Relevant bibliographies by topics / Plays; Poetry

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Plays; Poetry'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Plays; Poetry"

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Roby, Kinley E., and Jewel Spears Brooker. "Approaches to Teaching Eliot's Poetry and Plays." Theatre Journal 42, no. 4 (December 1990): 531. http://dx.doi.org/10.2307/3207748.

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Griffin, Edward M. "William Alfred's Hogan's Goat: Power and Poetry in Brooklyn." Prospects 19 (October 1994): 451–89. http://dx.doi.org/10.1017/s0361233300005184.

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William alfred's verse play Hogan's Goat, recounting the four days in April and May, 1890, when Matt Stanton gets his big chance to become mayor of Brooklyn, was New York's surprise hit of 1965–66. Directed by Frederick Rolf and starring Faye Dunaway (before Bonnie and Clyde), Ralph Waite (before The Waltons), and Barnard Hughes (before Da), it opened in November, 1965, at the American Place Theatre and ran during the next eighteen months for 607 performances there and at the East 74th Street Theatre, winning the 1965–66 Theatre Club Gold Medal for best play and gaining Alfred the 1965 Drama Desk – Vernon Rice award. Selected for inclusion in Otis L. Guernsey's Best Plays yearbook (and chosen best play of 1965), it also appears in John Gassner and Clive Barnes's Best American Plays series, Harold Clurman's anthology Famous American Plays of the 1960s, and Francis Griffith and Joseph Mersand's Eight Ethnic American Plays. In 1971, the play was produced on PBS television.
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Le Thi Thuy, Vinh. "A teaching procedure of reading comprehension of romantic poetry in high school textbooks from theory to asthetic signals." Journal of Science Educational Science 65, no. 9 (September 2020): 3–13. http://dx.doi.org/10.18173/2354-1075.2020-0087.

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How to teach reading effectively is a frequently discussed topic in the field of reading comprehension. For romantic poetry, a specific genre of literary writing, how to read, recognize, and decode poetic imagesto interpret the ideas of poets, has many significant meanings. This paper will apply aesthetic signal theory, which plays an important role in resolving the relationship between the linguistic and semantic aspects of a textto establish a teaching procedure for reading comprehension of romantic poetry in high school textbooks. With this process, teachers will have scientific grounds for decoding romantic poetry.
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Jiajing, Song. "Affinity and Influence of Federico García Lorca on the Poetry of Dai Wangshu." Sinología hispánica 7, no. 2 (January 14, 2019): 133. http://dx.doi.org/10.18002/sin.v7i2.5734.

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As one of the most representative modern poets in China, Dai Wangshu not only contributs a lot to the development of the modern Chinese poetry, but also plays an important role in introducing western poetics to China. Dai’s translation of western poetry has a profound influence on his poetic creation. Dai, throughout his poetic career, was at first influenced by the French romanticism, then was fascinated by the French symbolism and post-symbolism. The years of Disaster, a collection of poems in his later years, however, demonstrates an inclination to the Spanish modernist poetry, especially to the poems of Federico García Lorca, one of the most representative poets of the Generation of 27. This paper focuses on analyzing the characteristics of the works of these two poets, Dai Wangshu and Lorca, and is intended to make a comparative study of the affinities and similarities in their poetic beliefs and practice and the Lorca’s deep influences on Dai’s poetic creation, thus filling the blank in this field.
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Клещина and Natalya Kleshchina. "Poetry in Teaching English." Socio-Humanitarian Research and Technology 4, no. 1 (March 17, 2015): 41–43. http://dx.doi.org/10.12737/10324.

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English poetry plays an important role in teaching English as personal focused approach application method. This paper considers the poetry value and poetry teaching purposes, such as learner’s increase of cultural and intercultural awareness and pronunciation skills. The poetry can be also used in teaching grammar, lexis, reading and translation. In conclusion this work offers some ways for effective use of poetry in teaching English.
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Folkart, Barbara. "Poetry as Knowing." TTR : traduction, terminologie, rédaction 12, no. 1 (February 26, 2007): 31–55. http://dx.doi.org/10.7202/037352ar.

