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Students will work in groups to read and analyze fairy tales, brainstorm for events in their lives that could be changed into fairy tales, develop setting, characters, and plot for their fairy tale, write, illustrate, and compile their fairy tales into group books. During ten 45-minute lessons, students will: choose three fairy tales and read them in small groups; analyze and compare elements of their fairy tales; brainstorm and choose the type of life experience they would like to write about; help each other develop characters, settings, problems, resolutions and lessons for their fairy tales; individually write their narratives as fairy tales; edit and revise fairy tales as a group; compile their fairy tales into group books, choosing the method of binding they wish to use. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. Guidelines for student narrative self-assessment; an explanation of anecdotal note taking; and a list of common elements of fairy tales are attached. (PM)

With the help of the teacher, students will read fairy tales and identify common elements. Choosing common situations and working in small groups, students will draw storyboards of their fairy tale and then write the fairy tale. Project will conclude with class presentations. During ten 50-minute lessons, grade 3-5 students will: listen and read to fairy tales, focusing on comprehension and analytical skills; analyze the fairy tales for common elements with the help of the teacher; complete a process writing activity in small groups, choosing common situations as a basis, drawing storyboards, and writing, revising, and editing the text; and present their fairy tales to class, using readers theatre, PowerPoint, bulletin board display, or a similar format. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A storyboard page; an explanation of storyboards; a list of situations for fairy tales; reflective journal instructions; a list of common elements of fairy tales; and a fairy tale analysis sheet are attached. (PM)

Something about the Cinderella story resonates with its audience. Related tales are told in cultures all over the globe--500 versions of the tale have been found in Europe alone. In America too, the classic tale, re-envisioned in print and other media, continues to be popular. What changes does the Cinderella story undergo when it is translated from one culture to another: Why do people love the character of Cinderella so much more than her own stepmother does? This lesson plan for a unit on Cinderella's character intended for children in grades 3-5: cites subject areas, time required, and skills developed; provides an introduction; presents learning objectives; poses a guiding question; gives tips for teachers preparing to teach the lesson; suggests (and delineates) three classroom activities; provides suggestions for extending the lesson; lists Web resources; addresses standards alignment; an offers charts for characters in Cinderella and for characters in Cinderella stories from around the world. (NKA)

The Cinderella story resonates with its audience--500 versions of the tale have been told in Europe alone, and related stories are told in cultures all over the globe. In America too, the classic tale, re-envisioned in print and other media, continues to be popular. What changes does the Cinderella tale undergo when it is transported from one culture to another? This lesson plan for a unit on the Cinderella story intended for children in grades 3-5: cites subject areas, time required, and skills developed; provides an introduction; presents learning objectives; poses guiding questions; gives tips for teachers preparing to teach the lesson; suggests (and delineates) five classroom activities; offers suggestions for extending the lesson; lists Web resources; addresses standards alignment; and provides worksheets for plot and setting elements in Cinderella. (NKA)

Fairy tales are stories either created or strongly influenced by oral traditions. Their plots feature stark conflicts between good and evil, with magic and luck determining the usually happy endings. While each culture and geographic region of the world has its own body of folk tales and fairy tales, certain themes and motifs tend to be repeated across many cultures and time periods. Universal human emotions such as love, hate, courage, kindness, and cruelty appear in bold, broad strokes on the canvas of fairy tales. This lesson plan for a unit on fairy tales intended for children in grades K-2: cites subject areas, time required, and skills developed; provides an introduction; poses guiding questions; gives learning objectives; provides teachers with ideas about teaching the lesson; suggests (and delineates) six classroom activities; lists resources; addresses National Council of Teachers of English/International Reading Association (NCTE/IRA) standards alignment; and offers two Venn diagrams. (NKA)

Children can learn to express themselves through the performing arts in constructive ways. Theater, specifically, employs the use of all dimensions of learning. In this lesson, students will engage in basic theater techniques for creating a character through movement and voice. The lesson, lasting 5 class periods, introduces them to guidelines for being both an audience and a performer and is designed to have them become familiar with terminology and conventions used in the art of acting; students will also be introduced to the process of scripting a story by adapting a common fairy tale to perform as a drama, linking literature and theater. The lesson offers an overview; suggests length and grade level; lists subjects and subtopics; cites dimensions of learning and intelligences being addressed; notes equipment and materials needed; lists teacher resources; and addresses National Standards for Arts Education. It identifies instructional objectives and strategies; provides a 3-part, detailed instructional plan; and suggests assessment activities. Attached is a rubric for "Folktale Theater" and a relevant vocabulary. (NKA)

