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Journal articles on the topic 'Fairy tale'
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Kopházi-Molnár, Erzsébet. "Fairy tales or fairy fakes?" Gyermeknevelés 10, no. 2–3 (May 7, 2022): 289–307. http://dx.doi.org/10.31074/gyntf.2022.2.289.307.
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When adults (or children) want to find really good fairy tale books, doing so is not as simple as it seems. Although bookstores are full of children’s books, only some are worth reading. As a result, potential readers are often helpless since they cannot decide which book to choose or what qualities a good fairy tale should contain. Many rewritten versions of tales show some similarities based on the ways they have been adapted. Naturally, the modern versions are not of the same quality and range from quite good versions to absolutely bad ones. This paper will analyse how one particular type of rewritten tale is constructed through the well-know story of Cinderella. In this paper, the tales that have been created on the basis of an original are viewed as ‘redundant’, because they seem to be a kind of extension of the tale, one containing subsequent stories added to the basis. These books are sold as tales, although we will see that they do not meet the requirements of tales at all.
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Merrill, Christopher. "Fairy Tale." Iowa Review 45, no. 1 (March 2015): 127. http://dx.doi.org/10.17077/0021-065x.7588.
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Sartre, Jean-Paul. "Fairy Tale." Sartre Studies International 5, no. 2 (January 1, 1999): 1–14. http://dx.doi.org/10.3167/135715599782368632.
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Christopher Nelson. "Fairy Tale." Fairy Tale Review 12 (2016): 127. http://dx.doi.org/10.13110/fairtalerevi.12.1.0127.
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Zipes, Jack. "Fairy Tale as Myth/Myth as Fairy Tale." Children's Literature Association Quarterly 1987, no. 1 (1987): 107–10. http://dx.doi.org/10.1353/chq.1987.0014.
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Bobodzhanova, Lola. "Peculiarities of national cultural adaptation of Grimm's Fairy Tales when translated into Russian." Litera, no. 9 (September 2020): 111–20. http://dx.doi.org/10.25136/2409-8698.2020.9.33627.
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This article is dedicated to the analysis of fairy tales as a special genre of children's fiction literature with unique features and a long history. In the course of this work, the author gives definitions to the key concepts; examines correlation between the literary fairly tale and folk fairy tale, evolution of fairy tale genre, namely the works of Brothers Grimm. The article the stages of establishment of fairy tales as an independent genre in the history of literature. An attempt is made to determine the genre similarities that make fairy tales comprehensible within the framework of other linguocultures. Special attention is turned to the specificities of national cultural adaptation in translation of fairy tales from German into Russia, taking into account the peculiarities of translation transformations. The conducted analysis allows concluding that children’s fairy tale literature is a reflection of the national linguistic worldview, and largely depends on the existing in the society national cultural traits, mentality and perception of the world. These facts indicate that translation and adaptation of fairy tale literature requires the translator to understand the uniqueness of worldview of the people affiliating to different cultures, as well as convey the national cultural identity and specificities of foreign perception and mentality of the representatives of various linguocultures.
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Murzaev, N. "Improving the Creative Activity of Students Through Teaching Folk Tales in the 5th Grade in the Subject Kyrgyz Literature." Bulletin of Science and Practice 10, no. 4 (April 15, 2024): 611–18. http://dx.doi.org/10.33619/2414-2948/101/78.
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Among the various technologies in the era of globalization, the influence of fairy tales is disappearing, and there are people who say that even small children do not read or listen to fairy tales. In fact, this is not the case. The fairy tale, which is an excellent child-rearing tool in the hands of our teachers, may be that among these developing technologies, we ourselves cannot use it properly and in an accessible way. Therefore, first of all, we, teachers, must take care of the fairy tale. The great power of the fairy tale was positively appreciated not only by the nation or the people, but also by humanity as a whole. The fairy tale fosters love for nature, its protection. A tool for fostering love for the Motherland is also a fairy tale. It is also a fairy tale that introduces the bad and the good, black and white in human qualities and teaches you to treat them as they deserve. In a later period, both psychologists and educators advocated the healing properties of fairy tales, calling it “fairy tale therapy”. As the proverb says, “It is better to prevent illness than to treat a patient”, it is necessary to teach children fairy tales both before and at school. When teaching a fairy tale at school, it is important not only to familiarize the child with its main story, but also to get the child to create his own fairy tale — to achieve the creative work of the student. It is not easy for a student to create his own fairy tale. To do this, the teacher and the student must work significantly together. It’s a complicated process. In this article, this complex process is experimented and analyzed in order, rather than rushing. For this purpose, a selection of three essays was presented, written based on one fairy tale and subjected to a special creative and pedagogical analysis.
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Kungurova, S. N. "THE MODERN LITERARY FAIRY TALE: GENESIS, IMAGERY, COMPOSITIONAL FORMS." DULATY UNIVERSITY BULLETIN 2, no. 10 (June 20, 2023): 80–85. http://dx.doi.org/10.55956/uiff4938.
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This article is devoted to the process of becoming a literary fairy tale. The article presents an overview of the fairy-tale genre in oral folk art, in written literature. The analysis of the genesis of the fairy-tale genre allowed the author to identify the distinctive features of a literary fairy tale, the ways of its development, changes in the figurative structure of a literary fairy tale in comparison with a folk tale. The author of the article proves that the fairy-tale genre, despite its ancient origin, does not lose its relevance to our time. The author analyzed in detail the origin of the fairy-tale genre, showed what was the reason for the birth of the literary fairy tale. The authors of the modern literary fairy tale retain certain common features of the fairy-tale genre, but at the same time they bring something new both to the figurative system and compositional design. Moreover, the genre of modern literary fairy tales is becoming more syncretic, here you can find elements of other genres of non-fabulous prose: legends, legends, epics.
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Azizovna, Abduganieva Nasibakhon. "TRADITIONAL INDONESIAN FAIRY TALE FORMULAS MEDIAL FORMULAS." Current Research Journal of Philological Sciences 5, no. 5 (May 1, 2024): 104–10. http://dx.doi.org/10.37547/philological-crjps-05-05-21.
