scholarly journals Made to Connive: Revisioning Cinderella in a Music Video. From Disney to Arthur Pirozkhov: A Case Study

Text Matters ◽  
2020 ◽  
pp. 67-78
Author(s):  
Dorota Filipczak
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Music Videos ◽  
Intellectual Freedom ◽  
Music Video ◽  
Explosive Power ◽  
Kenneth Branagh ◽  
The Impact ◽  
Literature And Film

The article focuses on the way in which music videos can subvert and refigure the message of literature and film. The author sets out to demonstrate how a music video entitled “Зацепила” by Arthur Pirozkhov (Aleksandr Revva) enters a dialogue with the recent Disney version of Cinderella by Kenneth Branagh (2015), which, in turn, is an attempt to do justice to Perrault’s famous fairy tale. Starting out with Michèle Le Dœuff’s comment on the limitations imposed upon women’s intellectual freedom throughout the centuries, Filipczak applies the French philosopher’s concept of “regulatory myth” to illustrate the impact of fairy tales and their Disney versions on the contemporary construction of femininity. In her analysis of Branagh’s film Filipczak contends that its female protagonist is haunted by the spectre of the Victorian angel in the house which has come back with a vengeance in contemporary times despite Virginia Woolf’s and her followers’ attempts to annihilate it. Paradoxically, the music video, which is still marginalized in academia on account of its popular status, often offers a liberating deconstruction of regulatory myths. In the case in question, it allows the viewers to realize how their intellectual horizon is limited by the very stereotypes that inform the structure of Perrault’s Cinderella. This makes viewers see popular culture in a different light and appreciate the explosive power of music videos which can combine an artistic message with a perceptive commentary on stereotypes masked by seductive glamour.

scholarly journals Engaging English Learners Through Literature, Fairy Tales, and Drama

2019 ◽  
Vol 8 (2) ◽  
pp. 138
Author(s):  
Alison Larkin Koushki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Student Engagement ◽  
Fairy Tales ◽  
English Learners ◽  
Fairy Tale ◽  
Research Question ◽  
Language Education ◽  
Project Based Learning ◽  
The Impact

Use of literature in the English language classroom deepens student engagement, and fairy tales add magic to the mix. This article details the benefits of engaging English learners in literature and fairy tales, and explores how drama can be enlisted to further mine their riches. An educator’s case studies of language teaching through literature and drama projects are described, and the research question driving them highlighted: What is the impact of dramatizing literature on students’ engagement in novels and second language acquisition? Research on the effects of literature, drama, and the fairy tale genre on second language education is reviewed. Reading and acting out literature and fairy tales hones all four language skills while also enhancing the Seven Cs life skills: communication, creativity, critical thinking, collaboration, commitment, compromise, and confidence. Adding the frame of project-based learning to the instructional strengths of literature and drama forms a strong pedagogical triangle for second language learning. Fairy tales are easily enacted. English educators and learners can download free fairy tale scripts and spice them with creative twists of their own creation or adapted from film and cartoon versions. Providing maximum student engagement, tales can be portrayed with minimum preparation. Using a few simple props and a short script, English learners can dramatize The Three Bears, Little Red Riding Hood, Cinderella, or Snow White in class with little practice. Engagement increases when teams act out tales on stage for an audience of family, friends, classmates, and educators. In fairy tale enactment projects, whether in class or on stage, students apply their multiple intelligences when choosing team roles: script-writing, acting, backstage, costumes, make-up, sound and lights, reporter, advertising, usher, writer’s corner, or stage managing. The article concludes with a list of engaging language activities for use with fairy tales, and a summary of the benefits of fairy tale enactments for English learners.

