The Filmic Literary Works of Gabriel García Márquez

2021 ◽  
pp. 595-612
Author(s):  
Alessandro Rocco
Keyword(s):  
Gabriel Garcia Marquez ◽  
Film Production ◽  
Chronological Order ◽  
Literary Works ◽  
Literary Education ◽  
Realistic Representation

Cinema is a very important area of GGM literary activity, which the author conceived as another way to tell stories, in parallel and connected to the ways novels/stories and journalism tell stories of their own. This article addresses the work of García Márquez as a filmic writer. After briefly explaining the influence of cinema on his literary education, the article focuses on some problems in the writing of subjects and screenplays in relation to film production, which also concerned García Márquez. His film work is discussed in chronological order, while also highlighting the more relevant thematic and aesthetic elements. The theme of destiny opens and closes the discourse, given that it is present both in the first and last important screenplays by the author, Tiempo de morir and Edipo Alcalde, linked to the influence of Sophocles’s Oedipus Rex. Another relevant theme is that of the tension between realistic representation and the different forms of transfiguration of reality, via fantastic elements, absurd situations, and hyperbolic intensifications. Such aspects may be found in the screenplays of many films written by GGM between the 1970s and 1980s: Presagio, El año de la peste, María de mi corazón, Eréndira, Un señor muy viejo con unas alas enormes, and the series Amores difíciles. Finally, the article focuses on some unexecuted projects: unpublished screenplays or film stories, such as “Dios y yo”, “Para Elisa”, and “Blacamán”, which show the richness of the filmic imagination of García Márquez.

Wychowywanie według Antoniny Domańskiej... (na podstawie relacji komunikacyjnych między dorosłym i dzieckiem w wybranych utworach pisarki)

2019 ◽  
pp. 230-242
Author(s):  
Alicja Ungeheuer-Gołąb ◽  
Keyword(s):  
Social Context ◽  
Social Status ◽  
Essential Role ◽  
Literary Texts ◽  
Historical Period ◽  
Literary Works ◽  
Child Characters ◽  
Contemporary World ◽  
Literary Education

Education by Antonina Domańska (on the Basis of Communicative Relation between an Adult and a Child in her Selected Literary Works) The article concerns selected novels written by Antonina Domańska (Historia Żółtej ciżemki, Paziowie króla Zygmunta, Krysia Bezimienna). The author of the paper discusses the novels in the context of their didactic function. In the analysis she takes into account communicative rapport between the grown-up and child characters appearing in Domańska’s works. The author particularly concentrates on the essential role of description and the choice of historic events in the provided literary texts which are used for literary education of children. Moreover, she refers to child’s social status in certain historical period. She also discusses the universality of such an approach to this type of education and its meaning in the contemporary world. The author indicates how Antonina Domańska exposes Polish national features and glorious developments of the Jagiellonian dynasty in her works. She contemplates the role of a child in the discussed social context.

scholarly journals Nationalism and Hungarian Education Policy: Are the Literary Works of Cécile Tormay, József Nyirő, and Albert Wass Appropriate for the Hungarian School Curriculum?

2015 ◽  
Vol 7 ◽  
pp. 303-319
Author(s):  
Ágnes Huszár
Keyword(s):  
Education Policy ◽  
Role Models ◽  
Literary Work ◽  
School Curriculum ◽  
Literary Canon ◽  
National Socialist ◽  
Compulsory School ◽  
Literary Works ◽  
Literary Style ◽  
Literary Education

Recently there have been attempts in Hungary to rehabilitate authors with nationalist, anti-Semitic, and national socialist views and integrate them into Hungarian literary canon, including the suggestion that the works of Cécile Tormay, József Nyirő, and Albert Wass become compulsory school literature. Since one of the most important goals of Hungarian literary education is to reinforce a sense of Hungarian nationalism, the focus is primarily on the authors rather than their literary works and they tend to be presented as role models to students. This paper aims to show that, given that the three authors mentioned above have publicly participated in anti-Semitic and pro-Nazi activities, it would be unethical to place them in a position where they may be lauded as role models for children. It is also argued that only a small part of the literary work of these three authors can be considered aesthetically valuable while all of them had written works containing anti-Semitic and faux-historical elements. Both the authors’ choice of topic and their literary style makes them unsuitable as compulsory school literature for children.

scholarly journals Leonora Carrington on and off Screen: Intertextual and Intermedial Connections between the Artist’s Creative Practice and the Medium of Film

Arts ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Lora Markova ◽  
Roger Shannon
Keyword(s):  
Gabriel Garcia Marquez ◽  
Costume Design ◽  
Carlos Fuentes ◽  
Set Design ◽  
Horror Film ◽  
Artistic Identity ◽  
Literary Works ◽  
Luis Bunuel ◽  
Creative Practice ◽  
The Mansion