This curriculum unit for middle school students explores the art of folklore and story telling. In the unit, students will explore the nature of various types of stories and tales and will identify the characteristics and motifs of subgenres such as tall tales, fairy tales, and fables. The following lessons are part of the unit: Folktales: A Variety of Unwise Characters; Folktales: Elements of Folktales; Folktales: Exploring American Tall Tales; and Folktales: Writing Folktales. Each lesson in the unit offers an overview; suggests length and grade level; lists subjects and subtopics; cites dimensions of leaning and intelligences being addressed; notes equipment and materials needed; lists teacher resources; and addresses National Standards for Arts Education and other standards. Each lesson also identifies instructional objectives and strategies; provides a detailed, step-by-step instructional plan; suggests assessment and extension activities; and lists teacher references. (NKA)

This curriculum unit introduces intermediate grade and middle school students to the work of Stephen Sondheim, one of the most talented composers of the contemporary American musical theater, and teaches them about the process of writing an original musical. The unit notes that in his musical "Into the Woods" Sondheim incorporates (and distorts) elements of traditional fairy tales to create a lively and unique piece of theater. In the unit, students will create the libretto and script for an original musical based on the Grimm Brothers' fairy tale, "The Frog Prince." The unit's lesson--Sondheim's "Into the Woods": Fairy Tale Tunes--takes only two days to complete. Its classroom activities focus on improvisational techniques and small-group work. The unit provides a step-by-step detailed instructional plan for the teacher. (NKA)

Based on Grimm's fairy tales, this lesson plan presents activities designed to help students understand that fairy tales connect them to earlier generations, help them think about present situations, that magic figures prominently in fairy tales, and that fairy tales can inspire readers to create original works of art. The main activity in the lesson involves students making collages based on a particular fairy tale. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS)

This performance guide is designed for teachers to use with students before and after a performance of "The Snow Queen," adapted from the story by Hans Christian Andersen by Sandra Deer. The guide, called a "Cuesheet," contains seven sheets for use in class, addressing: (1) What Happens in "The Snow Queen?" (offering a story synopsis and a pre-performance activity); (2) Play Map (a time line of important events and characters in the play); (3) Adaptations: How Print Becomes Performance (looking at how a written story must be adapted for the theatre, and offering lines from the play to listen for and some class activities); (4) Objects: How the Props Help the Performance (describing the use of props in plays and props in "The Snow Queen"); (5) Plays: Pretending and Participating (looking at theatre conventions and problems to be solved when putting on plays); (6) The Audience: Great Pretenders (discussing the audience's important role in a theatre performance); and (7) Hans Christian Andersen (offering biographical information about this famous author of fairytales). Resources for further exploration are listed. (SR)

Intended to encourage teachers and students to take a fresh look at children's literature, this practical collection of ideas offers plot summaries and suggests teaching strategies for 57 notable children's books. Books in the collection were chosen "outstanding trade books" by a National Council of Teachers of English committee on trade books. Selections in the collection include poetry, historical fiction, realistic fiction, fantasy, folktales, picture books, biographies, and nonfiction. Included in the collection are works by Mary Hoffman, Ken Kesey, Arnold Lobel, Karen Lynn Williams, James Howe, and Avi. Each of the 57 response guides is composed of four sections: suggested grade levels, a plot summary, teaching suggestions, and a list of related books. Teaching strategies presented in the collection offer a wide range of possibilities, from dramatization to storymapping to journal writing--the focus is on stimulating critical thinking that leads readers to new insights. (NKA)

Three German modern "fairy tales" are presented in a radio play format with exercises based on the tales. Detailed suggestions for the exercises and other class activities based on the manual are included. While serving as a comprehension exercise of the preceding text, the exercises and other activities recommended to accompany them depart from more conventional exercises in that the tasks encourage the student to actively interpret and recreate the text, such as with illustrations, or with personal opinion based on the text. (JC)

Describes characteristics of fairy tales. Discusses use of fairy tales and novels for teens in the classroom. Presents annotations of 31 titles including both picture books and young adult novels grouped by nine popular tales. Concludes that through comparing picture books and teen novels, there is one last chance to introduce fairy tales to older readers and to introduce readers to the beauty of book illustration. (SG)

Developed from the activities of a summer institute in Texas that focused on "The Odyssey," folk and fairy tale, and folk rhyme, this resource guide presents 50 lesson plans offering a variety of approaches to teaching mythology and folklore to elementary school students. The lesson plans presented in the resource guide share a common foundation in archetypes and universal themes that makes them adaptable to and useful in virtually any elementary school setting. The 13 lesson plans in the first chapter deal with on "The Odyssey." The 25 lesson plans in the second chapter deal with folk and fairy tale (stories are of European, American Indian, African, Mexican American, and Japanese derivation; two units are specifically female-oriented). The 12 lesson plans in the third chapter encompass folk rhymes (most are from Mother Goose). The fourth chapter presents a scope and sequence designed to give librarians a sequential guideline and appropriate activities for introducing and teaching mythology, folk and fairy tales, and nursery rhymes. Each lesson plan typically includes: author of plan; intended grade level; time frame (days and length of individual sessions); general information about the unit; materials needed; and a list of activities. (RS)

