Orality and Literacy
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Analysis of Creativity and Creative Context in Oral Poetry
Journal of Language and Culture Vol. 4(1), pp. 1-9, March, 2013 Available online http://www.academicjournals.org/JLC DOI: 10.5897/JLC11.039 ISSN 2141-6540 ©2013 Academic Journals Full Length Research Paper Analysis of creativity and creative context in oral poetry Dereje Fufa Bidu Department of Oromoo Folklore and Literature, Jimma University, Ethiopia. E-mail: [email protected]. Accepted 25 February, 2013 This study aims to analyse creativity in oral poetry. The focal points are mainly three: the way oral created and /or poetry is produced, the purpose it serves and the research methods employed to diagnose these. It begins with brief introductory analysis of the study of oral poetry in general and proceeds to a descriptive analysis of a sub-genre of Oromoo Oral Poetry. The analysis is a descriptive presentation to show the characteristics of the genre in Oromoo culture. The personality, the scene, the manner and the poems are selected to give better hint about the drawbacks of previous approaches. In fact Ruth Finnegan has initiated it in: I hope ... this preliminary book … will serve to introduce others to this rich field and perhaps encourage specialist scholars to take the subject for further through detailed study of particular oral poetries in their own languages (Finnegan, 1977: xii). Key words: Oral poetry, creativity, creative scene, creative context, contextual analysis, genre, Oromoo, geerarsa, yeelala. INTRODUCTION Oral poetry results from mental processes to serve imme- audiences and their interactions and emotional intensity diate personal, social or cultural purposes, which enforce reveal purpose. Texts possess language patterns and its creativities. -
Chapter 8: Conclusion
COMPARATIVE LITERATURE: AN OVERVIEW Rohib Adrianto Sangia Abstract: Comparative literature is an academic field dealing with the literature of two or more different linguistic, cultural or nation groups (D'haen, Domínguez, & Thomsen, 2012: 57). While most frequently practiced with works of different languages, comparative literature may also be performed on works of the same language if the works originate from different nations or cultures among which that language is spoken. Also included in the range of inquiry are comparisons of different types of art; for example, a relationship of film to literature. Keywords: Comparative Literature, World Literature, Literature Works INTRODUCTION The terms "Comparative Literature" and "World Literature" are often used to designate a similar course of study and scholarship (Enani, 2005: 27). Comparative Literature is the more widely used term in the United States, with many universities having Comparative Literature departments or Comparative Literature programs. Comparative literature is an interdisciplinary field whose practitioners study literature across national borders, across time periods, across languages, across genres, across boundaries between literature and the other arts (music, painting, dance, film, etc.), across disciplines (literature and psychology, philosophy, science, history, architecture, sociology, politics, etc.) (Tӧtӧsy de Zepetnek, 1998: 80) (Cao, 2013: xix). Defined most broadly, comparative literature is the study of "literature without borders" ( nguez, Saussy, & Villanueva, 2014: xv). Scholarship in Comparative Literature include, for example, studying literacy and social status in the Americas, studying medieval epic and romance, studying the links of literature to folklore and mythology, studying colonial and postcolonial writings in different parts of the world, asking fundamental questions about definitions of literature itself. -
Med Znanostjo in Politiko: Slovenistika Na Karlovi Univerzi V Pragi
1919 v slovenskem jeziku, literaturi in kulturi Alenka Jensterle-Doležal Filozofska fakulteta, Praga DOI: 10.4312/SSJLK.55.157-162 Med znanostjo in politiko: slovenistika na Karlovi univerzi v Pragi Študij slovenistike kot del južne slavistike ima v češki kulturi dolgo tradicijo. Intenzivno povezovanje med slovenskimi in češkimi intelektualci in pisatelji se je začelo v obdobju romantike. Slovenščina se je na Filozofski fakulteti Karlove uni- verze (v nadaljevanju: FF UK) začela poučevati že leta 1914, kar ni naključje. Slovenistika na FF UK je v 20. stoletju doži- vljala vzpone in padce. Položaj je bil zelo negotov posebno po dramatičnih političnih spremembah v češki družbi