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This article dwells upon the study of the ethics and style of a fairy tale based on the material of Malay-Indonesian folklore. The purpose of our study is to analyze the poetic system of the Indonesian magic tale as a functionally organized unity of its components. In this article we considered the medial formulas of the fairy tale, which we subdivided into "external" and "internal", that is, formulas designed to arouse listeners' interest, and transitional (internal) formulas. These stable poetic structures (formulas) play a significant role in the compositional structure of a fairy tale, as well as in the characterization of fairy tale characters. The most important functions (actions) of the characters are marked with formulas. The scientific novelty of our study is that the work attempted to interpret the methodical methods of analysis developed by the outstanding folklorist V.Ya. Propp on the material of Russian folk tales, in the context of Indonesian magic tales . In Uzbekistan, a special study of the elements of the poetics of the Indonesian fairy tale has not been carried out yet, as well as there is no methodology for conducting analysis.
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Lassan, Eleonora. "On the Imperishable Reasons of Fairy-Tale Plots: The Case of “Tom Thumb”." Respectus Philologicus 24, no. 29 (October 25, 2013): 194–202. http://dx.doi.org/10.15388/respectus.2013.24.29.16.
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This article focuses on one of the most popular plots in fairy tale culture (the plot involving the protagonist Tom Thumb), and tries to explain this popularity through the cultural archetypes that are expressed in the fairy tale. The author analyzes fairy tales of different nations involving this particular character and draws a boundary between the literary fairy tale, which is a transformation of old French fairy tales written by Charles Perrault, and different variations of literary fairy tale written by the brothers Grimm. The research shows that it is impossible to apply Propp’s method, which allows the plot to be analyzed in regard to functions and character types, to the analysis of this fairy tale. The author assumes that the fairy tale about Tom Thumb may not be regarded as magic for various reasons. On the other hand, it may be treated as an animal tale, which in Propp’s approach is assumed to have a different structure from a magic fairy tale. The researcher draws a conclusion about the different archetypes that serve as the basis for Perrault’s literary fairy tales, and the numerous variations of the plot which we may relatively denominate as “Grimms’ plot.” Furthermore, in folk tales having Grimms’ plot, Tom Thumb simultaneously performs the role of cultural hero and the role of a trickster. This is absent from Perrault’s fairy tale, because the propaganda of moral values and a distinct didactic character are traditional features of French fairy tales.
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Széll, Anita-Andreea. "Die anthropomorphisierte Gestalt des Katers im Märchen „Der gestiefelte Kater” der Brüder Grimm und der Märchenserie „Petterson und Findus” von Sven Nordqvist." Studia Universitatis Babeș-Bolyai Philologia 67, no. 2 (June 30, 2022): 271–88. http://dx.doi.org/10.24193/subbphilo.2022.2.15.
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"This paper attempts to bring together three scientific fields that have always fascinated fairy-tale researchers and readers: fairy tales, psychology and anthropology. Almost all fairy tales deal with central stages and problems of human life. Thus, fairy tales, psychology, as well as anthropology deal with themes that reflect the reality of one's own person. The selected areas, which are intended to make the given analysis possible, serve to describe the way of life of the human hero and their animal companion and to describe both of their character developments, which take place with the help and thanks to the animal. Grimms’ Fairy Tales were the most published written works in the world after the Bible and the Quran. During that time, Children's and Household Tales caught the attention of several authors of world literature; therefore, some fairy tales of this collection served as the basis for numerous literary’ fairy tales. With these considerations and for these reasons, this article aims to analyse and draw comparisons between the Grimm fairy tale Puss in Boots and the fairy tale series Pettson and Findus by the Swedish author Sven Nordqvist. Keywords: Puss in Boots, Findus, anthropological psychology, anthropomorphism, comparative analysis "
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Pečenković, Vildana. "Chronotope of modern fairy tale." Post Scriptum 12, no. 13 (December 30, 2022): 240–48. http://dx.doi.org/10.52580/issn.2232-8556.2023.12.13.240.
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One of the specifics of the oral fairy tale is its chronotope, which Vladimir Propp defined as onedimensional, in which space and time are indefinite, and the world of the miraculous and the real coexist in the same dimension of space and time. The indeterminacy of time and space in fairy tales has remained until today, however, in contemporary fairy tales, outlines of concrete space and time appear more and more often, so that the author's fairy tales change the chronotope in accordance with contemporary social circumstances. Chronotopes of a certain city, village, contemporary life and time appear, so it can be concluded that the change of chronotope in fairy tales is one of the specificities of contemporary fairy tales. The concretization of the chronotope of the fairy tale leads to the violation of one-dimensionality, which brings the narrative of the contemporary fairy tale much closer to a fantastic story. Examining the chronotopes in contemporary fairy tales, two ways of forming the narrative can be observed: retaining the chronotope of the oral fairy tale and the formation of a contemporary chronotope that is close to fantasy.
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Chesterton, G. K. "A Fairy Tale." Chesterton Review 13, no. 1 (1987): 11. http://dx.doi.org/10.5840/chesterton19871313.
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Kahn, Patricia. "Scandinavian Fairy Tale." Science 260, no. 5106 (April 16, 1993): 404. http://dx.doi.org/10.1126/science.260.5106.404.
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Cohen, Lisa Janice. "Fairy Tale Mine." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 14, no. 3 (November 2004): 261–62. http://dx.doi.org/10.2190/t0lw-0bee-lkgu-qehk.
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Susina, Jan, and U. C. Knoepflmacher. "Fairy Tale Politics." NOVEL: A Forum on Fiction 32, no. 2 (1999): 292. http://dx.doi.org/10.2307/1346232.
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Davey, Peter. "Fairy-Tale Prince." Journal of Architectural Education (1984-) 42, no. 4 (1989): 34. http://dx.doi.org/10.2307/1425019.
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Jaydn Dewald. "American Fairy Tale." Fairy Tale Review 10 (2014): 42. http://dx.doi.org/10.13110/fairtalerevi.10.1.0042.
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Stokel-Walker, Chris. "Fairy tale research." New Scientist 246, no. 3288 (June 2020): 25. http://dx.doi.org/10.1016/s0262-4079(20)31137-4.
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Shasha, Dennis E. "A Fairy Tale." Scientific American 286, no. 4 (April 2002): 91. http://dx.doi.org/10.1038/scientificamerican0402-91.
