Med denna kunskapsöversikt har vi haft för avsikt att undersöka vad forskningen säger om hur kanoniserade verk kan läsas på ett genusmedvetet sätt för att främja en reflekterande undervisning på högstadiet och gymnasiet. I undersökningen av detta område har vi identifierat fyra teman, som alla kopplats till genusmedvetenhet, i vilka vi tagit avstamp för att besvara arbetets frågeställning  Hur kan kanoniserade litterära verk läsas för att främja genusmedvetenhet?  Dessa fyra teman är genusmedvetenhet i förhållande till kanonbegreppet, teoribildning, pedagogiska strategier och förhållningssätt samt ett litterärt exempel i form av förankring i August Strindbergs Fröken Julie (1888).  Resultatet har grundat sig i metodisk läsning och sammanställning av olika forskares perspektiv på ämnet. Frågeställningen besvaras med att läsning av kanoniserade verk behöver anpassas efter nutida värderingar såväl som den historiska kontexten i vilken verket blev skrivet. Vidare har resultatet pekat på att feministisk litteraturteori är en aspekt av vad vi idag kallar genusmedvetenhet och därav är nödvändigt att ha i åtanke när pedagogiska strategier ska formas i arbetet med litteratur i klassrummet. De pedagogiska strategierna behöver ta avstamp i inkludering och normkritik. Slutsatsen av detta resultat är att kanoniserad litteratur kan läsas genusmedvetet då de pedagogiska strategierna kring verket påverkar hur läsaren förhåller sig till innehållet.

In this essay, I study how the artist is portrayed in the works of August Strindberg and Ingmar Bergman. I compare Strindberg’s novels The Romantic Organist (1888) and By the Open Sea (1890) with Bergman’s The Hour of the Wolf (1968) and Fanny and Alexander (1982). It should be noted that I’m focusing on the film manuscripts (“Filmberättelser”) of Bergman rather than the films.  My aim is to study how the works of Strindberg and Bergman correspond in regards to the artist motif. Strindberg’s influence on the works of Ingmar Bergman has been wildly recognized among scholars and critics for decades, but no extensive study has before been made on the subject of the artist.

No description available.

<p>Den här uppsatsens syfte är att undersöka tystnadens kommunikativa funktion i två svenska teaterpjäser, Leka med elden av August Strindberg och En talande tystnad av Erland Josephson. I min metod använder jag mig av en anti-essentialistisk hållning och intresserar mig i första hand för tystnadens funktion.</p><p>Tystnaden analyseras utifrån tre ingångar: dess relevans, konceptualisering och distanserande/förenande funktion. Analysen visar skillnader pjäserna emellan vad gäller tystnadsindikationer i teatertexten. En talande tystnad regisserar oftare explicit pauserna medan tystnaden i Leka med elden endast är antydd i texten och får sin relevans i Holms regi. Metaforer som avslöjar tystnadens konceptualisering förekommer i En talande tystnad men inte alls i Leka med elden. Tystnaden konceptualiseras både som en aktivitet och som ett tillstånd. I En talande tystnad har tystnaden främst en distanserande funktion, i Leka med elden en förenande funktion i högre grad men denna visar också exempel på en distanserande funktion hos tystnaden.</p><p>Min slutsats är att tystnadens funktion sammantaget i Leka med elden är att skapa en form för scenisk effekt, det vill säga, att vara dramatiskt effektiv. I En talande tystnad är tystnaden tematisk och en del av pjäsens själva innehåll.</p>

