Folklore of the North American Indians
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Structuralism and "The Story of Asdiwal" Structuralism and "The Story of Asdiwal"
Structuralism and "The Story of Asdiwal" Structuralism and "The Story of Asdiwal" A Re-analysis of a Tsimshian Myth by Darcee L. McLaren A Thesis Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Master of Arts McMaster University IC> copyright Darcee L. McLaren, September 1990 '11cMA5TER UNlVERSiTY LIB~ MASTER OF ARTS ( 1990) McMASTER UNIVERSITY (Religious Studies) Hamilton, Ontario TITLE: Structuralism and "The Story of Asdiwal'' AUTHOR: Darcee L. McLaren, B.A. Hons. (Queen's University) SUPERVISOR: Professor Ellen Badone NUMBER OF PAGES: vi, 85 ii Abstract This thesis shows that the criticisms of Levi-Strauss' analysis, entitled "The Story of Asdiwal", arise out of the careless application of structuralist principles on the part of Levi-Strauss. They are not due to problems inherent in structuralism itself. To further this point, the story of Asdiwal is re-analyzed using a rigourous application of structuralism which avoids the mistakes made by Levi-Strauss. That is, it takes all the versions into ac count, considers the ethnographic material in detail, and uses those ethnographic sources with attention to focus and method of collection. The result is an analysis which shows the theme of the story of Asdiwal to be rivalry while the basic binary opposition is between competition and cooperation and not between the matriline and the patriline as Levi-Strauss supposed. iii Acknowledgements I received the support and encouragement of many people in various ways before this thesis was completed. First, I would like to thank my supervisor, Ellen Badone, for her in sight, many contributions and, in particular, for her detailed attention. -
November 6Th 1997
California State University, San Bernardino CSUSB ScholarWorks Coyote Chronicle (1984-) Arthur E. Nelson University Archives 11-6-1997 November 6th 1997 CSUSB Follow this and additional works at: https://scholarworks.lib.csusb.edu/coyote-chronicle Recommended Citation CSUSB, "November 6th 1997" (1997). Coyote Chronicle (1984-). 419. https://scholarworks.lib.csusb.edu/coyote-chronicle/419 This Newspaper is brought to you for free and open access by the Arthur E. Nelson University Archives at CSUSB ScholarWorks. It has been accepted for inclusion in Coyote Chronicle (1984-) by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. CALIFORNIA S^A^^UNlVERSITY The Coyote San Bernardino Volume 32 Issue 3 California State University, San Bernardino November 6,1997 Inside... CETI for California News State Universities rter By Jeanette Lee Production Editor ever have to step foot on the ac tual campus of the university that they would like to attend. Features What is CETI? What does CETI The CETI proposal would tack have to do with me? CETI is the a $14 technology fee on to student Califcmiia Educaticm Technology tuition. Faculty would also be re Initiative. This proposal was ccm- quired to pay this fee. ceived by Chancellor Barry Four major corpwations are set Opinio Munitzinl995. His intention was to be part of this new ccMporation Editoriais to fonn a separate corporation that to provide the CSU system tech would provide the CSU commu nological goods and sovices. The ....page 9 nity with internet services and four companies that will be part of computer technology and soft this corporation are MicroSoft, ware. -
A Definition of Folklore: a Personal Narrative
University of Pennsylvania ScholarlyCommons Department of Near Eastern Languages and Departmental Papers (NELC) Civilizations (NELC) 2014 A Definition of olklorF e: A Personal Narrative Dan Ben-Amos University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/nelc_papers Part of the Folklore Commons, Near and Middle Eastern Studies Commons, and the Oral History Commons Recommended Citation Ben-Amos, D. (2014). A Definition of olklorF e: A Personal Narrative. Estudis de Literatura Oral Popular (Studies in Oral Folk Literature), 3 9-28. Retrieved from https://repository.upenn.edu/nelc_papers/141 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/nelc_papers/141 For more information, please contact [email protected]. A Definition of olklorF e: A Personal Narrative Abstract My definition of folklore as "artistic communication in small groups" was forged in the context of folklore studies of the 1960s, in the discontent with the definitions that were current at the time, and under the influence of anthropology, linguistics - particularly 'the ethnography of speaking' - and Russian formalism. My field esearr ch among the Edo people of Nigeria had a formative impact upon my conception of folklore, when I observed their storytellers, singers, dancers and diviners in performance. The response to the definition was initially negative, or at best ambivalent, but as time passed, it took a more positive turn. Keywords context, communication, definition, performance, -
Re-Visioning Personal Myths in Executive Coaching
