The title of the diploma thesis: Fairy Tale Themed Ballet Music in the 19th and 20th Century Focused on the Works of P. I. Tchaikovsky and S. Prokofiev This diploma thesis deals with fairy tale motifs in ballet music of the 19th and 20th century. It focuses mainly on fairy tale ballets of Peter Ilyich Tchaikovsky and Sergei Prokofiev. The first chapter deals with fairy tale themes in ballet on a more general level and advances to the concrete inclusion of these themes in the socio- historical context of the 19th and 20th century. The second chapter briefly deals with the development of ballet from its beginnings in the 15th century to the 18th century. This chapter chronologically describes important periods and events concerning ballet. The next chapter deals with ballet of the Romantic period and music of the 19th century in France and Denmark. Chapter four and five present the prominent ballets of Peter Ilyich Tchaikovsky, namely Swan Lake, Sleeping Beauty and The Nutcracker. Furthermore, this thesis focuses on ballet of the 20th century, those of Igor Stravinsky and mainly Sergei Prokofiev. Most of these ballets were created in cooperation with the patron of arts Sergei Diaghilev. The last part offers various activities that can be used in music lessons. KEYWORDS fairy tale motives, ballet...

Made available in DSpace on 2016-06-02T19:46:06Z (GMT). No. of bitstreams: 1 DissVLCC.pdf: 1131386 bytes, checksum: 05728bd4e8ecbc23fcec7789545514e5 (MD5) Previous issue date: 2004-07-27 / The scholar integration proposal demands that the school organize itself to facilitate the access for students with hearing impairment to the curriculum, allowing them, under those circumstances, to have educational opportunities to reach enough knowledge to perform their citizenship. The educational needs of these students demand effort of educators providing them a flexibility of the instruction resources, making feasible the opportunities of learning that take into account their singularity, especially related to communication. This paper had as the main objective an assessment to evaluate the effectiveness of the use of fairy tale dramatization, as an educational strategy to provide an improvement of the oral comprehension of stories for five students with hearing impairment, aged between 7 and 13, enrolled on a public school. It was used an experimental multiple baseline design between individuals, which started with an assessment of previous knowledge that each participant had; hearing impairment, previous knowledge about the fairy tale, followed by the participation of each one in a training with a pedagogical activity and in the end a dramatization related to the fairy tale. These activities were performed by each student in different moments, in a same group composed of four no-hearing-impairment participants. The data were collected by video and/or tape recordings. One statistical descriptive analysis was applied, by comparing the previous knowledge that each student with hearing impairment had about the fairy tale, before and after the achievement of both pedagogical activities and dramatization. The results showed that the participants who had been exposed to the two posterior interventions showed more improvement in performing the assessment tests of the fairy tale oral comprehension, as much in the evaluations accomplished after the introduction of the pedagogical support activity as after the dramatization activity. Although the two interventions had promoted improvement in this performance, there were differences in the magnitude of the change when it was compared with each individual among themselves, or in the student himself, the effect of the two strategies (pedagogical support and dramatization). The inter and intra-individual rate differences suggest that individuals benefited themselves in different ways when the two teaching strategies were used, and it seems to point toward that there is no superiority of one strategy over another, what implies the importance in diversifying the teaching instruction to fulfill the individual particularities in learning condition of students with hearing impairment. / A proposta de integração escolar exige que a escola se organize para facilitar o acesso dos alunos com deficiência auditiva ao currículo, permitindo, assim, que eles tenham oportunidades educacionais na aquisição de conhecimentos necessários, para o exercício de sua cidadania. As necessidades educacionais desses alunos exigem que os educadores proporcionem a eles uma flexibilização dos recursos instrucionais, viabilizando oportunidades de aprendizagem que considerem a sua singularidade, especialmente em relação à comunicação. Este estudo teve por objetivo principal avaliar a efetividade da utilização da dramatização de uma história infantil, como uma estratégia educacional para promover a melhora da compreensão oral de histórias por cinco alunos com deficiência auditiva, com idade entre 7 e 13 anos, matriculados em uma escola pública. Foi utilizado um delineamento experimental de linha de base múltipla entre sujeitos, o qual iniciou-se com a avaliação do conhecimento prévio que cada participante portador de deficiência auditiva tinha da História, prosseguiu com a participação de cada um deles em treino via atividade pedagógica e, posteriormente, via dramatização referente à História, sendo que essas atividades foram realizadas com cada um deles em momentos diferentes, embora com um mesmo grupo composto por quatro participantes ouvintes. Os dados foram coletados através da gravação em vídeo e/ou áudio. Aos resultados aplicou-se uma análise estatística descritiva, comparando-se o conhecimento prévio que cada aluno com deficiência auditiva tinha da História, antes e após a realização das atividades pedagógicas e de dramatização. Os resultados demonstraram que os participantes que foram submetidos às duas intervenções subseqüentes apresentaram melhora no desempenho em testes de avaliação da compreensão oral da História, tanto nas avaliações realizadas após a introdução da atividade de apoio pedagógico, quanto após a atividade de dramatização. Embora as duas intervenções tenham promovido melhora no desempenho, houve diferenças na magnitude da mudança quando se comparam os diferentes sujeitos entre si, ou no mesmo sujeito. As diferenças inter e intra-sujeitos sugerem que os indivíduos se beneficiaram de forma diferente quando as duas estratégias de ensino foram utilizadas, e isso parece indicar que não há superioridade de uma estratégia sobre a outra, o que implica na importância de diversificar o ensino, a fim de atender às especificidades individuais no estilo de aprendizagem de alunos com deficiência auditiva.