Second language teachers wishing to diversify their instructional approach should consider using fairy tales to enrich the experience of the target language and culture. When used well, they can provide a glimpse of the values, lifestyles, customs, and historical traditions of the target language group. Fairy tales also offer a variety of language contexts for expanding and refining vocabulary and for developing a larger repertoire of linguistic structures. Research in second language learning supports the idea that variations of child-oriented themes and/or fantasy can stimulate a young person's interest, simultaneously providing comprehensible input and lowering the affective filter. Suggested steps for using fairy tales in the second language classroom are: (1) introduction of vocabulary and concepts; (2) story presentation using any props or dramatic techniques necessary and available; (3) language activities to practice, review, or extend story vocabulary or structures; (4) reinforcement and follow-up activities such as summarizing and discussion; and (5) use of story language, themes, or topics to integrate with other content area-related activities. (MSE)

It is argued that despite a common assumption to the contrary, there is children's literature appropriate to students of English as a Second Language (ESL) aged 9-14. First, the unique needs and characteristics of the target population are examined. This population consists of limited-English-proficient speakers, usually immigrants or refugees from a variety of linguistic and geographic backgrounds, most at lower socioeconomic levels, and relatively unfamiliar with American culture and history. For these purposes, they are defined as having lived in the United States under 2 years, generally enrolled in bilingual or ESL instruction. At this age, gaps between language and content area subjects and between chronological age and educational age may be widening. It is recommended that literature have: age-appropriate theme; simple language; limited use of metaphor and unfamiliar experiences; use of rhyme; unambiguous plot; realistic but simple dialogue; potential for reading aloud; brevity; and good illustrations. Suggested themes include: familiar fairy tales, legends, and fables; American culture and customs; modern American life; American history; immigrant experiences; cross-cultural experiences; and native country culture. Specific titles are noted. (MSE)

Describes middle school students' efforts to investigate and fairly compensate the three bears, who incurred some losses at the hands of Goldilocks. Problems include investigating replacement costs of the damaged items, the cost to house Goldilocks in a state school, and the value of appropriate types of community service before determining Goldilocks's fate. (AIM)

Presents a sequence of mathematics lessons for middle school students that incorporates multicultural versions of the Cinderella story while students learn mathematical objectives related to classification and logical thinking. (SR)

Provides a rationale for using trickster tales in the classroom. Introduces representative trickster tales from many cultures, and samples activities that teachers can use to introduce trickster tales to their students. (SR)

Argues, from the author's experience and with supporting quotes from many teenagers, that modern retellings of classic fairy tales can be very popular with teenage readers. Discusses numerous such stories, and offers an extensive list of retold fairy tales, organized into: Cinderella stories, Beauty and the Beast stories, Sleeping Beauty stories, other stories, collections, and silly/funny collections. (SR)

Highlights the Internet Schoolhouse Web site and outlines a cross-curriculum (language arts, geography, social studies, health, art, and math) lesson plan for a grades K-3 telecommunications project in which students gather data about lost teeth and share tooth-fairy legends. Lists required hardware, software, and other materials and describes class activities. (PEN)

Describes a unit in a writing-intensive course on reading in the content areas in which students take a familiar fairy tale and rewrite it in a modern context. Describes the four class sessions, including class activities and writing assignments, noting figurative language, elements of fairy tales, and critical reading, thinking, and writing skills. (SR)

Describes a project in which students write their own notes, postcards, and invitations from storybook characters to other book characters. (SR)