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Zipes, Jack. "A fairy tale is more than just a fairy tale." Book 2.0 2, no. 1 (December 1, 2012): 113–20. http://dx.doi.org/10.1386/btwo.2.1-2.113_1.
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Bottigheimer, Ruth B. "Fairy-Tale Origins, Fairy-Tale Dissemination, and Folk Narrative Theory." Fabula 47, no. 3-4 (September 2006): 211–21. http://dx.doi.org/10.1515/fabl.2006.023.
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Humaira, Megan Asri. "THE TALE OF SI KABAYAN HAYANG KAWIN: A MEANING EMBODIED IN ORAL LITERATURE." Indonesian Journal of Social Research (IJSR) 2, no. 1 (June 9, 2020): 44–49. http://dx.doi.org/10.30997/ijsr.v2i1.17.
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The fairy tale of Si Kabayan is a fairy tale in Sundanese society. Various fairy tales about Si Kabayan Save the meaning that can be taken by the community, especially the fairy tale of Si Kabayan Hayang Kawin. This fairy tale is examined in order to know the meaning contained within it using qualitative methods of descriptive. This fairy tale serves as an educational tool, consolation or entertainment, and a means of wearers enact social norms. As for the meaning of the fairy tale Si Kabayan Hayang Kawin, it is obvious that Kabayan's insinuation of one trait of society is lazy.
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Murai, Mayako. "‘Costume and Fairy Tales’." Studies in Costume & Performance 7, no. 2 (December 1, 2022): 179–82. http://dx.doi.org/10.1386/scp_00072_2.
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Costume plays an important part both in traditional fairy tales and in their adaptations in diverse media forms. Clothes worn by characters in fairy tales function according to the internal narrative logic that constitutes and organizes the story-world, defining and transforming the wearers’ identities and social contexts. In this sense, fairy-tale clothes can be regarded as costume, defined as the kind of clothes that bears significance within a staged, performed moment for an audience. The ubiquitous persistence of fairy tales in various media intended for both children and adults renders them a means to express social, cultural and psychological anxieties evoking ethical dimensions of individual and collective struggles. As such, the way characters are embodied through their clothes bears significant narrative and performative potential in layering of meanings in performance making. While the relationship between fashion and the fairy tale has been examined in the fields of fashion studies and fairy-tale criticism, the concept of costume in the fairy tale has not yet been sufficiently explored. This Special Issue on ‘Costume and Fairy Tales’, with its interdisciplinary and cross-cultural approach, offers fresh insight into the fields of costume studies, fairy-tale studies, performance studies, and, more broadly, studies of art, narrative and culture across time, space and discipline.
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Fedotova, Svitlana. "THE METHOD OF USING «V. Y. PROPP’S CUBES» AS A MEANS FOR UNDERSTANDING THE CONTENT OF A FAIRY TALE BY PRESCHOOL AND PRIMARY SCHOOL CHILDREN." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 138–43. http://dx.doi.org/10.36550/2415-7988-2021-1-192-138-143.
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A fairy tale is the genre which is well represented in preschool education programmes as well as in the curriculum of general primary education. A fairy tale is an important means for developing children's verbal creativity and their logical thinking. A fairy tale stimulates children's imagination, prepares them for the future life in the real world, broadens their horizons, fosters not only moral and ethical values but also the right attitude to the world. Folk tales were not initially created for children. Adults displayed their own mythological ideas about the world, nature and a man by means of these encoded texts. Over time a fairy tale lost its meaning in the life of adults and was transferred to children becoming part of their everyday reading. A child admires a fairy tale, its fantasy, but does not understand everything. «The Cubes of V. Y. Propp» represent the means and the techniques that help the child to understand the structure of a tale, its content, morality and allegory. Y.Propp proved that a fairy tale is illustrative of the fact that there was a system of various taboos in the life of our ancestors. All these prohibitions gradually formed moral and ethical principles, legal rules and laws of human behavior in society. In the structure of a fairy tale, V. Y. Propp names several main elements, the so-called «The Cubes of V. Y. Propp», namely «absentation», «interdiction», «violation of the interdiction», «departure», «first function of the donor», «hero’s reaction», «receipt of a magical agent», «victory», «return», «happy ending». This structure of a fairy tale serves its magical or ritual function, which makes a fairy tale resemble such an archaic genre as an incantation. In a fairy tale like in an incantation, a magical ritual action and a magical verbal formula are intrinsically linked, and therefore in a fairy tale a taboo as well as a potential punishment are often depicted. Y.Propp's schemes clearly show the typical structure, «models of fairy tales», according to which their «building material» can be defined: fairy tales have sets of «cubes», i.e. typical plot elements, situations, taboos and symbolic actions. And this is also the basis for the differentiation of the works of this folklore genre: some fairy texts have the whole set of «cubes», but there is also such a type of fairy tales in which some of the «cubes» are missing with a particular purpose. The article offers an analysis of fairy tales based on the structure of «V. Y. Propp's cubes». Such an analysis of fairy tales will help preschool and primary school students to understand the content of fairy tales, their morality and allegory. Creative tasks with «V. Y. Propp's cubes» will provide children with the clues to independent creativity, which may result in composing their own fairy tales.
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Reynolds, Kendra. "Fairy Tale Futures: Critical Reflections." Dzieciństwo. Literatura i Kultura 2, no. 1 (August 3, 2020): 217–28. http://dx.doi.org/10.32798/dlk.417.
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This article provides critical reflections on Stijn Praet and Anna Kérchy’s edited collection, The Fairy Tale Vanguard: Literary Self-Consciousness in a Marvelous Genre (2019). Vanguard can be defined as “the foremost part of an advancing army or naval force,” with established and emerging critics marching in defence of the fairy tale against the genre’s complicated reception throughout the ages. The form’s self-consciousness and intertextual complexity is foregrounded, with fairy tale experiments ranging from those of 17th-century French female conteuses, to modernist short stories and contemporary films, which all combine into a celebration of the genre’s sophistication and continued relevance. The book engages with the generic complexity of the fairy tale, defying any kind of neat categorisation. ‘Fairy tale’ often functions as a ‘catch-all’ term for different fairy tale narratives, but this study paves the way for reflections on new subgenres such as the ‘anti-tale’. Finally, it is suggested that Rikki Ducornet’s idea of the ‘deep magic’ of fairy tales opens us up to a possibility, to an embrace of the unknown and all of its potentiality, providing us with an imaginative space within which to envision a new and better reality. This is foregrounded as a central tenant to The Fairy Tale Vanguard’s privileging of experimentation, which highlights that the fairy tale harnesses a deeply political potential in challenging current oppressions. Perhaps it is not us, fairy tale scholars, who are marching to the aid of the fairy tale then, rather it is the tales fighting for us in an unjust world.
