Narrative Space and Spatial Transference in Jacob and Wilhelm Grimmʼs Fairy Tales
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100 First Elementary Stories
The 100 First Stories for Elementary Classes stories Cecile Laine, Megan Hattersly, Kathrin Shechtman first 1. The chick and the duckling by Mirra Ginsburg 27. Sweet porridge by the Grimm brothers 2. The runaway bunny by Margaret Wise Brown (original language: German) 3. The story of the three little pigs 28. The Star-Money by the Grimm brothers by James Halliwell-Phillipps (original language: German) 4. Goldilocks and the three bears by Robert Southey 29. Mother Hulda by the Grimm brothers 5. The ugly duckling by Hans Christian Andersen (original language: German) (original language: Danish) 30. Little Red Riding Hood by the Grimm brothers 6. Little Matchstick Girl by Hans Christian Andersen (original language: German) (original language: Danish) 31. Cat and Mouse in Partnership by the Grimm 7. The Gingerbread Man by John Grisham brothers (original language: German) 8. Room on the broom by Julia Donaldson 32. Thank you Bear by Greg Foley & Axel Scheffler 33. The rainbow fish by Marcus Pfister 9. The Smartest Giant in Town by Julia Donaldson (original language: German) & Axel Scheffler 34. I don’t want to be a frog by Dev Petty 10. A Squash and a Squeeze by Julia Donaldson 35. Mooncake by Frank Asch & Axel Scheffler 36. We share everything by Robert Munsch 11. Jasper and Joop by Olivier Dunrea 37. Paper Bag Princess by Robert Munsch 12. Old Bear and his cub by Olivier Dunrea 38. The perfect pyjama by Robert Munsch 13. The fat cat: a Danish folktale 39. Moira’s birthday by Robert Munsch by Margaret Read MacDonald 40. -
The Tales of the Grimm Brothers in Colombia: Introduction, Dissemination, and Reception
Wayne State University Wayne State University Dissertations 1-1-2012 The alest of the grimm brothers in colombia: introduction, dissemination, and reception Alexandra Michaelis-Vultorius Wayne State University, Follow this and additional works at: http://digitalcommons.wayne.edu/oa_dissertations Part of the German Literature Commons, and the Modern Languages Commons Recommended Citation Michaelis-Vultorius, Alexandra, "The alet s of the grimm brothers in colombia: introduction, dissemination, and reception" (2012). Wayne State University Dissertations. Paper 386. This Open Access Dissertation is brought to you for free and open access by DigitalCommons@WayneState. It has been accepted for inclusion in Wayne State University Dissertations by an authorized administrator of DigitalCommons@WayneState. THE TALES OF THE GRIMM BROTHERS IN COLOMBIA: INTRODUCTION, DISSEMINATION, AND RECEPTION by ALEXANDRA MICHAELIS-VULTORIUS DISSERTATION Submitted to the Graduate School of Wayne State University, Detroit, Michigan in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY 2011 MAJOR: MODERN LANGUAGES (German Studies) Approved by: __________________________________ Advisor Date __________________________________ __________________________________ __________________________________ __________________________________ © COPYRIGHT BY ALEXANDRA MICHAELIS-VULTORIUS 2011 All Rights Reserved DEDICATION To my parents, Lucio and Clemencia, for your unconditional love and support, for instilling in me the joy of learning, and for believing in happy endings. ii ACKNOWLEDGEMENTS This journey with the Brothers Grimm was made possible through the valuable help, expertise, and kindness of a great number of people. First and foremost I want to thank my advisor and mentor, Professor Don Haase. You have been a wonderful teacher and a great inspiration for me over the past years. I am deeply grateful for your insight, guidance, dedication, and infinite patience throughout the writing of this dissertation. -
MX), Washington, D.C
