DOCSLIB.ORG

Download Syllabus

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Download Syllabus RUSS 3301 /ENGL 3301: Russian Literature in Translation: Children’s Literature Spring 2019 Instructor: Iya Khelm Price Office Hours: MW 12:00-1:00PM or by Office number: HH 221E appointment Office Telephone Number: 817-272- Section Information: RUSS 3301-001 & 3161 (main office) ENGL 3301-001 Email Address: [email protected] Time and Place of Class Meetings: Faculty Profile: 01/14/2019 - 05/03/2019 https://www.uta.edu/profiles/iya-khelm F 1:00-3:50PM; TH119 Description of Course Content: Covers the works of major Russian authors during the period from the beginning of Russian literature until and after the 1917 Revolution, focusing on the interrelationship of various literary movements and philosophies. Students receiving credit in Russian will complete a research project using the Russian language. May be repeated for credit as topics and periods vary. Offered as ENGL 3301 and RUSS 3301; credit will be granted in only one department. Prerequisites: ENGL 3301-English majors must have earned a C or better in ENGL 2350 or must be concurrently enrolled in ENGL 2350. Non-majors must have earned a C or better in 6 hours of sophomore literature (ENGL 2303, ENGL 2309, ENGL 2319, ENGL 2329) or an A in 3 hours of sophomore literature (ENGL 2303, ENGL 2309, ENGL 2319, ENGL 2329). RUSS 3301-RUSS 2314 or equivalent with a grade of C or better, or knowledge of the language and permission of the instructor. Student Learning Outcomes: Upon successfully completing this course, students should be able to: • Recognize specifics of Russian children’s literature; • Use methods of children’s literature analysis; • Know most common genres and components of Russian children’s literature; • Plan creative projects related to study of children’s literature and working with children; • Compare works of Russian children’s literature with works of children’s literature of other nations. Course Materials: Materials and links will be provided via blackboard. For Russian speakers: Children’s Library: https://rgdb.ru (Register to get full access.) National Children’s Library: http://arch.rgdb.ru/xmlui/ Other useful links: Archive: https://archive.org/details/PushkinFairyTales/page/n27 Russian Fairy Tales: http://www.kostyor.ru/tales/ Russian Folklore http://rusfolklor.ru/archives/category/skaz https://russian-crafts.com/russian-folk-tales/masha-bear-tale.html Ilya Muromets: http://audioskazki.net/keywords/илья-муромец http://oskazkax.ru/read/rusnarod/6883-skazka-bylina_pro_ilju_muromca.html http://mir-skazki.org/russkie_narodnye_skazki/russkaja_narodnaja_skazka_2_1.html Duotales: http://www.duotales.com/tales/en/ Chukovsky tales: http://deti-i-mama.ru/category/skazki/skazki-russkix-avtorov/kornej-chukovskij/ http://poetry4kids.ru/chukovskij.htm http://azku.ru/chukovskij-skazki/index.php Pushkin all: https://rvb.ru/pushkin/toc.htm Nosov: http://vseskazki.su/avtorskie-skazki/n-nosov-rasskazi.html Attendance: At the University of Texas at Arlington, taking attendance is not required but attendance is a critical indicator in student success. Each faculty member is free to develop his or her own methods of evaluating students’ academic performance, which includes establishing course-specific policies on attendance. As the instructor of this section, I have established the following attendance policy: Students are supposed to attend all the classes and participate in discussions. All classes and exams are based upon that assumption. You are responsible for acquiring class notes if you have to miss. Ultimately, you will find that regular attendance is essential for a satisfactory grade performance. Absence and/or tardiness will affect your Course Engagement grade (see below). However, while UT Arlington does not require instructors to take attendance in their courses, the U.S. Department of Education requires that the University have a mechanism in place to mark when Federal Student Aid recipients “begin attendance in a course.” UT Arlington instructors will report when students begin attendance in a course as part of the final grading process. Specifically, when assigning a student a grade of F, faculty report the last date a student attended their class based on evidence such as a test, participation in a class project or presentation, or an engagement online via Blackboard. This date is reported to the Department of Education for federal financial aid recipients. Descriptions of major assignments and examinations: Course Engagement: Course engagement refers to regular on-time attendance, preparation for class, participation in discussions, and physical as well as mental presence in the classroom. Part of this grade are in-class quizzes that will follow each lecture. Course engagement grades cannot be made up. Reading Journal: Students will keep a reading journal (in Russian for RUSS students, in English for ENGL students) for the books they have read. The specific requirements for the journal will be provided. Journals