Sagor är en av flera texttyper elever ska få ta del av under sin skolgång och sagan kan användas på flera sätt samt för olika syften. Denna kvalitativa studie syftar till att bidra med kunskap om sagans didaktiska potential i svenskundervisningen i förskoleklass och årskurs 3. Studiens syfte avses besvaras med tre frågeställningar: Hur beskriver lärare i förskoleklass och årskurs 3 att de använder sagor i svenskundervisningen? På vilka sätt upplever lärare att elever utvecklas genom att ta del av sagor i svenskundervisningen? Vad finns det för likheter och skillnader mellan hur lärarna förklarar sagans användning i svenskundervisningen? Studiens frågeställningar besvaras genom semistrukturerade kvalitativa intervjuer som transkriberades och analyserades genom en tematisk analys. Den teoretiska utgångspunkt som studien utgår från är sociokulturellt perspektiv på lärande. Resultatet för studien visar att lärare använder sagor för flera olika syften, men högläsning, skrivande och samtalande är det lärarna förklarar att de använder sagan för främst. Genom detta kan elever utveckla läsförståelsen, sitt sagoskrivande och lärarna upplever också att elever kan utveckla sina kompisrelationer när sagan används för att diskutera värdegrundsfrågor. I diskussionen diskuteras de metoder som används för studien. Även det resultat som framkommit i studien diskuteras och kopplas till tidigare forskning. Slutligen skrivs förslag på vidare forskning fram., Fairy tales are one of several text types pupils should be exposed to during their schooling and the fairy tale can be used in several ways and for different purposes. This qualitative study aims to contribute knowledge about the didactic potential of fairy tales in Swedish teaching in preschool class and year 3. The purpose of the study is intended to be answered with three questions: How do teachers in preschool class and year 3 describe that they use fairy tales in Swedish teaching? In what ways do teachers feel that students develop by taking part in fairy tales in Swedish teaching? What are the similarities and differences between how teachers explain the use of fairy tales in Swedish teaching? The study's questions are answered through semi-structured qualitative interviews that were transcribed and analyzed through a thematic analysis. The theoretical starting point from which the study is based is socio-cultural perspective on learning. The results of the study show that teachers use fairy tales for several different purposes, but reading, writing and talking aloud are what the teachers explain that they use the fairy tale for primarily. Through this, students can develop reading comprehension, their story writing and the teachers also experience that students can develop their friendships when the fairy tale is used to discuss basic values. The discussion discusses the methods used for the study. The results of the study are also discussed and linked to previous research. Finally, proposals for further research are presented.

[Abstract] The object of study of this end-of-degree project is the wolf trilogy of Angela Carter’s The Bloody Chamber, written in 1979. The aims that I will pursue are two: to analyse the figure of the wolf in this work, and, by doing this, to demonstrate how the feminist rewriting of fairy tales allows Carter to focus on the aspects which remain hidden in the original versions. I will also examine aspects related to female sexuality, patriarchal conventions, identity, otherness and binary oppositions as male/female or human/animal. All of these concepts are relevant in the fields of Gender and Feminist Studies. The methodology that I followed consisted, first of all, of an in-depth reading of Carter’s The Bloody Chamber. After doing this, the presence of the wolf in three of the stories made me consider the possibility of studying the multiple interpretations that the figure of this animal represents in this work. As a result, before beginning my analysis, I needed to obtain information about basic aspects; therefore, I consulted different books and some articles that I found in JSTOR or Google Scholar. Consequently, I read about wolves’ relevance in culture and literature—e.g. Dundes, Mitts-Smith—, about the poetics of feminist rewriting of fairy tales—e.g. Bacchilega, Sellers, Warner, Zipes—and, lastly, analysis of Carter’s stories—e.g. Al-Kassasbeh, Ekmekçi, Lau. Finally, the use of dictionaries, such as The American Heritage Dictionary of English Language or Cambridge English Dictionary was also useful. The structure of this undergraduate thesis consists of two main parts, whereas the first one includes two sections, the second one contains three. The first part examines the basic elements that need to be explained before the analysis of Carter’s tales: primarily, the relevance of the figure of the wolf in culture, focusing on its presence in “Little Red Riding Hood,” owing to Carter’s interest in this story when writing her wolf trilogy. The second section st

This article analyses the censorship files that were processed during Franco’s dictatorship of the fairy tale Cinderella. In this way, the reader is offered an overview of the editing and censorship process of this work from 1939 to 1975, with the intention of showing the aspects in which the censors noted the greatest incidences: religion and the female model. This temporal perspective of the monographic analysis of the same story seems to be very useful, as it allows to understand the changes in the censorship process throughout its existence, as well as the transformation of censorship legislation from an initial stage to the enactment of specific regulations on children’s and young people’s literature., En este artículo se analizan los expedientes de censura que se tramitaron durante la dictadura franquista del cuento La Cenicienta. De este modo, se ofrece al lector la visión de conjunto del proceso de edición y censura entre 1939 y 1975, con la intención de mostrar los aspectos en los que los censores anotaron mayores incidencias: la religión y el modelo de mujer. Esta perspectiva temporal del análisis monográfico de un mismo relato es muy útil, ya que permite entender los cambios que la censura adopta como propios a lo largo de su existencia, así como la transformación de la legislación censora desde un inicio más general a la promulgación de normas concretas acerca de la literatura infantil y juvenil.