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Abstract Poetry as Knowing — Like the pure sciences, poetry is first and foremost a cognitive instrument, one of the most rigorous modes of knowing that exist. Everything about it is shaped by the search for insight, or even truth. Poets are no more in the business of "making pretty" than molecular biologists or computer nerds; they put us into un-mediated contact with the grid of the world, force us to dig deeper than ever before into the amorphous business of being. This they do by "making it new". Poetry is a "counter idiomatic" practise, one that grates against the words of the tribe, its received ideas and its verities. And "form" — whether "free" or forged out of constraints — plays an all-important part in making it new for us. Form is decorative only to the illiterate. For the competent receiver, it is acutely, intensely functional. By giving it form, making it new, forcing us out of the lexicalized varieties that have gone stale on us, poetry makes us feel our way to new truths, or to a gut knowledge of old ones. Hence the maïeutic function of poetry. The very fact that poetry is so intolerant of the already-said is what explains the irreplicability or what Berman referred to as la lettre and makes the poem refractory to translation. Yet, most practitioners conceive of translation as a way of replicating what's already there. It's hard to imagine a more anti-poetic stance.
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Farmer, David John. "Practical Leadership in Public Administration: The Practicality of Poetry." Public Voices 14, no. 2 (January 5, 2017): 9. http://dx.doi.org/10.22140/pv.4.

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Can practical understandings about the human elements of leadership in Public Administration be gained from poetic literature? This paper argues that it can, supporting the view of a minority of theorists like Leo Strauss and Dwight Waldo. It analyzes four examples of such poetic utility in two Shakespearean plays – Henry V and Richard III. First, it analyzes how the winning-warrior leader Henry V is used in some business schools to teach MBWA (management by walking about). Second, it shows how the poetry in this play facilitates understanding the unconscious of public policy leadership. Third, it analyzes the relevance of text and sub-texts of the losing-warrior leader Richard III. Fourth, it analyzes the depth that Sigmund Freud explained in Richard III, including insights about what is explained as stronzi. The relevance is suggested for Public Administration theory and practice in such ways as upgrading its reflection about leadership.
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Harrison, S. J. "MENANDER'S THAIS AND CATULLUS' LESBIA." Classical Quarterly 65, no. 2 (June 17, 2015): 887–88. http://dx.doi.org/10.1017/s0009838815000026.

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Menander's lost comedy Thais with its famous protagonist, the hetaira lover of Ptolemy I Soter and perhaps Alexander himself, was plainly well known at Rome, and is alluded to several times in Latin poetry of the Augustan and later periods, as Ariana Traill has shown. My purpose here is to argue that the literary characterisation of Thais in Menander's play underlies certain aspects of Lesbia as presented in the poetry of Catullus; that Catullus' poetry uses the plays of Menander has been demonstrated by Richard Thomas, arguing that Catullus 8 shows clear traces of Demea's monologue in the Samia (325–56).
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Shamsuddin, Salahuddin Mohd, and Siti Sara Binti Hj Ahmad. "Theatrical Art in Classical European and Modern Arabic Literature:." International Educational Research 1, no. 1 (June 14, 2018): p7. http://dx.doi.org/10.30560/ier.v1n1p7.

