Este trabalho busca fornecer alguns dados básicos sobre as leituras da Vita de Cellini no Brasil do século XX. Depois de considerações introdutórias sobre o autor e sua obra, dá-se atenção à única tradução brasileira completa de sua autobiografia, seguindo-se breve menção de adaptações em livros e filmes. / This work tries to provide some basic data about XX century Brazilian readings of Cellini´s Vita. After introductory considerations about the author and his work, the only complete Brazilian translation of his autobiography is presented, while adaptations in books and films are also briefly mentioned.

Violence can be handled in a variety of ways across a wide variety of film genres and specific grasps of genres. The goal of this thesis is to explore the different functions of violence in films and then show how different is the acceptance of violence by Western film critics, ie journalists, in the same genre with similar motivations of the main characters, but with a slightly different approach of these characters to the use of violence. In the theoretical part I will describe the terms of review, criticism, film and at the same time the function of violence in films across genres. The practical part will then show how the concept of violence and its function may differ even within one larger genre, although the motivations of the main characters may sometimes be similar. Certain parallels as well as differences in the use and function of violence will be discussed on the example of selected scenes from two action film series Ip Man and Rambo. Subsequently, the reactions to the manifestations of violence by film critics will be analyzed and in the end it will be assessed whether the critics reacted to the processing of violence at all, how they reacted to it and what generally follows from the critics' approach to various possibilities on depicting violence. The partial goal of the thesis will...

Teen Shakespeare films have largely been dismissed as films which “dumb down” Shakespeare’s original texts and which are marketed in a manipulative way in order to sell teens fantasies that appeal to them. Among the most popular and recognizable actresses of this genre is Julia Stiles, known for her leading roles in 10 Things I Hate About You, O, and Hamlet. Several scholars have critiqued Stiles’s films for the ways that they depict feminism and American teen girlhood. In this thesis, I argue that Stiles’s films present a spectrum of, an admittedly limited, feminism that becomes increasingly more progressive. By exploring Stiles’s portrayal of feminism in these films, the hope is to move away from the idea of teen Shakespeare films as merely dumbed down versions of the plays and to, instead, move towards an understanding of the political and social role of this generic category.

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The central focus of this Master's thesis is to describe, explain and classify intersemiotic translation within current translation studies. Given the interdisciplinary nature of the thesis, the theoretical part draws inspiration also from aesthetics, semiotics, adaptation, literary and film studies. Our findings are applied to the empirical material - interlingual and intersemiotic translation of Leaving by Václav Havel. Both translations are thoroughly analysed and the identified shifts are classified into categories primarily inspired by Anton Popovič's model of translation (1975, 1983). Comparison proved that the approach to intersemiotic translations/film adaptations as interlingual translation works. Although, there was a need to create new categories for some shifts in the film adaptation. Based on that, we propose a new model of intersemiotic translation, which could serve as inspiration for further research.

Dans la thèse sont étudiées les particularités lexico-sémantiques et les fonctions stylistiques de l'argot utilisé dans le théâtre et le cinéma français contemporains, les transformations que subit l'argot dans les adaptations des récits littéraires au cinéma. Principalement stylistique, la thèse s'inscrit également dans les problématiques de la sociologie. / The thesis is about lexico-semantic properties and stylistic functions of slang used in contemporary French theatre and cinema, its transformations in movies adapted from literature. The research is focused mainly on stylistic aspects, but also refers to sociolinguistics.

<p>This essay examines the adaptation of <em>The French Lieutenant’s Woman;</em> proclaiming that it is based on the same core of meaning as the novel. This core, or interiority, of the art work, is the <em>freedom</em> which Sarah Woodruff presents. The interiority is immanent within the novel as well as the film. The freedom that Sarah presents creates <em>gaps in time</em> and is mainly <em>freedom from time</em>. From an exterior perspective though, these art works look different. The exteriority is visualized and described by being denominated as different narrative levels. In the film Mike falls in love with Sarah as an escape from his own time, one that is characterized by more lenient moral views than those prevalent in the Victorian Age. This present-day character is not, of course, in the novel but is invented by Harold Pinter as part of a metaphor for Fowles’ metafictional stance. In the novel, freedom is partly represented by an extradiegetic narrative level and suggested in various comments made by the apparent author of the work: John Fowles. This essay highlights the contrasts between the fictive world (on a hypodiegetic level), and the real world (on a diegetic level). By doing this, this essay suggests a motive for Pinter’s “narrative innovation” as a “brilliant metaphor” for Fowles´ novel. With these contrasts we find that the restraints of a seemingly open society (the 1980s in which Pinter was writing the screenplay) are able to contain an inner, rather implicit, restraint for the individual of the 1980s. The longing for freedom is triggered as soon as man is deprived of freedom, irrespective of how and when. Sarah is an escape from Victorian Age for Charles, at the same time as she is an escape from the 1980s for Mike. On the whole, Sarah is an escape from the linearity of all time. Freedom is immanent with both of the artworks, yet they are completely different, seen from outside.</p><p> </p><p> </p>