ED 347 505 CS 010 978 TITLE From Tales of the Tongue to Tales of the Pen: An Organic Approach to Children's Literature. Resource Guide. NEM 1989 Summer Institute. INSTITUTION Southwest Texas State Univ., San Marcos. Dept. of English. SPONS AGENC: National Endowment for the Humanities (MX), Washington, D.C. PUB DATE 89 CONTRACT ES-21656-89 NOTE 233p. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher)(052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Childrens Literature; Elementary Education; *Fairy Tales; *Folk Culture; Institutes (Training Programs); Lesson Plans; *Literature Appreciation; Multicultural Education; *Mythology; Summer Programs; Teaching Methods IDENTIFIERS Folktales; Odyssey; Southwest Texas State University ABSTRACT Developed from the activities of a summer institute in Texas that focused on "The Odyssey," folk andfairy tale, and folk rhyme, this resource guide presents 50 lesson plansoffering a variety of approaches to teaching mythology andfolklore to elementary school students. The lesson plans presented inthe resource guide share a common foundation inarchetypes and universal themes that makes them adaptable to and useful invirtually any elementary school setting. The 13 lesson plans in the firstchapter deal with on "The Odyssey." The 25 lesson plans inthe second chapter deal with folk and fairy tale (stories are ofEuropean, American Indian, African, Mexican American, and Japanesederivation; two units are specifically female-oriented).The 12 lesson plans in the third chapter encompass folk rhymes (most are from MotherGoose). The fourth chapter presents a scope and sequencedesigned to give librarians a sequential guideline and appropriateactivities for introducing and teaching mytAology, folk and fairytales, and nursery rhymes. Each lesson plan typically includes:author of plan; intended grade level; time frame clays and length of individual sessions); general information about the unit; materialsneeded; and a list of activities. -
GER 441 Fairy Tales Global Awareness (G)
ARIZONA STATE UNIVERSITY GENERAL STUDIES COURSE PROPOSAL COVER FORM Course information: Copy and paste current course information from Class Search/Course Catalog. Academic Unit _C~LAS~---------------------- Department SILC Subject _G=ER"-'------- Number --"--=-=-------441 Title F · Tales Units: ____::_3 __ Is this a cross-listed course? Yes If yes, please identify course(s) SLC 441 Is this a shared course? No If so, list all academic units offering this course Course description: Requested designation: (Choose One) Note- a separate proposal is required for each designation requested Eligibility: Permanent numbered courses must have completed the university's review and approval process. For the rules governing approval of omnibus courses, contact the General Studies Program Office at (480) 965-0739. Area(s) proposed course will serve: A single course may be proposed for more than one core or awareness area. A course may satisfy a core area requirement and more than one awareness area requirements concurrently, but may not satisfy requirements in two core areas simultaneously, even if approved for those areas. With departmental consent, an approved General Studies course may be counted toward both the General Studies requirement and the major program of study. Checklists for general studies designations: Complete and attach the appropriate checklist • Literacy and Critical Inquiry core courses (L) • Mathematics core courses (MA) • Computer/statistics/quantitative applications core courses (CS) • Humanities, Fine Arts and Design core courses -
First 100 Stories for Story Listening Stories Beniko Mason First
First 100 Stories for Story Listening stories Beniko Mason first I have been telling fairy tales and folktales from around the world in class as an English lesson since 1990. The combination of listening to stories and reading books has helped my students do well on tests without output or grammar studies. Story- Listening is so powerful that students improve rapidly in listening comprehension and acquire many words. There are countless stories in the world, but I happen to like Grimm Brothers’ house- hold tales. Almost all stories start with, “Once upon a time…” “Once upon a time there was a rich king.” “Once upon a time there were three brothers.” “Once upon a time there was a soldier.” They always start with an introduction of a main character. These stories are very suitable for story-listening lessons in different ways. The stories have interesting