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In this volume, Soe Marlar Lwin proposes a contextualized
multimodal framework that brings together storytelling
practitioners' and academic researchers' conceptions of
storytelling. It aims to highlight the ways in which various
institutions in contemporary society have been using live
storytelling performances as an effective communicative, educative
and meaning-making tool. Drawing on theories of narrative from
narratology as well as from related fields such as discourse
analysis, multimodal analysis, communication and performance
studies, the author proposes a contextualized multimodal framework
to (a) uncover the potential narrativity of a live storytelling
performance through an analysis of narrative elements constituting
the story, (b) capture the process of developing actual narrativity
through a multimodal analysis of performance features in the
storytelling discourse, and (c) highlight the importance of context
and dynamics between the storyteller and audience for an
achievement of optimal narrativity in a particular storytelling
event. The sample analysis shows how the framework not only
describes the system governing institutionalized storytelling
performances in general but also serves as a useful model to
examine individual performance as a unique realization of the
general system. The book also offers implications for possible
applications of such contextualized multimodal frameworks more
broadly across the disciplines.
In this volume, Soe Marlar Lwin proposes a contextualized
multimodal framework that brings together storytelling
practitioners' and academic researchers' conceptions of
storytelling. It aims to highlight the ways in which various
institutions in contemporary society have been using live
storytelling performances as an effective communicative, educative
and meaning-making tool. Drawing on theories of narrative from
narratology as well as from related fields such as discourse
analysis, multimodal analysis, communication and performance
studies, the author proposes a contextualized multimodal framework
to (a) uncover the potential narrativity of a live storytelling
performance through an analysis of narrative elements constituting
the story, (b) capture the process of developing actual narrativity
through a multimodal analysis of performance features in the
storytelling discourse, and (c) highlight the importance of context
and dynamics between the storyteller and audience for an
achievement of optimal narrativity in a particular storytelling
event. The sample analysis shows how the framework not only
describes the system governing institutionalized storytelling
performances in general but also serves as a useful model to
examine individual performance as a unique realization of the
general system. The book also offers implications for possible
applications of such contextualized multimodal frameworks more
broadly across the disciplines.
Teachers in any subject area must have a basic understanding of how
language is learned and used in educational contexts because
language impacts teaching and learning across all subjects. This
book is written specifically for those teachers and teacher
traineeslearning to teach who want to know more about language
learning and use in educational contexts and, especially, those who
care about the social implications of language in education.
Chapters address crucial questions that teachers must address: How
is language structured? How is language learned at home and in
school, by first, second and bilingual language learners? How is
language used in classrooms to shape learning? How does language
vary in different regions and due to social characteristics of
users? How can language be used to make meaning in different modes
(oral/written) and contexts? How do language policies intersect
with education policies, and how do these impact teachers? The
chapters are full of examples of language use in educational
contexts to help readers understand language in action. The
examples not only highlight key points, they also provide
opportunities for readers to deepen their understanding by
experiencing analysis of language. Each chapter closes with a
discussion of relevance to educational settings and questions which
can be used for in-class discussion or personal reflection.
Suggestions for further readings and online viewing are included,
and a comprehensive companion website is available
Teachers in any subject area must have a basic understanding of how
language is learned and used in educational contexts because
language impacts teaching and learning across all subjects. This
book is written specifically for those teachers and teacher
traineeslearning to teach who want to know more about language
learning and use in educational contexts and, especially, those who
care about the social implications of language in education.
Chapters address crucial questions that teachers must address: How
is language structured? How is language learned at home and in
school, by first, second and bilingual language learners? How is
language used in classrooms to shape learning? How does language
vary in different regions and due to social characteristics of
users? How can language be used to make meaning in different modes
(oral/written) and contexts? How do language policies intersect
with education policies, and how do these impact teachers? The
chapters are full of examples of language use in educational
contexts to help readers understand language in action. The
examples not only highlight key points, they also provide
opportunities for readers to deepen their understanding by
experiencing analysis of language. Each chapter closes with a
discussion of relevance to educational settings and questions which
can be used for in-class discussion or personal reflection.
Suggestions for further readings and online viewing are included,
and a comprehensive companion website is available
Folk tales of Burma (now known as Myanmar) have been preserved for
centuries as part of a long folk tradition reflecting Burmese
humor, romance, and wisdom. This book provides the first in-depth
overview of the narrative structures in Burmese folk tales. Earlier
studies of Myanmar folk tales have focused on the narrative motifs
or contents and the ethnic or geographical areas, but have left out
the study of the structural patterns that make up the storylines in
different types of tales. In this book, besides identifying the
functional events in Burmese folk tales, how these events are
linked into various plot structures resulting in different types of
tales is examined. The functional events identified in the tales
are classified into different models, such as reward/punishment,
interdiction/violation, problem/solution, trickster tales, and
fairy tales. The degree of linearity in terms of the temporal
and/or causal relations between functional events of a tale is also
examined. Drawing on the concept of sequential meaning, this study
aims to explain how a linear coherent storyline is developed for a
well-organized narrative structure, even though the sequence of
events in a tale may not be identical to that of the other. In
cases where a sequence of events does not follow a familiar
trajectory, the analysis in this book explains how special effects,
such as humor, are created. This book contributes not only to the
appreciation of Burmese folk tales and the Burmese culture, but it
also aids in the understanding of the relationship between the form
(narrative structure), function (social purpose), and field
(narrative content) of folk tales with oral storytelling in
general. It also highlights a structural analysis of folk tales as
a means, rather than an end, by identifying the areas in which
further research can be done. Narrative Structures in Burmese Folk
Tales is an important and useful reference for anyone working in
the fields of narrative studies, classification of tales, folklore,
and oral storytelling.
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