Towards a Theory of the Fairy-Tale Film: The Case of Pinocchio

Zipes, Jack

doi:10.1353/uni.1996.0004

Cited by 12 publications

(6 citation statements)

References 8 publications

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“…Lesnik-Oberstein, 1998 20 Steadman & Palmer, 1997 1 Bettelheim, 1991 57 Ohler, 2006 22 Moyer, 2000 38 Cairney, 1984 58 Hunt, 2000 23 Banister & Ryan, 2001 39 Storr, 1986 59 Zeece PD, 2004 24 Riecken & Miller, 1990 40 Purves & Monson, 1984 60 Zipes, 1996 25 Batini & Giusti, 2008 41 Freud & Strachey, 1964 61 Boyd et al, 2011 26 Williams, 2000 42 Bernays, 1979 62 Hunt, 2006 27 Daniel, 2013 43 Heath et al, 2005 63 Winnicott, 1964 28 Brice, 2004 44 Wyatt, 2008 64 Nikolajeva, 1995 29 Brown, 2000 45 Piotrow & De Fossard, 2003 65 Zipes, 2013 30 Isbell et al, 2004 46 Albert, 2010 66 Kilpatrick et al,1994 31 Mokhtar et al, 2011 47 Reynolds et al, 2000 67 Guroian, 2002 32 Forgan, 2002 48 Lenkowsky, 1987 68 Zipes, 2002 33 Apol, 1998 49 Hoagland, 1972 69 Yenika-Agbaw, 1997 34 Zabel, 1991 50 Charon & Eric, 2017 70 Zeece, 1997 35 Ohler, 2013 51 Rudnytsky & Charon, 2008 71 Robin,...…”

Section: Pedagogic Dimension Didactic Dimension Therapeutic Dimensionmentioning

confidence: 99%

“…2 Tales were told and are still told in every society and in many different settings to share experiences, customs, norms, and values, providing the listeners with entertainment and new knowledge. 25 In the "culturalistic" perspective, children's stories belong to a specific cultural niche that could help young people to move into the life, allowing them to understand who they are as human beings and how they can contribute to the progress of the world. 26 Children's literature continues to be a significant opportunity of presenting moral principles in an enjoyable and engaging way 27 and it is growing fast along with the aim to entertain, educate and provide new knowledge (in line with the new concept of "edutainment"), being able to integrate fun and adventure demanded by children (simulating the activity of free play) with the adults' objective of offering them a set of moral examples.…”

Section: Children's Literature As Narrative Tool In Education: Pedagomentioning

confidence: 99%

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Children’s literature to promote students’ global development and wellbeing

Pulimeno

Piscitelli

Colazzo

2020

Health Promot Perspect

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Background: Tales were transmitted from one generation to another, enriching young people with values, beliefs, imagination and creativity. Children’s literature still plays a crucial part in education as it provides knowledge and entertainment, representing a typical example of"edutainment". In this paper, we carried out a review to examine pedagogic, didactic and psychological/therapeutic dimensions of children’s literature, with the aim of highlighting its role in promoting students’ holistic development and wellbeing. Methods: We have searched for original articles (from 1960s to 2019), by using the following keywords: "fairytales" or "fairy tales" or "folktales" or "fables" AND "education" or"development" or "learning" or "teaching" or "school" or "curriculum" or "classroom" AND"children" or "child" or "kids" or "childhood" AND "health" or "wellbeing". Results: We found 17 studies concerning pedagogic aspect of children literature, while 21 and17 studies were selected for didactic and therapeutic dimensions, respectively. From a pedagogic point of view, tales convey basic values useful for children lives. In a didactic perspective, properly chosen storybooks represent a valuable resource for school activities, improving students’ language skills and building up a friendly/respectful classroom environment. Children stories are also used by health professionals for therapeutic purposes (bibliotherapy) to prevent unhealthy habits and addictions, or address psychosomatic disorders. Finally, storybooks and web-based/digital stories can be an effective vehicle for health contents, to encourage the adoption of healthy lifestyles among schoolchildren. Conclusion: Children’s literature and storytelling could be helpful in promoting students’ global development and wellbeing, when included in school curricular activities.

