Learning Narrative Structure from Annotated Folktales by Mark Alan Finlayson B.S.E., University of Michigan (1998) S.M., Massachusetts Institute of Technology (2001)
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Evaluation & Research Literature: the State of Knowledge on BJA
Evaluation & Research Literature: The State of Knowledge on BJA-Funded Programs March 27, 2015 Overview The Bureau of Justice Assistance (BJA) is a leader in developing and implementing evidence-based criminal justice policy and practice. BJA’s mission is to provide leadership in services and grant administration and criminal justice policy development to support local, state, and Tribal justice strategies to achieve safer communities. This is accomplished in many criminal justice topic areas, including adjudication, corrections, counter-terrorism, crime prevention, justice information sharing, law enforcement, justice and mental health, substance abuse, and Tribal justice. Under each topic area, BJA funds numerous programs and initiatives at the Tribal, local, and state level. In partnership with the National Institute of Justice (NIJ), other Federal partners, and many other research partners, many of these programs have been evaluated, while others have not. The intent of the following report is to assess the state of knowledge as determined by data collection, research, and evaluation of and related to BJA- funded programs. This report is a resource that can be a reference for both evaluation and research literature on many BJA programs. It also identifies programs and practices for which U.S. Department of Justice resources have played a critical role in generating innovative programs and sound practices. This report identifies programs and practices with a solid foundation of evidence, as well as those that may benefit from further research and evaluation. Program evaluation is a systematic, objective process for determining the success of a policy or program. Evaluations assess whether and to what extent the program is achieving its goals and objectives. -
The Seven Pillars of Storytelling
BOOKS The Seven Pillars of Storytelling Ffion Lindsay Copyright © 2015 Sparkol All rights reserved Published by: Sparkol Books Published: December 2015 Illustrations: Ben Binney Sparkol Books Bristol, UK http://sparkol.com/books Keep this book free We’ve written this book to help you engage your audience through storytelling. Sharing it with just one other person spreads the word and helps us to keep it free. Thank you for clicking. Tweet Facebook G+ Pin it Scoop it LinkedIn Foreword If I were an architect designing a building I would look to nature – to the great creator, to God, if you like – for structures and principles, for design and style, for strength and beauty and for methods that have evolved over time. As communicators, we can do the same. In this book reams of theory has been distilled into practical, simple tools for understanding and applying the power of story. Ever thought why as evolved beings we don’t have more useful dreams at night? Why no one dreams in bullet points? Why the film industry is so large? Or why the gaming industry – which loves narrative based games – is even larger? Why we paint the day in stories, not facts, when we come home to our families? In the Middle East, centuries ago, a bearded man, a familiar boy who’d grown and looked like any other, trained in his father’s humble profession, stepped out on to a mountain and delivered simple stories that have been repeated ever since. Jesus, for me the most effective communicator there ever was, used parables. -
The Heroic Fairy Tale Villain
The Heroic Fairy Tale Villain Application of Vladimir Propp’s formalist schema to the creation of a revisionist cinematic fairy tale in which the traditional villain is transformed into an anti-hero. Scott Hamilton B.E., Dip. Film & Television Production. Submitted in fulfilment of the requirements for the degree of Master of Fine Arts (Research). School of Creative Practice Faculty of Creative Industries, Education and Social Justice Queensland University of Technology 2021 Keywords Screenwriting, screenplay structure, feature film, revisionist fairy tale, character, archetype, hero, anti-hero, villain, protagonist, antagonist. i Abstract Recent trends in the Hollywood film industry have seen a rise in revisionist fairy tale films in which the traditional literary story villain has been transformed into a cinematic anti-hero. Although many of these commercial blockbuster films have been financially successful at the box office, they are often criticised for their reliance on the Hero’s Journey structural approach of Christopher Vogler, which is a mainstay in Hollywood hero-origin style narratives. This creative practice-led research analyses this character transformation construct and addresses this criticism by formulating a new approach to screenplay structure. This is achieved by utilising the formalist schema of literary Russian fairy tales outlined by Vladimir Propp in Morphology of the Folktale—which has thus far primarily been used within Film Studies academia as an analysis tool of pre-existing film texts and not as a screenplay development tool—and mapping it to Syd Field’s three-act structural paradigm, which is the dominant narrative structure in mainstream Hollywood cinema. Transformation of the villain to anti-hero and application of this new structural approach was used in the writing of this exegesis’ creative work The Devil’s Symphony, a feature-length dramatic screenplay based on the fairy tale The Pied Piper of Hamelin. -