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No doubt that Classical Arabic Literature was influenced by Greek Literature, as the modern Arabic literature was influenced by European Literature. The narrative poetry was designed for the emergence of theatrical poetry, a poetry modeled on the model of the story with its performance in the front of audience. This style was not known as Arabic poetry, but borrowed from the European literatures by the elite of poets who were influenced by European literatures looking forward to renew the Arabic poetry. It means that we use in this article the historical methodology based on the historical relation between European and Arabic literature in the ancient and modern age. The first who introduced the theatrical art in Arab countries was Mārūn al-Niqqāsh, who was of a Lebanese origin. He traveled to Italy in 1846 and quoted it from there. The first play he presented to the Arab audience in Lebanon was (Miser) composed by the French writer Molière, in late 1847. It is true that the art of play in Arabic literature at first was influenced by European literatures, but soon after reached the stage of rooting, then the artistic creativity began to emerge, which was far away from the simulation and tradition. It is true also that European musical theatres had been influenced later by Arabic literature and oriental literatures. European musical theatres (ʿAlāʾ al-Dīn and the magical lamp), the play (Māʿrūf Iska in Cairo) and the musical plays of (Shahrzād) are derived from (One thousand and one Nights). This study aims to discover the originality of theatrical art in modern Arabic literature. Therefore it is focused on its both side: Its European originality and its journey to Arab World, hence its artistic characteristics in modern Arabic literature. We also highlight its journey from the poetic language to the prose.
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Viljoen, H. "Breyten Breytenbach en die Simbolisme - ’n voorlopige verkenning." Literator 13, no. 1 (May 6, 1992): 15–28. http://dx.doi.org/10.4102/lit.v13i1.720.

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This article is an attempt to outline the difference between Breytenbach's poetic method and that of the Symbolists. Although it touches on aspects of the symbolist poetic method like the rich suggestiveness, the creation o f a meaningful alternative world (and the effort of doing this), it focuses mainly on Breytenbach’s use of metaphor to create an impossible alternative world in a poem, only to relativize and destroy it again in the end. This process is illustrated in an analysis of poem 8.1 from Lotus. This analysis also shows up five well-known cardinal traits of Breytenbach’s poetry, viz. its carnality, the universal analogy between body, cosmos and poetry and the great emphasis on journeys, discoveries and transformations by means of language. It is also claimed that the Zen-Buddhisi Void plays an analogous role in Breytenbach's poetry to the theory of correspondances in the Symbolists: it is a rich source of metaphor. Breytenbach's poetry shows a strong duality between the present world and a meaningful alternative sphere. Being in and of this alternative sphere only aggravates the poet’s isolation (a typically symbolist trait), making him literally and figuratively an exile, as exile poems like "tot siens, kaapstad" (see you again, cape town) and "Walvis in die berg" (Whale on the mountain) and, of course, his prison poetry, clearly show.
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Dissertations / Theses on the topic "Plays; Poetry"

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Brunner, Kathleen. "Picasso rewriting Picasso : poetry and plays, 1935-1959." Thesis, Courtauld Institute of Art (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268056.

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Bianchi, Petra. "'Hidden strength' : the poetry and plays of Augusta Webster." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313138.

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Willi, Andreas. "The language of Aristophanes : aspects of linguistic variation in classical Attic Greek." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365461.

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Smith, Sarah Siobhan. "Sidney Arthur Kilworth Keyes 1922-1943 : poetry, prose and plays : a re-evaluation." Thesis, University of Greenwich, 2000. http://gala.gre.ac.uk/8689/.

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Boyle, Eloise M. "The drama of Majakovskij : a study of the plays and dramatic elements in the poetry of Vladimir Majakovskij /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487586889188465.

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Chiasson, Basil Alexander Eugene. "Harold Pinter and the performance of power : considerations of affect in select plays, screenplays and films, poetry and political speeches." Thesis, University of Leeds, 2010. http://etheses.whiterose.ac.uk/4620/.