will be collected and graded 4 times during the semester. Book Presentations: The students will make several short in-class/or in-group presentations on the books they read. RUSS students will be expected to either do a full presentation in Russian, or at minimum re-tell the plot of the story in Russian. Reading Focus Group Assignments: Students will work in a reading focus groups (ENGL section separately from RUSS section students), in which they will take turns to lead a discussion and submit answers to the questions provided by the instructor. The group will have to work together to answer the questions and each member will receive the same grade for the filled-out sheet they submit. Final Paper/Project: Students enrolled in ENGL section will write a final paper (5-10 pages double-spaced, plus references), in which they will compare a piece of Russian literature or a collection of works with similar piece or similar genre of another nation. Part of the grade for this assignment is a presentation of this paper in class. Students enrolled in RUSS section will work on a creative project based on one of the children’s literate works and present it to class. The project can be a play, reading, singing, children’s game, etc.) and must be in Russian. Project can be done in small groups and the nature of the project as well as size of the small group should be approved by the instructor. *Russian native speakers enrolled in this class will be expected to (1) help learners of Russian, (2) make longer presentations (as assigned by the instructor), (3) either write a comparison paper (the same as for ENGL majors, but write in Russian), or make a higher quality (longer and more advanced) final project compared to the requirement for the Russian learners. Grading Policy: Your course grade will be determined as follows (A = 90% or above; B = 80-90%; C = 70- 80%; D = 60-70%; F = below 60%): Course Engagement: 25% Reading Focus Group Assignments: 20% Reading Journal: 15% Final Paper/Project: 30% Book Presentations: 10% Grading: Students are expected to keep track of their performance throughout the semester and seek guidance from available sources (including the instructor) if their performance drops below satisfactory levels. All grades and Course Grade (in progress) will be always available on Blackboard. Make-up Policy: There will be NO make-up exams, homework, or presentations. Extreme circumstances with valid proof provided may be considered by the instructor; however, there are no guarantees. A grade of zero will be recorded for a missed test/assignment. Grade Grievances: Any appeal of a grade in this course must follow the procedures and deadlines for grade-related grievances as published in the current University Catalog. http://catalog.uta.edu/academicregulations/grades/#undergraduatetext; For student complaints, see http://www.uta.edu/deanofstudents/student-complaints/index.php. Drop Policy: Students may drop or swap (adding and dropping a class concurrently) classes through self-service in MyMav from the beginning of the registration period through the late registration period. After the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue through a point two-thirds of the way through the term or session. It is the student's responsibility to officially withdraw if they do not plan to attend after registering. Students will not be automatically dropped for non-attendance. Repayment of certain types of financial aid administered through the University may be required as the result of dropping classes or withdrawing. For more information, contact the Office of Financial Aid and Scholarships (http://wweb.uta.edu/aao/fao/). Disability Accommodations: UT Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including The Americans with Disabilities Act (ADA), The Americans with Disabilities Amendments Act (ADAAA), and Section 504 of the Rehabilitation Act. All instructors at UT Arlington are required by law to provide “reasonable accommodations” to students with disabilities, so as not to discriminate on the basis of disability. Students are responsible for providing the instructor with official notification in the form of a letter certified by the Office for Students with Disabilities (OSD). Only those students who have officially documented a need for an accommodation will have their request honored. Students experiencing a range of conditions (Physical, Learning, Chronic Health, Mental Health, and Sensory) that may cause diminished academic performance or other barriers to learning may seek services and/or accommodations by contacting: The Office for Students with Disabilities, (OSD) www.uta.edu/disability or calling 817-272-3364. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at www.uta.edu/disability. Counseling and Psychological Services, (CAPS) www.uta.edu/caps/ or calling 817-272-3671 is also available to all students to help increase their understanding of personal issues, address mental and behavioral health problems and make positive changes in their lives.