News Briefs the Elite Runners Were Those Who Are Responsible for Vive
VOL. 117 - NO. 16 BOSTON, MASSACHUSETTS, APRIL 19, 2013 $.30 A COPY 1st Annual Daffodil Day on the MARATHON MONDAY MADNESS North End Parks Celebrates Spring by Sal Giarratani Someone once said, “Ide- by Matt Conti ologies separate us but dreams and anguish unite us.” I thought of this quote after hearing and then view- ing the horrific devastation left in the aftermath of the mass violence that occurred after two bombs went off near the finish line of the Boston Marathon at 2:50 pm. Three people are reported dead and over 100 injured in the may- hem that overtook the joy of this annual event. At this writing, most are assuming it is an act of ter- rorism while officials have yet to call it such at this time 24 hours later. The Ribbon-Cutting at the 1st Annual Daffodil Day. entire City of Boston is on (Photo by Angela Cornacchio) high alert. The National On Sunday, April 14th, the first annual Daffodil Day was Guard has been mobilized celebrated on the Greenway. The event was hosted by The and stationed at area hospi- Friends of the North End Parks (FOTNEP) in conjunction tals. Mass violence like what with the Rose F. Kennedy Greenway Conservancy and North we all just experienced can End Beautification Committee. The celebration included trigger overwhelming feel- ings of anxiety, anger and music by the Boston String Academy and poetry, as well as (Photo by Andrew Martorano) daffodils. Other activities were face painting, a petting zoo fear. Why did anyone or group and a dog show held by RUFF. -
The Genesis and Development of "Parker's Back"
University of the Pacific Scholarly Commons University of the Pacific Theses and Dissertations Graduate School 1976 The Genesis and Development of "Parker's Back" Kara Pratt Brewer University of the Pacific Follow this and additional works at: https://scholarlycommons.pacific.edu/uop_etds Part of the English Language and Literature Commons Recommended Citation Brewer, Kara Pratt. (1976). The Genesis and Development of "Parker's Back". University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3201 This Dissertation is brought to you for free and open access by the Graduate School at Scholarly Commons. It has been accepted for inclusion in University of the Pacific Theses and Dissertations by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. THE GENESIS AND DEVELOPl'1ENT OF "PARKER'S BACK" by Kara Brewer An essay subrnitted.in partial fulfillment of the requirements for the degree of Doctor of Arts in the Depa~tment of English University of the Pacific IVJa.rch, 1976 This essay, written and submitted by Kara P. Brewer is approved for recommendation to the Graduate Council, University of the Pacific. Department Chairman or Dean: Essay Committee: Dated______ ~M~a~v~l~,~l~9~7~6~------------- "Parker's Back" is the last r-:~hort story Flannery 0' Connor wrote before the ravaging· disease Lupus took her• life in August of 1964. When Caroline Gordon visited her "in a hospital a fev1 weeks before her death," she spoke of her concern about finishing it. "She told me that the doc~~ tor had forbidden her to do any work. -
Genesis, Evolution, and the Search for a Reasoned Faith
GENESIS EVOLUTION AND THE SEARCH FOR A REASONED FAITH Mary Katherine Birge, SSJ Brian G. Henning Rodica M. M. Stoicoiu Ryan Taylor 7031-GenesisEvolution Pgs.indd 3 1/3/11 12:57 PM Created by the publishing team of Anselm Academic. Cover art royalty free from iStock Copyright © 2011 by Mary Katherine Birge, SSJ; Brian G. Henning; Rodica M. M. Stoicoiu; and Ryan Taylor. All rights reserved. No part of this book may be reproduced by any means without the written permission of the publisher, Anselm Academic, Christian Brothers Publications, 702 Terrace Heights, Winona, MN 55987-1320, www.anselmacademic.org. The scriptural quotations contained herein, with the exception of author transla- tions in chapter 1, are from the New Revised Standard Version of the Bible: Catho- lic Edition. Copyright © 1993 and 1989 by the Division of Christian Education of the National Council of the Churches of Christ in the United States of America. All rights reserved. Printed in the United States of America 7031 (PO2844) ISBN 978-0-88489-755-2 7031-GenesisEvolution Pgs.indd 4 1/3/11 12:57 PM c ontents Introduction ix .1 Genesis 1 Mary Katherine Birge, SSJ Why Read the Bible in the First Place? 1 A Faithful and Rational Reading of the Bible 6 Oral Tradition and the Composition of the Bible 6 Two Stories, Not One 8 “Cosmogony” and the Ancient Near East 11 Genesis 2–3: The Yahwist Account 12 Disaster: The Babylonian Exile 27 Genesis 1: The Priestly Account 31 .2 Scientific Knowledge and Evolutionary Biology 41 Ryan Taylor Science and Its Methodology 41 The History of Evolutionary Theory 44 The Mechanisms of Evolution 46 Evidence for Evolution 60 Limits of Scientific Knowledge 64 Common Arguments against Evolution from Creationism and Intelligent Design 65 3. -
Mutiny in the Royal Navy, 1740 to 1820
