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    Tytuł:
    Humorous nonsense and multimodality in British and American childrens poetry
    Autorzy:
    Chrzanowska-Kluczewska, Elzbieta
    Powiązania:
    https://bibliotekanauki.pl/articles/2143119.pdf
    Data publikacji:
    2017-11-21
    Wydawca:
    Krakowskie Towarzystwo TERTIUM
    Tematy:
    children's poetry
    nonsense
    humour
    multimodality
    visual modality
    Opis:
    Nonsense and humour are two cognitive and linguistic phenomena that frequently overlap. The focus of this article falls on chosen instances of humorous nonsense poetry, targeted at English-speaking children, which contains verbal and visual modes of expression. Formal sources of nonsense-creation in natural language can be several, among others semantic anomaly, syntactic ill-formedness and structural ambiguity, phonetic and graphological experimentation. The interplay of nonsense with the visuality of the text in children's poetry assumes three distinct forms: 1) visual poems, 2) multimodal texts,, where illustrations, often nonensical and funny in themselves, support the verbal text, and 3) texts based on the phonetic play. Examples will be drawn from the classics of the Anglophone children's poetry: Mother Goose, the Victorian classics L. Carroll and E. Lear, 20th-c. British and American poets - L. Hughes, e.e. cummings, T. Hughes, J. Agard, as well as the Polish-British pair W. Graniczewski and R. Shindler. In all the poems to be analyzed multimodality has an important role to play in the creation and strengthening of the effect of humorous bisociation/incongruity. A tight intertwining of the phonetic, semantic and visual layers in such texts becomes an additional challenge for their translators. The theoretical keystone for our considerations remains H. Bergson's study Laughter (1900/2008), which deftly combines the Superiority, the Incongruity and the Release Theory of Modern Humour Studies. Bergson rightly links the sources and effects of the nonsensical and the comic to the notion of game/play and to the idea of dream-like illusion they create.
    Źródło:
    The European Journal of Humour Research; 2017, 5, 3; 25-42
    2307-700X
    Pojawia się w:
    The European Journal of Humour Research
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Playful Encounters in the Garden of Poetry: Children’s Poetry and Play
    Autorzy:
    Kalogirou, Tzina
    Powiązania:
    https://bibliotekanauki.pl/articles/450716.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    children’s poetry
    play
    Huizinga
    garden-as-metaphor
    Grace Nichols
    Opis:
    Poetry is heavily invested with playfulness. Drawing on the most recent critical discourse on children’s poetry, the present study aims to showcase that the significant form of play can be manifested in many ways in children’s poetry and also be traced in poetic language as playful humor and intense verbalplay. For this purpose, a cluster of poems are addressed, poems been found in poetic anthologies for children (“Overheard on a Saltmarsh”), in the street (“Bam Chi Chi La La: London, 1969”) in the playground (“I scream...”) and in single-poet collections (“Jamie Dodgers aren’t the only fruit”, “Skig the Warrior”). All poems reveal some of the essential qualities of children’s poetry and most importantly its overall playful character materialized both in linguistic and conceptual terms. The children’s poem “Come on into my tropical garden” written by the British- C aribbean poet Grace Nichols is closely analyzed as a manifestation of poetry’s playful spirit. The exuberance of its rhetoric and sound, its rhythmical feeling and the rich texture of its verses are conveyed through a well-embodied structure and form. What is more, the poem is thoroughly permeated by play as a core element both in thematics and figurative language. The poet uses and reappropriates the “garden” as a powerful metaphor for children’s poetry, placing the child at the very center of a symbolic natural landscape to celebrate nature’s delights and to exercise her insatiable appetite for play.
    Źródło:
    Filoteknos; 2019, 9; 98-119
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Language of Fear in Children’s Literature: A Case Study of Ted Hughes’s Poems for Children
    Autorzy:
    Chrzanowska-Kluczewska, Elżbieta
    Powiązania:
    https://bibliotekanauki.pl/articles/2030264.pdf
    Data publikacji:
    2021-12-14
    Wydawca:
    Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
    Tematy:
    fear
    Joseph LeDoux
    children's poetry
    Ted Hughes
    lexicon and figuration of fear
    anthropomorphism
    verbal and visual imagery
    fear-management
    strach
    poezja dla dzieci
    leksykon i figuracja strachu
    antropomorfizm
    obrazowanie werbalne i wizualne
    zarządzanie strachem
    Opis:
    The article tackles the issue of the language of fear exploited in children’s literature, taking Ted Hughes’s Nature poems for young readers as an object of analysis. The author has chosen a neuroscientific paradigm for the two closely related emotions – fear and anxiety – as propagated by American researcher J. LeDoux, most prominently in his work Anxious (2015).  LeDoux maintains that the feeling of fear is not inborn but rather a cognitive construct emergent from the use of one’s native language practiced within a particular socio-cultural context. A unique atmosphere of Hughes’s poetry has been achieved by a rich lexicon of fear-related notions and a skillfully applied figuration (anthropomorphisms, similes). His poetic imagery powerfully complements the vocabulary and troping in calling to life fictional worlds, often uncanny and menacing, remote from the young readers’ experience.  The author of this article perceives in the lexicon, figuration and imagery (both verbal and visual, that is illustrations in picture-books) an important didactic device that teaches children how to manage fearsome experiences. This capability will also prepare children to face anxiety, the emotion typical of adult life and related mostly to existential problems.
