Fictional Worlds and the Real World in Early childhood Drama Education

2005 ◽  
pp. 139-151 ◽  
Author(s):  
Shifra Schonmann
2010 ◽  
Vol 19 (2) ◽  
pp. 151-171 ◽  
Author(s):  
Emily Troscianko

We read in a linear fashion, page by page, and we seem also to experience the world around us thus, moment by moment. But research on visual perception shows that perceptual experience is not pictorially representational: it does not consist in a linear, cumulative, totalizing process of building up a stream of internal picture-like representations. Current enactive, or sensorimotor, theories describe vision and imagination as operating through interactive potentiality. Kafka’s texts, which evoke perception as non-pictorial, provide scope for investigating the close links between vision and imagination in the context of the reading of fiction. Kafka taps into the fundamental perceptual processes by which we experience external and imagined worlds, by evoking fictional worlds through the characters’ perceptual enaction of them. The temporality of Kafka’s narratives draws us in by making concessions to how we habitually create ‘proper’, linear narratives out of experience, as reflected in traditional Realist narratives. However, Kafka also unsettles these processes of narrativization, showing their inadequacies and superfluities. Kafka’s works engage the reader’s imagination so powerfully because they correspond to the truth of perceptual experience, rather than merely to the fictions we conventionally make of it. Yet these texts also unsettle because we are unused to thinking of the real world as being just how these truly realistic, Kafkaesque worlds are: inadmissible of a complete, linear narrative, because always emerging when looked for, just in time.


2008 ◽  
Author(s):  
Donna Catherine Berthelsen ◽  
Jan Nicholson ◽  
Louise Docherty ◽  
Vicky Abad ◽  
Kate Williams

Resonance ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 60-76
Author(s):  
James Wierzbicki

This essay explores how one “listens to”—that is to say, how one takes in, makes sense of, and reacts to—“sounds” that are not really sounds at all but that are simply evocations of sounds served up by the authors of fiction. Although the essay’s conclusions apply to literary sounds in general, the examples on which the essay bases its observations and arguments are drawn—because their affective range is so very, very wide—from the vintage literature of so-called horror fiction. After a discussion of why some instances of scary literary sounds are more potent than others, emphasis is placed on sounds featured in the work of H. P. Lovecraft and Edgar Allan Poe, writers celebrated for their “aurality” yet whose structural use of sonic imagery—in dynamic patterns in the case of Lovecraft, as markers of plot points in the case of Poe—has hitherto been neglected. Throughout the essay parallels are of course drawn between literary sounds and actual sounds encountered both in the real world and in the fictional worlds of film, television, and radio drama. Readers of the essay are invited to decide for themselves, but it is suggested here that “silent listening”—because it demands creative involvement on the part of its participants—results in a richer aesthetic experience.


2009 ◽  
Vol 15 (8) ◽  
pp. 474-479
Author(s):  
Carmen S. Brown

To build on and encourage children's natural curiosities about shapes and their connection to the real world, early childhood learning environments should be constructed to support geometric thinking. Adults can provide opportunities for children to explore materials, engage in activities, and work in collaboration with peers and teachers to construct their own knowledge of the world around them.


Neophilology ◽  
2021 ◽  
pp. 91-101
Author(s):  
Evgeny E. Ivanov ◽  
Galina P. Ivanova

We highlight the problem of dream in the poetics of G. Gazdanov’s prose. We consider dream from the perspective of creativity pragmatics, self-knowledge and its role in the architectonics of the text. We trace the dynamics of the development of the artistic dream representation as an intertextual phenomenon. In the light of literary associations with the works of A.S. Pushkin, F.M. Dostoevsky and E. Poe, dream in G. Gazdanov’s works is defined as the development of the mythologeme Narcissus in the interpretation of A. Gide in the homonymous essay. We analyze the convergence of the dream theme and delusiveness of the real world and the oniric divinology’s influence on the narrative as a whole. The anarrative elements of metanarrative that undermine the evidence of events are described as a system of opposing the current situation to eternity. The author’s position in the novels related to the Civil War and emigration is considered in terms of M.M. Bakhtin’s work “Toward a Philosophy of the Act”. The author’s “outsideness” to the every-day world, delimiting the inverted world of violence from culture, is manifested as “different” to the narrated world. The dream appears as the universals not only in terms of the poetics of possible fictional worlds, but also as a totality in the characters’ development. The acquisition of reality is only possible in the last writer’s works, in altruism as the “awakening” of the characters and in the intention to the state of samadhi. Nirvana as a mode of the author’s “outsideness” “descends” into the characters’ world as a result of “movement of feelings” or “spiritual fire” – the prevailing feature of G. Gazdanov’s works. Thus, the delusiveness dream as a generalizing formant of metanarrative weakens as one moves away from the “horrors of history” as a traumatic experience of participation in a war and the ensuing unsettled-“unnoticed” image of the author. The polyphonism of the voices of the author and the characters in recent novels forms a single narrative field, and here and now it acquires the status of reality as enlightenment, or, in G. Gazdanov’s thesaurus, “rebirth”.


2009 ◽  
Vol 9 (1-2) ◽  
pp. 69-78 ◽  
Author(s):  
Joshua Goodstein ◽  
Deena Skolnick Weisberg

AbstractHow do readers create representations of fictional worlds from texts? We hypothesize that readers use the real world as a starting point and investigate how much and which types of real-world information is imported into a given fictional world. We presented subjects (N=52) with three stories and asked them to judge whether real world facts held true in the story world. Subjects' responses indicated that they imported many facts into fiction, though what exactly is imported depends on two main variables: (1) the distance that a narrative world lies from reality and (2) the types of fact being imported. Facts that are true of the real world are more likely to be imported into worlds that are more similar to the real world, and facts that are more central to the representation of the real world are more likely to be imported overall. These results indicate that subjects make nuanced inferences when creating fictional worlds, basing their representations both on how different a story world is from the real world and on what they know to be causally central to the real world.


2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.


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