Load more

Recommended publications
  • Revista Inclusiones Issn 0719-4706 Volumen 7 – Número Especial – Octubre/Diciembre 2020
    CUERPO DIRECTIVO Mg. Amelia Herrera Lavanchy Universidad de La Serena, Chile Director Dr. Juan Guillermo Mansilla Sepúlveda Mg. Cecilia Jofré Muñoz Universidad Católica de Temuco, Chile Universidad San Sebastián, Chile Editor Mg. Mario Lagomarsino Montoya OBU - CHILE Universidad Adventista de Chile, Chile Editor Científico Dr. Claudio Llanos Reyes Dr. Luiz Alberto David Araujo Pontificia Universidad Católica de Valparaíso, Chile Pontificia Universidade Católica de Sao Paulo, Brasil Dr. Werner Mackenbach Editor Europa del Este Universidad de Potsdam, Alemania Dr. Aleksandar Ivanov Katrandzhiev Universidad de Costa Rica, Costa Rica Universidad Suroeste "Neofit Rilski", Bulgaria Mg. Rocío del Pilar Martínez Marín Cuerpo Asistente Universidad de Santander, Colombia Traductora: Inglés Ph. D. Natalia Milanesio Lic. Pauline Corthorn Escudero Universidad de Houston, Estados Unidos Editorial Cuadernos de Sofía, Chile Dra. Patricia Virginia Moggia Münchmeyer Portada Pontificia Universidad Católica de Valparaíso, Chile Lic. Graciela Pantigoso de Los Santos Editorial Cuadernos de Sofía, Chile Ph. D. Maritza Montero Universidad Central de Venezuela, Venezuela COMITÉ EDITORIAL Dra. Eleonora Pencheva Dra. Carolina Aroca Toloza Universidad Suroeste Neofit Rilski, Bulgaria Universidad de Chile, Chile Dra. Rosa María Regueiro Ferreira Dr. Jaime Bassa Mercado Universidad de La Coruña, España Universidad de Valparaíso, Chile Mg. David Ruete Zúñiga Dra. Heloísa Bellotto Universidad Nacional Andrés Bello, Chile Universidad de Sao Paulo, Brasil Dr. Andrés Saavedra Barahona Dra. Nidia Burgos Universidad San Clemente de Ojrid de Sofía, Bulgaria Universidad Nacional del Sur, Argentina Dr. Efraín Sánchez Cabra Mg. María Eugenia Campos Academia Colombiana de Historia, Colombia Universidad Nacional Autónoma de México, México Dra. Mirka Seitz Dr. Francisco José Francisco Carrera Universidad del Salvador, Argentina Universidad de Valladolid, España Ph.
    [Show full text]
  • The Goldfish and Little Red Riding Hood: Characters and Their Combinations in Fairy Tale Jokes and Parodies*
    Journal of Ethnology and Folkloristics 13 (1): 9–28 DOI: 10.2478/jef-2019-0002 THE GOLDFISH AND LITTLE RED RIDING HOOD: CHARACTERS AND THEIR COMBINATIONS IN FAIRY TALE JOKES AND PARODIES* RISTO JÄRV Head of the Archives, PhD Estonian Folklore Archives, Estonian Literary Museum Vanemuise 42, 51003 Tartu, Estonia e-mail: [email protected] ABSTRACT There are two types of joke that can be described as fairy tale jokes: those with punchlines that include fairy tale characters, and fairy tale parodies. The paper discusses fairy tale jokes that were sent to the jokes page of the major Estonian internet Web Portal Delfi by Internet users between 2000 and 2011, and jokes added by the editors of the portal between 2011 and 2018 (CFTJ). The joke corpus has had different addresses at different times, and was a live ‘folklore field’ for the first few years after creation. Of all the characters, the Goldfish appeared in the largest number of jokes (76 out of a total of 286 jokes), followed by Little Red Riding Hood (72). Other fairy tale characters feature in a 14 or fewer fairy tale jokes each. Several fairy tale jokes circulating on the Internet varied over the period observed. Fairy tale jokes generally get their impetus from the characters and from plots with unexpected outcomes. A seemingly innocent fairy tale character is often linked to a sexual theme: sexuality holds first place as the source of humour in fairy tale jokes, although this may be caused by the so-called genre code of jokes. KEYWORDS: fairy tale joke • fairy tale • joke • interpretation • parody Fairy tale characters are often iconic and need no explanation; they are likely to evoke associations with the full content of the tale and its web of relations in most people in the Western cultural sphere.