Казкотерапія в системі мовленнєвого розвитку дошкільників

2016 ◽  
Vol 3 (1) ◽  
pp. 91-101
Author(s):  
Зоряна Мацюк ◽  
Марія Фенко
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Folk Tale ◽  
The Impact ◽  
Linguistic Means

У складних суспільних умовах дедалі більше розширюється коло проблем, які потребують педагогічного вирішення. Дієвий метод – казкотерапія, використовують для безпосереднього впливу на емоційно-почуттєву сферу особистості для зміни моделей поведінки, аналізу прихованих можливостей дітей. У статті обґрунтовано теоретичні засади використання казкотерапії в психолого-педагогічній практиці. Зокрема було визначено критерії та показники мовленнєвого розвитку дошкільників в ігрових казкових ситуаціях: 1) обізнаність із казками; уміння розповідати знайомі казки; уміння оцінювати свою розповідь і розповідь товариша; 2) самостійність складання дітьми сюжетів казкових ситуацій; оригінальність вигаданого казкового сюжету; наявність засобів творчого самовираження. Особливий акцент зроблено на творчому мовленнєвому самовиражені дітей, чому безпосередньо сприяє використання казкотерапії: відбувається занурення дітей у світ казки, що поглиблює максимальну мовленнєву активність дітей на навчально-виховному просторі дитячого навчального закладу; наявність позитивних емоційних стимулів у складанні творчих розповідей; створення ситуацій успіху в мовленнєво-ігровій діяльності; стимулювання мовленнєвого самовираження і творчої ініціативи дошкільників в казкових ситуаціях. Результати проведеного дослідження свідчать, що використання методу казкотерапії є доцільним і виправданим. Література References Алексеенко В. В. Играем в сказку. Воспитание и развитие личности ребенка 2–7 лет. – М.: РИПОЛ.Aleksеіenko, V.V. (2008). Igraem v skazku. Vospitanie i razvitie lichnosti rebionka 2–7 let. [Playing Fairy-Tale. Educating and Developing Personality from 2 -7]. Moscow: RYPOL. Бурчик О. В. Групова казкотерапія в особистісно-орієнтованому вихованні дітей // Высник Житомирського державного ун-ту ім. Івана Франка. – 2005, № 25. – С. 203-205.Bourchyk, O.V. (2005). Grupova kazkoterapia v osobystisno-orientovanomu vyhovanni ditej [Group Fairy-Tale Therapy in Personality-oriented Education of Children]. Visnyk Zhytomyrskoho derzhavnoho universytetu imeni I. Franka, 25, 203-205. Давыдова Т. Т. Сказка // Лит. Учеба. – 2003., № 1.Davуdova, T. T. (2003). Skazka [Сказка]. Lyt. Ucheba, 1. Деркач О. О. Педагогіка творчості: Арт-терапія та казкотерапія на допомогу вчителю, вихователю, праткичному психологу. Вінниця, 2003.Derkach, O. O. (2009). Pedahohika tvorchosti: Art-terapiia ta kazkoterapiia na dopomohu vchyteliu, vykhovateliu, praktychnomu psykholohu]. Vinnytsia. Кирилюк О. С. Універсалії культури і семіотика дискурсу : казка та обряд. – Одеса: ЦГО НАНУ, 2003. Kyryliuk, O. S. (2003). Universalii kultury i semiotyka dyskursu: kazka ta obriad [The Cultural Universals and Semiotics of Discourse: Fairy-Tale and Rite]. Odesa: TsHO NANU. Мелетинский Е. М. От мифа к литературе. – М.: РГГУ, 2000.Meletynskyij, E. M. (2000). Ot Mifa k Literature [From Myth to Literature]. Moscow: RGGU. Нассруллаева Н. Н. Влияние содержания и языковых средств народной сказки на образность и выразительность речи старшего дошкольника. – К.: Рад. школа, 1982.Nassrullaeva, N. N. (1982). Vlyianie soderzhansiia i yazykovykh sredstv narodnoij skazki na obraznost i vyraziytielnost rechy starsheho doshkolnyka [The Impact of Content and Linguistic Means of Folk-Tale on the Imagery and Expressiveness of Older Pre-schooler Speech]. Kyiv: Rad. Shkola. Померанцева Э. В. Русское народное поэтическое творчество. – М.: Учпедгиз, 1956.Pomerantseva, Е. V. (1956). Russkoe narodnoe Poetiycheskoe Tvorchestvo [Russian Folk Poetic Art]. Moscow: Uchpedgiz. Пропп В. Морфология волшебной сказки. Исторические корни волшебной сказки. – М.: АСТ, 1998.Propp, V. (1998). Morfolohyia volshebnoij skazki. Istoricheskie korny volshebnoij skazki [The Morphology of Fairy-Tale]. Moscow: AST. Соколов Д. Сказки и сказкотерапия. –М.: Экcмо-Пресс, 2001.Sokolov, D. (2001). Skazki i skazkoterapiia [Fairy-Tales and Fairy-Tale Therapy]: Moscow: Eksmo-Press. Вачков Я. Сказкотерапия: Развитие самосознания через психологическую сказку. –М.: Ос-89. – С. 144.Vachkov, Y. V. (2001). Skazkoterapiia: Razvitie samosoznanyia cherez psykholohycheskiju skazku [Fairy-Tale Therapy]. Moscow: Os-89. Великий тлумачний словник сучасної української мови/ Укл. і гол. ред. В. Т. Бусел. – К.; Ірпінь: Перун, 2004.Velykyj tlumachnyj slovnyk suchasnoi ukrainskoi movy (2004). V. Busel, Ed. [Great Explanatory Dictionary of Modern Ukarinain]. Kyiv; Irpin: Perun. Якименко С. І. Формування основ світогляду у дітей молодшого шкільного віку засобами казки: теорія і практика. – Київ: Знання, 1999.Yakymenko, S. I. (1999). Formuvannia osnov svitohliadu u ditej molodshoho shkilnoho viku zasobamy kazky: teoriia i praktyka [Формування основ світогляду у дітей молодшого шкільного віку засобами казки: теорія і практика]. Kyiv: Znannia. Зинкевич-Евстигнеева Т. Формы и методы работы со сказками. – СПб: Речь, 2006.Zynkevych-Evstyhneeva, T. D. (2006). Formy i metodu raboty so skazkami [Forms and Methods of Working with Fairy-Tales]. S.-Petersburg: Rech.

