|
| |
|
|
Dystopia genre in contemporary youth literature
Váchová, Kateřina ; Komberec, Filip (advisor) ; Soukupová, Klára (referee)
The thesis is focused on dystopia genre in contenporary youth literature and its use in literature classes. First chapters are focused on function of youth literature, popular genres in last 10 years, dystopia and utopia genre and comparation of dystopian fiction and dystopian reality. The main topic of this thesis is didactic treatment of the thematic unit on the topic dystopia, which includes 6 teaching hours. The result of this unit is use dystopia genre in primary schools.
|
|
|
Linking social novel and fantasy on an example of Kirsten Boie. Didactic adaptation of the novel "Alhambra"
Krulová, Tereza ; Bučková, Tamara (advisor) ; Švermová, Dagmar (referee)
Thesis covering topic of Linking social novel and fantasy on an example of Kirsten Boie. Didactic adaptation of the novel "Alhambra" deals with the use of literature in foreign language teaching. The theoretical part discusses its overall contribution to the development of key skills of mastering a foreign language for a student, on the conditions and rules for its use in class. Literature used in class may represent a new source of information about the target language and society that uses it, so it can be used also for multicultural education and with cross-subject projects. The second part deals with the personality of Kirsten Boie and her art, especially the novel "Alhambra" and its theoretical and practical specifics, including a possible contribution to the lesson. In this part an alternative educational material was created, which alone represents a new impetus and a change in the method of teaching for pupils and teachers. Theme and stylistic style of social novel "Alhambra" with historical and fantasy elements doesn't resemble a classic-sounding articles in textbooks, it is thematically attractive for students and arouses curiosity and motivation to read it. Work with the alternative material will deepen not only their foreign language knowledge and skills, but it will gain a new...
|
|
|
Theme of Home, Homeland and Cultural Identity in Children's Literature and LIterature for Young Adults. Analysis of Selected Novels (Karin Bruder: Zusammen allein, Karin König; Hanne Straube; Kamil Taylan. Oya. Fremde Heimat Türkei, Karin Kusterer; Edita Dugalic: Heimat ist nicht nur ein Land, Karin Kusterer; Edita Dugalic: Kommst du mit nach Bosnien?)
Svítilová, Tereza ; Bučková, Tamara (advisor) ; Markvartová, Eva (referee)
This diploma thesis deals with the genre of intercultural children's literature and the literature for young adults on the example of the analysis of current German works. The used method is a combination of structural analysis of compositional, language and thematic component of the works, content analysis and the theory of reader-response criticism. Based on the analysis of four works, the genre of intercultural literature is defined in the relation with the themes of home, homeland and cultural identity. Home is defined not only as a physical space to live but also in the spiritual sense of the word represented by the family relationships, which mean safety and security to the figures. Homeland is perceived as an extended paralell to home. It is a space which is close to the figures and they can easily understand the relations here. Home and homeland both influence the concept of identity, environment being the most important aspect of it. The figures are in conflict of their roles being assigned to them by their environment and the way they define themselves. If the figures have to choose between their home and homeland, they choose their home in the spiritual sense - their family. If the family fails to fulfil its role, they search for the comfort in their homeland.
|
|
| |
|
|
Development of adolescent identity in selected novels by John Green
Tomanová, Michaela ; Topolovská, Tereza (advisor) ; Chalupský, Petr (referee)
The American YA novelist John Green frequently centres his books on characters that have been struck by the death of somebody close to them, by a traumatic event, or suffer from debilitating illness. Since adolescence is an important and impressionable period of life during which one's identity is firmly established for the first time, such experiences inevitably have a lasting impact on the person and their sense of self. This diploma thesis analyses how the teenage heroes in two selected works by Green - The Fault in Our Stars (2012) and Looking for Alaska (2005) - construe their identity when simultaneously facing death and/or trauma. The analysis takes as its foundation the theories of (inter)subjectivity and of the Other by literary critics Robyn McCallum and Karen Coats, respectively, and is complemented by the outline of psychological development from James E. Marcia. Interpersonal relationships are at the crux of a stable adult identity, and are essential for successful integration into wider society. If these are missing, the individual is marginalised as a threat to others, possibly dying as a consequence of their status. KEY WORDS John Green, young-adult literature, adolescence, maturation, identity, the Other, death, grief, terminal illness, The Fault in Our Stars, Looking for Alaska
|
|
|
Elements of Gothic Literature in the Works by Stephenie Mayer (Twilight Saga), Anne Rice (Vampire Chronicles) and Tim Burton
SODOMKOVÁ, Kristýna
The purpose of this diploma thesis is an analysis of selected texts of three popular American authors (Stephenie Mayer, Anne Rice, Tim Burton), who develop the tradition of Gothic literature in their prose writing and film making. This thesis attempts to show how the particular Gothic elements are used in selected works (ex.: the vampire or monster character, the theme of violence or death). In the introductory theoretical chapter the specific character of Anglo-American Gothic prose is explained, and in the following chapters the separate themes are analysed. In this context the literary influences, as well as the originality of the stories, are considered (Horace Walpole, Mary Shelley, Ch. R. Maturin, Bram Stoker), and the contribution of the analysed texts for the coming development of Gothic literature is assessed.