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Józefowicz, Anna. "Edukacja dziecka ku ponadczasowym wartościom – rozważania na przykładzie współczesnej "Baśni o perle" Anny Gibasiewicz." Problemy Wczesnej Edukacji 44, no. 1 (March 31, 2019): 94–102. http://dx.doi.org/10.26881/pwe.2019.44.09.
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Baśń o perle (ang. Fairy tale about a pearl) by Anna Gibasiewicz (2016), is a moving story of heroes, whose fates intertwine in extraordinary circumstances, a tale of transformation and searching for the most important things in life. By its form the fairy tale refers to the folk magic tales, the mood of melancholy is similar to Andersen’s fairy tales. The story is addressed to children at the early school age. On its example, I look at the contemporary implementation of the traditional genre, which is a fairy tale and the values carried by the story. I pay attention to fairy tales, which may form the basis for educational activities with children. Analyzing the literary text of Baśń o perle (ang. Fairy tale about pearl) I refer to psychoanalytic interpretations of folk tales made by Bruno Bettelhaim and archetypal critique by Alicja Baluch. Reading fairy tales to the contemporary child still can perform a „miraculous and useful” role in his social and emotional development.
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Kowalczyk, Kamila. "Transformacje wzorców baśniowych w literaturze dziecięcej obecnej na współczesnym rynku wydawniczym." Literatura i Kultura Popularna 23 (May 31, 2018): 135–51. http://dx.doi.org/10.19195/0867-7441.23.9.10.
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Transformation of fairy tales patterns in children’s literature available on the contemporary publishing marketWhat the contemporary publishing market offers the youngest readers are texts that make various forms of fairy tale characters — a strongly representative group among them consists of texts that are transformations of fairy tale patterns that are deeply rooted in the mass imaginations including children’s imagination, which promote a new version of a well-known story: fairy tale renarrations. Such texts not only constitute evidence of changes in the fairy tale genre, but also prove the continuous updates on fairy tales. The aim of the article is to present and discuss how the authors modify specific characteristics of the fairy tale and play with its tradition. The examples of recognizable fairy tale patterns that are deeply rooted in the culture Little Red Riding Hood, Snow White, Hansel and Gretel, Sleeping Beauty, Cinderella were used to present the primary mechanisms of use and modification of fairy tales in children’s literature on the post-2000 Polish publishing market.The description of intertextual relationships between the fairy tale patterns and their renarrations renarration mechanisms has been supplemented with an analysis of influence of popular culture on children’s literature interpenetrating of cultural and literary circulations and the fashion for fairy tales. The studied works include those that have been written with gender education in mind, promotion of knowledge on rights of a child or the environment and those primary aim of which is to entertain the young audience through reading. The article is also an encouragement to reflection on the genealogy of contemporary fairy tales and the shape, in which the “children’s fabulous fairy-tale-sphere” functions, and the factors that influence it.
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Roienko, Liudmyla. "SPEECH DEVELOPMENT OF YOUNGER SCHOOLCHILDREN WITH THE HELP OF V. PROPP’S VISUAL MODELS." Psychological and Pedagogical Problems of Modern School, no. 2(8) (October 27, 2022): 116–22. http://dx.doi.org/10.31499/2706-6258.2(8).2022.268070.
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The article raises the problem of younger schoolchildren’s speech development with the use of visual models. One of the visual modeling examples is “Propp’s maps”. These are generalized set fairy-taleactivities, with the help of which you can easily teach pupils to divide the text into parts, retell the content, and create fairy tales with a simple plot.The stages of Propp’s cards implementation in working with a fairy tale are the following: pupils’familiarization with a fairy tale as a literary genre; reading a fairy tale accompanied by illustration using Propp’s cards; fairy tales retelling based on Propp’s maps; independent fairy tale compilation using Propp’s cards.Variants of tasks have been offered at each stage of studying a fairy tale based on Propp’s cards, which will help visualize the plot, structure the text, and distinguish plot-compositional units and characters.The impact of Propp’s cards on the development of perception, reproduction, and creation of own fairy tales by primary school pupils has been analyzed. The results of the study, which was conducted as part of advanced training courses for primary school teachers, showed that the pupils remembered the meaning of the card function very quickly and easily, confidently divided fairy tales into functions, and made a meaningful chain of cards, correctly answered questions based on the text of fairy tales, freely retold texts, and their own fairy tales became much more meaningful, the vocabulary used varied considerably. This shows that Propp’s cards are really effective for the speech development of younger schoolchildren; however, like any method, the use of the card requires a step-by-step introduction to the educational process, from overview acquaintance and training to learning to retell and create your own fairy tales.
Keywords: speech development; younger schoolchildren; Propp’s maps; visual plot modeling; the fairy tale structure; fairy tales retelling; work stages according to Propp’s maps; the method of composing fairy tales.
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ABDUGANIEVA, NASIBAKHAN. "Fairy tales of Indonesia and their formulas." Sharqshunoslik. Востоковедение. Oriental Studies 02, no. 02 (September 1, 2022): 31–39. http://dx.doi.org/10.37547/os/vol-01issue-02-05.