po letih 1947 in 1968. V študijskem letu 1993/94 je slovenistika postala samostojen študijski program. Devetdeseta leta in začetek 21. stoletja so bila tudi »najboljša leta« za slovenistiko v Pragi. Po letu 2008 je slovenščina ostala samo še speci- alizacija na južnoslovanskih študijah kot del študij balkanskega in južnoslovanskega območja. V 21. stoletju na FF UK še vedno ostaja nerazrešena napetost med filološkim in zgodovinskim (kulturološkim) razumevanjem mesta slovenistike (južne slavistike). slovenistika na Karlovi univerzi, slovensko-češke vezi, poučevanje slovenskega jezika kot tujega jezika, slovenistika na neslovenskih univerzah, koncept slavistike Slovene Studies as part of South Slavic studies has a long tradition in Czech culture. The fruitful relationship between Slovene and Czech scholars and writers began in the Romantic period. It was not by chance that the first lectureship of Slovene was founded in 1914 at the Faculty of Arts at Charles University. Subsequently, the teaching of Slovene experi- enced great success but also went through periods of challenge and difficulty, due to the dramatic political changes in Czech society in the turbulent 20th Century (especially after 1947 and 1968). -
Ethnologia Europaea in Croatia and Slovenia: Branimir Bratanić (1910–1986) and Vilko Novak (1909–2003)
Stud. ethnol. Croat., vol. 24, str. 7-30, Zagreb, 2012. Ingrid Slavec Gradišnik: Ethnologia Europea in Croatia and Slovenia: Branimir Bratanić... ETHNOLOGIA EUROPAEA IN CROATIA AND SLOVENIA: BRANIMIR BRATANIĆ (1910–1986) AND VILKO NOVAK (1909–2003) INGRID SLAVEC GRADIŠNIK UDK 39.01(497.5:497.4)”195” Slovenian Academy of Sciences and Arts 39-051 Bratanić, B.; 39-051 Novak, V. Scientific Research Center Original scientific paper Institute of Slovenian Ethnology Izvorni znanstveni rad 1000 Ljubljana, Novi trg 2, Slovenia Received / Primljeno: 25. 6. 2012. Accepted / Prihvaćeno: 10. 9. 2012. The author deals with a chapter from the histories of Croatian and Slovenian ethnology, particularly the period of the 1950s, when both national ethnological disciplines were engaged with the issue of the relationship between general and regional/national ethnology. As far as concerns this relationship, Branimir Bratanić and Vilko Novak, both university professors at that time, followed the contemporary line of discussions in European ethnology (EE). They presented the “novelties” and advocated the integration of specific national traditions in EE, adapting them by respecting disciplinary legacies and current state of the discipline in their home countries as well as their educational agendas and broader research practices. For this reason, this study also includes a comparative presentation of some disciplinary convergences and divergences right before this particular period: the links between Croatian and Slovenian ethnology that come to light when emphasising the conceptualization of the research field, institutional history, and contacts among researchers. Keywords: history of ethnology, Croatia, Slovenia, Branimir Bratanić, Vilko Novak, European ethnology. THE HISTORY OF DISCIPLINE, DISCIPLINARY CONVERGENCES AND DIVERGENCES The history of discipline pertains to the general issues of knowledge production. -
Challenges and Possibilities for World Literature, Global Literature, and Translation
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Purdue E-Pubs CLCWeb: Comparative Literature and Culture ISSN 1481-4374 Purdue University Press ©Purdue University Volume 15 (2013) Issue 7 Article 7 Challenges and Possibilities for World Literature, Global Literature, and Translation Kathleen Shields National University of Ireland Maynooth Follow this and additional works at: http://docs.lib.purdue.edu/clcweb Part of the American Studies Commons, Comparative Literature Commons, Education Commons, European Languages and Societies Commons, Feminist, Gender, and Sexuality Studies Commons, Other Arts and Humanities Commons, Other Film and Media Studies Commons, Reading and Language Commons, Rhetoric and Composition Commons, Social and Behavioral Sciences Commons, Television Commons, and the Theatre and Performance Studies Commons Dedicated to the dissemination of scholarly and professional information, Purdue University Press selects, develops, and distributes quality resources in several key subject areas for which its parent university is famous, including business, technology, health, veterinary medicine, and other selected disciplines in the humanities and sciences. CLCWeb: Comparative Literature and Culture, the peer-reviewed, full-text, and open-access learned journal in the humanities and social sciences, publishes new scholarship following tenets of the discipline of comparative literature and the field of cultural studies designated as "comparative cultural studies." Publications in the journal are indexed in the Annual Bibliography of English Language and Literature (Chadwyck-Healey), the Arts and Humanities Citation Index (Thomson Reuters ISI), the Humanities Index (Wilson), Humanities International Complete (EBSCO), the International Bibliography of the Modern Language Association of America, and Scopus (Elsevier). The ourj nal is affiliated with the Purdue University Press monograph series of Books in Comparative Cultural Studies. -
Comparative Literature (COML) 1
Comparative Literature (COML) 1 COML 340 Modern European Short Fiction 3 Credit Hours COMPARATIVE LITERATURE A careful reading of between 10 and 15 short novels (in English translation) with particular attention being paid to the manner in which (COML) their plots and characters express contemporary cultural issues. Such works as Dostoyevsky's Notes from Underground, Conrad's Heart of COML 221 Great Books I: Ancient World 3 Credit Hours Darkness, and Unamuno's Abel Sanchez will be included. Introduction to masterpieces of Western world literature from the ancient Prerequisite(s): ENGL 230 or ENGL 231 or ENGL 232 or ENGL 233 or world. Readings include the Bible, Iliad, Odyssey, Greek drama, and ENGL 235 or ENGL 236 or ENGL 237 or ENGL 239 or ENGL 200 Roman authors. (YR). COML 341 Mod Eur Poetry in Translation 3 Credit Hours COML 222 Great Books II 3 Credit Hours Movements and genres of modern European poetry, from the Symbolists Introduction to masterpieces of Western world literature from the Middle to the present. Included will be such poets as D'Annunzio, Cavafy, Ages and Renaissance. Readings include Dante, Chaucer, Wolfram, Rilke, Blok, Mayakovsky, Valery, Eluard, Pavese, Seferis, Akhmatova, Cervantes, Shakespeare, Moliere, and Racine. (YR). Mandestram, Marinetti, Trakl, Mistrale, Vallejo, Morgenstern, Apollinaire, COML 223 Great Books III: Modern Era 3 Credit Hours Loren, Transtromer, Brodsky, Milosz, and others in translation. (OC). Introduction to masterpieces of Western world literature from the Modern Prerequisite(s): ENGL 231 Era. Readings include Swift, Voltaire, Rousseau, English romantic poets, COML 344 Modern Literature: the Novel 3 Credit Hours fiction and drama of the 19th and 20th century. -
Orality in Writing: Its Cultural and Political Function in Anglophone African, African-Caribbean, and African-Canadian Poetry
ORALITY IN WRITING: ITS CULTURAL AND POLITICAL FUNCTION IN ANGLOPHONE AFRICAN, AFRICAN-CARIBBEAN, AND AFRICAN-CANADIAN POETRY A Thesis submitted to the College of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of English University of Saskatchewan Saskatoon By Yaw Adu-Gyamfi Spring 1999 © Copyright Yaw Adu-Gyamfi, 1999. All rights reserved. National Ubrary Bib!iotheque nationale 1+1 of Canada du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395. rue Wellington Ottawa ON K1A ON4 Ottawa ON K1 A ON4 Canada Canada Your file Vol", ,eferet1C8 Our file Not,e ,life,encs The author has granted a non L' auteur a accorde une licence non exclusive licence allowing the exclusive permettant a la National Library of Canada to Bibliotheque nationale du Canada de reproduce, loan, distribute or sell reproduire, preter, distribuer ou copies of this thesis in microform, vendre des copies de cette these sous paper or electronic formats. la forme de microfiche/film, de reproduction sur papier ou sur format electronique. The author retains ownership of the L' auteur conserve la propriete du copyright in this thesis. Neither the droit d'auteur qui protege cette these. thesis nor substantial extracts from it Ni la these ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent etre imprimes reproduced without the author's ou autrement reproduits sans son permISSlOn. autorisation. 0-612-37868-3 Canada UNIVERSITY OF SASKATCHEWAN College of Graduate Studies and Research SUMMARY OF DISSERTATION Submitted in Partial Fulfillment of the Requirements for the DEGREE OF DOCTOR OF PHILOSOPHY by Yaw Adu-Gyamfi Department of English Spring 1999 -EXAMINING COMMITTEE: Dr. -