Made available in DSpace on 2014-06-11T19:29:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-25Bitstream added on 2014-06-13T19:59:47Z : No. of bitstreams: 1 marques_mc_me_sjrp.pdf: 878935 bytes, checksum: 764ef3d1dbc56457288c4d8d81bd3b78 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho propõe-se a rediscutir o conceito corrente de conto de fadas, tal como proposto por autores como Jolles (1976) e Propp (1983), a partir de um contraponto dessas teorias com as formulações de J. R. R. Tolkien em seu ensaio “Sobre histórias de fadas” (2006). Partindo dessa revisão, pretende-se demonstrar como As crônicas de Nárnia, de C. S. Lewis, pode ser lida como o que Tolkien denomina “história de fadas”, pois a presença da oposição entre o “mundo real”, com tempo e espaço histórico bem definidos, e o mundo maravilhoso ou “outro mundo” parece ser um fator decisivo para diferenciar um conto de fadas de uma história de fadas / This research proposes to revisit the current concept of fairy tale as proposed by authors such as Jolles (1976) and Propp (1983), counterpointing those theories with the formulations of J.R.R. Tolkien in his essay “On Fairy-Stories” (2006). The aim is to demonstrate how The Chronicles of Narnia, by C. S. Lewis, can be read as a fairy story according to Tolkien, since the presence of an opposition between the real world, with well defined time and historical space, and the wonderful world or other world seems to be a decisive factor to differentiate a fairy tale from a fairy story