This article explores the under-researched intertextual and intermedial connections between Leonora Carrington’s transdisciplinary practice and the medium of film. The analysis focuses on the artist’s cameo appearances in two 1960s Mexican productions—There Are No Thieves in This Village (Alberto Isaac 1964) and A Pure Soul (Juan Ibáñez 1965)—which mark her creative collaborations with Surrealist filmmaker Luis Buñuel and Magic Realists Gabriel García Márquez and Carlos Fuentes. Carrington’s cameo roles are analyzed within a network of intertextual translations between her visual and literary works that often mix autobiographical and fictional motifs. Moreover, it is argued that Carrington’s cinematic mediations employ the recurring Surrealist tropes of anti-Catholic and anti-bourgeois satire. The article also investigates Carrington’s creative approach towards art directing and costume design, expressed in the Surrealist horror film The Mansion of Madness (Juan López Moctezuma 1973). The analysis examines the intermedial connections between Carrington’s practice of cinematic set design and her earlier experiments with theatrical scenography. Overall, this study aims to reveal undiscovered aspects of Leonora Carrington’s artistic identity and her transdisciplinary oeuvre.

A Film Never Completed

2019 ◽  
Vol 14 (1) ◽  
pp. 108-124
Author(s):  
Regev Nathansohn
Keyword(s):  
Social Interactions ◽  
Visual Language ◽  
Film Production ◽  
Group Dynamic ◽  
Hegemonic Discourse ◽  
The Social ◽  
Realistic Representation

This is a story and analysis of a film production that has never materialised. The case study features a group of neighbourhood residents who wished to produce a film representing their experiences of living in a mixed neighbourhood in the northern Israeli city of Haifa, where Jews and Arabs live together. The ethnography of their work documents the incommensurability between the social interactions within the group and the content of the film’s script. While the group dynamic reflected the mixing atmosphere of the neighbourhood, their script succumbed to the hegemonic discourse of separation in Israel and to steering away from ambiguities. The group’s aspiration to create a realistic representation required a political and visual language that was not available as an objective possibility and thus was challenging to imagine.

Spain in the Making and Reception of García Márquez’s Works

2021 ◽  
pp. 291-320
Author(s):  
Álvaro Santana-Acuña
Keyword(s):  
Latin American ◽  
Book Industry ◽  
Gabriel Garcia Marquez ◽  
Reading Practices ◽  
American Novel ◽  
Literary Education ◽  
History Of ◽  
Democratic Rule ◽  
Analytical Tools ◽  
Iconic Figure

Gabriel García Márquez is one of the most beloved and read writers of the last century in Spain. Yet his early literary works went almost unnoticed for more than a decade among Spanish publishers, critics, and readers. The success of One Hundred Years of Solitude and subsequent works transformed him into a popular bestselling writer and iconic figure in that country. Using little-known and new sources, including documents from contemporary reviews and readers’ reactions as well as the author’s archives, this article studies the reception of García Márquez’s works and his rise to stardom in Spain. Key to the successful response to his oeuvre were (1) the literary education of the author, which allowed him to develop a writing style with appeal to Spanish audiences; (2) the diffusion and consecration of the New Latin American Novel (aka Boom novel) during a crisis in Peninsular fiction; (3) the modernization of Spain’s book industry, which benefited the promotion of García Márquez’s works among the rising middle classes; and (4) the writer’s involvement in the country’s cultural and political affairs during its transition to and consolidation of democratic rule. The intersection of these threads resulted in the appropriation of García Márquez as a Spanish writer and his transformation into one of Spain’s cultural icons. This article builds on analytical tools developed by the fields of cultural sociology and the history of reading practices.

scholarly journals The changes in the content and opportunities of literary education in primary school after the reestablishment of Lithuanian independence

Pedagogika ◽  
2013 ◽  
Vol 111 (2) ◽  
pp. 125-135
Author(s):  
Elena Marcelionienė
Keyword(s):  
Comparative Analysis ◽  
Education Reform ◽  
National Culture ◽  
Primary Education ◽  
Language Education ◽  
Educational Process ◽  
Literary Works ◽  
Literary Education ◽  
Integrated Curricula ◽  
Different Parts