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This article dwells upon the study of the ethics and style of a fairy tale based on the material of Malay-Indonesian folklore. The purpose of our study is to analyze the poetic system of the Indonesian magic tale as a functionally organized unity of its components. In this article we considered the medial formulas of the fairy tale, which we subdivided into "external" and "internal", that is, formulas designed to arouse listeners' interest, and transitional (internal) formulas. These stable poetic structures (formulas) play a significant role in the compositional structure of a fairy tale, as well as in the characterization of fairy tale characters. The most important functions (actions) of the characters are marked with formulas. The scientific novelty of our study is that the work attempted to interpret the methodical methods of analysis developed by the outstanding folklorist V.Ya. Propp on the material of Russian folk tales, in the context of Indonesian magic tales. The folklore of the ethnic groups of Nusantara is characterized by a variety of ancient genres and types; it is a complex system of constantly interacting genres that has been formed over the centuries. It is composed of a kind of mythological and ritual poetry, monumental heroic epic, historical and heroic legends, folk lyrics and drama, various paremiological genres. In Uzbekistan, a special study of the elements of the poetics of the Indonesian fairy tale has not been carried out yet, as well as there is no methodology for conducting analysis. The question of the autochthonous nature of the plots of a fairy tale does not raise doubts among the majority of researchers of Indonesian and Malay folklore. The originally Indonesian character of the described geographical setting and the details of their life, ethnographic realities, the names of the characters - all this testifies to the fact that fairy tales are the fruit of the national culture of the peoples of the archipelago (Nusantra). When writing the work, the tales of the peoples of Nusantara in Indonesian, Malay and Russian, published throughout the XX century, were involved. Thus, this study is based on materials from the fairytale tradition of the peoples of Nusantara, as it appears to us throughout the past XX century. The completeness of such material and the legitimacy of its use for research does not have to be indicated - after all, at this stage, the Nusantar fairy tale retained the traditional plot composition, images of poetics.
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Safron, Elena A., Natalia G. Sharapenkova, Anastasia S. Lyzlova, and Iolanta V. Sukhotskaia. "Specifics of the seven-personal scheme’s implementation in Karelian folk tales." Philological Sciences. Scientific Essays of Higher Education 2, no. 2 (March 2024): 41–50. http://dx.doi.org/10.20339/phs.2.2-24.041.
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Series of Karelian fairy tales have been documented and analyzed, revealing their intricate structural, compositional, and plot elements. This study delves into connections embedded within these fairy tale narratives. Employing a typological approach, the article scrutinizes representative protagonists, examining the etymologies of their names, the descriptions of their characters, and the motivations behind their actions. This analysis is conducted primarily within the context of the Russian fairy tale tradition. Through a thorough examination of the Karelian fairy tale repertoire, the study identifies stories featuring unjustly persecuted girls and women, as well as fairy tales with unique protagonists such as the “younger brother Tukhkimus” and the “saboteur” Syöjätär and her variants. These tales exhibit distinctive characteristics when compared to the Russian fairy tale tradition. The analysis is grounded in V.Ya. Propp’s structural-semiotic approach, particularly his seven-person scheme of the fairy tale plot. The study effectively demonstrates how ethno-cultural and geographical factors of the region influence the specificities of these narratives.
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Balina, Marina. "A Visit to a Fairy Tale: Leading Western Fairy Tale Scholars Jack Zipes, Cristina Bacchilega, and Vanessa Joosen reply to a questionnaire by Detskie chteniia. Interviews were conducted by Marina Balina." Children's Readings: Studies in Children's Literature 19, no. 1 (2021): 109–22. http://dx.doi.org/10.31860/2304-5817-2021-1-19-109-122.
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This material consists of interviews with leading international scholars of the fairy tale genre. In answering questions about the particular features of the genre, traditional forms of fairy tale narrative, and new approaches to fairy tale texts, the scholars highlight various examples of the fairy tale’s place in contemporary literature and culture. In addition, the interviews touch on the topics of gender, ideology, and colonial and postcolonial practices as evinced in folkloric and literary fairy tales, and on contemporary adaptations of fairy tale stories and their place in our culture today.
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Ibraeyva, Zh B., А. D. Maimakova, and G. Z. Shashkina. "INTERDISCIPLINARY ASPECT OF THE STUDY OF FAIRY TALES." DULATY UNIVERSITY BULLETIN 4, no. 12 (December 30, 2023): 7–20. http://dx.doi.org/10.55956/ctuq8752.
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The article examines a number of concepts related to the fairy tale, provides an overview of the scientific literature in the field of socio-humanitarian sciences, for which humanitarian knowledge, a synergetic approach, and a philosophical sound are important. The concept of "fairy-tale studies", which studies fairy tales as a genre of folk literature and folklore, is revealed. The interpretation of the concept of "fairy tale therapy" is given, its value is emphasized, which consists in "healing the soul", expanding knowledge about life, its laws and rules, combining one's life experience with folk wisdom reflected in fairy tales. The article describes the methods of using fairy tales as a tool of education and therapy, in connection with which the new possibilities of fairy-tale therapy in modern society are considered in detail. The work has theoretical and practical significance.
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Fedotova, Svitlana. "TECHNIQUES OF A FAIRY TALE LEARNING AT THE LESSONS OF LITERARY READING IN THE PRIMARY SCHOOL." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 156–62. http://dx.doi.org/10.36550/2415-7988-2020-1-190-156-162.
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A fairy tale is a piece of folk work (or literary/ author’s fairy tale) with the elements of fantasy, which has its own peculiarities of reading. The formation of the primary school pupils’ expressive reading skills at the lessons of literary reading is a complex process. Contemporary methodologists have introduced a system of methodological techniques of learning a fairy tale, taking into account its genre peculiarities. In the process of work at a fairy tale the «Grandmother-narrator» /picture № 2/ technique is being realized: at the lesson the text of a fairy tale is being expressively read by a teacher, some fragments are being read by the pupils, preserving the peculiarities of folk performing manner. The peculiarities of a fairy tale structure: the presence of the beginning, main part, ending, triple repetitions is caused by the usage of the technique («I, II, III bricks») in picture № 3). Permanent epithets, emotional and evaluative words create the unique atmosphere of magic in fairy tales. While listening to or reading the fairy tales pupils figure out and use these lexical units in order to characterize fairy heroes, this way realizing the technique in picture № 6. Working at characteristics of positive and negative heroes an important role is given to: «pupils’ questions to the text» (What? Who? Where?); «tricky questions» – a technique in picture № 4). In order to express their attitude to the fairy characters the pupils select «tooltips» (picture № 8). A fairy tale has a didactic nature. The characters are punished for being evil and rewarded for the kindness in it. In some fairy tales the moral is formulated, in others the moral of the tale is not formulated. In such case the technique «Make a note of that» /picture № 7/: it is suggested to the pupils either to formulate the tale’s idea by themselves, or to choose the second corresponding name of the fairy tale from the list of some proverbs. There are some elements of fantasy in the structure of a fairy tale. One of the techniques in the process of work at a fairy tale is the pupils’ looking for the elements of fantasy, a teacher’s talk about the fact that the main spell is a human being’s kind heart will also be appropriate here. Working with a book exhibition will help the pupils to differentiate a folk and a literary tale, to understand in what respect they differ, what groups they are divided into /the technique in picture № 1/. In the process of work at the fairy tale an efficient technique will be a lesson of creativity «Making up a fairy tale independently». Such lesson will help the pupils to notice the peculiarities of a fairy tale plotting best.
