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.

Folk and author’s fairy tales in the aspect of linguistic consciousness

Neophilology ◽  
2020 ◽  
pp. 235-249
Author(s):  
Anatoliy L. Sharandin ◽  
Yixin Li
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Literary Language ◽  
Creative Potential ◽  
Folk Tales ◽  
The Subject ◽  
The Individual ◽  
The Relationship ◽  
Folk Poetry ◽  
Individual Style

The analysis of the problem of the relationship among folk, authors’ folk and authors’ literary tales with linguistic consciousness types is presented. The analysis results indicate that the texts of fairy tales are linguistic representatives of creative (artistic) consciousness and correlate with types of concepts. Folk tales reflect the creative potential of everyday consciousness and represent the folklore concept. Authors’ folk tales are interpretative tales that reflect the syncretic (collective and individual, folk and author’s) consciousness and implement the folklore and literary concept. The literary fairy tale itself is a textual representative of its author’s individual artistic consciousness and the reached artistic concept. It is important to take the form of fairy tales’ household into account – oral (folk tales) and written (author’s literary tales), their relationship with the subject (storyteller or author) and focus on the object (listener or reader). This determines the variability and non-variability of fairy tales. Types of linguistic consciousness are associated with the language: in folklore tales, folk language that is not processed by masters is used, in author’s tales, literary language that implements an individually authors’ system of language means is used. In folk tales, traditional folk poetry is presented, in author’s tales – traditionally artistic and artistic poetics. The individual style of folk tales is traditional for folklore and the individual style of literary tales is individually authors’.

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 THE PROBLEM OF FINITENESS OF HUMAN EXISTENCE IN UKRAINIAN FOLKLORE

2020 ◽  
pp. 100-104
Author(s):  
Volodymyr Yatchenko, Oksana Oliinyk Volodymyr Yatchenko, Oksana Oliinyk ◽  
Volodymyr Yatchenko, Oksana Oliinyk Volodymyr Yatchenko, Oksana Oliinyk
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Human Existence ◽  
Folk Tales ◽  
Philosophy And Literature ◽  
Spiritual World ◽  
European Philosophy ◽  
The One ◽  
The Individual ◽  
Painful Feeling

The article analyzes the existential problems of life, death and immortality in Ukrainian folklore (based on Ukrainian fairy tales). In the corpus of Ukrainian folk tales there are widely used topics, which in European philosophy and literature are called "tragic foundations of human existence" - awareness of the inevitability of death in the earthly existence of man, the search for forms of individual immortality. In Ukrainian fairy tales there is a dual attitude of the individual to the inevitability of his own death. On the one hand, there is the motive of reconciliation with the fate of human destiny, and in order to relieve the painful feeling of one's own finitude, the instruction on the higher meaning of the existence of death is forced. Death is justified because it appears as the prevention of the absurdity of infinite human existence or as an obstacle to the debauchery of the whims and dangerous wishes of the individual, or ultimately as the punishment of people for violating the commandments of the Supreme Spiritual Creature. In other words, death appears in a number of fairy tales as the expression of the highest world justice. At the same time, death mostly appears in fairy tales as an objectified pagan idea of Death as a concrete living creature with its whims, sympathies and weaknesses. The problem of finding ways to achieve immortality is traced in Ukrainian fairy tales in two ways. Most often, this search unfolds in the plane of the victory of the hero of the fairy tale over death, or through the imprisonment of death, or through the marriage of the hero to a divine being. This is a very common motive in the tales around the world. Less common is the motive of achieving immortality through the moral self-improvement of the hero, his compliance to the moral commandments of God. This is already a reflection in fairy tales of the influence of Christianity on the spiritual world of the ancestors of modern Ukrainians.

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.

scholarly journals SIMILARITIES AND DIFFERENCES BETWEEN VIETNAMESE CULTURE AND LAO CULTURE THROUGH THE MOTIF OF BUILDING ORPHAN CHARACTERS IN THE MAGICAL FAIRY TALES OF TAM AND CAM AND THE GOLDEN TURTLE

2020 ◽  
Vol 32 (2) ◽  
pp. 102-114
Author(s):  
Le Thi Bich Thuy
Keyword(s):  
Cultural Identity ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Story Structure ◽  
Character System ◽  
Unique Object ◽  
Folk Literature ◽  
The Common ◽  
Similarities And Differences ◽  
The Difference

Sharing the sources of Southeast Asian folklore and folk literature, magical fairy tales of Vietnam and Laos have many similarities in a motif of building orphan characters. Applying structural theory in fairy tales with immutability and changes, the structure of the story is described by a series of events “signs help to make a schematic comparison of the structure of various tales,” (Propp, 1968, p.25) the article studies the magical fairy tale Tam and Cam of Vietnam and the Golden Turtle of Laos to see the similarities and differences in the motif of building orphan characters. The similarities in the motif of building orphan characters such as: story structure, character system, incarnation motif, unique object motif, magical force motif show the common cultural space of the region. However, the difference in the situation of the story and the use of magical forces and elements in the story show the customs, belief characteristics, artistic tastes and cultural identity of each nation.

