a result of many centuries of 1 traditional beliefs, customs, and traditions. GENERAL EDUCATION REQUIREMENTS: This course fulfills the General Education Requirement C (knowledge of other cultures). The following paragraphs should help students understand this requirement, its definition, and the means of assessment as well as its application in this course: Knowledge of Other Cultures (C) Humans have adapted to a wide range of habitats and developed a variety of ways of interpreting and understanding the world. -
A Content Analysis of Cinderella Illustrated Storybooks Housed in the De Grummond Collection Kimberly Smith
SLIS Connecting Volume 1 | Issue 1 Article 8 2012 A Content Analysis of Cinderella Illustrated Storybooks Housed in the de Grummond Collection Kimberly Smith Follow this and additional works at: http://aquila.usm.edu/slisconnecting Part of the Library and Information Science Commons Recommended Citation Smith, Kimberly (2012) "A Content Analysis of Cinderella Illustrated Storybooks Housed in the de Grummond Collection," SLIS Connecting: Vol. 1: Iss. 1, Article 8. DOI: 10.18785/slis.0101.09 Available at: http://aquila.usm.edu/slisconnecting/vol1/iss1/8 This Article is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in SLIS Connecting by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. A Content Analysis of Cinderella Illustrated Storybooks Housed in the de Grummond Collection By Kimberly A. Smith Master’s Research Project, December 2004 The common themes found in the world’s University of Southern Mississippi “Cinderella” stories suggest that “Cinderella” has Readers: Dr. M.J. Norton filled some type of deep psychological need in Dr. Teresa S. Welsh humanity. Certain themes may have been expressed differently—or altogether forgotten—by certain Abstract cultures; but a number of themes have remained This study screened 71 “Cinderella” illustrated solidly intact, such as the mother‐daughter storybook titles housed in the de Grummond relationship, the girl’s relationship with the rest of Children’s Literature Collection and published from her family, the girl’s continued relationship with her 1984‐2004 for specific expressions of the animal true mother through her animal helper, and the tiny helper theme—identified as “common incidents” by delicate shoe that could only be worn by the girl. -
Cultural Unity Through Folktales
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1997 Volume II: American Children's Literature Cultural Unity through Folktales Curriculum Unit 97.02.09 by Stella Samuel Seventh and eighth grade students are a delightful mix of optimism (that anything is possible), willingness (to experience life to its fullest), anticipation (by skipping the growing process and wanting what might happen six or eight years later), and bewilderment (with what they are going through). They have an impatience with anything or anyone that is outside of their quite involved but tightly limited experience. It is this characteristic that I would like to help them with—the characteristic of not understanding any thing that is different. If they don't know what or why something is done the way that it is, they have a tendency to think that it is stupid and therefore will laugh at it or ridicule it. For example, if they hear someone speak with a different accent, they think that it is hilarious. When it is explained to them, they become very interested and will ask insightful and thoughtful questions. They will accept the difference with pride and understanding. Teenagers and pre- teenagers who don't understand differences often will not accept a classmate who wears different clothes, has a different mental capacity, speaks differently from the way they do, looks different, uses different language expressions, has different religious beliefs, or is taught different values at home. It poses a dilemma for all students who want to be accepted by their peers. These same students who are so willing to ostracize the "different" child will also befriend that same child when presented with background for these differences. -
Russian 299 Fairytale: Russia & the World Explore the Ritual Origins and Psychological Uses of the Fairy Or “Magic” Tale
Professor Amy Adams Stein 454 [email protected] Russian 299 Fairytale: Russia & the World Explore the ritual origins and psychological uses of the fairy or “magic” tale. Students will read fairy tales from Russian and other cultures that represent the following categories: Baba-Yaga and the devouring witch; immortals; the firebird and other helpful creatures; animal brides and bridegrooms (beauties and beasts); the bad wife and the wise maiden; the fool; sibling tales; Cinderellas and wicked step-mothers; Sleeping Beauty; Snow White; the brave and clever youth; literary fairy tales. Other topics include the structure of the fairy tale, the “Disney-fication” of the fairy tale and the manipulation of the fairy tale for non-fairy tale uses. thurs Jan 18th The Importance of Beginnings The Russian State (“Vikings”)(MRC) Types of Tales Warner, “The Pagan Gods” (9-20) (ppt. presentation) tues Jan 23rd Married to Magic: Animal Brides & Bridegrooms “The Frog Princess” (Anfanasiev 119) “The Snotty Goat” (Afanasiev 200) Warner, “The Elements: Water, Fire, Earth and Air” (21-32) Bettleheim, “The Animal-Groom Cycle of Fairytales” (277-310) (ERes) Recommended (on the significance of numbers): Yovino- Young, “Pagan Ceremonies and Folk Literature: Verbal Forms” ERes thurs Jan 25th Animal Brides & Bridegrooms “East of the Sun, West of the Moon” http://www.pitt.edu/~dash/norway034.html “Cupid & Psyche” (ERes or: http://www.pitt.edu/~dash/cupid.html) Haney, “Bear Rituals in Folk Tradition” (65-71) (ERes) tues Jan 30th Animal Brides & Bridegrooms “Beauty