La présente thèse étudie le développement historico-esthétique du conte littéraire polonais au XXe siècle sur la base d’un corpus qui s’étend de la Jeune Pologne à 1989, en se limitant à la littérature pour adultes. Cette étude se combine avec une réflexion théorique sur la nature du conte en tant que forme littéraire et propose l’outil de la convention pour cerner sa dynamique et sa polymorphie. Dans le conte, nous distinguons quatre niveaux de convention :le monde représenté, les motifs, la narration et le style. Les modèles conventionnels de ces quatre catégories, exposés dans le premier chapitre, servent de repères pour évaluer l’apport des écrivains à la convention du conte dans les deuxième et troisième chapitres. Le deuxième chapitre met en évidence le dynamisme historique qui anime le conte au XXe siècle dans la littérature polonaise, tandis que la troisième partie dégage de façon transversale les principales tendances esthétiques dans l’écriture féerique. Ainsi, le fil de la convention permet de tracer un panorama historique ainsi que de dégager les tendances esthétiques majeures du conte dans la littérature polonaise du XXe siècle, se révélant par là un outil pertinent dans l’étude du conte littéraire. Notons enfin que cette étude du conte littéraire offre un nouveau regard sur quelques uns des écrivains majeurs de la littérature polonaise du XXe siècle :B. Lesmian, W. Gombrowicz, St. I. Witkiewicz, Br. Schulz, T. Konwicki, St. Lem, Sl. Mrozek, Cz. Milosz et bien d’autres. /<p><p>Based on a wide corpus of adult literature, the present doctoral thesis is devoted to the historical and esthetical development of Polish literary fairy tale in the twentieth century from the Young Poland to the year 1989. It proposes at the same time a theoretical reflection on the literary form of fairy tale. Accordingly the convention is used as the main tool to apprehend its dynamics and its polymorphism. In the fairy tale, four conventional levels can be distinguished: represented world, motives, narration and style. Presented in the first chapter, the conventional models of theses four categories are used as reference points to gauge writers’ contribution to the fairy-tale convention in the second and the third chapters. The second chapter highlights historical dynamism of the fairy tale in Polish literature of the twentieth century, while the third part draws transversally the main esthetical tendencies in fairy-tale writing. Therefore the convention allows to outline an historical panorama and to define the main esthetical tendencies in Polish literature of the twentieth century, which proves its relevance in the study of literary fairy tale. Moreover this study of literary fairy tale takes a fresh look at some of the most important Polish writers of the twentieth century: B. Lesmian, W. Gombrowicz, St. I. Witkiewicz, Br. Schulz, T. Konwicki, St. Lem, Sl. Mrożek, Cz. Milosz. <p> / Doctorat en Langues et lettres / info:eu-repo/semantics/nonPublished

This thesis is considering the definition of a hero in interesting contexts of different historical periods. It monitors preferences and changes. It gives examples of some heroes, idols and celebrities. Analyzes different identification of favorite heroes by children 7-11 years old at the primary school. It identifies from where the children know their favorite hero and which hero is mentioned by most children. The work shows the possibility of the topic "popular hero" at the school practice.

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The master's thesis consists of an introduction, three chapters, a conclusion, a list of references (81 sources), and applications, including a questionnaire form, examples of fairytale therapeutic samples. The volume of the master's thesis is 75 pages, on which 13 tables and 1 figure are placed. The introduction reveals the relevance of the research problem, the development of the problematics, the aim and objectives of the research are set, the object and the subject of research are determined, a hypothesis is formulated, methods and an empirical basis are indicated. The first chapter includes a review of foreign and domestic literature on the topic of the study, a description of the life path category and the structure of self-awareness. The sections devoted to the relationship between self-esteem and the subjective picture of the life path are presented. Conclusions on the first chapter are the results of the study of theoretical material. The second chapter contains a description of methodological approaches in the study of life's path, including right hemispheric methods. The conclusions of the second chapter are justification of the application of the method of fairy tale therapy in the current study. The third chapter is devoted to the empirical part of the study. It provides a description of the organization, the methods of the study conducted and the results obtained using all the methods used: the self-esteem test of V.V. Stolin, S.P.Pantileev, the graphic sample and the fairytale test. The conclusions of the third chapter include the main results of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypothese put forward, are presented in a generalized form, the practical significance of the study is substantiated. / Магистерская диссертация состоит из введения, трех глав, заключения, списка литературы (81 источник) и приложений, включающих в себя бланк опросника, примеры сказкотерапевтических проб. Объем магистерской диссертации 75 страниц, на которых размещены 13 таблиц и 1 рисунок. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируется гипотеза, указываются методы и эмпирическая база. Первая глава включает в себя обзор иностранной и отечественной литературы по теме исследования, описание категории жизненного пути и структуры самосознания. Представлены разделы, посвященные взаимосвязи самоуважения и субъективной картины жизненного пути. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава содержит описание методологических подходов в исследовании жизненного пути, в том числе правополушарные методы. Выводы по второй главе представляют собой обоснование применения метода сказкотерапии в проводимом исследовании. Третья глава посвящена эмпирической части исследования. В ней представлено описание организации, методов проведенного исследования и результатов, полученных по всем использованным методикам: теста на самоотношение (ОСО) В.В.Столина, С.Р.Пантилеева, графической пробы и сказкотерапевтической пробы. Выводы по третьей главе включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутой гипотезе, обоснована практическая значимость исследования.

