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Journal articles on the topic 'Fairy taless'

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Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

ОСИПОВА, Анастасия Александровна, and Мэйфэн ЧЭНЬ. "Обращение в сказках (на материале славянских и китайских сказок)." Известия Восточного института 48, no. 1 (2021): 20–28. http://dx.doi.org/10.24866/2542-1611/2021-1/20-28.

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Данная работа посвящена анализу особенностей структуры и функционирования обращений в славянских (русских, украинских, белорусских, польских, словенских, хорватских, чешских) и китайских сказках. Установлено 7 структурных (синтаксических) моделей обращения в текстах славянских сказок и 4 – в текстах китайских народных произведений. Выявлена доминирующая в обоих типах источников синтаксическая модель – N (имя существительное). Рассмотрена связь выполняемых обращениями функций и жанрового характера исследуемых текстов. обращение, синтаксис, синтаксическая модель, функционирование обращений, сказка

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2

Halimovna, Karimova Dilafruz. "Variability and Invariability in Fairy Tales (As the Example of the Translation of Grimms` Fairy Tales)." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 31, 2020): 138–44. http://dx.doi.org/10.37200/ijpr/v24i1/pr200114.

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3

NAWA, Kotaro. "Fair use of copyrighted works: Only fairy tales?" Journal of Information Processing and Management 57, no. 7 (2014): 497–500. http://dx.doi.org/10.1241/johokanri.57.497.

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4

Locic, Simona. "Reinventing the fairy tale’s heroine in the novel 'Barbe bleue' of Amélie Nothomb." Thélème. Revista Complutense de Estudios Franceses 34, no. 2 (November 4, 2019): 377–92. http://dx.doi.org/10.5209/thel.63252.

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In the 20th and the 21st centuries, many writers have shown an interest in rewriting traditional fairy tales. In contemporary literature, fairy tales are thus reinvented, adapted to the historical reality, the vices, the weaknesses and the imperfections of contemporary human beings. This study analyses the reinvention of the fairy tale’s heroine in Barbe bleue, by French writer Amélie Nothomb, and published in 2012. This study will show how the rewriting of this millenary text questions the schematic and stereotyped relations between characters in traditional fairy tales.

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5

Gieba, Kamila. "Renesans baśni." Poznańskie Studia Polonistyczne. Seria Literacka, no. 28 (February 19, 2017): 283–90. http://dx.doi.org/10.14746/pspsl.2016.28.15.

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The article’s aim is is to reviw two-volume monograph entitled Fairy tale in Contemporary Cultre edited by Kornelia Ćwiklak (volume 1: Fairy tale’s limitless potential: literature – art – mass culture , volume 2: The human realm: education – psychoanalisys – art therapy ). Reviewed publication presents theoretical proposals and interpretations of cultural texts related to the fairy tales.

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6

Chesterton, G. K. "Fairy Tales." Chesterton Review 31, no. 3 (2005): 7–9. http://dx.doi.org/10.5840/chesterton2005313/42.

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7

Whitmarsh, Tim. "FAIRY TALES." Classical Review 52, no. 1 (March 2002): 34–36. http://dx.doi.org/10.1093/cr/52.1.34.

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8

Editorial Submission, Haworth. "Fairy Tales." Collection Management 8, no. 3-4 (November 22, 1986): 143–46. http://dx.doi.org/10.1300/j105v08n03_38.

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9

Roediger, Jennifer Renée. "Fairy Tales." English Journal 97, no. 1 (September 1, 2007): 126. http://dx.doi.org/10.2307/30047232.

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10

Bajaj, Arveen. "Fairy tales." British Dental Journal 198, no. 9 (May 2005): 581–83. http://dx.doi.org/10.1038/sj.bdj.4812306.

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11

Violetta-Irene, Koutsompou, and Kotsopoulou Anastasia. "The Concept of Death as Depicted in Fairy Tales." International Journal of Languages, Literature and Linguistics 1, no. 2 (2015): 154–57. http://dx.doi.org/10.7763/ijlll.2015.v1.30.

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12

Sharmila, V., and Dr K. Sivakumar. "Postmodernist Reshaping Of Fairy Tales, Myths And Folklores In The Novels Of Margaret Atwood And Toni Morrison." Think India 22, no. 3 (September 27, 2019): 591–96. http://dx.doi.org/10.26643/think-india.v22i3.8342.

