The compositional language of Russian composer-pianist Nikolai Medtner (1880-1951) demonstrates an evolution of the traditional forms and harmony. Following the classical and romantic traditions, Medtner's compositional technique reveals his individual and original approaches to form and harmony. The unique architectonic in his works is achieved through particular tonal-harmonic juxtapositions of the sections, the frequent prevalence of the monothematic principle, the increased role of the developmental material in the exposition, and contrapuntal combination of themes. Harmonic vocabulary is characterized by chromatic harmony, altered dissonant chords, augmented triads, complex chains of modulations, and usage and combination of modes and octatonic scale. Counterpoint is of great importance toward understanding the chord progression found in his music. Skazki (fairy tales) are pieces in small form, such as preludes, or novelettes; they hold an important place in Medtner's oeuvre. The fairy tale genre is associated with many artistic traditions, including Russian folk art. Medtner's 38 fairy tales, varied in imagery and character, were composed during different periods of his life. The evolution of the genre is seen in form and harmonic language. The lyrical, subjective mood of the fairy tales of the earlier period, such as op. 8, op. 9 and op. 14, evolve into large-scale works, such as fairy tales op. 20 and op. 35. In his later years, in fairy tales from op. 42, Medtner imbues the form with a greater clarity of expression, a tendency to move toward simpler musical expression, and an expanded use of thematic Russian folklore sources, including more definite ties with song and dance genres.

This collection of short stories spans subjects and characters from all around this world and the next. From Himalayan moth girls to swamp princesses and alligator wrestlers, The Ballad of Sparrowfoot offers a unique glimpse inside real and imagined communities and the people who live there. Search for pirate treasure on a magical island, join the cast of fairy tale princesses being raised in a convent, and experience the tribulations of the a bird-footed girl in Louisiana as she searches for her genealogical roots.

This Diploma Thesis "Moral Aspects of Fairy Tales" asks questions - Is it possible to find God's message in the fairy tales? Can God speak to us through these stories? Can the fairy tales be touched by history of redemption? In the beginning, this Diploma Thesis speaks about myth, about it's origin, functions and message, because the fairy tales have their roots in myth. For better apprehension of the fairy tales, there is used the theory of narrative as well as theory and history of fairy tales. The Diploma Thesis analyzes Jung's Archetypes. Archetypes help us to find messages for good life of human beeing in fairy tales. Another issue is "History of mankind as a chain of storries." This issue asks, why there is just few functions in the stories. It analyzes Jesus Christ as the first example of a main hero of fairy tales ant myths. The mankind should follow him in it's own storry. Universality of the storries is demonstrated in comparing of stories from Old Testament (Jonas, Jakob and Eliah) with motives in the fairy tales. Keywords narrative, change, history of redemption, fairy tale, archetypes,etics

Czech Artists and their Fairy Tale Illustrations between 1990 and 2010 This diploma thesis focuses on Czech artists and their illustrations of Fairy tales between 1990 and 2010. The introduction outlines goal of my thesis, methodological procedures and structure. At the beginning we deal with literary fairy-tale - with its origin, foundation, construction, implications and evidence of its existence in Czech Republic and abroad. The following chapters relate to illustrations generally. It dedicates to the history of illustrating books for children and young people in the 20 century. The main part of my thesis is focused on mapping cultural history traditions and innovation in fairy tales' illustrations between 1990 and 2010. The author finds that the period between 1990 and 1999 was linked primarily to the previous tradition. There were issued primarily selections of generally known fairy tales illustrated by affirmed artists. In contrast, according to the author in the period 2000-2010, the situation has changed. The main interest switched to a modern fairy tales, often authoring books, which were illustrated by young artists of new generation. In that time photographs were used as an illustration and other non-traditional techniques have begun to be very popular.