scholarly journals On the question of the interaction of Komi and Russian fairy tales (CIP 706 «The Maiden without Hand»)

2019 ◽  
pp. 101-112
Author(s):  
Надежда Степановна Коровина
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Cultural Traditions ◽  
Class Time ◽  
Long Time ◽  
History Of ◽  
Life Habits ◽  
The Individual ◽  
The Comparative Study ◽  
The Impact

В данной статье предпринята попытка на основе конкретного сказочного сюжета о Безручке (СУС 706) исследовать особенности взаимодействия фольклорных произведений народов, не родственных этнически, но тесно общаюшихся на протяжении длительного времени и имеющих близкие культурные традиции. При рассмотрении данного вопроса использовалась методика сравнительного анализа, позволяющая установить, каким образом международный сказочный сюжет становится культурным достоянием народа коми, т. е. прояснить историю национального сказочного репертуара. В процессе анализа коми сказок о Безручке выявлено сходство с русскими вариантами в области содержания, в типах героев и способах их создания, развитии действия и последовательности эпизодов. В результате автор приходит к выводу о том, что сюжет о Безручке (СУС 706) заимствован у русских. Одновременно в статье отмечен тот факт, что рассмотренные варианты коми сказок имеют свою специфику и не создают впечатления однообразия. Это происходит за счет того, что постоянные элементы, представляющие композиционный стержень сюжета, во-первых, обрастают своеобразными деталями, которые придают повествованию национальный колорит. Именно в них отражается быт, привычки, обычаи народа коми. Во-вторых, своеобразие каждого варианта во многом зависят от индивидуального стиля, степени исполнительского мастерства, творческой манеры, отношения к данному сюжету того или другого исполнителя. В-третьих, именно в отдельных его вариантах сказываются социальные, временные различия, в совокупности своей отражающие исторические изменения сказки In this article an attempt is made on the basis of a specific fairy-tale story about «The Maiden without Hand» (CIP 706) to explore the features of the interaction of folk works of peoples who are not related ethnically, but who closely communicated for a long time and have close cultural traditions. When regarding this issue, we consider it appropriate to use the methodology of comparative analysis, since it is the comparative study of Russian and Komi variants of the fairy-tale plot that allows us to establish how the international fairy-tale plot becomes the cultural heritage of the Komi people, to clarify the history of the national fairy-tale repertoire. In all analyzed Komi tales about the Maiden without hand there is a similarity with the Russian variants in the development of the action, the sequence of episodes, the type of characters, their characteristics, the common ideological content. The structural and typological analysis allows us to conclude that the plot about «The Maiden without hand» (CIP 706) was borrowed from the Russians. However, the considered variants of Komi fairy tales do not create the impression of monotony because the constant elements that represent the compositional core, firstly, acquire peculiar details that give the narrative a national flavor. They reflect the life, habits and customs of the Komi people. Secondly, the originality of each option depends largely on the individual style, the degree of performing skills, creative manner, attitude to the story of a particular artist. Thirdly, it is in its individual options where the impact of class, time differences manifest themselves reflecting the historical changes of the tale.