University of Pennsylvania ScholarlyCommons Master of Science in Organizational Dynamics Theses Organizational Dynamics Programs 7-1-2020 Re-Visioning Personal Myths In Executive Coaching Atif Iqbal University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/od_theses_msod Part of the Organizational Behavior and Theory Commons Iqbal, Atif, "Re-Visioning Personal Myths In Executive Coaching" (2020). Master of Science in Organizational Dynamics Theses. 104. https://repository.upenn.edu/od_theses_msod/104 Submitted to the Program of Organizational Dynamics, College of Liberal and Professional Studies in the School of Arts and Sciences in Partial Fulfillment of the Requirements for the Degree of Master of Philosophy in Organizational Dynamics at the University of Pennsylvania Advisor: Linda Pennington This paper is posted at ScholarlyCommons. https://repository.upenn.edu/od_theses_msod/104 For more information, please contact [email protected]. Re-Visioning Personal Myths In Executive Coaching Abstract The purpose of this capstone is to study how executive coaches use stories to help their clients author a more empowering personal myth, in support of the client’s long- term vision that accounts for diverse personal and professional stakeholders. Through a multidisciplinary review of literature, the study enunciates how people create personal myths to make sense of their lives and why those invisible myths need to be continuously updated to account for life changes. The review of organizational research emphasizes the importance of choosing an archetype that supports a desired social identity at work. Following interviews with experienced coach practitioners, the study outlines a process by which coaches can ask for stories that not only help clients change but also lay the foundation of the deeper work clients need to do to articulate and realize their future vision. -
2017 Fernald Caroline Dissert
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE VISUALIZATION OF THE AMERICAN SOUTHWEST: ETHNOGRAPHY, TOURISM, AND AMERICAN INDIAN SOUVENIR ARTS A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By CAROLINE JEAN FERNALD Norman, Oklahoma 2017 THE VISUALIZATION OF THE AMERICAN SOUTHWEST: ETHNOGRAPHY, TOURISM, AND AMERICAN INDIAN SOUVENIR ARTS A DISSERTATION APPROVED FOR THE SCHOOL OF VISUAL ARTS BY ______________________________ Dr. W. Jackson Rushing, III, Chair ______________________________ Mr. B. Byron Price ______________________________ Dr. Alison Fields ______________________________ Dr. Kenneth Haltman ______________________________ Dr. David Wrobel © Copyright by CAROLINE JEAN FERNALD 2017 All Rights Reserved. For James Hagerty Acknowledgements I wish to extend my most sincere appreciation to my dissertation committee. Your influence on my work is, perhaps, apparent, but I am truly grateful for the guidance you have provided over the years. Your patience and support while I balanced the weight of a museum career and the completion of my dissertation meant the world! I would certainly be remiss to not thank the staff, trustees, and volunteers at the Millicent Rogers Museum for bearing with me while I finalized my degree. Your kind words, enthusiasm, and encouragement were greatly appreciated. I know I looked dreadfully tired in the weeks prior to the completion of my dissertation and I thank you for not mentioning it. The Couse Foundation, the University of Oklahoma’s Charles M. Russell Center, and the School of Visual Arts, likewise, deserve a heartfelt thank you for introducing me to the wonderful world of Taos and supporting my research. A very special thank you is needed for Ginnie and Ernie Leavitt, Carl Jones, and Byron Price. -
Horse Motifs in Folk Narrative of the Supernatural
HORSE MOTIFS IN FOLK NARRATIVE OF THE SlPERNA TURAL by Victoria Harkavy A Thesis Submitted to the Graduate Faculty of George Mason University in Partial Fulfillment of The Requirements for the Degree of Master of Arts Interdisciplinary Studies Committee: ___ ~C=:l!L~;;rtl....,19~~~'V'l rogram Director Dean, College of Humanities and Social Sciences Date: ~U_c-ly-=-a2..!-.:t ;LC>=-----...!/~'fF_ Spring Semester 2014 George Mason University Fairfax, VA Horse Motifs in Folk Narrative of the Supernatural A Thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts at George Mason University by Victoria Harkavy Bachelor of Arts University of Maryland-College Park 2006 Director: Margaret Yocom, Professor Interdisciplinary Studies Spring Semester 2014 George Mason University Fairfax, VA This work is licensed under a creative commons attribution-noderivs 3.0 unported license. ii DEDICATION This is dedicated to my wonderful and supportive parents, Lorraine Messinger and Kenneth Harkavy. iii ACKNOWLEDGEMENTS I would like to thank my committee, Drs. Yocom, Fraser, and Rashkover, for putting in the time and effort to get this thesis finalized. Thanks also to my friends and colleagues who let me run ideas by them. Special thanks to Margaret Christoph for lending her copy editing expertise. Endless gratitude goes to my family taking care of me when I was focused on writing. Thanks also go to William, Folklore Horse, for all of the inspiration, and to Gumbie, Folklore Cat, for only sometimes sitting on the keyboard. iv TABLE OF CONTENTS Page Abstract .............................................................................................................................. vi Interdisciplinary Elements of this Study ............................................................................. 1 Introduction ........................................................................................................................ -