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Nasipkhan Kh., Suyunova. "Nogai fairy tale epic: genesis and evolution of genres." Kavkazologiya 2023, no. 2 (June 30, 2023): 293–305. http://dx.doi.org/10.31143/2542-212x-2023-2-293-305.
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The article summarizes some observations made by the author on the texts of authentic materials and gives conclusions related to the genesis, history of evolution, characteristics and distinction criteria of Nogai fairy tale epic genres: fantasy fairy tales, animal fairy tales, and home-life fairy tales. Based on well-known works of researchers-structuralists, relics of ancient rituals and rites, myths, and ancient beliefs surviving to the present day are highlighted in the texts of Nogai fairy tales, while also emphasizing their relationship with the social history of tribes and peoples. Since the genesis of folklore genres dates back to a quite distant pre-national period, and as the genres undergo then a long process of evolution common to many peoples, the Nogai tale is studied as part of the world and Turkic fairy tale epic. Observations and conclusions are illustrated with ma-terials taken from the original texts of multi-genre Nogai fairy tale prose. A significant place is given to unpublished archive materials and newly recorded texts of Nogai fairy tales.
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Dzhambekov, Ovkhad A., and Vakha S. Rasumov. "Genesis and some issues of genre self of the Chechen literary tale." Philological Sciences. Scientific Essays of Higher Education, no. 3 (May 2021): 121–24. http://dx.doi.org/10.20339/phs.3-21.121.
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In the article reveals the characteristic features of the Chechen literary tale. There is considered the question of the legality of distinguishing a fairy tale as a literary genre. Analyzing the history of the formation of the Chechen literary fairy tale, the authors note the structural similarity between folk and literary fairy tales, as well as the nature of the use of folklore motives by writers, which expand the genre palette of literary fairy tales.
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Ozoda, Kakhkharova. "FAIRY TALE-BASED SPEECH DEVELOPMENT TECHNIQUES FOR CHILDREN." International Journal of Pedagogics 4, no. 2 (February 1, 2024): 17–24. http://dx.doi.org/10.37547/ijp/volume04issue02-04.
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The article written on the topic "Fairy tale-based speech development techniques for children", offers suggestions for helping young children learn how to connect speech. The article aims to clarify the significance of fairy tales' influence on children's speech development. The article also emphasizes the concepts of the instructor organizing the speech development process while taking the pedagogical process into consideration.
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Hendricks, Brent. "Fairy Tale, and: Drinking Tale, and: Fire Tale." Prairie Schooner 78, no. 3 (2004): 141–43. http://dx.doi.org/10.1353/psg.2004.0124.
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GANZHA, Anhelina. "DIDACTIC AND CORRECTION POTENTIAL OF FAIRY TALE TEXTS IN TEACHER’S WORK." Culture of the Word, no. 97 (2022): 222–34. http://dx.doi.org/10.37919/0201-419x-2022.97.19.
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The article summarizes theoretical approaches to stimulating the cognitive activity of junior schoolchildren through fairy tale therapy. Recommendations are developed and specific methods of applying fairy tales texts in the educational process are proposed, which can be used by primary school teachers, defectologists, speech therapists in organizing group and individual classes, parents of children with special educational needs in correctional and developmental work. The attractiveness of fairy tales as a means of correctional and pedagogical influence is due to their properties: the absence of direct teachings; the events of a fairy tale story are logical, naturally follow each other, which allows children to learn cause and effect relationships and rely on them; through the images of a fairy tale, a child gets acquainted with the experience of many generations. Fairy tale plots deal with situations and problems that everyone experiences. The victory of goodness provides the child with a sense of psychological security. Students learn that trials contribute to the inner improvement of a person. The main character of the fairy tale is a collective image with which the child can identify. The didactic potential of using fairy tales in the educational process of primary school is realized through creating a favorable atmosphere for students to communicate with the teacher; stimulating students’ cognitive activity; ensuring that learning is connected to the child’s real experience; and developing the ability to solve problems independently. Fairy tales provide inexhaustible opportunities for pedagogical creativity. At the same time, it is necessary to clearly adhere to the set didactic or correctional goal in working with a fairy tale, to avoid oversaturation of classes with fairy tale “atmosphere” and characters in order to ensure maximum efficiency of using this powerful diagnostic and educational tool.
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Terekhova, Irina. "ART SPECIFICS OF «FORGOTTEN» FAIRY-TALE PROSE BY MARKO VOVCHOK." LITERARY PROCESS: methodology, names, trends, no. 19 (2022): 71–76. http://dx.doi.org/10.28925/2412-2475.2022.19.9.
