Il presente lavoro si propone di iniziare a configurare un quadro unitario e sistematico della narrativa postverghiana sia sul piano letterario sia sul piano linguistico <<per la connotazione ambivalente del verismo come scrittura artistica in cui ricerca tematica e stilistica si condizionano in un rapporto inestricabile>>. Alla ricerca delle tracce di un vero o presunto “color locale” si sono scandagliate oltre centocinquanta novelle (Nicola Misasi, “In magna Sila”; Salvatore Di Giacomo, “Novelle Napolitane”; Matilde Serao, “Dal vero”; Domenico Ciampoli, “Trecce nere”; Gabriele D'Annunzio, “Terra vergine”; Mario Pratesi, “In Provincia”; Emilio De Marchi, “Sotto gli alberi”; Remigio Zena, “Le anime semplici. Storie umili”) la cui lingua è stata misurata sia rispetto agli strumenti normativi coevi sia rispetto all’uso corrente, ricostruito attraverso i lavori di studiosi che hanno focalizzato la loro attenzione su aspetti diversi dell’italiano del XIX secolo: dalla lingua letteraria a quella giornalistica passando attraverso l’ambito colloquiale/famigliare che emerge dallo studio degli epistolari. L'introduzione letteraria che precede il quadro appena descritto propone un'analisi comparativa dei tratti caratterizzanti il verismo verghiano secondo la declinazione che ne offrono, nelle varie raccolte prese in analisi, gli autori coinvolti in questo studio. / Our work aims at building a unitary, systematic tableau of the Italian narrative after Verga. We have focused on literary and language aspects <<because of the double feature of Verismo as an artistic writing where the research of theme and style influence each other in a tangled relationship>>. Tracing a real or presumed 'local color', we have examined over one hundred and fifty short stories ( 'In magna Sila' by Nicola Misasi; 'Novelle Napolitane' by Salvatore Di Giacomo; 'Dal vero' by Matilde Serao; 'Trecce nere' by Domenico Ciampoli; 'Terra vergine' by Gabriele D'Annunzio; 'In Provincia' by Mario Pratesi; 'Sotto gli alberi' by Emilio De Marchi; 'Le anime semplici. Storie umili' by Remigio Zena). The language has been studied based on norms and everyday usage of those times. The latter has been shaped through the works of scholars who have analyzed different aspects of the Italian language from the 19th century, in literature, journalism, and also in more colloquial, familiar letters. The section about literature preceding the portrait pictured above offers a comparative survey of the specific traits of Verga's Verismo according to the variations made, in the already mentioned collections of short stories, by the authors involved in this research.

Made available in DSpace on 2016-04-28T20:57:28Z (GMT). No. of bitstreams: 1 Maria Ceres Rodrigues Murad.pdf: 3686392 bytes, checksum: ccf7dcf1129072d6537c57a65867fbbb (MD5) Previous issue date: 2008-06-02 / The present research shows how a project aimed to develop the reading, writing and drawing abilities of students from the lower economic layers of Brazilian population, as well as to improve their musicality, dancing and staging promotes learning and development for all children enrolled in the 1st. grade of basic schooling. For such, it was developed a project called Opera for All (OFAP), involving 31 pupils of a community school, located in the periphery of São Luís, Maranhão, a northeast state of Brazil. The basic assumptions of the research were taken from Vygotskian social historical theory, in special the idea that what is lived through concrete actions is converted in abstract material, in superior mental functions. Since this is an Art project, contradictions typical of this area were generated, provoking choc, destruction and also overcoming of these feelings, promoting, consequently, development. The study offers consistent results, especially in what concerns voluntary attention, self-regulation and self-knowledge. The research points out that: a) the rhyme is an important mediator for autonomous writing, notably when the students are in the processing of acquiring reading and writing abilities; b) observational drawing acts as a facilitator for the elaboration of personal drawings, offering details and references easily appropriated by 6 to 7 years old children; c) both rhymes and observation drawing, when practiced, promote voluntary attention, memory and imagination. The research concludes that the staging and the appreciation of an Opera by children, under the supervision of adults, using well structured activities and meaningful material, involve active and creative actions, which, in turn, propel human development / A presente pesquisa mostra como um projeto de apreciação, leitura, escrita, desenho, musicalização, dança e encenação de uma ópera pode promover a aprendizagem e o desenvolvimento de alunos oriundos das camadas de baixa renda da população brasileira, freqüentando a 1ª. Série do Ensino Fundamental. Para o estudo, foi desenvolvido o Projeto Ópera para Todos (POPT) junto a 31 crianças de uma escola comunitária, situada na periferia de São Luís, Maranhão, nordeste do Brasil. Os estudos foram realizados com base nos pressupostos teóricos vigotskianos, em especial o de que tudo aquilo que é vivenciado por meio da ação concreta se converte em material abstrato, ou seja, em funções mentais superiores. Como a vivência descrita deu-se no campo das artes, as contradições aí implícitas foram responsáveis por choques, destruição, superação e desenvolvimento dos envolvidos. O estudo oferece resultados consistentes sobre o desenvolvimento da atenção voluntária, da auto-regulação da conduta e do autoconhecimento. O trabalho sugere, ainda, que: a) a rima é um mediador importante para a escrita de autoria por parte de alunos que se encontram no início do processo de aprendizagem da leitura e da escrita; b) o desenho de observação atua como facilitador para a elaboração de desenhos de autoria, oferecendo detalhes e referências facilmente apropriadas por crianças na faixa etária de 6 a 7 anos; e c) que tanto a rima como o desenho de observação, ao serem exercitados, promovem a atenção voluntária, a memória e a imaginação. A pesquisa conclui que a apreciação e encenação de uma ópera por parte de crianças e sob a supervisão de adultos, por empregar atividades estruturadas e materiais significativos, envolvendo ações ativas e criativas, impulsionam o desenvolvimento humano