content; they are written in rich language; there are many different situations, problems, and characters; and they have stood the test of time. I have gathered here the first 100 easier stories for you to choose from to use for your classes. I will only give you the titles. You can download them from any sites that have the collection of Great Grimm Brothers’ household tales. These stories are not just for children. They deal with many different themes that children may not understand yet, such as deception, loyalty, and true love. Thus, story-listening is not just for children, but for adults also. Story-Listening can be used for any age and also at any levels of proficiency. -
Giant List of Folklore Stories Vol. 6: Children's
The Giant List of Stories - Vol. 6 Pattern Based Writing: Quick & Easy Essay Skim and Scan The Giant List of Folklore Stories Folklore, Folktales, Folk Heroes, Tall Tales, Fairy Tales, Hero Tales, Animal Tales, Fables, Myths, and Legends. Vol. 6: Children’s Presented by Pattern Based Writing: Quick & Easy Essay The fastest, most effective way to teach students organized multi-paragraph essay writing… Guaranteed! Beginning Writers Struggling Writers Remediation Review 1 Pattern Based Writing: Quick & Easy Essay – Guaranteed Fast and Effective! © 2018 The Giant List of Stories - Vol. 6 Pattern Based Writing: Quick & Easy Essay The Giant List of Folklore Stories – Vol. 6 This volume is one of six volumes related to this topic: Vol. 1: Europe: South: Greece and Rome Vol. 4: Native American & Indigenous People Vol. 2: Europe: North: Britain, Norse, Ireland, etc. Vol. 5: The United States Vol. 3: The Middle East, Africa, Asia, Slavic, Plants, Vol. 6: Children’s and Animals So… what is this PDF? It’s a huge collection of tables of contents (TOCs). And each table of contents functions as a list of stories, usually placed into helpful categories. Each table of contents functions as both a list and an outline. What’s it for? What’s its purpose? Well, it’s primarily for scholars who want to skim and scan and get an overview of the important stories and the categories of stories that have been passed down through history. Anyone who spends time skimming and scanning these six volumes will walk away with a solid framework for understanding folklore stories. Here are eight more types of scholars who will just love these lists. -
The Fairy Mythology: Title Page the Fairy Mythology
The Fairy Mythology: Title Page The Fairy Mythology Illustrative of the Romance and Superstition of Various Countries. by Thomas Keightley [b. 1789 d. 1872.] London, H. G. Bohn, [1870] Preface A PREFACE is to a book what a prologue is to a play--a usual, often agreeable, but by no means necessary precursor. It may therefore be altered or omitted at pleasure. I have at times exercised this right, and this is the third I have file:///I|/mythology/celtic/37/37.html (1 of 290) [01/22/2004 12:46:28 PM] The Fairy Mythology: Title Page written for the present work. In the first, after briefly stating what had given occasion to it, I gave the germs of the theory which I afterwards developed in the Tales and Popular Fictions. [a] The second contained the following paragraph: "I never heard of any one who read it that was not pleased with it. It was translated into German as soon as it appeared, and was very favourably received. Goethe thought well of it. Dr. Jacob Grimm--perhaps the first authority on these matters in Europe--wrote me a letter commending it, and assuring me that even to him it offered something new; and I was one Christmas most agreeably surprised by the receipt of a letter from Vienna, from the celebrated orientalist, Jos Von Hammer, informing me that it had been the companion of a journey he had lately made to his native province of Styria, and had afforded much pleasure and information to himself and to some ladies of high rank and cultivated minds in that country. -
NADA KUJUNDŽIĆ: Narrative Space and Spatial Transference in Jacob and Wilhelm Grimmʼs Fairy Tales Doctoral Dissertation, 270 Pp