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The proposed article is devoted to the study of the artistic specifics of «forgotten» fairy tale prose by Marko Vovchko. In modern literary criticism, despite some achievements in the field of research of the fairy-tale heritage of the writer, there are still works that have never been subjected to critical analysis, an example of this − the collection «Fairy Tales and Tales of Marko Vovchko» (1874). Today, this publication, without receiving proper evaluation, is in the shadow of the author's work. The only exception is the folklore-historical story «Marusya», and the rest of the works: «Queen I», «Perfect Chicken», «Inventor» have not received their literary assessment. Therefore, the fairy-tale prose of Marko Vovchko is gradually returning from oblivion to the modern reader. Note that this process is accompanied by the need for detailed and in-depth rethinking. Thus, the proposed study is relevant because it aims to prove the originality of the unknown to critics of the fairy-tale work of the writer. In the given article with the help of biographical method, method of analysis and synthesis, text analysis the artistic originality of Marko Vovchko's fairy-tale prose is determined. The fairy-tale works of the author «Queen I», «Perfect Chicken», «Inventor» in their genre direction- social and domestic fairy tales are practically not studied. They reveal moral and ethical issues due to social and psychological factors. The most prominent in the above-mentioned works of the writer is the problem of selfishness and meanness of the human soul, which in turn is subject to the pressing social problem − the dominance of lordly arbitrariness, which leads to fatal consequences. The outlined problem acquires a corresponding gradation here: first it is revealed in the fairy tale «Queen I», later it is actualized in «Perfect Chicken», and acquires a special tragic sound in «Inventor». First of all, you should pay attention to the titles of the analyzed fairy tales. They have a kind of ironic connotation, which is revealed at the end. For example, in the plot of the fairy tale «Queen I» ridiculed such flaws as the arrogance and arrogance of human nature, in «Perfect Chicken» − a hint of immorality of the so-called «perfect» lordly behavior, in the fairy tale «Inventor» − expressed hidden irony of the romantic idea transformation of society. The article also clarifies the basic principles of storytelling in the collection «Fairy Tales and Tale of Marko Vovchko»: the presence of a social plot, uniformity in the development of events, a combination of romantic and realistic stylistic features in the image of reality, psychology as one of the basic principles of fairy tales.
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Bondžić, Jovana. "Elements of the old Serbian religion in the national fairy "Pepeljuga"." Metodicka praksa 17, no. 2 (2017): 265–74. http://dx.doi.org/10.5937/metpra1702265b.
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National fairy tales and their particular motifs most often come from the distant past. In their sights, they preserved some of the ancient forms of the then convictions, social organization, institutions and rituals. The paper offers an interpretation of the folk fairy tale "Cinderella" which relies on the old, prehistoric religion, and from this point of view, the motives that were preserved in the fairy tale were analysed. Comparative analysis of the methodical apparatus in the readers of various publishers approved by the Ministry of Education will provide an insight into the extent to which such access to fairy tales is fostered through textbooks. The aim of the paper is to suggest a fairy tale interpretation that includes an old religion, pointing to the importance of knowing and understanding its phenomena in order to interpret the fairy tale adequately and to draw attention to the important material that the fairy tales preserved, which can serve to acquire and expand knowledge of one's own people.
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Bobodzhanova, Lola, and Mariya Nikolaevna Sosnina. "Diachronic Overview оf European Classic Fairy-Tale Evolution." Litera, no. 11 (November 2023): 185–205. http://dx.doi.org/10.25136/2409-8698.2023.11.69007.
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The paper elaborates on the European fairy tale literature as an outstanding literary phenomenon This genre has evolved for a long time, and it is considered within the national cultural code. A fairy tale is an inexhaustible source that allows us to realize the national and cultural identity within various linguistic cultures; to deliver the ethnic, historical, and national flavor. The paper provides a diachronic consideration of the evolution of the European fairy-tale literature, exemplified by Italian, French, German, English, and Spanish magical stories. A special emphasis is made on Italian folk tales and fables as a prototypical genre of the European fairy-tale literature. The research describes the development stages of the European fairy-tale literature, the history of its generating, and resulted in identifying specific features of this genre in European literature, in discovering national differences in the European fairy tale, in defining development patterns for European magical story plots. The authors have specified the role of a fairy tale as a unique sociocultural phenomenon, its contribution to the development of European society. As a result of the research there have been analyzed similarities and differences between European literary fairy tales. It has been proven that European magical stories have a lot in common, which make them accessible and understandable to people of other linguistic cultures. The obtained results confirm the fact that a fairy tale mirrors the language picture of the world and cultural identity of the nation.
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Tsanova, Ekaterina. "THE FAIRY TALE AS A MEANS OF OVERCOMING BEHAVIORAL DISORDERS IN ELEMENTARY SCHOOL STUDENTS." Education and Technologies Journal 14, no. 2 (August 1, 2023): 390–93. http://dx.doi.org/10.26883/2010.232.5518.
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The fairy tale is a literary form with an extremely wide application in the educational process. In elementary school students, the fairy tale forms literary competences and is an important tool in artistic education. In the present report, the attention is focused on a less studied aspect – the educational influence of the fairy tale on behavioral disorders in elementary school students. The report briefly analyzes the difference between fairy tale therapy and the application of fairy tales in art pedagogy. Different art-pedagogical techniques were analyzed, in which the magical tale is used as a means to overcome behavioral disorders in elementary school students.
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Kasih, Arum Rindu Sekar, Ummi Nurjamil Baiti Lapiana, and Ika Oktaviana. "Si Blorok: Mother Figure as Performer of Islamic Education Values in Dongenge Pitik karo Bebek." Southeast Asian Journal of Islamic Education 5, no. 2 (April 4, 2023): 179–93. http://dx.doi.org/10.21093/sajie.v5i2.6077.
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A fairy tale is a media parents use to instill good values in children. In fairy tales, children can learn values embedded to strengthen their value education. One of the figures who often has a vital role in conveying values and becomes a role model is a mother figure. The mother figure in children’s stories or fairy tales can inspire parents in the family or teachers at school by providing an example of good behavior to the children. This study focused on Islamic education values in the character of Si Blorok, portrayed as a mother figure. This study used a qualitative descriptive approach by analyzing the character of Si Blorok. The data source was a fairy tale entitled "Dongenge Pitik karo Bebek" written by Impian Nopitasarihe data is the character of Si Blorok as a mother figure presenting Islamic education values through sentences or dialogues in the fairy tale. Another character in Dongenge Pitik karo Bebek became supporting data in analyzing the Islamic education values performed by Si Blorok. The data were analyzed by applying Menderop’s theories (2005), namely telling and showing methods to explore the character in the fairy tale. The results show that Si Blorok is regarded as a happy, loving and caring, loyal and patient, fair, active, and wise mother. Therefore, from an Islamic perspective, the figure mother, Si Blorok, has reflected as the first teacher to teach good values to children.
