The Artistic Universe and its Intangible "Bridges" – Meaningful Links and Intertextual Links Between Literary Works Studied in Sixth Grade

2019 ◽  
Vol 7 (4) ◽  
pp. 50-58
Author(s):  
Ekaterina Petkova
Keyword(s):  
Sixth Grade ◽  
Literary Works ◽  
Literature Curriculum ◽  
Literature Education ◽  
New Literature ◽  
Education Discourse

The presented work argues for the role of the intertextual approach for the implementation of a full-fledged literature education discourse in sixth grade. The enrichement of the new literature curriculum implemented in 2017-2018 and the competencies (socio-cultural, literary and communicative)presented in it together with the expected results, represents the objective prerequisites for detecting / searching for intertextuality, respectively, for highlighting the meaningful potential of intertextuality. The exemplary intertextual references are a vivid illustration of the "bridges" built (According to N. Georgiev) between the literary and classical texts studied in the sixth grade.

scholarly journals Integrating Peace Education in Literature Class

2021 ◽  
Vol 10 (1) ◽  
pp. 48-56
Author(s):  
Imas Istiani ◽  
Zuhrul Anam
Keyword(s):  
Peace Education ◽  
Literary Work ◽  
Literary Works ◽  
Work Analysis ◽  
Learning Evaluation ◽  
Five Factors ◽  
To Kill A Mockingbird ◽  
Literature Education ◽  
Literature Class

The increasing cases of terrorism and extremism unite practitioners and theoreticians to put serious attention to the role of education for peacebuilding. However, finding an appropriate strategy connecting literature education to peacebuilding is challenging. Thus, the study explored the effectiveness of engaging suitable literary works to be used at schools to convey a peaceful message through To Kill a Mockingbird (TKAM) and The Kite Runner (TKR). The study was conducted in 4 classes of Literary Work Analysis course of IAIN Syekh Nurjati students in the second semester of 2018/2019 by applying Wahyudin’s (2018) five factors of peace education implementation in the classrooms. The study aimed to 1) investigate how to integrate peace education into the literature class and 2) elucidate the students' perception of peace education in the integrated literature class. It was found that applying peace education should consider 1) objectives, 2) subject contents, 3) methods and strategies, 4) media, and 5) learning evaluation. Students also perceived and learned about peace education by addressing some related issues in their papers and a survey.

Smolensk Proper Names in A.T. Tvardovsky’s Poems

2020 ◽  
pp. 54-62
Author(s):  
Inna A. Koroleva ◽  
Keyword(s):  
Proper Names ◽  
Personal Characteristics ◽  
Entire Body ◽  
Literary Works ◽  
Thematic Content ◽  
Home Town ◽  
Birthday Anniversary ◽  
Long Poems ◽  
First Time

This article is dedicated to the 110th birthday anniversary of a great Russian poet, native of Smolensk, one of the founders of the Smolensk Poetic School Aleksandr Tvardovsky (1910–1971). It examines how Smolensk motifs and Tvardovsky’s love for his home town are reflected in his works at the onomastic level. Smolensk-onyms reflected in long poems are analysed here, the focus being on anthroponyms and toponyms naming the characters and indicating the locations associated with Smolensk region. A close connection between the choice of proper names and Tvardovsky’s biography is established. An attempt is made to demonstrate how, using onomastic units introduced by the author into the storyline of his artistic text, the general principles of autobiography and chronotopy are realized, which have been noted earlier in critiques of Tvardovsky’s literary works. The onomastic component of the poems is analysed thoroughly and comprehensively, which helps us to decode the conceptual chain writer – name – text – reader and identify the author’s attitude to the characters and the ideological and thematic content of the works, as well as some of the author’s personal characteristics, tastes and passions. At the onomastic level, the thesis about the role of Smolensk motifs in Tvardovsky’s literary works is once more substantiated. A review is presented of onomastic studies analysing proper names of different categories in Tvardovsky’s poems (mainly conducted by the representatives of the Voronezh Onomastic School and the author of this article). It should be noted that Smolensk proper names in the entire body of Tvardovsky’s poetry are analysed for the first time.

scholarly journals Place matters: geographical context, place belonging and the production of locality in Mediterranean Noirs

GeoJournal ◽  
2021 ◽  
Author(s):  
Nicola Gabellieri
Keyword(s):  
20Th Century ◽  
Crime Fiction ◽  
The Novel ◽  
Late 20Th Century ◽  
Literary Works ◽  
Geographical Discourse ◽  
Detective Stories ◽  
Narrative Medium ◽  
Geographical Context

AbstractScholars have been investigating detective stories and crime fiction mostly as literary works reflecting the societies that produced them and the movement from modernism to postmodernism. However, these genres have generally been neglected by literary geographers. In the attempt to fill such an epistemological vacuum, this paper examines and compare the function and importance of geography in both classic and late 20th century detective stories. Arthur Conan Doyle’s and Agatha Christie’s detective stories are compared to Mediterranean noir books by Manuel Montalbán, Andrea Camilleri and Jean Claude Izzo. While space is shown to be at the center of the investigations in the former two authors, the latter rather focus on place, that is space invested by the authors with meaning and feelings of identity and belonging. From this perspective, the article argues that detective investigations have become a narrative medium allowing the readership to explore the writer’s representation/construction of his own territorial context, or place-setting, which functions as a co-protagonist of the novel. In conclusion, the paper suggests that the emerging role of place in some of the later popular crime fiction can be interpreted as the result of writer’s sentiment of belonging and, according to Appadurai’s theory, as a literary and geographical discourse aimed at the production of locality.