Kwakwaka'wakw Storytelling: Preserving Ancient Legends
MARCUS CHALMERS VERONIKA KARSHINA CARLOS VELASQUEZ KWAKWAKA'WAKW STORYTELLING: PRESERVING ANCIENT LEGENDS ADVISORS: SPONSOR: Professor Creighton Peet David Neel Dr. Thomas Balistrieri This report represents the work of WPI undergraduate students submitted to the faculty as evidence of a degree requirement. WPI routinely published these reports on its website without editorial or peer review. For more information about the projects program at WPI, seehttp://www.wpi.edu/Academics/Projects Image: Neel D. (n.d.) Crooked Beak KWAKWAKA'WAKW i STORYTELLING Kwakwaka'wakw Storytelling: Reintroducing Ancient Legends An Interactive Qualifying Project submitted to the faculty of Worcester Polytechnic Institute in partial fulfillment of the requirements for the Degree of Bachelor of Science. Submitted by: Marcus Chalmers Veronika Karshina Carlos Velasquez Submitted to: David A. Neel, Northwest Coast native artist, author, and project sponsor Professor Creighton Peet Professor Thomas Balistrieri Date submitted: March 5, 2021 This report represents the work of WPI undergraduate students submitted to the faculty as evidence of a degree requirement. WPI routinely published these reports on its website without editorial or peer review. For more information about the projects program at WPI, see http://www.wpi.edu/Academics/Projects ABSTRACT ii ABSTRACT Kwakwaka'wakw Storytelling: Preserving Ancient Legends Neel D. (2021) The erasure of Kwakwaka'wakw First Nations' rich culture and history has transpired for hundreds of years. This destruction of heritage has caused severe damage to traditional oral storytelling and the history and knowledge interwoven with this ancient practice. Under the guidance of Northwest Coast artist and author David Neel, we worked towards reintroducing this storytelling tradition to contemporary audiences through modern media and digital technologies. -
Storytelling
Please do not remove this page Storytelling Anderson, Katie Elson https://scholarship.libraries.rutgers.edu/discovery/delivery/01RUT_INST:ResearchRepository/12643385580004646?l#13643502170004646 Anderson, K. E. (2010). Storytelling. SAGE. https://doi.org/10.7282/T35T3HSK This work is protected by copyright. You are free to use this resource, with proper attribution, for research and educational purposes. Other uses, such as reproduction or publication, may require the permission of the copyright holder. Downloaded On 2021/09/24 13:02:38 -0400 Chapter 28- 21st Century Anthropology: A Reference Handbook Edited by H. James Birx Storytelling Katie Elson Anderson, Rutgers University. Once upon a time before words were written, before cultures and societies were observed and analyzed there was storytelling. Storytelling has been a part of humanity since people were able to communicate and respond to the basic biological urge to explain, educate and enlighten. Cave drawings, traditional dances, poems, songs, and chants are all examples of early storytelling. Stories pass on historical, cultural, and moral information and provide escape and relief from the everyday struggle to survive. Storytelling takes place in all cultures in a variety of different forms. Studying these forms requires an interdisciplinary approach involving anthropology, psychology, linguistics, history, library science, theater, media studies and other related disciplines. New technologies and new approaches have brought about a renewed interest in the varied aspects and elements of storytelling, broadening our understanding and appreciation of its complexity. What is Storytelling? Defining storytelling is not a simple matter. Scholars from a variety of disciplines, professional and amateur storytellers, and members of the communities where the stories dwell have not come to a consensus on what defines storytelling. -
Folk and Traditional Arts and Social Change a Working Guide to The
A Working Guide to the Landscape of Arts for Change A collection of writings depicting the wide range of ways the arts make community, civic, and social change. Folk and Traditional Arts Hugo Arroyo of Los Cenzontles engages young people in a Son Jarocho music and dance class. and Social Change By Betsy Peterson Folk arts include a constellation of artistic activities and cultural expressions in community life that are informal, often popular in orientation, amateur, voluntary, and occurring in myriad social contexts. As expressions of deep cultural knowledge, creative expression, activism, cultural durability, and community values, folk and traditional arts can be tools for community empowerment and social change. In this paper, author Betsy Peterson captures a range of cultural activity beyond familiar forms such as protest songs that use cultural tradition to explicitly address or mobilize public opinion on political or social issues. She characterizes subtle but potent ways that cultural workers, activists, and others intentionally draw upon folk and traditional arts and culture to name and interpret their own experience, to test their own boundaries, and to affirm a cultural continuity in the face of social concerns. Preservation in the form of cultural engagement and participation can be a form of place based advocacy; it can also be an act of naming, resistance, and critical affirmation for communities whose cultural values, languages, and art forms find little support or recognition mainstream systems. Increasingly, individuals and organizations are employing ethnographic field methods of listening and observation and the tools of documentation in community development and planning processes, for cultural and creative capacity building, and in arenas of education, social justice, and mental health and healing. -