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Vrba, Jan. "Animals Behaviour in Japanese Fairy Tales analysed with Propp's Analysis of Functions in Folktales." International Journal of Culture and Education 1, no. 1 (January 1, 2023): 3–16. http://dx.doi.org/10.59600/ijcae.v1i1.1.
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The research paper aims at creating an analysis of animal’s behaviour in Japanese fairy tales on the example of selected fairy tale. First part is setting up a related definitions such as characteristics of traditional fairy tales with connection to Japanese fairy tales specifically. Second part of the research is focused on analysis of selected fairy tale by Theodora Y. Ozaki using Vladimir Propp's Analysis of Functions in Folktales. Text synthesis, analysis, comparison, and other methods are used.
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Bellini, Mattia. "Fairy-Tale Bodies and Embodying the Fairy Tale in Telltale Games' The Wolf Among Us." Marvels & Tales 37, no. 2 (2023): 287–302. http://dx.doi.org/10.1353/mat.2023.a923686.
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Abstract: Bodies often play an important role in all sorts of fairy tales. Is this the case when fairy tales are reinterpreted in video games? And what can the embodied and enactive participation afforded by video games tell us about their players' understanding of these new fairy tales? This article provides reflections over both these questions by analyzing the video game The Wolf Among Us, a 2013/14 graphic adventure game developed and published by Telltale Games and inspired by fairy tales. Through this analysis, I ultimately discuss how contemporary sensibilities further transformed traditional fairy tales and their postmodern adaptations, highlighting the ever-evolving life of the fairy tale.
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Kozlova, N. K. "The fairy-tale repertoire of A. S. Kozhemyakina collected by Omsk local historian I. S. Korovkin (based on materials of the folklore archive of the Omsk State Pedagogical University)." Languages and Folklore of Indigenous Peoples of Siberia, no. 38 (2019): 5–15. http://dx.doi.org/10.25205/2312-6337-2019-2-5-15.
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The article is devoted to the analysis of fairy-tale material from the folklore collection of the Omsk local historian I. S. Korovkin whose wide collection of folklore materials is stored in the folklore archive of the Omsk State Pedagogical University. The article will focus on the texts of fairy tales written by a collector from a Siberian performer Anastasia Stepanovna Kozhemyakina, manuscripts of these recordings are stored in the folklore archive of the Pedagogical Uni- versity. Of the 40 fairy tales recorded by Korovkin from the performer, the author of the article was able to identify (from archival records and published materials) 36 texts. The repertoire represents the Russian old-time tradition of Siberia. Tales by A. S. Kozhemyakina reflect the process of the existence of a folklore text in the oral tradition (which is typical for the late XIX - early XX centuries). The bearers of the tradition have a certain “baggage” or a set of elements specific for a particular genre (poetic, content) in order to “form” a text from these elements when reproducing it. "Forming" a fairy tale, Kozhemyakina takes out any element, image, plot episode, etc. from her fairy-tale "baggage". It includes not only fairy-tale, but also epic episodes, formulas, elements, as well as images, plot conflicts from adventure stories or novels. Fairy-tale contaminations are also peculiar. They are as well due to the specifics of the oral existence of fairy tales. A special publication of this fairy-tale heritage with scientific commentary on each text is needed.
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Dobrovolskaya, Varvara E. "FAIRY TALE. BETWEEN THE “PRICELESS INHERITANCE” AND “UNNECESSARY KNOWLEDGE”. THE ATTITUDE OF PERFORMERS TO TRADITION." Folklore: structure, typology, semiotics 4, no. 3 (2021): 107–30. http://dx.doi.org/10.28995/2658-5294-2021-4-3-107-130.
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The paper studies the attitude of storytellers to the fairy-tale tradition. In a number of cases, storytellers consider the fairy tales they know to be a “priceless legacy” that they must preserve and pass on to others. In some cases, this is one’s memory from a favourite relative who used to tell this or that tale. Sometimes a fairy tale functions as a sign of ethnic identification of a person, his connection with a particular ethnic group. Some performers use the fairy tale in their repertoire along with other genres to show the richness of the local tradition and its diversity. A fairy tale can be just a saved text, if the performer considers it necessary to preserve the tradition of a particular place. At the same time, a fairy tale becomes a mean of attracting attention to its teller, if it has drawn attention of employees of cultural institutions, of folklorists and ethnographers. In this case, the person begins to work on his repertoire, to replenish it with the help of books, to create or combine tales and motifs.
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Cvetanović, Zorica, Neda Jević, and Ivana Stojkov. "Interpretation of The fairy tale about the swan of Desanka Maksimović in the second grade of primary school." Metodicka praksa 23, no. 2 (2020): 147–58. http://dx.doi.org/10.5937/metpra2002147c.
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The subject of research in this paper are the methodic possibilities of interpretation of The fairy tale about the swan, which is a compulsory school lesson in the second grade of primary school. More fairy tales by Desanka Maksimović are in the domestic lecturer for this grade, so in the first part of the paper the basics of poetics and methodical significance of fairy tales by our writer are given, and then theoretical topics for interpretation The fairy tale about the swan by Desanka Maksimović are brought. In the first and second grade of primary school when anylizing a fairy tale, it is methodic justified to use logical units that focus students' attention on parts of the text. In addition, during the interpretation, a text plan is created, which serves in the synthesis and for retelling. The aim of the paper is a methodical presentation of the processing of a fairy tale by logical units in the second grade of primary school on the example of The fairy tale about the swan by Desanka Maksimović.
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Jivanyan, Alvard. "From Fairy Tale Narratives to Their Animated Versions." Armenian Folia Anglistika 2, no. 1-2 (2) (October 16, 2006): 111–17. http://dx.doi.org/10.46991/afa/2006.2.1-2.111.
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The article offers a contrastive study of several classical fairy tales and their animated versions. Animated movies based on fairy tales can be considered the visual version of the tale. Along with a number of similarities, there are also radical differences between the fairy tale narratives and their animated versions. When the fairy tale narrative is converted into a script, along with noticeable plot similarities, a number of essential changes of the linguostylistic and rhetorical features occur. This is conditioned by the character of the cartoon genre. Despite the fact that the poetics of the animated version of a fairy tale is quite flexible, the authors often borrow certain elements of the narrated version which convey the illusion of a text to the animated version.