Background:  Reading is part of the four language skills. Reading plays an important role in forming an intelligent, critical and creative generation. Basically, the ability and skill to read is a mandatory requirement. Therefore, the ability to read must be cultivated from an early age. To improve the reading ability of grade III elementary school students, fairy tales can be used Purpose: The purpose of this study was to determine the level of students' ability to read the Ants and Pigeons fable. Design and methods: The research method is a qualitative descriptive research. The subjects of this research were grade III students of SD Negeri CIBEDUG 01. Data analysis techniques using the Miles and Huberman models included data collection, data reduction, data presentation, and drawing conclusions or examination. Results: The results of this study on the Ability to Read Fables at SD Negeri CIBEDUG 01 can be categorized into Very Good (12%), Good (61%), Enough (24%) and Needs Guidance (3%) categories. Based on the findings, motivational factors within students affect the enthusiasm for learning to read fairy tales in elementary schools. In addition, reading fairy tales is considered difficult to understand by students.

Background: A language translator of literary texts for children is not an easy task, translators of literary works face obstacles in translating the author's moral messages, idiolects, SL cultural boundaries and SL writing styles. Purpose: The purpose of this study is to describe the translation of fairy tale genre children's literature, the translation method used and the quality of the translation of the fairy tale into Indonesian. Design and methods: The research method used is a descriptive qualitative research method. Brothers Grimm's fairy tale, The Seven Crows, became the topic of research. Results: The results of the study show that the Seven Crows fable has more figurative language. Several translation methods used in fables include paraphrasing, adaptation, idiomatic, literal, free, and semantic methods. The method used can maintain the language style of fairy tales in the original language and produce translations that are accurate and easy to read, even though the reception is low.

Language development for early childhood is important to make it easier for children to interact with people around them. The purpose of this research is to identify the development of language skills in early childhood through learning fairy tales. This research was conducted at RA Diponegoro Adisara, Jatilawang District, Banyumas Regency. Subjects in the study amounted to 30 children consisting of 15 boys and 15 girls. The type of research used is descriptive qualitative. Data collection techniques by way of observation, interviews and documentation. Data analysis techniques used by collecting data, reducing data, presenting data and concluding. Based on the results of the research and discussion, it can be concluded that learning fairy tales in Indonesian literature is an effective way to develop early childhood language skills. Storytelling learning has great benefits in language development in early childhood. In this lesson, children can learn through interesting stories that come from the nation's traditions and culture. Some of the benefits of learning storytelling for language development in early childhood include: increasing language intelligence, training memory sharpness, honing speaking skills, adding new vocabulary, and teaching emotional and social intelligence. Therefore, teaching storytelling can support communication and language development in early childhood in a fun and effective way.

The following study is interested in questions of diversity and inclusiveness in Marissa Meyer's Lunar Chronicles, a tetralogy of best-selling young adult fairy tale revisions comprised of Cinder (2012), Scarlet (2013), Cress (2014), and Winter (2015). Scholars have expended significant energy defining the fairy tale, tracing its history and development, and analyzing 20th-century adult fairy tale revisions informed by second-wave feminism. However, little scholarly attention has been paid to young adult fairy tale revisions of the 21st Century and less still on The Lunar Chronicles. This study begins the work of filling that gap. Through a close reading of The Lunar Chronicles, I argue that Meyer's tetralogy is an influential, complex, and thematically comprehensive example of an ongoing shift away from feminist fairy tale revisions for adults toward young adult fairy tale revisions that focus on diversity and inclusiveness. My project begins with a chapter situating Meyer's work in the context of existing fairy tale scholarship and the burgeoning emphasis on diversity in contemporary American culture and young adult publishing. The following three chapters provide, respectively, a close reading of The Lunar Chronicles focused on racial identity, gender and sexuality, and disabilities. In showcasing more recent YA fairy tale retellings, the final chapter seeks to draw some tentative conclusions about the continuing importance of diversity and inclusiveness in an evolving genre of reimagined fairy tales for a young adult audience.

Background:  Reading is part of the four language skills. Reading plays an important role in forming an intelligent, critical and creative generation. Basically, the ability and skill to read is a mandatory requirement. Therefore, the ability to read must be cultivated from an early age. To improve the reading ability of grade III elementary school students, fairy tales can be used Purpose: The purpose of this study was to determine the level of students' ability to read the Ants and Pigeons fable. Design and methods: The research method is a qualitative descriptive research. The subjects of this research were grade III students of SD Negeri CIBEDUG 01. Data analysis techniques using the Miles and Huberman models included data collection, data reduction, data presentation, and drawing conclusions or examination. Results: The results of this study on the Ability to Read Fables at SD Negeri CIBEDUG 01 can be categorized into Very Good (12%), Good (61%), Enough (24%) and Needs Guidance (3%) categories. Based on the findings, motivational factors within students affect the enthusiasm for learning to read fairy tales in elementary schools. In addition, reading fairy tales is considered difficult to understand by students.