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Postmodern writers constantly engage themselves in a deliberate reshaping or deconstruction of myth and fairy tales largely by parodying them through theme, motif and characters. For instance, they turn the source tale’s plot upside down, alter the closure, and employ unreliable narrator, negative heroes and magical realism. Myths, folklores and fairy tales are embedded in the narratives of Margaret Atwood and Toni Morrison, signify the two fold operation of postmodernism as an exploration of earlier art, culture and the impact of contemporary culture and society. This paper aims to unravel the cultural elements such as fairy tales, folklores, mythology and their functions in the postmodern aesthetics which deify the conventional perspective on them in the novels of Atwood and Morrison.

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13

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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14

Silver, Carole G. "English Fairy Tales and More English Fairy Tales (review)." Marvels & Tales 18, no. 1 (2004): 105–7. http://dx.doi.org/10.1353/mat.2004.0018.

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15

Wieliczko-Paprota, Emilia. "Laurence Housman’s The Moon-Flower and Victorian Mystic Imagination." Studia Anglica Posnaniensia 52, no. 3 (December 1, 2017): 377–92. http://dx.doi.org/10.1515/stap-2017-0015.

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Abstract The paper explores the theme of mysticism in Laurence Housman’s fairy tale “The Moon-Flower” (1895). It presents the main assumptions of a Victorian inner journey toward a mystical union and analyses symbols which construct the inner landscape which undergoes a mystic transformation. The author attempts to show the metamorphosis of the fairy tale’s main characters and identify its roots in both fairy tale and religious traditions. It is argued that Victorian fairy tales reflect a credible quintessence of the universe. The retold tales of an archetypical quest full of powerful symbols uncover the sublime world hidden under the dull reality. Hence, “The Moon-Flower” is believed to tell the story of inner transformation and open the doors to the myriad stories which were told before and create countless possibilities of interpretation.

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16

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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17

McMahon, Brendan. "Grim fairy tales." Nursing Standard 13, no. 29 (April 7, 1999): 24. http://dx.doi.org/10.7748/ns.13.29.24.s38.

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18

Carlson, Allan. "Agrarian Fairy Tales." Chesterton Review 28, no. 3 (2002): 353–59. http://dx.doi.org/10.5840/chesterton200228371.

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19

Лихолат and Tamara Likholat. "True Fairy Tales." Primary Education 3, no. 6 (December 18, 2015): 48–50. http://dx.doi.org/10.12737/17375.

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The article provides the useful information about the plants that are traditionally used by people in food, and their seeds. The information is given in easily understandable for younger schoolchildren and entertaining form. Initial agronomic knowledge presented in cognitive tales, can be easily tested in practice in daily life that not only meets the natural curiosity of children, but also actively encourages it to develop their interest in nature, provides more complete understanding of the processes of interaction with it, attaches to work.

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20

Spitz, Ellen Handler. "Revisiting Fairy Tales." Contemporary Psychoanalysis 52, no. 3 (May 4, 2016): 478–88. http://dx.doi.org/10.1080/00107530.2016.1149416.

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21

Hoffman, David E. "“COMPLETE FAIRY TALES”." Nonproliferation Review 18, no. 3 (October 12, 2011): 591–95. http://dx.doi.org/10.1080/10736700.2011.618666.

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22

Hindmarch, Sonali. "Offensive fairy tales?" 5 to 7 Educator 2008, no. 39 (March 2008): 5. http://dx.doi.org/10.12968/ftse.2008.7.3.28447.

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23

Hedley, Allison. "Fantastic fairy tales." Early Years Educator 4, no. 8 (December 2002): 40–41. http://dx.doi.org/10.12968/eyed.2002.4.8.14772.

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24

Illman, John. "Royal Fairy Tales." British Journalism Review 30, no. 2 (May 28, 2019): 7–9. http://dx.doi.org/10.1177/0956474819855524.

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25

Møllegaard, Kirsten. "Teaching Fairy Tales." Folklore 132, no. 2 (March 24, 2021): 221–22. http://dx.doi.org/10.1080/0015587x.2021.1883876.

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26

Mieder, Wolfgang. "Grim Variations from Fairy Tales to Modern Anti-Fairy Tales." Germanic Review: Literature, Culture, Theory 62, no. 2 (April 1987): 90–102. http://dx.doi.org/10.1080/00168890.1987.9934196.

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27

Derkachova, Olga. "The LGBT-Heroes in Modern Foreign Fairy Tales (How to Read With Children)." Journal of Vasyl Stefanyk Precarpathian National University 4, no. 1 (June 15, 2017): 167–72. http://dx.doi.org/10.15330/jpnu.4.1.167-172.