Opera fantasias have been denigrated as insufficiently intellectual or serious, as derivative, as merely popular or sentimental. However, many of the perceived flaws were, if not hallmarks, at least accepted realities of Italian opera composing. Like opera itself, the opera fantasia is a popular art form, stylistically predictable yet formally flexible, based heavily on past operatic tradition and prefabricated materials. I approach opera fantasias, instrumental works that use themes from a single opera as the body of their virtuosic and flamboyant material, both historically and theoretically, concentrating on compositions written for and by woodwind-instrument performers in Italy in the second half of the nineteenth century. Important overlapping strands in my theoretical framework include the concept of virtuosity and its gradual demonization, the strong gendered overtones of individual woodwind instruments and of virtuosity, the distinct Italian context of these fantasias, the presentation and alteration of opera narratives in opera fantasias, and the technical and social development of woodwind instruments. I have uncovered a large body of compositions and composers, many of whom have not been written about in English, through archival research in Milan, Naples, Parma, Bologna, and Palermo. This reveals trends in operas used for fantasias, temporally, spatially, and between instruments, as well as further trends in the use of specific melodies. I use contemporary reviews of performances and compositions to attest to the popularity of the opera fantasia throughout the second half of the nineteenth century in Italy, including oboist Antonio Pasculli as a case study. This often overlooked genre is intimately tied to the central canon and deeply connected to its social and musical contexts. Approaching the opera fantasia as a coherent and meaningful group of works clarifies a genre that has been consciously stifled and cultural resonances that still impact music reception and performance today.

As a popular historic work with constant and worldwide performances, the sexist and racist narratives disseminated by Giacomo Puccini's opera Madama Butterfly causes harmful social and political ramifications. Many scholars point to this opera specifically when discussing the fetishization of Asian females, and mention the title character as the quintessential example of damaging stereotypes. Thus, I conduct a postcolonial and feminist reading of Madama Butterfly, through analysis of the opera's libretto, the libretto sources, and the opera's score. I unravel the Orientalist assumptions that make up the foundation of the Butterfly narrative, and trace them as they make their way into Puccini's opera. I re-read Madama Butterfly as a metaphor for imperialism, and its effects on the colonized psyche. I examine Lieutenant Pinkerton and Butterfly's characters with specific attention to the power dynamics of their relationship in the context of colonization. I emphasize gender, race, and class tensions evident within the white male and white female gazes on the bodies of third world women of color. I present Puccini's musical choices in the operatic score as supplementary to my postcolonial-feminist reading. Puccini's use of pentatonic scales to evoke "Oriental" sounds, as well as his appropriation of Japanese folk tunes and "The Star Spangled Banner" into the score serve to supplement my basic contentions that Madama Butterfly is a product of Oriental discourse and a metaphor for imperialism and its effect on the colonized psyche.