Background: A language translator of literary texts for children is not an easy task, translators of literary works face obstacles in translating the author's moral messages, idiolects, SL cultural boundaries and SL writing styles. Purpose: The purpose of this study is to describe the translation of fairy tale genre children's literature, the translation method used and the quality of the translation of the fairy tale into Indonesian. Design and methods: The research method used is a descriptive qualitative research method. Brothers Grimm's fairy tale, The Seven Crows, became the topic of research. Results: The results of the study show that the Seven Crows fable has more figurative language. Several translation methods used in fables include paraphrasing, adaptation, idiomatic, literal, free, and semantic methods. The method used can maintain the language style of fairy tales in the original language and produce translations that are accurate and easy to read, even though the reception is low.

Sagor är en av flera texttyper elever ska få ta del av under sin skolgång och sagan kan användas på flera sätt samt för olika syften. Denna kvalitativa studie syftar till att bidra med kunskap om sagans didaktiska potential i svenskundervisningen i förskoleklass och årskurs 3. Studiens syfte avses besvaras med tre frågeställningar: Hur beskriver lärare i förskoleklass och årskurs 3 att de använder sagor i svenskundervisningen? På vilka sätt upplever lärare att elever utvecklas genom att ta del av sagor i svenskundervisningen? Vad finns det för likheter och skillnader mellan hur lärarna förklarar sagans användning i svenskundervisningen? Studiens frågeställningar besvaras genom semistrukturerade kvalitativa intervjuer som transkriberades och analyserades genom en tematisk analys. Den teoretiska utgångspunkt som studien utgår från är sociokulturellt perspektiv på lärande. Resultatet för studien visar att lärare använder sagor för flera olika syften, men högläsning, skrivande och samtalande är det lärarna förklarar att de använder sagan för främst. Genom detta kan elever utveckla läsförståelsen, sitt sagoskrivande och lärarna upplever också att elever kan utveckla sina kompisrelationer när sagan används för att diskutera värdegrundsfrågor. I diskussionen diskuteras de metoder som används för studien. Även det resultat som framkommit i studien diskuteras och kopplas till tidigare forskning. Slutligen skrivs förslag på vidare forskning fram., Fairy tales are one of several text types pupils should be exposed to during their schooling and the fairy tale can be used in several ways and for different purposes. This qualitative study aims to contribute knowledge about the didactic potential of fairy tales in Swedish teaching in preschool class and year 3. The purpose of the study is intended to be answered with three questions: How do teachers in preschool class and year 3 describe that they use fairy tales in Swedish teaching? In what ways do teachers feel that students develop by taking part in fairy tales in Swedish teaching? What are the similarities and differences between how teachers explain the use of fairy tales in Swedish teaching? The study's questions are answered through semi-structured qualitative interviews that were transcribed and analyzed through a thematic analysis. The theoretical starting point from which the study is based is socio-cultural perspective on learning. The results of the study show that teachers use fairy tales for several different purposes, but reading, writing and talking aloud are what the teachers explain that they use the fairy tale for primarily. Through this, students can develop reading comprehension, their story writing and the teachers also experience that students can develop their friendships when the fairy tale is used to discuss basic values. The discussion discusses the methods used for the study. The results of the study are also discussed and linked to previous research. Finally, proposals for further research are presented.

This diploma thesis deals with the depiction of gender, gender roles, and gender stereotypes in fairy tales, namely their movie adaptations by Walt Disney Productions. The first chapter is dedicated to the history of the genre and its development. The diploma thesis introduces literary criticism, namely feminist literary criticism, which is fundamental for the analytical part of the thesis. Furthermore, the thesis elaborates on gender, gender roles, and gender stereotypes with respect to the primary source, fairy tales. The thesis provides an analysis of two fairy tales and their live-action remakes released by Walt Disney Productions. The diploma thesis aims to analyse what shift, if any, was accomplished in terms of the stereotypical depiction of gender roles in the live-action remakes of the animated versions of fairy tales., Tato diplomová práce se věnuje otázce zobrazení genderu v tradičních pohádkách a jejich filmových adaptacích. Pro účely analýzy byly vybrány animované verze Popelky a Krásky a zvíře, včetně jejich nových filmových zpracování od Walt Disney Productions. První část práce je věnována žánru pohádky a jejímu vývoji. Diplomová práce poté nastíní vybranou literární kritiku, konkrétně feministickou literární kritiku. Právě tato literární kritika je využita jakožto optika pro následnou analýzu výše zmíněných pohádek. Diplomová práce dále představí problematiku genderu, genderových rolí a genderových stereotypů s ohledem na primární zdroj. Cílem této závěrečné diplomové práce je analyzovat k jakému posunu došlo z hlediska zobrazení genderu a genderových stereotypů právě ve výše zmíněných animovaných pohádkách a jejich nových filmových zpracováních., Fakulta filozofická, Student nejprve představil strukturu své obhajoby. Následně se věnoval zaměření a zjištěním, ke kterým ve svém výzkumu dospěl. Poté přistoupil k otázkám v posudcích vedoucí a oponentky práce. Závěrem proběhla podnětná diskuze týkající se dalších otázek, které vzešly z obhajoby. Projev diplomanta byl kultivovaný a přesvědčivý., Dokončená práce s úspěšnou obhajobou