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Palacký University, Olomouc Roman O. Jakobson: A Work in Progress edited and with an introduction by Tomáš Kubíček and Andrew Lass Olomouc 2014 Recenzenti: prof. PhDr. Petr A. Bílek, CSc. prof. PhDr. Dagmar Mocná, CSc. Publikace vznikla v rámci projektu Inovace bohemistických studií v mezioborových kontextech. Tento projekt je spolufi nancován Evropským sociálním fondem a státním rozpočtem České republiky. Zpracování a vydání publikace bylo umožněno díky fi nanční podpoře udělené roku 2014 Ministerstvem školství, mládeže a tělovýchovy ČR v rámci Institucionálního rozvojového plánu, programu V. Excelence, Filozofi cké fakultě Univerzity Palackého v Olomouci: Zlepšení publikačních možností akademických pedagogů ve fi lologických a humanitních oborech. Neoprávněné užití tohoto díla je porušením autorských práv a může zakládat občanskoprávní, správněprávní, popř. trestněprávní odpovědnost. Editors © Tomáš Kubíček and Andrew Lass, 2014 © Univerzita Palackého v Olomouci, 2014 ISBN 978-80-244-4386-7 Neprodejná publikace Content Introduction .................................................................................................................5 Parallelism in prose ...................................................................................................11 Wolf Schmid Reopening the “Closing statement”: Jakobson’s factors and functions in our Google Galaxy .......................................25 Peter W. Nesselroth Elective Affi nities: Roman Jakobson, Claude Lévi-Strauss and his Antropologie Structurale ..............................................................................37 -
COMPARATIVE LITERATURE (Div
COMPARATIVE LITERATURE (Div. I) Chair, Associate Professor CHRISTOPHER NUGENT Professors: BELL-VILLADA, CASSIDAY, DRUXES, S. FOX, FRENCH, KAGAYA**, NEWMAN***, ROUHI, VAN DE STADT. Associate Professors: C. BOLTON***, DEKEL, S. FOX, HOLZAPFEL, MARTIN, NUGENT, PIEPRZAK***, THORNE, WANG**. Assistant Professors: BRAGGS*, VARGAS. Visiting Assistant Professor: EQEIQ. Students motivated by a desire to study literary art in the broadest sense of the term will find an intellectual home in the Program in Comparative Literature. The Program in Comparative Literature gives students the opportunity to develop their critical faculties through the analysis of literature across cultures, and through the exploration of literary and critical theory. By crossing national, linguistic, historical, and disciplinary boundaries, students of Comparative Literature learn to read texts for the ways they make meaning, the assumptions that underlie that meaning, and the aesthetic elements evinced in the making. Students of Comparative Literature are encouraged to examine the widest possible range of literary communication, including the metamorphosis of media, genres, forms, and themes. Whereas specific literature programs allow the student to trace the development of one literature in a particular culture over a period of time, Comparative Literature juxtaposes the writings of different cultures and epochs in a variety of ways. Because interpretive methods from other disciplines play a crucial role in investigating literature’s larger context, the Program offers courses intended for students in all divisions of the college and of all interests. These include courses that introduce students to the comparative study of world literature and courses designed to enhance any foreign language major in the Williams curriculum. In addition, the Program offers courses in literary theory that illuminate the study of texts of all sorts. -
Comparative Literature in Slovenia
CLCWeb: Comparative Literature and Culture ISSN 1481-4374 Purdue University Press ©Purdue University Volume 2 (2000) Issue 4 Article 11 Comparative Literature in Slovenia Kristof Jacek Kozak University of Alberta Follow this and additional works at: https://docs.lib.purdue.edu/clcweb Part of the Comparative Literature Commons, and the Critical and Cultural Studies Commons Dedicated to the dissemination of scholarly and professional information, Purdue University Press selects, develops, and distributes quality resources in several key subject areas for which its parent university is famous, including business, technology, health, veterinary medicine, and other selected disciplines in the humanities and sciences. CLCWeb: Comparative Literature and Culture, the peer-reviewed, full-text, and open-access learned journal in the humanities and social sciences, publishes new scholarship following tenets of the discipline of comparative literature and the field of cultural studies designated as "comparative cultural studies." Publications