The primary purpose of this dissertation is to study the dialogue between the Scandinavian drama and the Uruguayan theatre; how drama from Scandinavia has been received in the Río de la Plata during the last hundred years; how it has been adapted and activated to be meaningful to the audience; how it has been integrated within the Uruguayan theatre and society and how the play changes with that new dialogue. As this is the first study of Scandinavian plays in Uruguay a secondary purpose is to document what has been put on stage; fifty-three productions, ninety percent of which were plays by Henrik Ibsen and August Strindberg. The study is organized in three parts: a) a historical and sociological description of the Uruguayan society and its theatre; b) a presentation of Scandinavian drama, staging of Scandinavian theatre and its reception during the twentieth century; c) a comparative analysis of the reception in its widest sense at different periods of eleven productions of two dramas by Ibsen and one by Strindberg. The work is thus part of a tradition of the history of reception. According to the hermeneutic method, the reading is done from the horizon of expectation at the time of the staging interwined with today’s perspective. I follow the Argentinean investigator of theatre Osvaldo Pellettieri’s definition of the concept “reception”: passive reception by the public; reproductive reception, reception including translation and criticism; productive reception, creative reception expressed as staging or as a text that is evidently influenced by another text. In studying the process from the source text of a play to the reception of a performance, the four steps that Patrice Pavis has pointed out have been followed: 1) the interidiomatic translation of the text, 2) the translation of the text into a manuscript as base for a production 3) the staging and 4) the performance as received by the public. More emphasis is put on the linguistic aspect of the reception and reconstruction than is generally the case in theatre research, as this study lies on the border between literature and theatre studies. Do the Scandinavian plays fall into the topics of the day, politically, socially, culturally and aesthetically? Ibsen’s and Strindberg’s dramatic production have drawn the attention of Uruguayan critics since 1894, four years before the public had the opportunity to see a play on stage in Montevideo. Their contents and dramatic aesthetics were evaluated and we can also see how their ideas are discussed and integrated in the social debate on womens’ rights and the economic consequences of divorce. In order to see where the critics put their emphasis, the following aspects were considered: the author, the plot and its actuality, the audience, the translation, the direction, the scenography, the acting, the scenery and the music. The emphasis and interest of the critics have changed during this period of a hundred year. At the turn of the century 1900 they focused on the plot, the protagonist and also put a lot of emphasis on the public’s reactions. A realistic interpretation was appreciated but its content was not related to the situation in the surrounding society. During the first half of last century we only find visiting companies from Europe playing the Scandinavian dramatists. At first they introduced Ibsen and later Strindberg to the public in Montevideo via performances made by European actors for a European public. The Montevidean public was sometimes amazed by the new theatrical form and stunned by the contents of the play, but, according to the critics, the spectators eventually accepted it all and thus widened their horizon. There is a great contrast in connection with the distribution of the critics' interests from the fifties onwards. The theme and its actuality were discussed, the author got a lot of space as did the director and the actors. The audience’s reaction was seldom commented upon, nor the scenography. Towards the end of the century the direction, the scenography and the scenery drew the critics’ attention on behalf of the actors, but the theme and its actuality preserved their interest. In the late forties the Uruguayan theatre had developed a theatre system. Scandinavian plays were now staged by native theatre groups and can be considered as integrated within the Uruguayan cultural and social system. We can see how the Scandinavian theatre performances accompanied theatre life in Montevideo; its rise during the fifties and sixties, its fall during the dictatorship of the seventies, its resurrection and its present condition, more free, more open and difficult to define in a few words. The last three chapters are a study of A doll’s House, An Enemy of the People and Creditors in Montevideo. It is a more detailed analysis of the translation of the texts, the transposition to the stage, how the performances relate to the cultural, social and political context and how they are received by the critics. A comparative study shows how the directors and the theatregroups have searched for different solutions to represent the plays. It shows great differences in the realization, differences that depend on the varying conditions of the groups; if they are part of the official theatre or an independent group, their political and aesthetical orientation, their intentions and artistic level and the social context in which the staging takes part.