Marital Hostility and Early Adolescents’ Adjustment: The Role of Cooperative Marital Conflict

2017 ◽  
Vol 39 (1) ◽  
pp. 5-27 ◽  
Author(s):  
Nan Zhou ◽  
Cheryl Buehler
Keyword(s):  
Behavior Problems ◽  
Youth Development ◽  
Marital Conflict ◽  
Internalizing Problems ◽  
Protective Factor ◽  
Sixth Grade ◽  
Youth Adjustment ◽  
Adjustment Difficulties ◽  
Youth Behavior

Although the assertion that marital hostility relates to higher levels of youth adjustment difficulties has been well established, few studies have examined cooperative marital conflict in relation to youth behavior problems. This study examined the main and moderating effects of cooperative marital conflict on youth behavior problems in a sample of 416 two-parent families. Gender differences also were examined. Youth were in the sixth grade (51% females), and ranged in age from 11 to 14 ([Formula: see text] = 11.86, SD = .69). Cooperative marital conflict was associated with lower levels of youth internalizing problems. Cooperative marital conflict was related to daughters’ but not sons’ lower levels of externalizing problems. Cooperative marital conflict also served as a protective factor in the association between marital hostility and youth internalizing problems. These findings highlight the importance of examining cooperative marital conflict above and beyond marital hostility to better understand youth development during early adolescence.

scholarly journals On the Role of Literary Works in the Course of Music Literature (Musicology)

2020 ◽  
Vol 30 (2) ◽  
pp. 219-224
Author(s):  
Izolda Tsakher
Keyword(s):  
Work Experience ◽  
General Music ◽  
Literary Works ◽  
Music Literature ◽  
Continuous Interaction ◽  
Philosophical Novel

In the article, the author summarizes her work experience as a teacher of music literature at the theoretical department of F. Chopin College of Music. A historically continuous interaction between literature and music is doubtless. It can be seen, namely, in T. Mann’s deliberate referring to music regularities when creating a philosophical novel and in A. Deblin’s seeing music as a sort of model for literature. Understanding contacts between literature and music of the same period contributes to enlarging students' field of interests in literature. Referring to the works by the genius authors (A. Pushkin, J.W. Goethe) and to mythology determines new perception of music. In general, music is included in a broad semantic and aesthetic context. Meanwhile, perception of literary works is also enriched thanks to their correlation with the artistic personalities of J.S. Bach and W.A. Mozart. For example, one can notice how the unique personality of Mozart reveals itself in the light of the exclusively semantically concentrated Pushkin’s text. As a result, this direction contributes to achieving the goals of the musicology course at college.

scholarly journals Role of literary works in medical education

2020 ◽  
Vol 10 (3) ◽  
pp. 171-177
Author(s):  
Kamil Hozyasz
Keyword(s):  
Medical Education ◽  
Literary Works

scholarly journals Educación patrimonial y fotografía estereoscópica: intervención didáctica

2019 ◽  
pp. 35
Author(s):  
Jordi Ferrer-Peris ◽  
Juan Carlos Colomer-Rubio
Keyword(s):  
Educational System ◽  
Digital Technology ◽  
Digital Technologies ◽  
Sixth Grade ◽  
School Curriculum ◽  
Intangible Heritage ◽  
Sixth Grade Students ◽  
Technological Means ◽  
Research Document

The insertion of digital technology for the work of tangible and intangible heritage can become a creative tool that reinforces the role of the teacher as an educator of local heritage (in line with what is suggested in the Plan Nacional de Educación y Patrimonio (PNEyP)). In addition, this type of resources allow the development of tools that improve the interpretation of the patrimonial environments and bring them closer to the students.  Our proposal is an original didactic intervention made with sixth grade students of Primary Education is exposed in the environment of Castell de Marinyén (Benifairó de la Valldigna, Valencia) through the use of stereoscopic or spherical photography and the hypothesis of reconstruction. This activity combines research on the immediate environment, the digital technologies and the use of image as a research document, which has made it possible to propose the technological means in patrimonial education by means of updated, simple and accessible resources that allow the realization of concrete investigations and the work of contents of different areas of knowledge. In conclusion, the defects that the patrimonial education has had in its insertion in the educational system, extending its treatment in the classroom, as well as its disposition within the school curriculum.

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