This study examines the social value of the main character's fairy tales of early childhood. The purpose of this study is to find, analyze, and describe the social values ​​contained in the Tale of the Main Characters of Early Childhood: Gotong Royong. This research uses a descriptive analysis method where the focus of the research is library research. This study uses data collection documentation with the method of reading and note-taking. The data analysis technique of this research was carried out by reducing data, presenting data, verifying and drawing conclusions. The results showed that the social value of early childhood in the Tale of the Main Character of Early Childhood: Gotong Royong consists of the social value of helping, the social value of cooperation, the social value of being loyal to friends, and the social value of motivating. The social value of helping to help is related to helping people who are in trouble, whereas in this fairy tale the social value of helping is found in the stories "Dry in the Debt" and "The Pangolin Hero;" the social value of cooperation is related to working together in achieving a common goal, where in this fairy tale, the social value of cooperation is contained in the stories "Help Kudaponi", "Tamasya" and "Sharing Tasks;" the social value of loyal friends is related to maintaining a friendship with friends regardless of the situation, where in this fairy tale the social value of loyal friends is contained in the story "Star from Heaven", and the social value of motivating is related to encouraging friends in carrying out activities, where in this fairy tale the value of Social motivation is found in the story "Visit the Little Pig". From here, the fairy tale book Main Characters for Early Childhood: Gotong Royong is the right fairy tale to be read in early childhood in building children's social values.

Ce mémoire en études littéraires et culturelles, profil recherche-création, est composé de deux parties complémentaires. La première partie est un projet de création de réécritures de contes merveilleux. Il était un futur prend la forme d’un recueil-ensemble de douze textes brefs appartenant aux littératures de l’imaginaire. Au fil des pages, les destins d’une pluralité de personnages s’entrecroisent, le cadre post-apocalyptique se transforme, alors que le merveilleux et la magie réenchantent peu à peu le monde. La seconde partie du mémoire se décline en deux chapitres qui offrent un panorama des réécritures féministes de contes merveilleux, autant la production savante en fairy-tale studies (notamment les travaux de Jack Zipes, Vanessa Joosen, Donald Haase, Cristina Bacchilega et Marina Warner) que la production créative récente nord-américaine et européenne. Le premier chapitre se concentre sur les années 1970 à 2010, tandis que le deuxième chapitre s’attache aux années 2010 à 2022. Un corpus d’œuvres, en des genres et des médiums variés, écrits pour différents publics cibles, est abordé afin d’identifier les tendances et les stratégies hypertextuelles (Gérard Genette) et transfictionelles (Richard Saint-Gelais) de chaque décennie. La conclusion propose un retour réflexif sur Il était un futur en relation avec les théories et les réécritures convoquées dans la partie recherche., This master’s thesis is composed of two complementary parts. The first part consists of creative rewritings of wonder tales. Il était un futur is a short story cycle of twelve speculative fiction stories. Throughout the pages, the destinies of several of characters intersect, the post-apocalyptic setting is transformed, while the wonder and the magic progressively reenchant the world. The second part of the thesis is divided into two chapters presenting an extensive overview of feminist rewritings of wonder tales, both in scholarly works in fairy-tale studies (notably those of Jack Zipes, Vanessa Joosen, Donald Haase, Cristina Bacchilega and Marina Warner) and recent North American and European creative works. The first chapter focuses on the years 1970 to 2010, while the second chapter focuses on the years 2010 to 2022. A body of works, in various genres and mediums, written for different target audiences, is approached to identify the hypertextual (Gérard Genette) and transfictional (Richard Saint-Gelais) trends and strategies of each decade. The conclusion offers a reflective return on Il était un futur in relation to the theories and the rewritings discussed in the research part.

This article deals with the use of superstitions in fairy tales, the reason, the topicality of their use in folklore. The present article is devoted to an actual theme of linguaculturology - the use of superstitions and their influence on people. More attention is paid to the comparative pragmatic analysis of superstitions in two literary works.