scholarly journals Poetics of the Fairy Tale Princess: Products, Problems, & Possibilities / Poésie de la princesse des contes de fées : produits, problèmes et possibilités

2019 ◽  
Vol 46 (2) ◽  
pp. 17-32
Author(s):  
Courtney Lee Weida ◽  
Carlee Bradbury ◽  
Jaime Chris Weida
Keyword(s):  
Media Studies ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Focal Point ◽  
Interdisciplinary Collaboration ◽  
English Literature ◽  
Sleeping Beauty ◽  
Art Educator ◽  
Creative Interventions

Abstract: In the following paper, the authors analyze the prevalence of princess culture in the literature, film, and visual culture of young people. An art educator, art historian, and professor of English literature, the authors propose creative interventions through alternative resources and readings. Focusing on foundations of media studies and literature of Fairy-Tale Studies and girlhood studies, this interdisciplinary collaboration investigates complex creative predicaments of girlhood and princess media. Utilizing Princess Aurora and Sleeping Beauty as a case study and focal point, the authors discuss their collaborative arts research intended to explore problems and possibilities of princess culture. Keywords: Art Education; Arts Research; Fairy Tales; Media Studies, Princesses.Résumé : Les auteurs analysent la prévalence de la culture des princesses dans la littérature, les films et la culture visuelle des jeunes. Les auteures, une éducatrice artistique, une historienne et une professeure de littérature anglaise, proposent des actions créatives par le biais de ressources et lectures alternatives. Axée sur les fondements de l’étude des médias et sur la littérature liée à l’étude des contes de fées et de la jeunesse féminine, cette collaboration interdisciplinaire se penche sur les difficultés créatrices complexes des histoires de jeunesse féminine et de princesses. À partir d’une étude de cas de la princesse Aurora et de la Belle au bois dormant, les auteurs utilisent leur recherche artistique concertée pour analyser les problèmes et les possibilités de cette culture des princesses.Mots-clés : éducation artistique ; recherche artistique ; contes de fées ; étude des médias, princesses.

Cities in music videos: Audiovisual variations on London’s neoliberal skyline

Urban Studies ◽  
2017 ◽  
Vol 55 (6) ◽  
pp. 1257-1273
Author(s):  
Tania Rossetto ◽  
Annalisa Andrigo
Keyword(s):  
Urban Geography ◽  
Urban Morphology ◽  
Music Videos ◽  
Music Video ◽  
Specific Subject ◽  
Video Clips ◽  
Music Geography ◽  
Recent Developments ◽  
Full Consideration

Despite the resurgence of music video clips in the YouTube era, they have not received attention as a specific subject of inquiry in either cultural or urban geography. This article is aimed at providing a full consideration of music videos with a focus on the urban realm. In particular, the paper concentrates on how neoliberal iconic buildings and city skylines emerge in music videos by using London as a case study. Drawing from recent developments within architectural geography and urban morphology, as well as in the geocultural subfields of music geography, media geography and film geography, the paper shows how a partial return to critical traditional interests and text-based research styles could be still useful to appreciate the mutable, fluid, and affective ways in which skylines are mediated. The empirical part of the paper provides an analysis of three music videos set in London and with lyrics and music that refer to a mood or feeling ascribed to London’s iconic architecture.1

scholarly journals FOLK SPIRIT AND STYLE IN ARTISTIC CREATIVITY

2020 ◽  
pp. 210-216
Author(s):  
Matyakubova Tozagul Rajapovna
Keyword(s):  
Key Words ◽  
Fairy Tales ◽  
Life Style ◽  
Fairy Tale ◽  
Artistic Creativity ◽  
Folk Literature ◽  
The Individual ◽  
The Impact ◽  
Individual Style