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The article is devoted to the LGBT-protagonists as a new type of heroes in modern foreign fairy tales. Such tales are becoming popular in the modern world. So, there is a problem to read or not to read them and if to read how to do it. The best thing is to analyze them not through the LGBT-base, but through the human being. The writers use traditional tale’s plots and heroes and just change sexual nature. LGBT-relationships are typically avoided in children’s books. Such tales put children towards understanding these relationships. They also show that protagonists’ features and acts are more important for readers than their homosexuality. A human with his feelings and acts is the main thing in LGBT-tales

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28

Stepanenko, K. V. "Archetypical Background of Magical Helpers in English and Ukrainian Fairy Tales." Mìžnarodnij fìlologìčnij časopis 11, no. 2 (May 22, 2020): 31–37. http://dx.doi.org/10.31548/philolog2020.02.031.

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29

Fedotova, Svitlana. "PECULIARITIES OF A READING OUT-OF-SCHOOL HOURS LESSON OF «READER’S DIARY DEFENSE» IN THE PRIMARY SCHOOL /ON THE BASIS OF FAIRY-TALES." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 172–76. http://dx.doi.org/10.36550/2415-7988-2021-1-194-172-176.

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The peculiarities of a reading at out-of-school hours «defense of a reader’s diary» lesson in the primary school are being considered in the given article on the material of some folk and literary fairy-tales by Sh. Perrault, brothers Grimm, H. Ch. Andersen. A lesson-defense of a reader’s diary is a lesson, based on the work in small groups. It is constructed by means of a self-questioning method according to the material of the fairy-tales, which have been read, and by means of the assessment of other students’ work. A lesson-defense of the reader’s diary is an extremely interesting and efficient type of work, aimed at the development of critical thinking, children’s creative imagination, forming their independent and conscious reading. In advance (a month earlier) the students are given a task, for example, to read some Ukrainian folk fairy-tales of the fairy-tales by Sh. Perrault, brothers Grimm, H. Ch. Andersen and to fill in independently the following columns of a reader’s diary: 1) a column «Author»; 2) a column «Title of the work {a collection, a fairy-tale}; 3) a column «Characters of the fairy-tale»; 4) a column «Questions to the text»; 5) a column «Tricky» questions. The questions to the text presuppose three levels: The questions of the first level begin with the words: Who? What? Where? When? How? Which? These are the questions, aimed at giving some information about who the main character is, where the action is taking place, when the action is taking place. The questions of the second level are aimed at the causal relationships and that is why they begin with the word: Why? The questions of the third level are aimed at clarification of the meaning of the words and expressions, which are difficult for understanding. Forming «tricky questions» is a creative task for the primary school students. «Tricky» questions are the questions aimed at prognostication of the character’s further fate or the further possible development of the events of the fairy-tale’s plot. The readers can create some interesting and wise «tricky» questions, if they compare the logics of a fairy-tale and the logics of the real life. In the process of work at the reader’s diary and its defense the students can consciously and deeply comprehend the content of a tale, think over the fairy tale’s logics, compare it with the real life logics. That would form their attention and instill love to the magic world and word of a fairy-tale.

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30

Caldwell, Anne. "Fairy Tales for Politics." Philosophy Today 41, no. 1 (1997): 40–50. http://dx.doi.org/10.5840/philtoday199741117.

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31

Jones, Steven Swann, Bengt Holbek, Wolfgang Mieder, and Jack Zipes. "Interpretation of Fairy Tales." Western Folklore 47, no. 4 (October 1988): 310. http://dx.doi.org/10.2307/1499387.

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32

Christiansen, H. C., Frank G. Ryder, and Robert M. Browning. "German Literary Fairy Tales." Die Unterrichtspraxis / Teaching German 18, no. 1 (1985): 206. http://dx.doi.org/10.2307/3530023.

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33

Bottigheimer, Ruth B., and Bengt Holbek. "Interpretation of Fairy Tales." German Quarterly 62, no. 1 (1989): 121. http://dx.doi.org/10.2307/407061.

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34

Diller, Edward, Frank G. Ryder, and Robert M. Browning. "German Literary Fairy Tales." Modern Language Journal 69, no. 1 (1985): 94. http://dx.doi.org/10.2307/327904.

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35

Jane Donawerth. "SF = Science Fairy-Tales." Science Fiction Studies 38, no. 1 (2011): 199. http://dx.doi.org/10.5621/sciefictstud.38.1.0199.

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36

Chesterton, G. K. "Education by Fairy Tales." Chesterton Review 28, no. 1 (2002): 7–10. http://dx.doi.org/10.5840/chesterton2002281/23.