The education reform carried out after Lithuania regained independence in 1990 has been extensively reported on and evaluated in a number of publications. This type of research is important not only in order to understand the history of Lithuanian education, but also to be able to formulate a perspective of education for future generations. Furthermore, having a thorough understanding of the education reform is also crucial for specialists in charge of the change of today‘s education, authors of alternative textbooks and teachers. The present article deals with a narrow yet fundamental field, i.e. literary education and its change in primary education after the education reform. The theoretical works and documents on aspects of cultural and educational policy written by Dr. M. Lukšienė and other authors of the education reform have influenced the new type of literary education in primary education. The results of a comparative analysis of former and integrated curricula and the contents of the fist integrated textbooks as well as aspects such as the depolitisation of education, integration of literary and language education, new criteria for choosing literary works and their analysis have been integrated into the scope of the article. The changes in the school of independent Lithuania started with primary education. This may be the reason why Dr. Meilė Lukšienė, one of the authors of the education reform, focused on the implementation of the curriculum of primary education. She guided the authors of the integrated programme of the Lithuanian language (1992) and reviewed and evaluated the textbooks of the Lithuanian language written in the framework of this programme (1992–1996). Throughout the Soviet occupation, the teaching of Lithuanian in primary education was subdivided into segments such as coherent speech, reading, writing, grammar etc. The teaching of Lithuanian was also imbued with Soviet ideology, clearly delineated and academic. The introduction of a new segment into the curriculum of Lithuanian as the first language, i.e. ‘Coherent speech’ was supposed to act as a link between the different parts of the curriculum. It is hard to say whether the aims stipulated in the curriculum were actually achieved in the educational process; however, they were clearly not present in the teaching materials used back then: different textbooks of the different parts of the curriculum were written by different authors who were only interested in serving the purposes of their segments of the curriculum. ‘Coherent speech’ was ultimately to take form of an exercise book. This type of teaching and learning was criticised by some Lithuanian linguists, writers and pedagogues. Dr. Meilė Lukšienė underscored the importance of the national culture in educating the young generation in the Soviet period. After regaining independence it was crucial to change and depoliticize language education. A new concept of education was introduced by Dr. Meilė Lukšienė and her colleagues. The concept focuses on the child and not on the subject matter. Their input and insights have helped to create new tendencies of language education. The article focuses on the results of a comparative analysis of integrated and former curricula of the Lithuanian language. Furthermore, the fundamental differences between the goals stipulated in the former and integrated curricula are highlighted. The new curriculum consists of the following central points: 1. integration of literary and language education, 2. prioritizing folklore, ethnography, national literature as part of the national culture, 3. the artistic quality of literary works, 4. differentiated education of the learner’s feelings, creativity and thinking capacity. The new tendencies were implemented in the integrated textbooks Šaltinėlis and Šaltinis (written by Elena Marcelionienė and Vida Plentaitė). Th textbooks have a clear system consisting of two planes: fist, a framework encompassing introduction to reading, literary and basic cultural skills was set up. Secondly, guidelines for language education based on the different stages of the child‘s development were introduced. The integration of the two planes has made the teaching of Lithuanian more practical: in this way, the child’s speech and language are developed through experience and the comprehension of texts becomes more complete and emotional, which is very important in the child’s education. The ongoing education reform focuses on the differentiation and individualization of education. These two features of education, extensively described by Dr. Lukšienė in her concept of national education, are essential in improving the curriculum of Lithuanian in primary education.

The Context of the Yüan Tao and the Yüan Hsing

1948 ◽  
Vol 12 (2) ◽  
pp. 403-408
Author(s):  
J. K. Rideout
Keyword(s):  
Chance Discovery ◽  
Chronological Order ◽  
Literary Works ◽  
Confucian Scholar ◽  
Original Edition

After the death of Han Yü in 823, his literary works were collected and edited by his relative and disciple Li Han . These works were soon forgotten, and the name of Han Yü remained virtually unknown until the chance discovery of a fragmentary copy by the child Ou Yang Hsiu in the house of a friend in 1016.1 Ou Yang Hsiu, who within thirty years had done much both to restore Han Yü′s text, and to demand for him the recognition that he had claimed but never received during his lifetime, was followed in his work by every Confucian scholar of note, until Han Yü′s position as the last of the classical writers was irremovably established. In his original edition Li Han had arranged Han Yü′s works according to categories: he may have made some attempt at a chronological order within those categories, but if so, the disintegration of copies during the 200 years of neglect undid his work.

scholarly journals Literature and Its Learning in the Perspective of Curriculum Development History

2021 ◽  
Vol 1 (2) ◽  
pp. 77-90
Author(s):  
Fatmah AR. Umar
Keyword(s):  
Curriculum Development ◽  
Extracurricular Activities ◽  
Teaching And Learning ◽  
New Order ◽  
Literary Works ◽  
Literary Education ◽  
Qualitative Descriptive ◽  
Literature Education ◽  
Culture Of Silence ◽  
Learning Concept