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This thesis looks at selections of Harold Pinter's work across multiple media: written dramatic texts, screenplays and poetry, activity in theatrical and film production and his political activism. It has been argued that Pinter's dramatic medium is exceeded by movements, intensities and forces that operate on and circulate within the corporeal bodies of Pinter's 'audiences'. However, approaches to Pinter to date remain overly focused on representation and hermeneutics and tied to a decidedly idealist conception of being, perception and knowledge. I argue that in order to appreciate the politics of Pinter's aesthetics, readings of Pinter's work need to move in a more decidedly materialist direction. To do so, I enlist the conceptual tools of Gilles Deleuze and felix Guattari, specifically 'affect'. In bringing affect theory to Pinter I illustrate how 'the direct, mutual involvement of language and extra-linguistic forces,1 must be taken into account at every critical step, and that meaning need be construed as a material process, the expression of forces acting upon each other. The diversity of Pinter's work is explored over six chapters with a view to its aesthetic disposition and function, how it enters into noteworthy relations with those who engage with it, and how it establishes conditions that are propitious for transitory but ultimately productive trans formative encounters. Proceeding as such necessitates appraisal of ethical and political positions in relation to Pinter's expression without distinguishing politics from aesthetics - a trend common to intellectual enterprise. Rather, the three keywords in the title of this thesis - performance, power and affect - function as concepts to advance the argument for Pinter's aesthetics as a politics. In considering the aesthetics of Pinter's work in varied media, this thesis invites the reader to see the strategies by which Pinter intervenes in each area as interrelated and political.
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Baker, J. "Thomas D'Urfey : the life and work of a restoration playwright." Thesis, University of Birmingham, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368786.

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This thesis is a study of the life and works of Thomas D'Urfey (1653- 1721), a prolific writer of -plays, poetry and operas during the Restoration period. It places him in the context of the theatre of his time and the difficult conditions in which he worked, showing how obscurity of birth and lack of education affected him in his burning desire for success and financial reward. His relationships with great men illustrate the role of the patron in Augustan society, and his long career in the theatre illuminates the principal developments in English drama between 1676 and 1710. The Introduction provides a brief critical survey of the current state of Restoration comedy criticism and of D'Urfey's place in that criticism. Chapters One and Three are primarily biographical; Chapters Two, Four and Five study his plays; Chapter Six takes a broader view of his non-dramatic writing, and Chapter Seven examines his last three comedies and discusses them as precursors of the novel. The final section of Chapter Seven makes some comparisons between Thomas D'Urfey and other dramatists of the period, especially John Dryden, and argues that there is a special interest in the struggle for recognition of an author generally regarded as a failure. The Conclusion summarises the arguments in the thesis for this re-assessment of D'Urfey's interest and importance. Throughout the thesis D'Urfey's work is shown to have many rewards for the modern reader.
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Sofronidou, Foteini. "Les traductions grecques de la littérature française : contribution à l’inventaire et à l’étude de leur présence dans les lettres grecques de 1900 à 2010." Thesis, Montpellier 3, 2014. http://www.theses.fr/2014MON30049.

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Cette étude a pour champ l'inventaire des traductions d'œuvres de la littérature française vers le grec, et l'étude de leur présence dans les lettres grecques du début du XXe siècle à l'aube du XXIe siècle.Le constat, en premier lieu, que les traductions jouent un rôle primordial pour la réception en Grèce de la littérature en question et, en deuxième lieu, que leur inventaire sur la période considérée n'était pour l'instant que fragmentaire, nous a conduit à définir comme but de notre recherche le recensement exhaustif des œuvres françaises traduites et publiées en Grèce entre 1900 et 2010 et qui figurent dans les catégories de la prose, la poésie, le théâtre.Le traitement quantitatif et qualitatif de paramètres comme l'année d'édition, l'auteur traduit, l'œuvre traduite, le/la traducteur/-rice, la maison d'édition, ainsi que leur analyse conclusive qui sert de tentative d'interprétation, nous ont permis de dresser un panorama global de l'image de la littérature française traduite dans la langue grecque
This study covers the Greek translations of French literature and their presence in the Greek literary world during the entire twentieth century and at the dawn of the twenty-first. The finding that translations play a crucial role in the absorption of this literature in Greece, and that, to date, their recording within the examined period is fragmented, set a research goal for the fullest possible, accurate and documented recording of any Greek translations of works of French literature (prose - plays - poetry), published in our country in the period from 1900 to 2010.The quantitative and qualitative processing of certain parameters, such as the year of publication of a translation, the translated author, the translator, the translated work and the publisher, as well as the relevant conclusions, intend to contribute to the presentation and overview of the overall image of this translation sector
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Thiers, Bettina. "Poétiques expérimentales et engagement : Poésie concrète, visuelle, sonore et pièces radiophoniques expérimentales dans l'espace germanophone de 1945 à 1970." Thesis, Tours, 2014. http://www.theses.fr/2014TOUR2018.