    [Show full text]
  • Russian Folktale by Vladimir Yakovlevich Propp
    Series in Fairy-Tale Studies General Editor Donald Haase, Wayne State University Advisory Editors Cristina Bacchilega, University of Hawai`i, Mānoa Stephen Benson, University of East Anglia Nancy L. Canepa, Dartmouth College Isabel Cardigos, University of Algarve Anne E. Duggan, Wayne State University Janet Langlois, Wayne State University Ulrich Marzolph, University of Gött ingen Carolina Fernández Rodríguez, University of Oviedo John Stephens, Macquarie University Maria Tatar, Harvard University Holly Tucker, Vanderbilt University Jack Zipes, University of Minnesota A complete listing of the books in this series can be found online at wsupress.wayne.edu W5884.indb ii 8/7/12 10:18 AM THE RUSSIAN FOLKTALE BY VLADIMIR YAKOVLEVICH PROPP EDITED AND TRANSLATED BY SIBELAN FORRESTER FOREWORD BY JACK ZIPES Wayne State University Press Detroit W5884.indb iii 8/7/12 10:18 AM © 2012 by Wayne State University Press, Detroit, Michigan 48201. English translation published by arrangement with the publishing house Labyrinth-MP. All rights reserved. No part of this book may be reproduced without formal permission. Manufactured in the United States of America. Library of Congress Cataloging-in-Publication Data 880-01 Propp, V. IA. (Vladimir IAkovlevich), 1895–1970, author. [880-02 Russkaia skazka. English. 2012] Th e Russian folktale by Vladimir Yakovlevich Propp / edited and translated by Sibelan Forrester ; foreword by Jack Zipes. pages ; cm. — (Series in fairy-tale studies) Includes bibliographical references and index. ISBN 978-0-8143-3466-9 (paperback : alkaline paper) — ISBN 978-0-8143-3721-9 (ebook) 1. Tales—Russia (Federation)—History and criticism. 2. Fairy tales—Classifi cation. 3. Folklore—Russia (Federation) I.
    [Show full text]
  • Role of the Folk Songs in the Russian Opera of the 18Th Century Adriana Pilip-Siroki
    Role of the Folk Songs in the Russian Opera of the 18th Century Adriana Pilip-Siroki Listaháskóli Íslands Tónlistardeild Söngur Role of the Folk Songs in the Russian Opera of the 18th Century Adriana Pilip-Siroki Supervisor: Gunnsteinn Ólafsson Spring 2011 Abstract of the work The last decades of the 18th century were a momentous period in Russian history; they marked an ever-increasing awareness of the horrors of serfdom and the fate of peasantry. Because of the exposure of brutal treatment of the serfs, the public was agitating for big reforms. In the 18th century these historical circumstances and the political environment affected the artists. The folk song became widely reflected in Russian professional music of the century, especially in its most important genre, the opera. The Russian opera showed strong links with Russian folklore from its very first appearance. This factor differentiates it from all other genres of the 18th century, which were very much under the influence of classicism (painting, literature, architecture). About one hundred operas were created in the last decades of the 18th century, but only thirty remained; of which fifteen make use of Russian and Ukrainian folk music. Gathering of folk songs and the first attempts to affix them to paper were made in this period. In course of only twenty years, from its beginning until the turn of the century, Russian opera underwent a great change: it became into a fully-fledged genre. Russian opera is an important part of the world’s theatre music treasures, and the music of the 18th century was the foundation of the mighty achievements of the second half of the 19th century, embodied in the works of Mussorgsky, Tchaikovsky, Borodin, and Rimsky-Korsakov.