ANNALES ANNALES TURKUENSIS UNIVERSITATIS B 518 B Nada Kujundžić NARRATIVE SPACE AND SPATIAL TRANSFERENCE IN JACOB AND WILHELM GRIMM’S FAIRY TALES Nada Kujundžić Painosalama Oy, Turku, Finland 2020 Finland Turku, Oy, Painosalama – ISBN 978-951-29-8144-1 (Online) TURUN YLIOPISTON JULKAISUJA ANNALES UNIVERSITATIS TURKUENSIS ISSN 2343-3191 (Online) SARJA - SER. B OSA - TOM. 518 | HUMANIORA | TURKU 2020 International dual doctorate NARRATIVE SPACE AND SPATIAL TRANSFERENCE IN JACOB AND WILHELM GRIMMʼS FAIRY TALES Nada Kujundžić TURUN YLIOPISTON JULKAISUJA – ANNALES UNIVERSITATIS TURKUENSIS SARJA – SER. B OSA – TOM. 518 | HUMANIORA | TURKU 2020 University of Turku Faculty of Humanities School of History, Culture and Art Studies Department of Folkloristics Doctoral Programme Juno University of Zagreb Faculty of Humanities and Social Sciences Department of Comparative Literature Doctoral Programme in Literature, Theatre and Performing Arts, Film, and Culture Supervised by Professor Emeritus Pekka Hakamies Associate Professor Marijana Hameršak University of Turku, Turku, Finland Institute of Ethnology and Folklore Research University of Zagreb, Zagreb, Croatia Co-supervised by Professor Karin Kukkonen Professor Emerita Liisa Steinby University of Oslo, Oslo, Norway University of Turku, Turku, Finland Reviewed by Professor Lana Molvarec Professor Daniel Sävborg University of Zagreb, Zagreb, Croatia University of Tartu, Tartu, Estonia Professor Emeritus Ulf Palmenfelt Uppsala University, Uppsala, Sweden Opponent Professor Daniel Sävborg University -
Hair Imagery in Grimm's Fairy Tales
HAIR IMAGERY IN GRIMM'S FAIRY TALES A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAII IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN EUROPEAN LANGUAGES AND LITERATURE (GERMAN) DECEMBER 1994 By Andrea Linda Deslauriers Thesis Committee: Jürgen Sang, Chairperson William Scherer Jean Toyama We certify that we have read this thesis and that, in our opinion, it is satisfactory in scope and quality as a thesis for the degree of Master of Arts in European Languages and Literature (German). THESIS COMMITTEE ________________________ Chairperson ________________________ ________________________ ii © Copyright 1994 by Andrea Linda Deslauriers iii ACKNOWLEDGEMENTS My thankfulness is expressed to all who helped me in various ways to write this thesis. Special thanks to the members of my thesis committee, Dr. Jürgen Sang, Dr. William Scherer, and Dr. Jean Toyama who have encouraged this project with time, heart, and mind. To my Teaching Assistant sisters, Susie, Ann, Sue, and Yuka who have always been helpful and positive. To my dear husband André who has supported me with understanding and love. iv ABSTRACT This thesis analyzed hair imagery in seventy-two out of two hundred and fifty fairy tales by the brothers Grimm. Hair imagery was categorized into poetic form-elements: the direct image, the idiom, the simile, the metaphor, the symbol, and the motif. In addition, hair symbolism found within the context of fifteen fairy tales was interpreted by using the Jungian psychological method of interpretation. It was determined that hair imagery occurs distinctly with certain themes that connect hair with its meaning for human life. -
Fairy Tales As an Introduction to Reading
Fairy Tales as a Gateway to Reading Becca Price 1 Introduction • I’m Becca Price, and I write fairy tales. • I publish through Amazon. • I was a technical writer for 30 years. • I started to write fairy tales when my children were small and I couldn’t find many I liked. 2 Waldorf Education • I’ll be mentioning Waldorf education periodically for two reasons: – My children attended a Waldorf school through 4th grade – Waldorf early education stresses fairy tales, particularly in kindergarten and 1st grade • Waldorf education has the most resources for information on teaching with fairy tales 3 About Waldorf Education • Started in the early 20th Century by Rudolf Steiner in Germany. • First Waldorf school opened in 1919. • Alternative, humanistic approach to teaching • World-wide movement • One of the largest independent school movements internationally. 4 Once Upon A Time • Powerful words • These words signal that a STORY is coming. – Silly, serious, or scary. – Familiar or new - we know what to expect when we hear those words. • Signal that the story will have certain features so we know what to expect. 5 What is a Fairy Tale? • Subset of Folk Tales • Originally referred to as wonder tales. • Usually brief and simple - no sub plot • Anything can happen. • Magic works • There may be elves, gnomes, fairies, and other magical creatures, but don’t have to have fairies in them. 6 Fairy Tales v. Fantasy • Book-length fairy tales written for adults. • Cinderella is a fairy tale, even in the earliest versions where there is no fairy godmother • Harry Potter is a fantasy. -