Retellings of classic fairy tales have become increasingly popular in the past decade, but little research has been done on the novelizations written for a young adult (YA) audience. Critical multicultural analysis determining the effect of race, gender, disability, and more has been completed for both original fairy tale retellings and fairy tale retellings for children, but scholars have neglected popular YA novelizations. This study aims to determine how traditional masculinity and femininity affect agency in both male and female characters in YA novelizations of Cinderella. To examine the role of traditional masculinity and femininity in young adult novelizations of Cinderella, a qualitative study was designed to look at the five main archetypal characters of Cinderella, the prince, the stepmother and stepsisters, and the fairy godmother. The study used critical multicultural analysis as defined by Botelho & Rudman (2009) to examine uses of agency and other utilization of power from the characters, and the Bem Sex Role Inventory (1974) was employed to determine traditionally masculine and feminine traits exhibited by characters. Each novel was analyzed on an individual level to determine how traditional masculinity and femininity affected the agency of the characters, after the books were examined on a broader level to establish themes found across the selection. The general trend seemed to indicate that traditionally feminine traits hinder the agency of female characters while affecting male characters less or not at all. The analysis is followed by a discussion about the implications for both educators and readers of young adult literature.

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Sagor är en av flera texttyper elever ska få ta del av under sin skolgång och sagan kan användas på flera sätt samt för olika syften. Denna kvalitativa studie syftar till att bidra med kunskap om sagans didaktiska potential i svenskundervisningen i förskoleklass och årskurs 3. Studiens syfte avses besvaras med tre frågeställningar: Hur beskriver lärare i förskoleklass och årskurs 3 att de använder sagor i svenskundervisningen? På vilka sätt upplever lärare att elever utvecklas genom att ta del av sagor i svenskundervisningen? Vad finns det för likheter och skillnader mellan hur lärarna förklarar sagans användning i svenskundervisningen? Studiens frågeställningar besvaras genom semistrukturerade kvalitativa intervjuer som transkriberades och analyserades genom en tematisk analys. Den teoretiska utgångspunkt som studien utgår från är sociokulturellt perspektiv på lärande. Resultatet för studien visar att lärare använder sagor för flera olika syften, men högläsning, skrivande och samtalande är det lärarna förklarar att de använder sagan för främst. Genom detta kan elever utveckla läsförståelsen, sitt sagoskrivande och lärarna upplever också att elever kan utveckla sina kompisrelationer när sagan används för att diskutera värdegrundsfrågor. I diskussionen diskuteras de metoder som används för studien. Även det resultat som framkommit i studien diskuteras och kopplas till tidigare forskning. Slutligen skrivs förslag på vidare forskning fram. / Fairy tales are one of several text types pupils should be exposed to during their schooling and the fairy tale can be used in several ways and for different purposes. This qualitative study aims to contribute knowledge about the didactic potential of fairy tales in Swedish teaching in preschool class and year 3. The purpose of the study is intended to be answered with three questions: How do teachers in preschool class and year 3 describe that they use fairy tales in Swedish teaching? In what ways do teachers feel that students develop by taking part in fairy tales in Swedish teaching? What are the similarities and differences between how teachers explain the use of fairy tales in Swedish teaching? The study's questions are answered through semi-structured qualitative interviews that were transcribed and analyzed through a thematic analysis. The theoretical starting point from which the study is based is socio-cultural perspective on learning. The results of the study show that teachers use fairy tales for several different purposes, but reading, writing and talking aloud are what the teachers explain that they use the fairy tale for primarily.  Through this, students can develop reading comprehension, their story writing and the teachers also experience that students can develop their friendships when the fairy tale is used to discuss basic values. The discussion discusses the methods used for the study. The results of the study are also discussed and linked to previous research. Finally, proposals for further research are presented.

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Thirteen assorted fairy tales by early 20th century Japanese poet/author Miyazawa Kenji, collected and translated with an analytical introduction by the translator. The introduction explores the presence of "the agent of the outside" in the majority of the author's work and how this literary concept serves to encourage the reader to escape subjective viewpoints.