    Artykuł podejmuje temat języka strachu wykorzystywanego w literaturze dziecięcej na przykładzie poezji Natury adresowanej do młodego czytelnika autorstwa Teda Hughesa, brytyjskiego poety II połowy XX w. Autorka przyjęła dla opisu dwu blisko spokrewnionych ze sobą emocji – strachu (fear) i obawy/lęku (anxiety) – model propagowany przez amerykańskiego neurobiologa Josepha LeDoux, w szczególności w jego dziele Anxious (2015). W opinii LeDoux uczucie strachu nie jest nam wrodzone, lecz powstaje jako konstrukt kognitywny wyłaniający się w procesie używania języka ojczystego w określonym kontekście społeczno-kulturowym. Szczególna atmosfera poezji Hughesa to rezultat zastosowania bogatego słownika terminów powiązanych z uczuciem strachu, jak również zręcznie powiązanej z nim figuracji (antropomorfizmy, porównania). Poetyckie obrazowanie skutecznie dopełnia leksykon i tropy, powołując do istnienia światy fikcyjne, często dziwne i groźne, odległe od doświadczenia młodego odbiorcy. Autorka postrzega leksykon, figurację i obrazowanie (zarówno werbalne, jak i wizualne poprzez ilustracje w książkach dla dzieci) jako ważny instrument dydaktyczny, uczący dzieci, jak stawić czoła przerażającym doświadczeniom. Ta umiejętność przygotowuje też młodych czytelników do zmierzenia się w przyszłości z obawą/lękiem, emocją typową dla dorosłego życia, a związaną głównie z problemami egzystencjalnymi.
    Źródło:
    Tematy i Konteksty; 2021, 16, 11; 453-471
    2299-8365
    Pojawia się w:
    Tematy i Konteksty
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Naim Frashëri - Founder and professor of Albanian literature for children
    Autorzy:
    Alimerko, Rudina
    Powiązania:
    https://bibliotekanauki.pl/articles/1035839.pdf
    Data publikacji:
    2012
    Wydawca:
    Academicus. International Scientific Journal publishing house
    Tematy:
    Pedagogical works
    prose for children
    poetry
    national renaissance
    Opis:
    The tradition that Naim created is alive and inspirational even among the lives of the present society. More than a writer, Naim is the greatest poet of our National Renaissance, is a patriot, think-tank and famous activist of education and Albanian culture. His most special merit in this literary creativity stands in the fact that he raised the literature for children at a higher artistic level, strongly affecting the other Renaissance figures. Which are the virtues that Naim Frashëri wants to develop among the children? As a writer and professor, Naim aimed to activate through his creativities the intellectual and educational thought and the spiritual moral emancipation of the children. In his literary creativity, Naim Frashëri appears not only as a famous writer and poet, but as a great professor at the same time, publishing literary and pedagogical works. The book Reader for boys with short stories distinguished him as a talented prose writer for children, whereas the poetic art in the collection Poetry for the first grades established him as the founder of the poetry for children, where Naim appears as an educator and serves as a propagandist of the noble virtues of love for work, of honour, faith, justice, truth, humanism, will for learning and knowledge, love for one’s country. In the general view of this literature, as a poet and writer through different genres and types, Naim aims to give advices, to convey wisdom and philosophy but also to emanate elements of culture and good manners, behaviour and moral. Naim, likewise his predecessors: Naum Veqilharxhi and Kostandin Kristoforidhi, dedicated himself to the literature for children to deeply affect the conscience and moral of the children. In this point of view there is another reason why Naim dedicated himself to the literature for children: he was convinced that the boundaries of the linguistic culture of the nation are laid down at school and in childhood. “Little boys and maids need to learn their language, to read it correctly and write it good”. Thus, the poetry and prose for children subdue to his aim; the artistic and patriotic education of children. Therefore, for this contribution that he brought, Naim Frashëri deserved being named as the founder of Albanian literature for children and as its main representative during the National Renaissance.
    Źródło:
    Academicus International Scientific Journal; 2012, 05; 143-152
    2079-3715
    2309-1088
    Pojawia się w:
    Academicus International Scientific Journal
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wanda and Maryla – mother and daughter: Two stories of artistic talent
    Wanda i Maryla – dzieje talentów artystycznych matki i córki
    Autorzy:
    Zabawa, Krystyna
    Powiązania:
    https://bibliotekanauki.pl/articles/2087283.pdf
    Data publikacji:
    2021
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    Polish literature of the turn of the 19th century
    women's literature
    Young Poland's poetry and art
    memoirs
    translations from the German
    children’s literature
    mother and daughter
    Wanda Młodnicka (1850–1923)
    Maryla Wolska (1873–1930)
    relacja matka-córka
    literatura dla dzieci
    poezja przełomu XIX i XX wieku
    przekład
    śpiew
    malarstwo
    rzeźba
    biografia
    Opis:
    This article portrays a pair of artistically gifted women, Wanda Młodnicka née Monné (1850–1923) and her daughter Maryla Wolska (1873–1930), each with a diverse range of interests, including painting, music, and, first and foremost, literature. Their achieve-ment (both original works and translations) achievement has been largely forgotten. This article attempts to find out what inspired the two women, to identify those points of their artistic endeavor they had in common and those that determined their individual profiles, while paying special attention to the mother-daughter relationship.
    Źródło:
    Ruch Literacki; 2021, 2; 175-194
    0035-9602
    Pojawia się w:
    Ruch Literacki
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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