Grimm Brothers' Fairy Tales
2 The Story Behind the Grimm Brothers’ Fairy Tales Once upon a time there were two brothers who lived in a small kingdom in the middle of a crazy patchwork of other small kingdoms, each with its own prince or archduke to rule it. Some of these kingdoms were so small the princes could fire at each other from their castle walls. The two brothers – named Jakob and Wilhelm Grimm – were the eldest of a family of six, all boys except for the youngest who was a girl named Lotte. Next door to the Grimm family lived a family of six girls and one boy named the Wilds. They lived side-by-side on week, Jérôme played leapfrog in his the Marktgasse in the medieval quarter underwear with his courtiers through of a town named Cassel, famous for its the empty halls of the palace, then palace set in vast gardens and forests. spent a fortune ordering new furniture from Paris. Jakob and Wilhelm and their family were desperately poor. Their father Life was very hard for the Grimms. had died, and the two elder brothers Everything changed under French struggled to feed and clothe their occupation – the laws of the land, the siblings. weights and measurements, even the language everyone must speak - and One day a mighty emperor called censors meant the newspapers only Napoleon decided he wished to rule printed what Napoleon wanted people the world. On his way to seize the to know. thrones of the other great kings and emperors of the world, he took over Partly as an act of defiance, and partly the Grimm brothers’ small kingdom in the hope of making some money, the Grimms began to collect old stories and mashed it together with many of from their neighbours and friends, with its neighbours to create the Kingdom the aim of publishing a scholarly book. -
Fairy Tales in Teaching English Language Skills and Values in School Stage Ii
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DSpace at Tartu University Library UNIVERSITY OF TARTU Faculty of Social Sciences and Education Institute of Education Curriculum of Educational Science (Humanities 2008/2009) Maria Lepin FAIRY TALES IN TEACHING ENGLISH LANGUAGE SKILLS AND VALUES IN SCHOOL STAGE II Bachelor thesis Supervisor: Tiia Krass Running head: Teaching English as a foreign language through fairy tales DEFENCE ALLOWED Supervisor: Tiia Krass, magister ……….….………………… (date and signature) Defence Board Chairperson: Kristi Kõiv, Ph.D. ………..…..………….……. (date and signature) Tartu 2012 Teaching English as a foreign language through fairy tales 2 Summary The title of the bachelor thesis is “Fairy tales in Teaching English Language Skills and Values in School Stage II”. This bachelor thesis is divided into three parts. The first part discusses the theoretical issues: definitions of fairy tales, characteristics, their history and usage in English as a foreign language lesson in school stage II. The second part describes the necessity analysis and its results; it discusses the methodology of expert analysis and presents the aim of the study material and the main principles of compiling it. The third part discusses the results of the expert analysis pointing out which changes were made in order to improve the study material and fulfil the aims set. The general aim of the thesis was to compile a study material for teaching English as a foreign language with the help of fairy tales in school stage II. The aim of the study material was to enlarge pupils’ vocabulary skills, improve their grammar, reading skills, speaking skills and provide topics for discussions about values given in the fairy tales.