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 PSYCHOTHERAPICAL WORK WITH THE TALE AS AN ELEMENT OF EFFECTS ON THE FORMATION OF PSYCHOLOGICAL HEALTH OF PRESCHOOL CHILDREN

2021 ◽  
Vol 1 ◽  
pp. 114-119
Author(s):  
Lesya T. Muzychko
Keyword(s):  
Preschool Children ◽  
Fairy Tales ◽  
Psychological Health ◽  
Fairy Tale ◽  
Role Playing ◽  
Main Task ◽  
Psychological Educational ◽  
The Individual ◽  
High Level ◽  
Aggressive Children

Fairytale therapy is one of the effective methods of working with preschool children who are experiencing various emotional and behavioral difficulties. The essence of this method is to create a special fabulous atmosphere that makes the child’s dreams come true, allows the child to fight their fears and complexes. Fairytale therapy well overcomes the high level of anxiety in children, various fears, aggression, adapts to different children’s groups. Fairytale therapy can be used to deal with aggressive children, insecure, shy, susceptible to deception, as well as in cases of all kinds of psychosomatic illnesses. The process of fairytale therapy allows the child to understand and analyze their problems, to see ways to solve them. The basic principle of fairytale therapy is the holistic development of the individual, the care of the soul, the healing of the fairy tale. According to the results of theoretical and empirical study of fairytale therapy as an element of corrective influence on the formation of psychological health of preschool children, it is determined that the use of fairy tales in daily lessons with them gives an effective result in overcoming children’s anxiety, fears and complexes, stabilizes their emotional state, overcomes excessive aggressiveness in interaction with peers. The main task of fairy tales: to offer alternative behaviors, other exits from problematic situations through fairy-tale events and fairy-tale characters. At the same time performing various functions – diagnostic, prognostic, educational, corrective. At the choice of objects or audience, fairy tales can be individual and group, author and folk. We can choose them arbitrarily for the purpose of direct psychological and pedagogical influence on the problem, depending on the set goals. By freeing children from gaming addiction, the fairy-tale atmosphere allows toddlers to work out certain behavioral and role-playing stories, shaping adaptive and sparing, constructive and creative approaches to addressing urgent children’s problems. Listening, illustrating, playing fairy tales, supplementing and ending a fairy tale allows you to form adequate self-esteem and criticality today, and most importantly – independence and autonomy in the future. However, the results also gave us the opportunity to analyze that the immediate results of the lessons provided do not always give a lasting effect, and often children need reminders, re-discussing, playing the same fairy tale with the use of other activities, consolidating the acquired knowledge and skills in the form of play. Fairy tale as a cultural-philosophical and psychological-educational phenomenon significantly influences the mental health of the younger generation.

scholarly journals FEATURES OF THE INDIVIDUAL STYLE OF COACH AND TEACHER WORK OF THE CHOREOGRAPHIC TEAM

2020 ◽  
Vol 2020 (3) ◽  
pp. 149-155
Author(s):  
Valentyna Todorova ◽  
Valentina Sosina ◽  
Valentyna Vartovnyk ◽  
Natalia Pugach
Keyword(s):  
Effective Interaction ◽  
Observation Data ◽  
Training Stage ◽  
Teacher Work ◽  
The Individual ◽  
Dance Groups ◽  
The Impact ◽  
And Training ◽  
Individual Style ◽  
Aesthetic Sports

The paper presents the results of studying the peculiarities of work styles (authoritarian, democratic, liberal) and the behavior of coaches in technical and aesthetic sports and choreographers. The purpose of the work was to analyze and compare the individual styles of coaches’ work in technical and aesthetic sports and teachers of dance groups and choreographic schools. A group of theoretical and empirical methods were used in the study. The survey involved: 14 choreographers from eight dance groups, 9 teachers from public and three private choreographic schools and 18 coaches working with representatives of artistic, sports and aesthetic gymnastics, sports acrobatics and aerobics as well as 118 students engaged in choreography and sports. The results of the survey were supported by pedagogical observation data. The study made it possible to identify priority work styles of coaches in technical and aesthetic sports and teachers-choreographers which depend on many factors, including the type of activity, age characteristics of students, training and training stage, etc. It was found that the authority of the coach and teacher is a determining condition for his/her success, the effectiveness of the impact on students as well as associated with the individual style of his/her work. The obtained results can be used in the practice of coaches in technical and aesthetic sports as well as teachers of dance groups and choreographic schools for effective interaction in the system «teacher, coach – student».

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 Fairy tale as a means of formation of spiritual and moral values of a person

2020 ◽  
pp. 31-37
Author(s):  
Тatiana М. Voiteleva
Keyword(s):  
National Culture ◽  
Fairy Tales ◽  
Text Analysis ◽  
Fairy Tale ◽  
Moral Values ◽  
Main Attention ◽  
Artistic Value ◽  
The People ◽  
Moral Qualities ◽  
The Individual

The paramount role in solving the problem of the formation of spiritual and moral qualities of the individual is played by the acquaintance of students with the national picture of the world, the basis of which are the characteristics of the culture of the people. Folklore is the conductor of national culture. Main attention is paid to one of the genres of the Russian folklore – a fairy tale, because it is in fairy tales that the best features of the people are reflected, contributing to the formation of moral values of students. The author determined not only the educational, but also the artistic value of fairy tales. The main aspects of the work on the analysis of the fairy tale are outlined: text analysis in the dialogue of cultures, the use of symbols, idioms, and appeal to the visual and expressive means of the language that contribute to a better understanding of the text.

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