The impact of the folk literature to the poetry of the Uzbek academician poet Gafur Gulam (1903 - 1966) has been learnt by this article. Through the model of the analyses of poems by the poet the inheriting interrelations between folk and written literature have been observed. The scientific-theoretical opinions on the specific depiction style of the folk melody and spirit, which was closely got acquainted with national belief and life style, that is the peculiar depiction style appropriately to the genre fairy tales and folk epics as proverbs, parable, blessings, scolding have been ahead for formulation the individual style of Gafur Gulam. KEY WORDS: Poetry, lyric feeling, sense, philosophical pithiness, folk melody, folk inspiration, folklore, inheritance, figurativeness, simplicity, coherency, motive, fairy tale, oral epic, blessing, scolding, proverb, parable, sayings, lyric character, outlook, style, folk phrase, ceremony, cross impact, individuality, authentic ideal, literary-depictive means, stanza, idea, content.

Sleeping Beauty

Experiment ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 45-54
Author(s):  
Ludmila Piters-Hofmann
Keyword(s):  
Twentieth Century ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Western Europe ◽  
Sleeping Beauty ◽  
The Impact

Abstract At the beginning of the twentieth century, Viktor Vasnetsov (1848-1926) started his work on the cycle Poema semi skazok [The Poem of Seven Fairy Tales] (1900-26). This self-imposed task included seven monumental paintings depicting popular Russian folktales. Yet, among the representations of famous Russian fairy tale characters, there is a canvas that centers on the Spiashchaia tsarevna [Sleeping Tsarevna] (1900-26), a character originally from Western Europe. This article will focus on the depths of the impact of Western traditions on this seemingly Russian painting by first elaborating on the development of Sleeping Beauty as a character in fairy tales and the spread of her popularity as far as Russia and second by analyzing the painting itself for Russian and European elements in composition and style.

scholarly journals The Thorns of Trauma: Torture, Aftermath, and Healing in Contemporary Fairy-Tale Literature

Humanities ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 47
Author(s):  
Jeana Jorgensen
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Primary Case ◽  
Accurate Representation ◽  
The Real ◽  
Beauty And The Beast ◽  
Horror Genre ◽  
Global Pandemic

While classical fairy tales do not portray much depth of suffering, many contemporary fairy-tale retellings explore trauma and its aftermath in great detail. This article analyzes depictions of trauma in fairy tales, utilizing as a primary case study the “Beauty and the Beast” retelling A Court of Thorns and Roses by Sarah J. Maas, arguing that this text provides a scientifically accurate representation of trauma and its aftermath, thereby articulating the real in fairy tales. Further, this article classifies that work as not simply a “dark” fairy tale (a contentious term that invites rethinking) but rather as fairy-tale torture porn, in a nod to the horror genre that foregrounds torture, surveillance, and the disruption of bodily boundaries and safety. However, the text’s optimistic account of healing is uniquely relevant in a time of widespread trauma due to a global pandemic, thereby demonstrating that fairy tales remain germane in contemporary contexts.

scholarly journals Constructing identities through music videos: a case study analysis of Tegan and Sara's music videos

2021 ◽  
Author(s):  
Jovana Jankovic
Keyword(s):  
Narrative Structure ◽  
Gender And Sexuality ◽  
Music Videos ◽  
Music Video ◽  
Study Analysis ◽  
Public Identity ◽  
Case Study Analysis ◽  
Performed Identity ◽  
Over Time

"I believe that our music does not have sexuality," proclaimed Sara of Tegan and Sara, in an interview for The Advocate (200S). This paper argues that Tegan and Sara's music videos do in fact contain elements that reflect their sexuality, and examines the extent to which these videos demonstrate their public identity. In order to understand the composition of music videos and the nonverbal signs related to gender and sexuality within them, I draw upon theories of performed identity, music video genres, settings, and lyrical analysis. In examining three of Tegan and Sara's music videos, "The First" (2000), "Back In Your Head" (2007), and "Closer" (2012). I present a narrative structure of their musical career, and outline how their approach and portrayal of their sexual orientation has evolved over the thirteen years they have been together as a band. The results show that Tegan and Sara have increasingly embraced their gender and sexuality over time.

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