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37

Padley, Jonathan. "Fairy Tales and Dragons." Chesterton Review 29, no. 1 (2003): 296. http://dx.doi.org/10.5840/chesterton2003291/267.

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38

Chesterton, G. K. "Education by Fairy Tales." Chesterton Review 31, no. 1 (2005): 5–8. http://dx.doi.org/10.5840/chesterton2005311/246.

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39

The Lancet Global Health. "Ending the fairy tales." Lancet Global Health 7, no. 11 (November 2019): e1467. http://dx.doi.org/10.1016/s2214-109x(19)30417-6.

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40

Dieckmann, Hans. "Fairy-tales in psychotherapy." Journal of Analytical Psychology 42, no. 2 (April 1997): 253–68. http://dx.doi.org/10.1111/j.1465-5922.1997.00253.x.

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41

Goldberg,, Robin S. "Fairy Tales and Trauma." American Journal of Psychoanalysis 68, no. 3 (August 14, 2008): 301–2. http://dx.doi.org/10.1057/ajp.2008.17.

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42

Hayes, Sandra K., and Denise M. Childress. "FAIRY TALES OF STORYBOARDING." Journal for Nurses in Staff Development (JNSD) 15, no. 6 (November 1999): 260–62. http://dx.doi.org/10.1097/00124645-199911000-00008.

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43

Farmer, David John. "Froglets or Fairy Tales?" Administrative Theory & Praxis 21, no. 1 (March 1999): 154–56. http://dx.doi.org/10.1080/10841806.1999.11643358.

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44

Storr, Catherine. "Folk and fairy tales." Children's Literature in Education 17, no. 1 (1986): 63–70. http://dx.doi.org/10.1007/bf01126951.

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45

Warren, Noah. "Oscar Wilde’s Fairy Tales." Hopkins Review 14, no. 2 (2021): 266. http://dx.doi.org/10.1353/thr.2021.0041.

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46

Hohr, Hansjorg. "Dynamic Aspects of Fairy Tales: Social and emotional competence through fairy tales." Scandinavian Journal of Educational Research 44, no. 1 (March 2000): 89–103. http://dx.doi.org/10.1080/713696665.

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47

Henderson, Kathryn L., and Stefanie L. Malone. "Ethical Fairy Tales: Using Fairy Tales as Illustrative Ethical Dilemmas With Counseling Students." Journal of Creativity in Mental Health 7, no. 1 (January 2012): 64–82. http://dx.doi.org/10.1080/15401383.2012.660128.

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48

Xiaoyi, Li. "How Fairy Tales Educate and Civilize Us: Ethical Literary Criticism on Fairy Tales." Interlitteraria 22, no. 2 (January 16, 2018): 273. http://dx.doi.org/10.12697/il.2017.22.2.6.

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This article first discusses the history and ideology of fairy tales. As Walter Benjamin said in his essay “The Storyteller”, rumors and information were spread verbally, from person to person. So were fairy tales. Through storytelling, the history and experience is spread from generation to generation. So that audience, especially children, gather to listen to the folks and stories about things “long long ago”, sharing the memories and experience of the storytellers. Based on this idea, the article further analyses the utopian function of fairy tales, which depict the feasibility of utopian alternatives by means of fantastic images. Because in the name of fairy tales, anything is possible. Apart from hope and wish, there was dissatisfaction in fairy tales. Ernst Bloch placed special emphasis on dissatisfaction as a condition which ignites the utopian drive, so that it remains a powerful cultural force among the audience, urges them to resist, to change the unreasonable things in the world. At last, it comes to the ethical use of fairy tales with children. Many scholars, like Bruno Bettelheim and Julius E. Heuscher, have done some psychiatric and psychological research on the meaning and usefulness of fairy tales. Different from those, this article mainly talks about the literary education in fairy tales, how the words, characters and plots play a role in education.

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49

Victoriia, Tsypko. "Use of Fairy Tales in the Legal Education of Children Aged 5-8." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 20, 2020): 380–89. http://dx.doi.org/10.37200/ijpr/v24i2/pr200346.

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50

Lamers, Elizabeth P. "Children, Death, and Fairy Tales." OMEGA - Journal of Death and Dying 31, no. 2 (October 1995): 151–67. http://dx.doi.org/10.2190/hxv5-wwe4-n1hh-4jeg.

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This article examines the evolution and transformation of themes relating to death and dying in children's literature, using illuminating parallels from historical demographics of mortality and the development of housing. The classic fairy tale “Little Red Riding Hood” is used to draw these trends together.

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