    [Show full text]
  • Reviews Marvels & Tales Editors
    Marvels & Tales Volume 30 Article 8 Issue 1 Rooted in Wonder 8-1-2016 Reviews Marvels & Tales Editors Recommended Citation Editors, Marvels & Tales. "Reviews." Marvels & Tales 30.1 (2016). Web. <http://digitalcommons.wayne.edu/marvels/vol30/iss1/8>. REVIEWS Contes: Charles Perrault. Edited by Tony Gheeraert. Paris: Honoré Champion, 2012. 466 pp. This new French edition of Perrault’s fairy tales has the immense merit of being a comprehensive collection of Perrault’s writings in the genre, including his versified tales, prose tales (found in the 1695 manuscript, theMercure galant, and the 1697 edition), and prefaces, dedications, contemporary letters, and contemporary articles on the subject. The book is divided into four main parts, followed by outlines and notices of each tale, a bibliography, an index of the main mentioned names, and a table of illustrations. The first section is a long introduction. Next is Perrault’s versified tales and their prefaces. They are followed by the published tales of the 1697 Histoires ou contes du temps passé, including the dedication, illustrations, and an extract of the king’s privilege. The appendix constitutes the longest part of the book, in which the editor reproduces letters, the integral text of Perrault’s 1695 manuscript, the Mercure galant’s version of “La Belle au bois dormant,” some excerpts of Mercure galant’s articles on Perrault’s fairy tales, a prose version of “Peau d’Ane,” and a chap- book version of “Grisélidis.” The editor has chosen to reproduce the tales with modernized spelling and to signal the numerous typographic and orthographic mistakes and negligence of contemporary editions in the footnotes.
    [Show full text]
  • 6 X 10 Long.P65
    Cambridge University Press 978-0-521-88993-3 - Dostoevsky and the Russian People Linda Ivanits Index More information Index “accursed” questions 2, 3, 7, 31, 48, 54, 159, 193 Apocalypse 4, 90 The Adolescent 5, 112, 134, 136, 147–48, 152, Antichrist 4, 90, 212; see also The Idiot 154–56, 158, 224, 227 Apocrypha 6, 43, 175 and gap between narod and upper classes 136 Arianism, see Incarnation Makar Ivanovich Dolgoruky: as bearer of Arina Rodionovna 35 folklore 155–56, 227; as elder 155;as Atheism 123 embodiment of popular Orthodoxy 134;as atheism 31, 32, 34, 37, 48, 137 “Vlas” figure 154–56 Attila 119 the merchant Skotoboinikov 156 Avseenko, V. G. 151, 192 Notebooks to 156 Sofia Andreevna Dolgorukaia as embodiment Baal 34 of popular Orthodoxy 134, 147–48 Bakhtin, M. M. 4, 187, 194, 224 adoptive brotherhood (sisterhood), see cross Bakunin, Mikhail 119, 120, 220 Afanasev, A. N. 40–41 Beggars in Holy Russia (Nishchie na sviatoi Rusi. and mythological school 41 Materialy dlia obshchestvennogo i narodnogo “The Religious-Pagan Meaning of the Slav’s byta), see Pryzhov, I. G. Dwelling” (“Religiozno–iazycheskoe Belinsky, V. G. 17, 107, 137 znachenie izby slavianina”) 40–41 Belovodie 90; see also sectarians, Runners Russian Folk Legends 43, 54–57, 60, 88, 92, 160, Berezhetsky, Ivan 12 175, 231 Bernard, Claude 167, 186 Russian Folktales 42 Bessonov, P. A. 42, 63, 64 Akelkina, E. A. 225–26 Bethea, David 86–87, 214 Aksakov, Konstantin 148, 149 Bibina, Uliana 147 “Akulka’s Husband” 28–29, 200 bible 20, 167, 168; see also Apocalypse;New and Passion 29, 96 Testament; Old Testament alcoholism, see narod A Bitter Fate (Gor’kaia sud’bina), see Pisemsky, Alena Frolovna 9, 10, 13, 31, 38, 148, 151, 190, 192, A.