“The Wreck of the Julie Plante” and Its Offspring
Fall–Winter 2016 Volume 42: 3–4 The Journal of New York Folklore “The Wreck of the Julie Plante” and Its Offspring What’s Your Watershed? Folklore and the Environment Hello, Hannah! NYFS’ Upstate Regional Rep Puerto Rican & Garifuna Drums Democratizing the Folk Arts Workplace American Public Folklore In Nanjing From the Director From the Editor According to New “Save the Date,” and join us at the Castellani Thirty years ago I began York State’s Office of Art Museum of Niagara University. Details my first consultant job New Americans, one will be posted on our website, www.nyfolklore. as a folklorist in upstate in four New York State org. New York. adults of working age The New York Folklore Society, in col- Crandall Library want- are foreign born and laboration with Green Worker Cooperatives ed to expand their bud- almost one-third of (GWC), hosted the second in a series of ding Folk Arts Program New York’s business workshops on October 23, in Brooklyn, on and agreed with the folks owners are immigrants. Our state’s diversity “Democratizing the Folk Arts Workplace: at the New York State Council on the Arts provides a tapestry of colors and patterns of Forming a Worker-Owned Cooperative” that a young folklorist working and studying culture, language, and arts that enriches us all. with GWC’s Ileia Burgos. You can read in Washington, DC, could breathe new life Although New York City has been histori- about both workshops in this issue in a into their program. cally the destination for immigrants, Upstate report from NYFS’s NYC Regional Repre- I was to conduct a Folk Arts Survey of New York has most recently benefitted from sentative Eileen Condon. -
Family Folklore
Goals/Objectives/Student Outcomes: Students will: lesson and asking for help and cooperation when children come home asking questions. Some families may not want to share some of the • Define in writing family folklore. information asked for, and that's fine—cultural traditions are very • Identify aspects of family folklife through discussion of personal and often private, especially those connected to religion or traditions of their own names. other belief systems. • Identify examples of family heirlooms, family stories, and Because some parents may be wary of providing information, and family recipes as types of family folklife. because there are so many non-traditional families, a teacher will need to be flexible in making assignments. Some students may not • Look at family bonding and continuity through folk live with either parent, or many rarely see a parent who works late traditions. shift, or may not feel they can talk to a parent, and so will have a hard • Identify family activities which meet the criteria of folklore time with a few of the assignments (how they were named, collecting and folklife. a family recipe). Alternatives might need to be suggested in these cases, such as having a student write about his or her nicknames rather than a given name, or getting information from another adult like a neighbor or foster parent. If there are no family celebrations, Materials: rituals or other traditions among their students; in this case, you might 1. Family photographs get them to talk about celebrations or traditions in some other group they belong to, such as a club, sports teams, or even the classroom. -
Since I Began Reading the Work of Steve Ditko I Wanted to Have a Checklist So I Could Catalogue the Books I Had Read but Most Im
Since I began reading the work of Steve Ditko I wanted to have a checklist so I could catalogue the books I had read but most importantly see what other original works by the illustrator I can find and enjoy. With the help of Brian Franczak’s vast Steve Ditko compendium, Ditko-fever.com, I compiled the following check-list that could be shared, printed, built-on and probably corrected so that the fan’s, whom his work means the most, can have a simple quick reference where they can quickly build their reading list and knowledge of the artist. It has deliberately been simplified with no cover art and information to the contents of the issue. It was my intension with this check-list to be used in accompaniment with ditko-fever.com so more information on each publication can be sought when needed or if you get curious! The checklist only contains the issues where original art is first seen and printed. No reprints, no messing about. All issues in the check-list are original and contain original Steve Ditko illustrations! Although Steve Ditko did many interviews and responded in letters to many fanzines these were not included because the checklist is on the art (or illustration) of Steve Ditko not his responses to it. I hope you get some use out of this check-list! If you think I have missed anything out, made an error, or should consider adding something visit then email me at ditkocultist.com One more thing… share this, and spread the art of Steve Ditko! Regards, R.S.