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Les poésies concrète, visuelle, sonore, apparues au début des années 1950 dans une vingtaine de pays du monde, dont l’Allemagne, la Suisse et l’Autriche, et les pièces radiophoniques expérimentales ont, jusqu’à présent, été perçues comme jeux formels avec le matériau verbal épargnant à leurs auteurs une prise de position politique par rapport au réel. Face à la réception réductrice du concept sartrien de « littérature engagée », les poétiques expérimentales apparaissent comme « désengagées ». Or, les auteurs invoquent la portée politique de leur déconstruction de poétiques traditionnelles, de normes linguistiques et de modes de pensée de la culture occidentale. Les formes d’écriture expérimentale ne seraient-elles pas alors des choix politiques au sens où elles ébranlent des visions et expériences du monde? Cette mise à distance du réel provoquerait ce que Rancière appelle la « subjectivation politique », c'est-à-dire l’émancipation du citoyen par rapport à son identité sociale figée par des manières de dire et de penser. Montrant l’intention politique immanente à certains choix poétiques cette étude aborde la notion d’engagement sous un angle poétologique
Concrete, visual and sound poetry, as well as experimental radio plays, appearing in the early 1950s in Germany, Switzerland and Austria specifically, have until now been perceived as formal games with language, sparing their authors from taking any political position with regards to reality. Given this narrow understanding of the sartrian concept of “engaged literature”, experimental poetry hence appeared as “disengaged.” And yet, authors insist on the deconstruction of traditional poetry, of linguistic norms and of the Occidental vision of culture. As a consequence, shouldn’t we also understand experimental literary forms as political in the sense that they shatter our traditional vision and experience of the world? The distance taken from reality leads to what Rancière calls “political subjectivity”, by which he means the emancipation of the individual from a fixed social identity through news ways of saying and thinking. Analyzing the political intention inherent to specific poetical choices, this study offers a poetic approach of literary political engagement
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Belzil, Diane. ""Merely going round": engaging with poetic thought through play in Wallace Steven's poetry." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121556.

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The following thesis examines the importance of play in Wallace Stevens's poetry and how it reveals a structural isometry between Stevens's poetics and the philosophical ethics of Immanuel Kant, Hans-Georg Gadamer, and Emmanuel Levinas. This comparison demonstrates that Stevens is not concerned with writing toward the philosophical concepts of 'good' or 'truth,' but rather with determining the ontological condition of poetic thought, which he does by writing poetry that reaches toward the guiding fiction of his age, the Supreme Fiction. This study is conducted in three stages, each aiming to demonstrate the importance of change, abstraction, and pleasure (the three key terms in Stevens's Notes Toward a Supreme Fiction) in determining how Stevensian play operates. The first chapter identifies a turning topos operating throughout Stevens's career in which poems are abstracted from extrapoetic reality by locating them in a separate space of thought, a play space. The second chapter looks more closely at this play space and the metaphors of dwelling, seasons, and climate that Stevens uses to describe it, arguing that the seasons' relationship to climate and climate's relationship to the Supreme Fiction finds a structural correlative in the ethical theories of Kant and Levinas. Much as Kant and Levinas's theories require a metaphysical grounding, Stevens's poetry is grounded by locating itself in a separate realm, poetic thought. The third chapter makes a diachronic study of Stevens's considerations of poetic thought as a separate realm, making particular use of Jacques Rancière's critique of ethics to demonstrate that Stevens's poetry is able to avoid the ethical turn through its own poetic turn.
La thèse suivante examine l'importance du jeu dans la poésie de Wallace Stevens et comment il révèle une isométrie structurelle entre sa poétique et l'éthique philosophique d'Immanuel Kant, Hans-Georg Gadamer, et Emmanuel Levinas. Cette comparaison démontre que Stevens n'est pas concernée par les concepts philosophique «le bien» ou «la vérité», mais essai plutôt de déterminer la condition ontologique de la pensée poétique, ce qu'il fait en écrivant de la poésie qui tend vers la fiction dominante de son âge; la Fiction Suprême. Cette thèse est divisée en trois étapes, chacune visant à démontrer l'importance du changement, l'abstraction et le plaisir (les trois termes dans la poème de Stevens Notes Toward a Supreme Fiction) pour déterminer comment les jeux de Stevens fonctionnent. Le premier chapitre identifie un topos observé tout au long de la carrière de Stevens dans lequel les poèmes sont abstrait de la réalité extrapoetic, les situant dans un espace séparé de la pensée, un espae de jeu. Le deuxième chapitre examine de plus près à cet espace de jeu et les métaphores de l'habitation, des saisons et du climat que Stevens utilise pour le décrire. Tout comme les théories de Kant et de Lévinas nécessitent une mise en forme métaphysique, la poésie de Stevens sec localise dans un domaine séparé, la pensée poétique. Le troisième chapitre fait une étude diachronique des considérations de la pensée poétique comme un domaine distinct de Stevens, faisant un usage particulier de la critique de l'éthique de Jacques Rancière pour démontrer que la poésie de Stevens est en mesure d'éviter le tournant éthique à travers son propre tournant poétique.
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Books on the topic "Plays; Poetry"

