Global ETD Search

11	Troubling Gender: Bodies, Subervision, and the Mediation of Discourse in Atwood's the Edible Woman Fleitz, Elizabeth J. 04 April 2005 (has links) No description available. Literature Margaret Atwood The Edible Woman Judith Butler Bodies discourse subversion recitation gender gender identity mimesis abjection eating disorders performance performativity
12	Cesty dětského recitátora na 1. stupni ZŠ / Paths of child - the reciter at primary school Čurdová, Jana January 2012 (has links) The theoretical part of the diploma is focused on the analysis of particular areas and concepts related to children's recitation regarding the first level of primary school. The first half of the practical part looks into primal motivation resulting into the decision to dedicate oneself to recitation, as well as the method of text selection by children and their reasons for preference of poetry to prose. The method of controlled interview was used for researching child reciters at the first level of primary school. The same method was applied to research methods of management, preparation and evaluation of children's reciter by adults who work with and assess the reciter. The second half of the practical part offers and describes examples of both group and individual approaches to a particular text.
13	Savoir par cœur : enjeux de la mémorisation des textes pour les études littéraires / Learning by heart : The high-stakes question of text memorization in literacy studies Nowak, Fabrice 17 January 2015 (has links) Quel intérêt les études littéraires auraient-elles à remettre au goût du jour l’apprentissage par cœur de textes littéraires ? Le par cœur semble aujourd’hui une pratique pédagogique de nostalgiques et de réactionnaires. On lui reproche de faire moins bien et moins rapidement ce que la technologie fait sans effort. On l’accuse aussi de ne pas favoriser l’intelligence : elle est un travail mécanique de perroquet dans lequel la compréhension et l’esprit critique interviendraient peu. Ces critiques, qui peuvent paraître de bon sens, sont en fait selon nous le produit de trois logiques ou pensées qui dominent la pensée occidentale : la pensée matérialiste, la logique marchande et la logique de domination du masculin sur le féminin. Elles imprègnent tellement nos croyances et nos cadres cognitifs qu’on a du mal à penser en dehors d’elles. Nous confrontons dans cette thèse ces trois logiques à la question du par cœur : en interrogeant leurs présupposés et en mettant au jour certaines de leurs failles, on s’aperçoit alors que le par cœur, en fonction de la manière dont on le pratique, peut revivifier les études littéraires. / Why would it be worthwhile for literary studies to reintroduce learning by heart of literary texts? Learning by heart now appears to be an old-fashioned method, only practiced by nostalgic, reactionary teachers. It has been criticized for its lesser learning efficiency and velocity as compared to what technology has made available for fewer efforts. Another reason why it has been condemned is that it would impede the development of intelligence, as it is thought to be a parrot-like, mechanical exercise requiring very little understanding or critical thinking. These seemingly well-founded criticisms are, we argue, the product of three logics – or thoughts – dominating the Western thought, namely: the materialist thought, the mercantile logic, and the logic of the domination of the masculine over the feminine. Our beliefs and outlines of thought are so imbued with these three principles, that we are reluctant to depart from their influences to think. In this dissertation, we confront the three above-mentioned logics to the “learning-by-heart” issue. By questioning their presuppositions and shedding light on some of their flaws, we find out that learning by heart, depending on how it is carried out, helps revitalize literary studies. Études littéraires Sciences de l’éducation Société liquide Pédagogie Par cœur Mémorisation Récitation Consumérisme Literary studies Learning sciences Liquid society Teaching method Learning by heart Memorization Recitation Consumerisme
14	Rozvoj čtenářství pomocí poezie na 1. stupni ZŠ / Development of readership through poetry in primary school Pokorná, Anna January 2013 (has links) The goal of this Master's thesis was to support the development of the practice of reading and literacy especially of students of the lower primary school by my own and verified methods. I have observed the development of the children's relationship to reading and their reading skill as long as there was focus on reading and further activity with poems in class in lower primary school. I have also observed the extent, to which is reading of poems and activities related to it supported by reading books, how students work with the text and what they learn by this work. My thesis has among other activities focused on the necessity and contribution of children's recital a dramatization of poetry. I have worked with children from 1st, 2nd, 3rd, and 5thgrades of elementary school and also from the 1st grade of 8-year high school, within the scope of literature class, a so-called reading class, within the scope of literary - dramatical branch of art elementary school and drama in education. On the basis of this thesis I can state that working with poetry has significance for a discovery or an establishment of a relationship to reading and understanding of a text for students of the afore mentioned classes. The children have gained an experience with methods, leading to the mentioned objectives; they have...
15	Att gestalta Vǫluspá ur poetiska Eddan : som folksångare och muntlig berättare Ståbi, Kersti January 2017 (has links) Kersti Ståbi Performing poems from the Poetic Edda I am a folk singer and oral storyteller. In my Masters project I have made a series of concerts performing the poem Vǫluspá from the Poetic Edda in its original Old Norse. Building on the musical elements in the Eddic poems, I’ve been searching the borderlands between speech and singing, using melodic material in the modern Swedish and Norwegian languages. As a method I have imitated singers in different living epic singing traditions from around the world, basing the creative process on mimicry and improvisation. This was a fast route to performances of great diversity: the Manas singer from Kyrgyzstan gradually enters a trancelike state, while Pansori from Korea made me think "unmelodic folk opera" and the Indian Pandvani is all-or-nothing storytelling with music serving as an engine. One specific perspective I have researched is the concept of a ”First Listener” - a representative of the audience on stage that can, but doesn’t necessarily have to, contribute musically. Traditionally the First Listener in Pandvani is very active; singing, shouting and challenging the teller, while the Pansori First Listener is a supporting commenting percussionist. As a storyteller and lead singer I found the presence of a First Listener highly fruitful in the process leading up to the performances. As a stage concept it offers forceful dynamics between the singer, the listeners and the poem. The poems of the Poetic Edda were created and performed in an oral tradition, but survived to modern times only via written text. I regard myself a performer formed in a literate culture but in an oral music tradition. With that in mind I have explored performance of this epic material and its metres. Translation has become a keyword with many facets. epic singing old norse first listener vǫluspá improvisation reciting singing folk singing folk music tradition poem Manas pansori pandvani voluspa episk sång fornnordiska originalspråk förste lyssnare improvisation vǫluspá den poetiska eddan folksång folkmusik sång recitation talsång tradition kväde dikt Manas pansori pandvani voluspa Music Musik

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