ASRXXX10.1177/0003122415618991American Sociological ReviewHechter et al. 6189912015 American Sociological Review 1 –25 Grievances and the Genesis © American Sociological Association 2015 DOI: 10.1177/0003122415618991 of Rebellion: Mutiny in the http://asr.sagepub.com Royal Navy, 1740 to 1820 Michael Hechter,a Steven Pfaff,b and Patrick Underwoodb Abstract Rebellious collective action is rare, but it can occur when subordinates are severely discontented and other circumstances are favorable. The possibility of rebellion is a check—sometimes the only check—on authoritarian rule. Although mutinies in which crews seized control of their vessels were rare events, they occurred throughout the Age of Sail. To explain the occurrence of this form of high-risk collective action, this article holds that shipboard grievances were the principal cause of mutiny. However, not all grievances are equal in this respect. We distinguish between structural grievances that flow from incumbency in a subordinate social position and incidental grievances that incumbents have no expectation of suffering. Based on a case- control analysis of incidents of mutiny compared with controls drawn from a unique database of Royal Navy voyages from 1740 to 1820, in addition to a wealth of qualitative evidence, we find that mutiny was most likely to occur when structural grievances were combined with incidental ones. This finding has implications for understanding the causes of rebellion and the attainment of legitimate social order more generally. Keywords social movements, collective action, insurgency, conflict, military authority Since the 1970s, grievances have had a roller grievances that are situational and unlikely to coaster career in studies of insurgency and appear in standard datasets, together with the collective action. -
An Analysis of Narrative-Based Educational Software
AN ANALYSIS OF NARRATIVE-BASED EDUCATIONAL SOFTWARE by DAVID NOAH (Under the direction of Lloyd Rieber) ABSTRACT Instructional designers often rely on stories to structure interactive learning environments. There is little evidence that they bring contemporary critical theory to these designs, especially as it pertains to the narratological implications of a hypermedia environment. The use of stories in these designs raises issues about the relationship between learning, interactivity, and story. Interactivity undermines traditional narrative structures, diminishing their power as structural agents. However, it also creates constructivist affordances for the instructional designer. How are designers resolving this conflict? How are they using story? This research study examines the use of story and instructional design in selected educational CD-ROMs. The works of Propp, Campbell, and Gagne are used as models for the analysis of the stories and instructional events. The results indicate that instructional presentation in narrative environments is usually sequestered from the main narrative, though there is some relation between story elements and instructional design. The designers do use story to engage learner attention, though there is little consistent correlation with the story models chosen for this research. Character transformation, important in narrative, is not addressed in the software. Simulations offer the most integrated approach to story and instruction, but at the cost of traditional story models. I conclude that story and instruction are largely incommensurable when instantiated within a hypermedia environment. Instruction is transparent in the sense that we go to it in order to get something else: learning. On the other hand, story is opaque in the sense that it is an end in itself. -
Genesis (In the Beginning...) Written By: Dennis Byrd
Genesis (In the Beginning...) written by: Dennis Byrd Spoken Intro: In the beginning God created the heavens and the earth Then the earth was without form and void And darkness was upon the face of the deep And the spirit of God - - moved upon the face of the waters. Musical Intro (4x) Unison: Genesis, Genesis, Genesis, Genesis (4x) (Parts): In the beginning God created the heavens and the earth SPOKEN: God! Musical Interlude (4x) Unison: Genesis, Genesis, Genesis, Genesis (4x) (Parts): Then the earth was without form and void And darkness was upon…the face of the deep And the spi-rit of God - - Moved upon the face of the waters. Musical Interlude (2x) Basses: Then God said Tenors: Then God said Altos: Then God said Sopranos: Then God said All: Let..there be light! Basses: And there was…light! Basses: And God saw the light Tenors: And God saw the light Altos: And God saw the light Sopranos: And God saw the light Basses: And...it…was……good! Musical Interlude (2x) Then God divided the light from the darkness The light He called day The darkness He called night And the evening and morning was the first day (2x) SPOKEN: And God said “Let there be a firmament in the midst of the waters” Choir: Let there be a firmament in the midst of the waters SPOKEN: And God made the firmament Choir: Yes He did! SPOKEN: And God divided the waters which were under the firmament from the waters which were above the firmament And divided the waters which were under the firmament from the waters which were above the firmament SPOKEN: And God said “Let there -
The Seven Basic Plots Overcoming the Monster the Main Character