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Kolyer, John. Poetry and plays. [Newport Beach, Calif: Sangreal Press, 1985.

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Kolyer, John. Poetry and plays, second series. [Newport Beach, Calif: Sangreal Press, 1990.

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Kent, Alan M. Four modern Cornish plays. London: Francis Boutle, 2010.

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1945-, McClatchy J. D., and Yenser Stephen, eds. James Merrill: Collected novels and plays. New York: Alfred A. Knopf, 2002.

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1975-, Dickman Michael, ed. 50 American plays: Poems. Port Townsend, Wash: Copper Canyon Press, 2012.

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A Heiner Müller reader: Plays, poetry, prose. Baltimore, Md: Johns Hopkins University Press, 2001.

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Wilder, Thornton. Collected plays & writings on theater. New York: Library of America, 2007.

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Wilder, Thornton. Collected plays & writings on theater. New York: Library of America, 2007.

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George, Smollett Tobias. Poems, plays, and The Briton. Athens: University of Georgia Press, 1993.

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Schwartz, Delmore. Shenandoah: And Other Verse Plays. Edited by Robert Phillips. Brockport, USA: BOA Editions, 1991.

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Book chapters on the topic "Plays; Poetry"

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Wu, Duncan. "Howard Brenton, Bloody Poetry (1984–88)." In Making Plays, 12–52. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1007/978-1-349-65305-8_2.

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Marsh, Nicholas. "Introduction: Looking at Plays and Studying Poetry." In Shakespeare: Three Problem Plays, 1–8. London: Macmillan Education UK, 2003. http://dx.doi.org/10.1007/978-1-4039-1917-5_1.

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Nastali, Dan. "Swords, Grails, and Bag-Puddings: A Survey of Children’s Poetry and Plays." In Adapting the Arthurian Legends for Children, 171–96. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403982483_8.

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Bradley, Anthony. "Taking Its Place among the Nations: Ireland and Irish Poetry after Yeats." In Imagining Ireland in the Poems and Plays of W. B. Yeats, 189–207. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119543_7.

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van der Haven, Cornelis. "Drill and Allocution as Emotional Practices in Seventeenth-Century Dutch Poetry, Plays and Military Treatises." In Battlefield Emotions 1500-1800, 25–47. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-56490-0_2.

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Klein, Ann Marie. "Sketch: Poetry as Play—Using Riskless Poetry Writing to Support Instruction." In The Power of Play in Higher Education, 195–97. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95780-7_23.

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Leeming, Glenda. "Later Yeats: the Noh Plays and After." In Poetic Drama, 50–69. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-19860-3_3.

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Dowdy, Joanne Kilgour. "Picture this: Drama and Poetry for Play." In Teaching Drama in the Classroom, 13–14. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-537-6_3.