Folklore plays an important role in studying social development, socioeconomics, customs and habits. Because language is a special level of vocabulary, studying folklore and language of fairy tale is crucial for understanding social development. Compared with other types of folk literature and art, fairy tales are the most popular and most extensive genre, which contains rich ideas accumulated by people over the centuries. Therefore, folklore and fairy tales are the basis for studying national psychology and personal characteristics. / В изучении развития общества, его экономики и обычаев, важное место занимает изучение фольклора, язык которого представляет собой особый пласт лексики, поэтому изучение языка фольклора и сказок. Имеет большое значение в понимании развития общества. По сравнению с другими видами фольклора, волшебная сказка является самым популярным и распространенным жанром, в котором содержатся богатые идеи, мысли, которые народ накопил в течение веков. Поэтому фольклор и сказки являются основой изучения национальной психологии и личностных характеристик.

Тема магистерской диссертационной работы: Культурно-прагматические аспекты перевода русского фольклора на китайский язык. Фольклор каждого народа имеет свою уникальность. Если вы хотите по-настоящему овладеть языком нации, вам необходимо изучить ее фольклор и понять ее языковой стиль и культурную коннотацию. Становление и развитие русской нации имеет свои исторические условия и специфические обстоятельства, и в то же время она сформировала свои уникальные фольклорные черты. Русский фольклор – уникальное культурное наследие России. Пословицы, поговорки и сказки являются составляющими устного народного творчества в фольклористике, кристаллизацией опыта и мудрости человеческого производства и жизни. / Cultural and pragmatic aspects of the translation of Russian folklore into Chinese. The folklore of each nation has its own uniqueness. If you want to truly master the language of a nation, you need to study its folklore and understand its language style and cultural connotation. The formation and development of the Russian nation has its own historical conditions and specific circumstances, and at the same time it has formed its own unique folklore features. Russian folklore is a unique cultural heritage of Russia. Proverbs, sayings and fairy tales are the components of oral folk art in folklore, the crystallization of the experience and wisdom of human production and life.

Many recent studies confirm that the fantasy genre is based on ancient myths. Contemporary authors of fiction create new versions of myths, often using ancient “natural” and cultural symbols. Neil Gaiman is one of these tellers of modern myth. His works offer multiple possibilities for interpretation of well-known stories, reworked in a new way and filled with new layers of significance. Using Jungian archetypes as a prism for the analysis, this essay focuses on the possibility to relate the motif of the Triple Goddess, a triad of magical or divine female figures, present in many of the Western Europe mythologies, to female characters from Neil Gaiman’s Snow, Glass, Apples and The Ocean at the End of the Lane. Through a close reading of selected passages of the text, this essay exemplifies how Neil Gaiman uses archaic symbols and the motif of the Triple Goddess to connect his audience to the collective unconscious via manifestations of the anima archetype, one of many aspects of the collective unconscious. / Flera nutida studier slår fast att fantasigenren har sitt ursprung i gamla myter. Samtida författare i genren skapar nya myter och använder ofta symboler från gamla kulturer och naturfenomen. En av dessa författare är Neil Gaiman, en förmedlare av moderna myter. Välkända berättelser och historier får ett nytt liv genom hans kreativa stil och fantasi, fyllda med nya betydelser och tolkas ur många olika synvinklar. Genom användningen av Jungianska arketyper som en analytisk metod, fokuserar denna uppsatsen på att koppla den Tredelade gudinnan med kvinnliga karaktärer i Neil Gaimans Snow, Glass, Apples och The Ocean at the End of the Lane. Den Tredelade gudinnan är förknippad med en triad av magiska och gudomliga kvinnliga figurer, närvarande i flera västeuropeiska mytologier. Genom när läsning av särskilda avsnitt i texten, exemplifieras hur Gaiman använder arkaiska symboler för att koppla läsaren till det kollektiva omedvetna. Dessutom tydliggörs likheten mellan den Tredelade gudinnans personifikation och manifestationer av arketypen anima, som en av flera aspekter av det kollektiva omedvetna.