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Typical Features of Stephen King's Horror Literature
MAJEROVÁ, Aneta
The diploma theses will focus on horror genre both in general from the point of view of its determination and from the point of view of its basic development. It will clarify the division of horror genre in popular literature, where we will see fundamental attributes of sci-fi and fantasy. The division of genre into real and unreal will enable to outline typical horror components, in which it analyses repeated archetypes of characters both in films and book edition, and it will explain the attributes of a hunter and a prey, and conception of fear with mystery. The attributes of these components will be applied in the closing part on particular selected novels. The essential components for the whole diploma thesis will be the composition of a horror work according to Noëll Carroll, who describes exact form of a horror work in his study. The differentiation of subgenres will be focused on the basis of the types of Paul Guran, who clarifies allocating of works based on the horror components and their combination with another literary genre. The diploma thesis will briefly go through main former distributors of a horror film, it will be based on history of this genre in literary works and cinematography. On the background outlined like this, it will do the analysis of the characteristic attributes of horror works of Stephen King. The main point of the analysis will be the triplet of novels Carrie (1974), The Shining (1977) and It (1986), in which we can see the attributes of the first early authorship of the author. The diploma thesis will deal with comparison of original novelistic versions with following film adaptations. The analysis will be naratologically oriented, thus it will focus on processes and means the horror tone is created, and particular specifications of this genre are fulfilled with.
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Language Resources in Fictional Diaries as a Genre of Literature for Children and Youth
SEDLÁKOVÁ, Klára
The diploma thesis deals with analysis of linguistic meanings, content and graphic processing of fictional diaries for children and youth. The subject of the diploma thesis is the research expession means of selected titles from the point of view the sex of the fictitious writers of diaries and of the existence of characters in a given type of fictitious world. This is also related to find out what effect these means have on the apparent authenticity of the diaries. The theoretical part offers an overview of the overall development of literature for children and youth from the beginning to the present. The terms of the genre and diary are clarified in this part. The overview of contemporary genres and currently published titles are mentioned as well as their popularity at these days.
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From Entertainment to Tragedy: Changes of Alfred de Musset’s dramatic proverb
Kosáková, Tereza ; JOBERTOVÁ, Daniela (advisor) ; KYSELOVÁ, Eva (referee)
Bachelor thesis called From Entertainment to Tragedy: Changes of Alfred de Musset’s dramatic proverb tracks Alfred de Musset’s creative line of dramatic proverbs. It incorporates his plays not only into an artistic movement and socio- political situation of the author's era, but also into a wider context of proverb's development since the salon improvisations in the seventeenth century. On the background of this tradition the author of this bachelor thesis closely analyzes Musset’s dramatic works and detaches the play No Trifling with Love which carries both characteristic features of the proverb genre and of romantic tendencies of that time. Combining the inductive method and her own interpretation, the author names the main themes and qualities of play and proves its scenic potential through domestic staging and translation interest. In conclusion she also points out further possibilities of dramatic proverb research which penetrate into other European cultures.
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Possibilities of seminars of creative writing on the high school
Horák, Filip ; Hník, Ondřej (advisor) ; Peterka, Josef (referee)
The diploma thesis Possibilities of seminars of creative writing in high school seeks to describe and theoretically explicate the implementation of creative writing into high school education. The thesis is divided into two parts - a theoretical and a practical one. The theoretical part focuses on the author's conception of creative writing, on the possibilities and components of creative writing understood as both a teaching method and a subject. The section also deals with the interconnection of teaching of creative writing and the Framework Educational Programme. In particular, it discusses the relation of the subject to key competencies and cross-curricular subject. The main goal of the theoretical part is to propose a creative writing thematic plan for high school. In the practical part, concrete activities and preparations for teaching of creative writing are presented. Furthermore, the part includes description of the course of some lessons and also reflection of lessons that have already been given from the teacher's and students' perspective. The purpose of the diploma thesis is twofold. First, it consists in the evaluation of the use of creative writing teaching in high school with regard to its background in curricular documents. Second, the thesis can serve as a source of inspiration...
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The relation between text and actor´s gesture,
Vaverka, Josef ; SALZMANNOVÁ, Eva (advisor) ; KUDLÁČKOVÁ, Jana (referee)
During my studies at the Academy of Performing Arts, I studied ancient Greek drama, commedia dell'arte, Shakespearean drama, comedy farce, absurd drama and contemporary English plays. In my master´s thesis I concentrate on the relationship between the text and actor's gestures. I gathered all the historical facts from these books: O. G. Brockett, History of Theatre and Jaromir Kazda Chapters from theater history, unless otherwise stated.
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The birth of the myth of Dracula and his transformation, not only in the history of film
Klímová, Blanka ; PETRÁŇ, Tomáš (advisor) ; Brothánek, Adam (referee)
The starting point of my work will be a selection of films about Dracula.In this thesis, I would like to address the evolution in the representations of Dracula, from physical appearance to changes in the character, as well as the character development within the story.I want to look into this subject from a broad scope: Not only from the cinematographic context, but also from the cultural, historical and dramaturgical context. I'm interested in the evolution of the archetype of immortality in different cultural manifestations, from body embalming through sculpture, painting, photography to film.
Furthermore, the thesis will study the reassessment of its symbolism, the phenomena of film remaking and the meaning behind the necessity for repetition and reinterpretation of the myth.This work should also ascertain when the reality becomes myth and why.My sources of information will not be only the selected films, but specialized literature by authors such as M. Eliade, B. Fořt and E.Fromm.
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Fantasy as a Resource for Drama Education Lesson
Zelená, Markéta ; MARUŠÁK, Radek (advisor) ; ULRYCHOVÁ, Irina (referee)
This thesis focuses on the genre of fantasy and its potential as a resource in drama education, exploring it both theoretically on basis of academic sources as well as practically by means of several self-constructed individual lesson plans aimed at internal group development. These lesson plans are based on three works of fiction: J. R. R. Tolkien's The Hobbit, or There and Back Again, J. K. Rowling's Harry Potter series and N. Gaiman's Stardust. All of the drama lessons presented in the paper are graded according to their target participants' age, difficulty levels of the drama methods they comprise and/or degree of the particular lesson's interconnectedness with the original story. Additionally, each of the lessons is written with different objectives in mind, focusing predominantly on aims within the scope of drama education and personal and social education, as well as those of literature study. The lesson plans were implemented in drama lessons with elementary school pupils of varying ages (6-14 years) and evaluated in the form of detailed written reflections.
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