|
|
|
Novel adaptations for youths
Položijová, Jana ; Špirit, Michael (advisor) ; Heczková, Libuše (referee)
The thesis focuses on literary adaptations and their relations to the originals. First the adaptation as a literary genre is introduced, together with the history of clasical works adaptations for children in Czech literature. The main body of the thesis compares three novels written by Jules Verne, namely: Dick Sand, A Captain at Fifteen, Twenty Thousand Leagues Under the Sea and The Mysterious Island, and their adaptations by Ondřej Neff. In case of the Dick Sand, A Captain at Fifteen Ondřej Neff mostly preserves the original story line, whereas there are changes related to the ending of the story, in which new involutions and conclusions are introduced. The novel Twenty Thousand Leagues Under the Sea is the most modified of the compared novels. Ondřej Neff comes up with new story lines changing the backbone of the novel. Even personalities of some main characters are distinctively changed, including captain Nemo. The novel The Mysterious Island is the least changed; Ondřej Neff altered mainly the descriptive scenes, which were shortened or completely ommited to make the text more dynamic. In the end of the thesis results of a short questionary are reported; the attitude of young readers to adaptations and their purpose and functionality are assesed.
|
|
|
Linking social novel and fantasy on an example of Kirsten Boie. Didactic adaptation of the novel "Alhambra"
Krulová, Tereza ; Bučková, Tamara (advisor) ; Švermová, Dagmar (referee)
Thesis covering topic of Linking social novel and fantasy on an example of Kirsten Boie. Didactic adaptation of the novel "Alhambra" deals with the use of literature in foreign language teaching. The theoretical part discusses its overall contribution to the development of key skills of mastering a foreign language for a student, on the conditions and rules for its use in class. Literature used in class may represent a new source of information about the target language and society that uses it, so it can be used also for multicultural education and with cross-subject projects. The second part deals with the personality of Kirsten Boie and her art, especially the novel "Alhambra" and its theoretical and practical specifics, including a possible contribution to the lesson. In this part an alternative educational material was created, which alone represents a new impetus and a change in the method of teaching for pupils and teachers. Theme and stylistic style of social novel "Alhambra" with historical and fantasy elements doesn't resemble a classic-sounding articles in textbooks, it is thematically attractive for students and arouses curiosity and motivation to read it. Work with the alternative material will deepen not only their foreign language knowledge and skills, but it will gain a new...
|
|
|
Theme of Home, Homeland and Cultural Identity in Children's Literature and LIterature for Young Adults. Analysis of Selected Novels (Karin Bruder: Zusammen allein, Karin König; Hanne Straube; Kamil Taylan. Oya. Fremde Heimat Türkei, Karin Kusterer; Edita Dugalic: Heimat ist nicht nur ein Land, Karin Kusterer; Edita Dugalic: Kommst du mit nach Bosnien?)
Svítilová, Tereza ; Bučková, Tamara (advisor) ; Markvartová, Eva (referee)
This diploma thesis deals with the genre of intercultural children's literature and the literature for young adults on the example of the analysis of current German works. The used method is a combination of structural analysis of compositional, language and thematic component of the works, content analysis and the theory of reader-response criticism. Based on the analysis of four works, the genre of intercultural literature is defined in the relation with the themes of home, homeland and cultural identity. Home is defined not only as a physical space to live but also in the spiritual sense of the word represented by the family relationships, which mean safety and security to the figures. Homeland is perceived as an extended paralell to home. It is a space which is close to the figures and they can easily understand the relations here. Home and homeland both influence the concept of identity, environment being the most important aspect of it. The figures are in conflict of their roles being assigned to them by their environment and the way they define themselves. If the figures have to choose between their home and homeland, they choose their home in the spiritual sense - their family. If the family fails to fulfil its role, they search for the comfort in their homeland.
|
guest ::