The Seven Basic Plots Many stories fit neatly into one of these plot frameworks. In the same way that some books don’t fall neatly into one genre category, there are also many stories that include elements from different basic plot lines. It is useful for children to be aware of the different shapes a story can take to help their understanding and enjoyment when reading a story and also to support their own writing. Overcoming the Monster The main character sets out to defeat an enemy which is a threat to the main character and/or their homeland. e.g.: Greek myths such as Perseus and Theseus, Beowulf, Dracula, War of the Worlds, Nicholas Nickleby, James Bond, Star Wars, Harry Potter, Shrek, Jaws and The Hunger Games, Rags to Riches The poor hero/ine suffers hardship before ending up with power, wealth, and a happily ever after ending. e.g.: Cinderella, Aladdin, Jane Eyre, A Little Princess, Great Expectations, Oliver Twist, David Copperfield, The Prince and the Pauper The Quest The hero and some companions set out to find an important object or to get to a location, facing many obstacles and temptations along the way. e.g.: Iliad, Watership Down, The Lord of the Rings, Harry Potter, The Land Before Time, Indiana Jones, The Voyage of the Dawn Treader Voyage and Return The hero goes to a strange land and, after overcoming the threats it poses to him or her, returns with experience. e.g.: Odyssey, Alice in Wonderland, Goldilocks and the Three Bears, Peter Rabbit, The Hobbit, Chronicles of Narnia, Labyrinth, Finding Nemo, Gulliver's Travels, Apollo 13, The Wizard of Oz Comedy Light and humorous character with a happy or cheerful ending; a story in which the central motif is the triumph over adverse circumstance, resulting in a successful or happy conclusion.There is usually a conflict that becomes more and more confusing, but is at last made plain in a single event, often a wedding. -
QUT Digital Repository
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Queensland University of Technology ePrints Archive QUT Digital Repository: http://eprints.qut.edu.au/ Hartley, John (2008) YouTube, digital literacy and the growth of knowledge. In: Media, Communication and Humanity Conference 2008 at LSE, 21-23 September 2008, London. © Copyright 2008 [please consult the author] YOUTUBE, DIGITAL LITERACY AND THE GROWTH OF KNOWLEDGE JOHN HARTLEY QUEENSLAND UNIVERSITY OF TECHNOLOGY, AUSTRALIA1 A version of this paper is to be published in Jean Burgess and Joshua Green (2008) YouTube: Online Video and Participatory Culture. Cambridge: Polity Press; and in John Hartley (2009) The Uses of Digital Literacy. St. Lucia: University of Queensland Press. Abstract Social-network enterprises and all manner of user-created content from blogs to Wikipedia, are examples of self-expression within a community that is in principle species-wide. As broadband speed and bandwidth increase to acceptable levels for video, television is renewing itself in the context of these services, which are individual, interactive and international. The first popular internet television venture has been YouTube, whose slogan ‘Broadcast yourself’ neatly captures the difference between old-style TV and new. YouTube massively scales up both the number of people publishing TV ‘content’ and the number of videos available to be watched. However, few of the videos are ‘stories’ as traditionally understood; and the best of those that are, for instance lonleygirl15, pretend to be something else in order to conform to the conventions of dialogic social networks. In other words, YouTube does not exhaust the possibilities either for digital storytelling or for self-expression television. -
Alf Arvidsson Vladimir Propp's Fairy Tale Morphology and Game Studies
Computer games as fiction and social interaction A project sponsored by Vetenskapsrådet, 2003-2005 Institutionen för kultur och medier Umeå universitet Alf Arvidsson Vladimir Propp’s fairy tale morphology and game studies Working paper Vladimir Propp’s model of the structure of fairy tales has since its introduction to western scholarship during the 1950s, been regarded as one of the milestones in semiotic analysis and narratology, both for its inspiring function and taken for face value. It comes as no surprise that it also is suggested as a work of significance for game studies. I can agree on that; however, its meaning within the field of folklore studies and its range of appliability must be discussed. What is the content of Propp’s model? How has its basic ideas been further developed by later generations of folklorists? How can it be used? What claims can be based on it? What are its limits? My questions are trigged by the claims that sometimes are made for a universal applicability of Propp’s 31-function pattern. For instance, Arthur Asa Berger states in a recent introductory book, Video Games:A Popular Culture phenomenon, that “His thirty-one functions … are, it can be argued, at the heart of all narratives – not just the Russian folktales Propp analyzed in obtaining his list” (Berger 2002:34). I can agree with Berger that Propp’s model is worthy of attention in narrative studies. However, the claims of its universality go to far. It goes beyond the russian folktales, but halts somewhere after. The historical scientific context of Propp’s study is European folk tale studies, as they were in the 1920s with a history going back to the Grimm brothers showing the contemporary existence of an oral narrative genre with presumably ancient roots, within the popular classes.