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Zovko, Marie-Élise. "Poetry and Play in Kant’s Critique of Judgment." In Natur und Freiheit, edited by Violetta L. Waibel, Margit Ruffing, and David Wagner, 3159–66. Berlin, Boston: De Gruyter, 2018. http://dx.doi.org/10.1515/9783110467888-321.

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Jeschke, Lisa. "Bird-Song by Everyone, for Everyone: Poetry, Work, and Play in J. H. Prynne’s Prose." In Poetry and Work, 105–19. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26125-2_3.

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Conference papers on the topic "Plays; Poetry"

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Koryčánková, Simona. "POETIC TEXTS IN TEACHING OF RUSSIAN ON B1 LEVEL (ON THE EXAMPLE OF WORKING WITH VOCABULARY DENOTING PERCEPTION IN THE POEMS OF O. BŘEZINA AND V. S. SOLOVYOV)." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-5.

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The author of the article aims to introduce Russian poetic texts into the teaching of Czech students on B1 level. The chosen teaching methodology is based on motivating the students with the use of Czech symbolist poetry by O. Březina and a subsequent analysis of a poem by V. S. Solovyov. Work with the poetry of both authors focuses on perceptual lexicon, which plays key role in uncovering the meaning of a symbolist text. Students can thus gain knowledge of polysemous words and their different author’s connotations in an enticing and creative way. This enhances not only their knowledge of the content and language, but also of the aesthetic component related to the main function of an artistic text
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2

Moreno-Jiménez, Luis-Gil, and Juan-Manuel Torres-Moreno. "Megalite: A New Spanish Literature Corpus for NLP Tasks." In 8th International Conference on Artificial Intelligence and Applications (AIAP 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110109.

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In this work we introduce the Spanish Literary corpus MegaLite, a new corpus well adapted to Natural Language Processing (NLP), Computational Creativity (CC), Text generation and others studies. We address the creation of this corpus of literary documents to evaluate or design algorithms in automatic text generation, classification, stylometry and rhetorical analysis, sentiment detection, among other tasks. We have constituted this corpus manually in order to avoir genre classification errors. Near of 5 200 works on the genres narrative, poetry and plays constitute this corpus. Some statistics and applications of MegaLite corpus are presented and discussed. The MegaLite corpus will be available to the community as a free resource, under several adequate formats.
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3

Cao, Thi Hao. "Research on Tay Ethnic Minority Literature in Vietnam Under Cultural View." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-3.

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The Tay people are an ethnic minority of Vietnam. Tay literature has many unique facets with relevance to cultural identity. It plays an important part in the diversity and richness of Vietnamese literature. In this study, Tay literature in Vietnam is analyzed through a cultural perspective, by placing Tay literature in its development from its birth to the present, together with the formation of the ethnic group, and historical and cultural conditions, focusing on the typical customs of the Tay people in Vietnam. The researcher examines Tay literature through poems of Nôm Tày, through the works of some prominent authors, such as Vi Hong, Cao Duy Son, in the Cao Bang province of Vietnam. Cao Bang is home to many Tay ethnic people and many typical Tay authors. The research also locates individual contributions of those authors and their works in terms of artistic language use and cultural symbolic features of the Tay people. In terms of art language, the article isolates the unique use of Nôm Tay characters to compose stories which affect the traditional Tay luon, sli, and so forth, and hence the use of language that influences poetry and proverbs of Tay people in the story of Vi Hong, Cao Duy Son. Assuming a symbolic framework, the article examines the symbols of birds and flowers in Nôm Tay poetry and the composition of Vi Hong, Cao Duy Son, so to point out the uniqueness of the Tay identity. The above research issue is necessary to help us better appreciate the cultural values preserved in Tay literature, thereby, affirming the unique cultural identity of the Tay people and planning to preserve and develop these unique cultural features from which emerges the risk of falling into oblivion in modern social life in Vietnam. In addition, this is also a research direction that can be extended to Thai, Mong, Dao, etc, ethnic minorities in Vietnam.
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4

Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.

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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
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