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Section: Pedagogic Dimension Didactic Dimension Therapeutic Dimensionmentioning

confidence: 99%

Section: Children's Literature As Narrative Tool In Education: Pedagomentioning

confidence: 99%

Children’s literature to promote students’ global development and wellbeing

Pulimeno

Piscitelli

Colazzo

2020

Health Promot Perspect

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“…Daston and Mitman, 2005; Derby, 1970; Kuznets, 1994; Michals, 2008; Nelson, 2001). And we can see it in tales of objects coming alive, ranging from Pinocchio and Frankenstein’s monster (DeLuca, 1988; Klopp, 2012; Pizzi, 2012; Riva, 2012; Zipes, 1996) to the Brave Little Toaster (Colatrella, 1999) and the Toy Story trilogy (Honeyman, 2006; Lanier et al, 2013).…”

Section: What Is a Robot?mentioning

confidence: 99%

Understanding the robot: Comments on Goudey and Bonnin (2016)

Belk

2016

Recherche et Applications en Marketing (English Edition)

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Goudey and Bonnin provide an important demonstration of our willingness to accept robots regardless of the degree to which they look like us. This comment seeks to expand their insights in two ways. First, by broadening our conception of what constitutes a robot, I argue that we have already accepted many non-humanoid robots, and that even robotic entities without a visual presence can be compelling and engaging. Second, I suggest expanding the original paper’s psychological treatment of category ambiguity through the anthropological treatment of Mary Douglas. Douglas suggests that category ambiguity is abhorrent because things perceived to transgress categorical boundaries challenge our cultural beliefs and social order. In the case of robots, the beliefs that are challenged are our basic understandings of what makes humans unique and privileged in the world. As machines grow more and more capable, by some accounts they threaten to eclipse and even supplant the human race. I identify several behavioral and ethical research issues that are imperative if we are to deal with and prepare for such possibilities.

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“…Mange anser Disneys Pinocchio som en temmet versjon, tilpasset mellomkrigstidens amerikanske idealer (Morrisey & Wunderlich, 2002;West, 2006;Zipes, 1996). Idealet er glade og veltilpassete barn som får sine drømmer oppfylt.…”

Section: Pinocchio -Historien Om å Bli Et Helt Menneskeunclassified

En dannelsesreise i animasjonens landskap – Didaktikk og etikk i Disneys Pinocchio

Aalen¹,

Zachrisson²

2017

A & R

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Sammendrag:Artikkelen framstiller Disneys Pinocchio som en dannelsesreise der utvikling av dyder står på dagsorden. Hensikten er å vise hvordan filmen kan brukes til å levendegjøre etiske og kristne temaer i undervisning. Temaene settes i relasjon til barns selvutvikling, og bidrar dermed til å realisere den dannelsesdimensjonen som blir fremhevet i styringsdokumenter for både skole og barnehage.Forfatterne bruker hovedtrekkene i filmen til å vise at den dramatiserer en utvikling fra klassisk dydsetikk til en mer kristent orientert etikk. Analysen trekker veksler på dydsetikk, slik den er utformet i antikken og slik den er blitt kristnet gjennom filosofer som Søren Kierkegaard. I forfatternes lesning handler Disneys Pinocchio om at selvutvikling i dydsetisk forstand forutsetter evnen til å gjenkjenne ondskap og aktivt velge det gode. Artikkelen legger også vekt på hvordan tegnefilmens kunstneriske virkemidler bidrar til å levendegjøre den etiske tematikken, og knytter an til fortellermåter barn allerede er kjent med.

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Towards a Theory of the Fairy-Tale Film: The Case of Pinocchio

Cited by 12 publications

References 8 publications

Children’s literature to promote students’ global development and wellbeing

Children’s literature to promote students’ global development and wellbeing

Understanding the robot: Comments on Goudey and Bonnin (2016)

En dannelsesreise i animasjonens landskap – Didaktikk og etikk i Disneys Pinocchio

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