    [Show full text]
  • Russian & Slavic
    Encyclopedia of Russian & Slavic Myth and Legend Encyclopedia of Russian & Slavic Myth and Legend Mike Dixon-Kennedy Santa Barbara, California Denver, Colorado Oxford, England Copyright © 1998 by Mike Dixon-Kennedy All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of brief quotations in a review, without prior permission in writing from the publishers. Library of Congress Cataloging-in-Publication Data Dixon-Kennedy, Mike, 1959– Encyclopedia of Russian and Slavic myth and legend. p. cm. Includes bibliographical references and index. Summary: Covers the myths and legends of the Russian Empire at its greatest extent as well as other Slavic people and countries. Includes historical, geographical, and biographical background information. 1. Mythology, Slavic—Juvenile literature. [1. Mythology, Slavic. 2. Mythology—Encyclopedias.] I. Title. BL930.D58 1998 398.2'0947—dc21 98-20330 CIP AC ISBN 1-57607-063-8 (hc) ISBN 1-57607-130-8 (pbk) 0403020100999810987654321 ABC-CLIO, Inc. 130 Cremona Drive, P.O. Box 1911 Santa Barbara, California 93116-1911 Typesetting by Letra Libre This book is printed on acid-free paper I. Manufactured in the United States of America. For Gill CONTENTS Preface, ix How to Use This Book, xi Brief Historical and Anthropological Details, xiii Encyclopedia of Russian and Slavic Myth and Legend, 1 References and Further Reading, 327 Appendix 1, 331 Glossary of Terms Appendix 2, 333 Transliteration from Cyrillic to Latin Letters Appendix 3, 335 The Rulers of Russia Appendix 4, 337 Topic Finder Index, 353 vii PREFACE Having studied the amazingly complex sub- This volume is not unique.
    [Show full text]
  • A Russian Fairy Tale in Tlingit Oral Tradition
    Oral Tradition, 13/1 (1998): 58-91 Tracking “Yuwaan Gagéets”: A Russian Fairy Tale in Tlingit Oral Tradition Nora Marks Dauenhauer and Richard L. Dauenhauer Dedicated to the Memory of Anny Marks / Shkaxwul.aat (1898-1963) Willie Marks / Keet Yaanaayí (1902-1981) Susie James / Kaasgéiy (1890-1980) Robert Zuboff / Shaadaax' (1893-1974) Tracking “Yuwaan Gagéets” has involved many levels of the collaborative process in folklore transmission and research. The borrowing and development of “Gagéets” as a story in Tlingit oral tradition, as well as its discovery and documentation by folklorists, offer complex examples of collaboration. Neither the process of borrowing nor of documentation would have been possible without the dynamics of collaboration. In general, comparatists and folklorists today seem less concerned with problems of direct influence, borrowing, and migration than they were in earlier periods of scholarship. But now and then a classic migratory situation affords itself, and a story comes to light, the uniqueness of which is best illuminated by a traditional historical-geographical approach. Such a story is the tale of “Yuwaan Gagéets,” which we analyze here to study the process of borrowing in Tlingit oral tradition and to contrast the minimal European influence in the repertoire of Tlingit oral literature with the widespread exchange of songs, stories, and motifs among the Indians of the Northwest Coast. Our study also presents an example of collaborative research. This paper, revised in 1994-95, subsumes research activities that go back as far as sixty years. Although the story of “Gagéets” is older, our story here begins with the childhood of Nora Marks Dauenhauer, who grew up hearing oral versions in Tlingit, and with the academic training of Richard Dauenhauer, who read the Russian version as a student of that language.