This work is the result of a didactic project developed in the discipline of Supervised Curricular Internship in Portuguese III at the Federal University of Pernambuco (UFPE), which aims to awaken, in sixth year students of the regular modality of a state school of Igarassu-PE, besides the interest and curiosity for reading the literary text, a creative sense for building rereadings of the timeless stories of fairy tales. The project meets a regency of 20 hours-class and was held following the period of observation of the school and class, held in the same duration. Thus, for its planning, issues of daily life and school culture, classroom relations and the teacher’s (a) supervisor(a) pedagogical practice were analyzed. Therefore, from the provocations generated by the reading/listening of fairy tales and the tension of the elements that make up its multi-semiotic materiality, moments of research, reconversion and production of rereadings were conducted, in which it was possible to deepen (and even introduce) students into the magical universe of these stories as well as recreate them ludically through alternative ways of imagining and conceiving their characters., Este trabalho é resultante de um projeto didático desenvolvido na disciplina de Estágio Curricular Supervisionado em Português III, na Universidade Federal de Pernambuco (UFPE), que objetiva despertar, em alunos do sexto ano da modalidade regular de uma escola estadual de Igarassu-PE, além do interesse e curiosidade pela leitura do texto literário, um senso criativo para construção de releituras das histórias atemporais dos contos de fadas. O projeto atende a uma regência de 20 horas-aula e foi realizado em sequência ao período de observação da escola e da turma, realizado no mesmo tempo de duração. Sendo assim, para o seu planejamento, foram analisadas questões do cotidiano e cultura escolar, das relações em sala de aula e da prática pedagógica da professora supervisora do estágio. Portanto, a partir das provocações geradas pela leitura/escuta dos contos de fadas e do tensionamento dos elementos que compõem a sua materialidade multissemiótica, foram conduzidos momentos de pesquisa, reconto e produção de releituras, nos quais foi possível aprofundar (e mesmo introduzir) os alunos no universo mágico dessas histórias bem como recriá-las ludicamente através de modos alternativos de imaginar e conceber seus personagens.

This work is the result of a didactic project developed in the discipline of Supervised Curricular Internship in Portuguese III at the Federal University of Pernambuco (UFPE), which aims to awaken, in sixth year students of the regular modality of a state school of Igarassu-PE, besides the interest and curiosity for reading the literary text, a creative sense for building rereadings of the timeless stories of fairy tales. The project meets a regency of 20 hours-class and was held following the period of observation of the school and class, held in the same duration. Thus, for its planning, issues of daily life and school culture, classroom relations and the teacher’s (a) supervisor(a) pedagogical practice were analyzed. Therefore, from the provocations generated by the reading/listening of fairy tales and the tension of the elements that make up its multi-semiotic materiality, moments of research, reconversion and production of rereadings were conducted, in which it was possible to deepen (and even introduce) students into the magical universe of these stories as well as recreate them ludically through alternative ways of imagining and conceiving their characters., Este trabalho é resultante de um projeto didático desenvolvido na disciplina de Estágio Curricular Supervisionado em Português III, na Universidade Federal de Pernambuco (UFPE), que objetiva despertar, em alunos do sexto ano da modalidade regular de uma escola estadual de Igarassu-PE, além do interesse e curiosidade pela leitura do texto literário, um senso criativo para construção de releituras das histórias atemporais dos contos de fadas. O projeto atende a uma regência de 20 horas-aula e foi realizado em sequência ao período de observação da escola e da turma, realizado no mesmo tempo de duração. Sendo assim, para o seu planejamento, foram analisadas questões do cotidiano e cultura escolar, das relações em sala de aula e da prática pedagógica da professora supervisora do estágio. Portanto, a partir das provocações geradas pela leitura/escuta dos contos de fadas e do tensionamento dos elementos que compõem a sua materialidade multissemiótica, foram conduzidos momentos de pesquisa, reconto e produção de releituras, nos quais foi possível aprofundar (e mesmo introduzir) os alunos no universo mágico dessas histórias bem como recriá-las ludicamente através de modos alternativos de imaginar e conceber seus personagens.

This article examines an episode in the transmission of the folktale, as the genre moved into the mainstream of polite literature in the late eighteenth and early nineteenth centuries. Today, the best-known collection of folktales is the Brothers Grimm’s Kinder- und Hausmärchen (first edn 1812-1815) [Children’s and Household Tales], stories from which are regularly republished and translated. Predating the Grimm’s publication by three decades was Johann Karl August Musäus’ collection Volksmärchen der Deutschen [Folktales of the Germans], published in five volumes between 1782 and 1786. Among the folk tales Musäus included in the collection is ‘Richilde’, the earliest written version of ‘Snow White’ that we have. For this article, I have chosen to focus on the tale entitled ‘Stumme Liebe’ [Silent love], which is printed in the fourth volume of Volksmärchen, as a case study. This story became a popular piece, not least because of the memorable section in which a spectral barber shaves the protagonist Franz to complete baldness and Franz in return gives the ghost the same treatment.