The present work aimed at exploring (1) the condition of Indonesian literature and its learning in the curriculum development perspective, (2) the past and the current learning orientation, (2) Indonesian literature learning in multiculturalism perspectives, and (3) efforts to accentuate a liberating, literary education and learning concept. In this qualitative descriptive research, all data were collected from documentation, observation, and interview. The results showed that: First, in the old order (Orde Lama), literature education was a separate subject before being integrated into the Indonesian language subject since the New Order (Orde Baru). Theoretical knowledge has long been emphasized in literature learning. To this day, literature education has focused on the creation and preservation of the culture of silence. Educators (teachers) have been plagued by being powerless and unable to express themselves. As a result, the teachers opt to remain silent, but they are trapped in a situation of being alienated from reality. Second, Indonesian literature learning, from the perspective of structuralism, indicates plurality embedded in the core of the Indonesian literary works that covers the aspects of culture, language, themes, and pronunciation. Third, efforts to accentuate a liberating, literary education and learning concept can be made through (i) writing, reading, and interpreting the literary works, the involvement of litterateurs in extracurricular activities (teaching and learning of literature), and (iii) taking advantages potential texts containing the socio-cultural concept of literature, and (iv) referring to the original principle of literature education.

scholarly journals The Relation between Creativity, Identity and Political Expression in the Writings of Gabriel Garcia Marquez and Shahnon Ahmad

2014 ◽  
Vol 27 (2) ◽  
pp. 284-309
Author(s):  
Mohd Faizal Musa ◽  
Keyword(s):  
Gabriel Garcia Marquez ◽  
Real Life ◽  
Personal Attributes ◽  
The Political ◽  
Political Awareness ◽  
Literary Works ◽  
Close Link ◽  
Political Novel ◽  
Varied Background ◽  
Political Works

The presence of political elements within literary works is often seen as something provocative. Through a framework proposed by C. R. Rogers in his essay entitled “Towards a Theory of Creativity”, this article will demonstrate the close link between an author, his creativity and the political theme in the creation of his literary works. This framework enables the author’s personal attributes and personality to be linked to the political elements featured in his works. The creativity of a political novelist is found to be dependent on his surroundings, experience and political awareness. In relation to this, two authors of political novels are highlighted in this research. They are Shahnon Ahmad (Malaysia) who produced Tunggul-Tunggul Gerigis and Gabriel Garcia Marquez (Latin America) famed for his work One Hundred Years of Solitude . It is discovered through this research that the two political novelists did not write in a vacuum. The presence of political subjects specifically mentioned in their works clearly originates from their real-life surroundings which have consolidated into their identity, personality and authorship as political writers. In other words, politics is the authors’ flesh and blood and this allows political subjects to be crafted and expressed in their creative works. Hence an author without a varied background in politics will never be able to create or produce effective political works or novels. Keyword: political novel, creativity, myths, authorship, comparative literature

scholarly journals Pendidikan Sastra Anak Pada Dongeng Semut Yang Sombong dan Persahabatan Semut dan Merpati Karya Ihsan Fauzi

Kelasa ◽  
2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Andi Widiono
Keyword(s):  
Language Development ◽  
Fairy Tales ◽  
Literary Reading ◽  
Literary Works ◽  
Educational Value ◽  
Literary Education ◽  
Descriptive Method

In this study, fairy tales become objects of research that are analyzed and interpreted according to the circumstances of the tales. The method used in this research is descriptive method. The purpose of this study is to describe the value of children's literary education contained in these fables. Based on the analysis of the arrogant Ants tale and the Friendship of Ants and Merpati by Ihsan Fauzi, it can be concluded that in the tale there is educational value in children's literary works, namely exploration and discovery, language development, development of beauty values, and the cultivation of multicultural insights. One of children's literary education about manners teaches morals and manners to children. The value of literary education in the work can be an example and a lesson in educating a child, so that the child grows in authority through literary reading, namely fairy tales AbstrakPada penelitian ini, dongeng menjadi objek penelitian yang dianalisis dan diinterprestasikan sesuai dengan keadaan dongeng tersebut. Metode yang digunakan pada penelitian ini adalah metode deskriptif. Tujuan penelitian ini adalah untuk mendeskripsikan nilai pendidikan sastra anak yang terdapat pada dongeng tersebut. Berdasarkan analisis pada dongeng Semut yang Sombong dan Persahabatan Semut dan Merpati karya Ihsan Fauzi dapat disimpulkan bahwa di dalam dongeng tersebut terdapat nilai pendidikan pada karya sastra anak, yaitu eksplorasi dan penemuan, perkembangan bahasa, pengembangan nilai keindahan, dan penanaman wawasan multikultural. Salah satu pendidikan sastra anak tentang budi pekerti mengajarkan moral dan sopan santun kepada anak. Nilai pendidikan sastra pada karya tersebut dapat menjadi contoh dan pelajaran dalam mendidik seorang anak, sehingga anak bertambah wawasanya melalui bacaan sastra yaitu dongeng.

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