    [Show full text]
  • SFU Thesis Template Files
    Slackers, Fools, Robbers and Thieves: Fairy Tales and the Folk Imagination by Dariya Prykhodko M.A.(Russian Language and Literature), University of Franko, Ukraine, 1998 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Graduate Liberal Studies Program Faculty of Arts and Social Sciences Dariya Prykhodko 2014 SIMON FRASER UNIVERSITY Spring 2014 Approval Name: Dariya Prykhodko Degree: Master of Arts Title: Slackers, Fools, Robbers and Thieves: Fairy Tales and the Folk Imagination Supervisory Committee: Chair: Eleanor Stebner Associate Professor J.S. Woodsworth Chair, Humanities June Sturrock Senior Supervisor Professor Emerita, English Jerry Zaslove Supervisor Professor Emeritus, English Michael Kenny External Examiner Professor Emeritus, Anthropology SFU Date Defended/Approved: March 19, 2014 ii Partial Copyright Licence iii Abstract As has been noted by many linguists and folklorists, folklore - like language - has a naturally collective ownership,f and thus, it is subject to strict uniform laws: only those features that do not fail to hold attraction to their audience survive throughout time and changing life circumstances. I look at several conventionally negative types of the folktale hero, such as the Fool, the Slacker, the Trickster, the Robber and the Thief, which – nevertheless – hold a steady popularity in folklore, as can be seen in the two best-known Russian and German folktale collections. I attempt to investigate various psychological, cultural and historical causes that may have produced these types and contributed to their seemingly irrational appeal to the audience. Another cultural question that interests students of the folktale is whether there is a national mentality that can be traced via folklore.
    [Show full text]
  • Fairytale Women: Gender Politics in Soviet and Post-Soviet Animated Adaptations of Russian National Fairytales
    FAIRYTALE WOMEN: GENDER POLITICS IN SOVIET AND POST-SOVIET ANIMATED ADAPTATIONS OF RUSSIAN NATIONAL FAIRYTALES NADEZDA FADINA This is a digitised version of a dissertation submitted to the University of Bedfordshire. It is available to view only. This item is subject to copyright. FAIRYTALE WOMEN: GENDER POLITICS IN SOVIET AND POST-SOVIET ANIMATED ADAPTATIONS OF RUSSIAN NATIONAL FAIRYTALES by NADEZDA FADINA MA in International Cinema (Commendation) A thesis submitted to the University of Bedfordshire in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Bedfordshire Research School for Media, Arts and Performance January, 2016 DECLARATION I declare that this thesis is my own unaided work. It is being submitted for the degree of Ph.D at the University of Bedfordshire. It has not been submitted before for any degree or examination in any other University. Name of candidate: Nadezda Fadina Signature: Date: FAIRYTALE WOMEN: GENDER POLITICS IN SOVIET AND POST-SOVIET ANIMATED ADAPTATIONS OF RUSSIAN NATIONAL FAIRYTALES. NADEZDA FADINA Abstract Despite the volume of research into fairytales, gender and ideology in media studies, the specific subject of animated adaptations of national fairytales and their role in constructing gender identities remains a blind spot at least in relation to non-Western and non-Hollywood animation. This study addresses the gap by analysing animated adaptations of Russian national fairytales in Soviet and post-Soviet cinema and television. It does so as a tool through which to approach the gender politics of the dominant ideologies in national cinema and also, though to a lesser extent, in television. One of the key perspectives this research adopts concerns the reorganization of the myths of femininity, as stored in ‘national memory’ and transferred through the material of national fairytales produced during a century-long period.
    [Show full text]
  • Folktales.Pdf
    Eglė, Queen of the Sea Serpents (Lithuania) Once upon a time, long, long ago, there lived an old man and his wife. They had twelve sons and three daughters. The youngest was named Eglė. One summer evening all three sisters went bathing. After splashing around and washing, they returned to shore to dress. Suddenly the youngest sees a sea serpent coiled in the sleeve of her blouse. What to do? The oldest sister grabbed a stick and was ready to drive the serpent away, but he turned to the youngest and began speaking in a human voice: “Dear Egle,” he says, - give me your word that you will marry me and I will leave peaceably!” Eglė began crying. After all, how can she marry a serpent! Then she spoke up angrily: „Give me back my blouse and go back unhurt where you came from!" But the sea serpent didn’t budge: “Give me your word,” says he, “that you will marry me and I will leave peaceably.” “Go ahead and promise, little Egle. You don’t really believe you’ll have to marry him?!” said the oldest sister scornfully. So Eglė promised to marry the sea serpent. After returning home they forgot about the serpent. Three days went by. They hear a commotion in the yard. They look - a throng of sea serpents are slithering into their yard. Frightened, they watch the serpents swarm toward their house, climb and wriggle up its sides, coil around the porch posts. The matchmakers simply barged into the house to negotiate with the oldsters and the young bride.
    [Show full text]