The subject of this study is August Strindberg’s interaction with the visual media of his day. Its dual aim is to examine Strindberg’s work in the light of media history and to allow Strindberg’s work in turn to illuminate the media history of the fin de siècle. Taking its cue from the commonplace scholarly observation that Strindberg’s drama, particularly that of his later phase, is strikingly “cinematic”, it asks: What do such comparisons really tell us about Strindberg’s art and what, if anything, do they tell us about cinema? The thesis of this study is that the putatively “cinematic” style of Strindberg’s writings can only be understood against the backdrop of a mass culture, oriented towards the visual sense, which was undergoing rapid expansion at the turn of the last century. In devising his “dream play techniques”, it argues, Strindberg both drew on and reacted against various image-based modes of representation that had become extremely widespread in the late nineteenth century. The loss of reality that is so prominent a feature of works such as To Damascus (1898) or A Dream Play (1901) should in this sense be regarded as marked by an experience of mediatization, that is, the steady incorporation of all aspects of daily life by mass media technologies. Shifting the spotlight away from cinema, a critical encounter with Strindberg’s work can cast light on largely overlooked media practices such as magic lantern or Sciopticon exhibition, panoramic entertainments, instantaneous photography, and the introduction of the halftone process in printing. At the same time as it unsettles received notions of Strindberg’s drama as “cinematic”, the study seeks to show how the writings of this revolutionary artist can provide fresh material for a reassessment of life in a media-saturated age.

No description available.

This is a study of how expository information is presented in the metatext (title, subtitle, prefaces, dedications, the dramatis personae, announcements of act and scene, stage directions etc.) and the dialogue in seven one-act plays by August Strindberg: The Stronger (1889), Pariah (1889), Simoom (1889), Debit and Credit (1892), The First Warning (1892), Facing Death (1892), and Motherly Love (1892). Exposition in this study is defined as a semiotic temporal-structural element that: (1) is not restricted to any specific part of the drama; (2) is present in both the metatext and the dialogue; (3) transfers information about the prescenic time/action (time/action preceding the scenic time/action), interscenic time/action (scenic and non-scenic time/action between scenes), simultaneous scenic time/action (non-scenic time/action that takes place simultaneously with the scenic time/action, and postscenic time/action (time/action that follows the scenic time/action). The study shows that the expository information is presented gradually in the dramas, in both metatext and dialogue, and in all the four categories of time/action presented above. One important result is that the seven one-act plays, despite their naturalistic qualities, also contain components pointing towards Strindberg’s more expressionistic drama. It is possible to talk about a naturalistic or an expressionistic period in Strindberg’s authorship. It is, however, impossible to regard Strindberg as a naturalist or an expressionist in a stricter sense. Strindberg’s drama is too complex and rich to be placed in a certain theoretic doctrine. It is clear from the dissertation that the study of expository information is useful in dramaturgic analyses, and generates various discussions about for example themes, motives, and metaphors. A complete analysis of the exposition, therefore, must also consider elements such as language and imagery.

<p>The purpose of this study is to investigate the distribution of medieval ballads as semiotics of intertextuality in modern Swedish literature, here represented by August Strindberg, Erik Axel Karlfeldt, Kerstin Ekman and Katarina Frostenson. They are famous authors from different epochs, ranging from the period called “the modern breakthrough” in the 1880s until the postmodernism of the present time. My aim is to expose their attraction to medieval balladry, and their different ways of using form, language and style from this old poetry in poems, prose and plays, explicit as well as implicit.</p>

Den här uppsatsens syfte är att undersöka tystnadens kommunikativa funktion i två svenska teaterpjäser, Leka med elden av August Strindberg och En talande tystnad av Erland Josephson. I min metod använder jag mig av en anti-essentialistisk hållning och intresserar mig i första hand för tystnadens funktion. Tystnaden analyseras utifrån tre ingångar: dess relevans, konceptualisering och distanserande/förenande funktion. Analysen visar skillnader pjäserna emellan vad gäller tystnadsindikationer i teatertexten. En talande tystnad regisserar oftare explicit pauserna medan tystnaden i Leka med elden endast är antydd i texten och får sin relevans i Holms regi. Metaforer som avslöjar tystnadens konceptualisering förekommer i En talande tystnad men inte alls i Leka med elden. Tystnaden konceptualiseras både som en aktivitet och som ett tillstånd. I En talande tystnad har tystnaden främst en distanserande funktion, i Leka med elden en förenande funktion i högre grad men denna visar också exempel på en distanserande funktion hos tystnaden. Min slutsats är att tystnadens funktion sammantaget i Leka med elden är att skapa en form för scenisk effekt, det vill säga, att vara dramatiskt effektiv. I En talande tystnad är tystnaden tematisk och en del av pjäsens själva innehåll.