in the journal are indexed in the Annual Bibliography of English Language and Literature (Chadwyck-Healey), the Arts and Humanities Citation Index (Thomson Reuters ISI), the Humanities Index (Wilson), Humanities International Complete (EBSCO), the International Bibliography of the Modern Language Association of America, and Scopus (Elsevier). The journal is affiliated with the Purdue University Press monograph series of Books in Comparative Cultural Studies. Contact: <[email protected]> Recommended Citation Kozak, Kristof Jacek. "Comparative Literature in Slovenia." CLCWeb: Comparative Literature and Culture 2.4 (2000): <https://doi.org/10.7771/1481-4374.1094> This text has been double-blind peer reviewed by 2+1 experts in the field. The above text, published by Purdue University Press ©Purdue University, has been downloaded 2344 times as of 11/ 07/19. -
The Challenge of Oral Epic to Homeric Scholarship
humanities Article The Challenge of Oral Epic to Homeric Scholarship Minna Skafte Jensen The Saxo Institute, Copenhagen University, Karen Blixens Plads 8, DK-2300 Copenhagen S, Denmark; [email protected] or [email protected] Received: 16 November 2017; Accepted: 5 December 2017; Published: 9 December 2017 Abstract: The epic is an intriguing genre, claiming its place in both oral and written systems. Ever since the beginning of folklore studies epic has been in the centre of interest, and monumental attempts at describing its characteristics have been made, in which oral literature was understood mainly as a primitive stage leading up to written literature. With the appearance in 1960 of A. B. Lord’s The Singer of Tales and the introduction of the oral-formulaic theory, the paradigm changed towards considering oral literature a special form of verbal art with its own rules. Fieldworkers have been eagerly studying oral epics all over the world. The growth of material caused that the problems of defining the genre also grew. However, after more than half a century of intensive implementation of the theory an internationally valid sociological model of oral epic is by now established and must be respected in cognate fields such as Homeric scholarship. Here the theory is both a help for readers to guard themselves against anachronistic interpretations and a necessary tool for constructing a social-historic context for the Iliad and the Odyssey. As an example, the hypothesis of a gradual crystallization of these two epics is discussed and rejected. Keywords: epic; genre discussion; oral-formulaic theory; fieldwork; comparative models; Homer 1. -
Where Now the Harp? Listening for the Sounds of Old English Verse, from Beowulf to the Twentieth Century
Oral Tradition, 24/2 (2009): 485-502 Where Now the Harp? Listening for the Sounds of Old English Verse, from Beowulf to the Twentieth Century Chris Jones nis þær hearpan sweg, / gomen in geardum, swylce ðær iu wæron (2458b-59)1 There is no sound of the harp, delight in courts, as there once were The way to learn the music of verse is to listen to it. (Pound 1951:56) Even within an advanced print culture, poetry arguably never escapes the oral dimension. For Ezra Pound, whose highly intertextual epic The Cantos, so conscious of its page appearance, could only be the product of such a print culture, poetry was nevertheless “an art of pure sound,” the future of which in English was to be the “orchestration” of different European systems of sound-patterning (Pound 1973:33). Verbal orchestration is meaningless without auditors; it goes without saying that the notion of oral literature simultaneously implies the concept of aural literature. This much is also evident from the very beginning of Beowulf: Hwæt, we Gar-Dena in geardagum, / þeodcyninga þrym gefrunon . (“Listen, we have heard of the Spear-Danes in times past, of the glory of the people’s kings . ,” lines 1-2). While the conventionality of the opening might suggest the evocation of a formulaic idiom often associated with oral composition,2 the emphasis is clearly on aurality, on hearing a voice. Much work has been done in recent decades on the evidence in Old English written texts for a poetics that draws on compositional methods derived from an oral culture, either as it had survived into a period of widespread literacy, or as it was imagined to have once existed.3 This essay will not directly address that valuable rehabilitation of oral-formulaic theory into a more sophisticated understanding of early medieval scribal culture, although it will draw on it at times.