This essay examines the adaptation of The French Lieutenant’s Woman; proclaiming that it is based on the same core of meaning as the novel. This core, or interiority, of the art work, is the freedom which Sarah Woodruff presents. The interiority is immanent within the novel as well as the film. The freedom that Sarah presents creates gaps in time and is mainly freedom from time. From an exterior perspective though, these art works look different. The exteriority is visualized and described by being denominated as different narrative levels. In the film Mike falls in love with Sarah as an escape from his own time, one that is characterized by more lenient moral views than those prevalent in the Victorian Age. This present-day character is not, of course, in the novel but is invented by Harold Pinter as part of a metaphor for Fowles’ metafictional stance. In the novel, freedom is partly represented by an extradiegetic narrative level and suggested in various comments made by the apparent author of the work: John Fowles. This essay highlights the contrasts between the fictive world (on a hypodiegetic level), and the real world (on a diegetic level). By doing this, this essay suggests a motive for Pinter’s “narrative innovation” as a “brilliant metaphor” for Fowles´ novel. With these contrasts we find that the restraints of a seemingly open society (the 1980s in which Pinter was writing the screenplay) are able to contain an inner, rather implicit, restraint for the individual of the 1980s. The longing for freedom is triggered as soon as man is deprived of freedom, irrespective of how and when. Sarah is an escape from Victorian Age for Charles, at the same time as she is an escape from the 1980s for Mike. On the whole, Sarah is an escape from the linearity of all time. Freedom is immanent with both of the artworks, yet they are completely different, seen from outside.

From July 1, 1934, to November 1, 1968, the Production Code Administration (PCA) oversaw the creation of American motion pictures, in order to improve Hollywood’s moral standing. To assist in this endeavor, the studios produced film adaptations of classic literature, such as the plays of William Shakespeare. In the first two years of the Code’s inception, two Shakespearean films were produced by major studios: A Midsummer Night’s Dream (1935) and Romeo and Juliet (1936). But were these classic adaptations able to avoid the censorship that other films endured? With the use of archived collections, film viewings, and an in-depth analysis of the plays, multiple versions of the scripts, and other available surviving documents, I was able to see how these productions were affected by the enforcement of film censorship and what it said about the position of Shakespeare’s work in society. A Midsummer Night’s Dream tended to use self-regulation, so as to avoid the censorship of the PCA. However, the film did not escape without some required changes. In spite of the filmmakers’ efforts, there were a few textual changes and the fairy costumes required revisions to meet the PCA’s standards. In the case of Romeo and Juliet, the PCA was far more involved in all stages of the film’s production. There were many documented text changes and even a case in which the censors objected to how the actors and director executed a scene on film. The motion picture was created as if it were of the greatest importance by all involved. And, as it were, the existing archives paint a picture of a production that was a sort of battleground in a sociopolitical war between the censors and the filmmakers. As both films arrived on the international stage, this sociopolitical campaigning did not end. During international distribution, the films were each accepted, rejected, and forced to endure further censorship, in order to become acceptable for public screening. This censorship often relayed a message about the location’s societal views and its contrast to American society.

Étudier les adaptations cinématographiques des œuvres littéraires françaises en classe de français, ouvre des perspectives didactiques intéressantes dans l'enseignement du français. Dans le cas du Maroc, cette expérience a permis la mise en œuvre d'un ensemble de séquences didactiques pour les classes du secondaire (collège et lycée). Les élèves ont appris à réévaluer la portée artistique et expressive de chaque art. Le travail introductif sur le cinéma, à travers l'adaptation cinématographique, a démontré aux élèves la complexité de ce langage artistique particulier. Par conséquent, le cinéma a acquis le statut d'un objet de savoir parmi les composantes du cours de français. Tout autant, appréhender la littérature par le biais du cinéma, a réhabilité le langage littéraire auprès des élèves : au lieu d'être rebutés par la littérature, en prétextant la complexité de son langage, les élèves ont découvert, en elle, la profondeur de la pensée humaine et parfois mêmes, de la leur. De la sorte, ils ont entamé un long chemin, pour apprendre à recevoir le verbe et l'image. / Explore film adaptations of literary works in French class, opens up interesting didactic teaching French. In the case of Morocco, this experience has enabled the implementation of a set of didactic sequences for secondary classes (college and high school). Students learned to reevaluate the scope of each artistic and expressive art. The introductory work on the film through the film adaptation, demonstrated to students the complexity of this particular artistic language. Therefore, the film has acquired the status of an object of knowledge among the components of French courses. Equally, understanding literature through film, rehabilitated the literary language from students instead of being put off by the literature, claiming the complexity of his language, students have discovered in it, the depth of human thought and sometimes even of their own. In this way, they began a long way, to learn how to receive the word and image.