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Relevant bibliographies by topics / Charlie and the Chocolate Factory

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Academic literature on the topic 'Charlie and the Chocolate Factory'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Charlie and the Chocolate Factory"

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Yermilova, Nonna Borisovna. "Screen Version of «Charlie and the Chocolate Factory» as an Example of Literary Work's Visualization." Journal of Flm Arts and Film Studies 6, no. 2 (2014): 52–61. http://dx.doi.org/10.17816/vgik6252-61.

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Complexities of literary work's transferring on the screen are discussed in the article as exemplified by Roald Dahl's fairy tale's two screen versions: "Willy Wonka the Chocolate Factory" (1971, directed by Mel Stuart) and "Charlie and the Chocolate Factory" (2005, directed by Tim Burton). The article is published to the 50th anniversary of Roald Dahl's fairy tale's release.

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Gutiérrez, Ismael Gómez. "Learning by Doing with the Chocolate Factory." Proceedings 2, no. 21 (2018): 1321. http://dx.doi.org/10.3390/proceedings2211321.

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The idea of working on a Project based on the work of “Charlie and the Chocolate Factory” by Roald Dahl, arose for several reasons. The centenary of the writer was celebrated and it was a great opportunity to do it. One thing we can not forget is the interests of the students. Specifically my class is a 1st of Primary and their eyes were illuminated with everything related to chocolate and the world of Willy Wonka.

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Bieliekhova, Larysa, and Alla Tsapiv. "Cognitive Play Model of Narration “Quest” in Roald Dahl’s Fairy Tale Charlie and the Chocolate Factory." PSYCHOLINGUISTICS 25, no. 2 (2019): 11–30. http://dx.doi.org/10.31470/2309-1797-2019-25-2-11-30.

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The article focuses on reconstruction and analysis of the model of narration “Quest” in Roald Dahl’s fairy tale Charlie and the Сhocolate Factory. A narrative text is considered as a unit with semantic and communicative completeness. It is claimed that the elements of the narrative structure are narrator, narratee, the story (which includes the plot and its composition, fiction characters) and the model of narration. It is assumed that model of narration is a cognitive and linguistic construal, inbuilt into the narrative structure of the text. It is believed that play tenet forms the background of the model of narration of the fairy tale Charlie and the Сhocolate Factory. The model of narration determines a definite plot and composition, a certain type of narrator and narratee. The semantics of search is realized in the plot – the search of the Golden ticket, the search of the secrets of the chocolate factory, overcoming the obstacles. Characters of the fairy tale are quest participants. Four of them personify simulacrums of modern society (Bodriyar) – greed and gluttony (Augustus Gloop), parent’s permissiveness (Veruca Salt), uncontrolled TV watching (Mike Teavee), vanity (Violet Beauregarde). The fifth quest participant Charlie Bucket embodies modesty and honesty. The narrator of the fairy tale tells the story from the point of view a didactic adult, who criticizes pseudo values of the characters and supports honesty of the main hero Charlie. The narrator as if teaches the implied child reader through the quest-game what is true and what is simulacrum. The winner of the quest becomes Charlie and other participants fail the quest because of their uncontrolled behavior.

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Bosmajian, Hamida. "Charlie and the Chocolate Factory and Other Excremental Visions." Lion and the Unicorn 9, no. 1 (1985): 36–49. http://dx.doi.org/10.1353/uni.0.0113.

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Eplett, Layla. "For Oompa-Loompas, Orange Was the New Black." Gastronomica 16, no. 2 (2016): 12–17. http://dx.doi.org/10.1525/gfc.2016.16.2.12.

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For some, Roald Dahl's Charlie and the Chocolate Factory is a story made of pure imagination. For others, it is emblematic of colonial ideology since the Oompa-Loompas were originally depicted as African pygmies. This article explores the inspiration, interpretation, and revisions of the classic story and looks at its appropriateness within children's literature.

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Pratama, Bovis Narendra, and Gabriel Fajar Sasmita Aji. "WILLY WONKA’S NARCISSISTIC PERSONALITY IN ROALD DAHL’S CHARLIE AND THE CHOCOLATE FACTORY." Journal of Language and Literature 17, no. 1 (2017): 36–48. http://dx.doi.org/10.24071/joll.2017.170105.

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Martín Ortiz, Patricia. "Roald Dahl entre bambalinas y ose abre el telón: Charlie y la Fábrica de Chocolate . La dramatización como recurso para la enseñanza de la lengua inglesa." Papeles Salmantinos de Educación, no. 21 (January 1, 2017): 133–42. http://dx.doi.org/10.36576/summa.47473.

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El propósito de este escrito es presentar una propuesta de dramatización como recurso para la enseñanza de la lengua extranjera elaborada en torno a la obra de Charlie and the Chocolate Factory de Roald Dahl con motivo del centenario de su nacimiento, llevada a cabo con los alumnos de la Mención de Inglés de la Escuela de Educación y Turismo de Ávila de la Universidad de Salamanca.

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Hyunju Lee and 선휘준. "A Study on Zhuangzi's Thought in the Film, Charlie And The Chocolate Factory." A Journal of Brand Design Association of Korea 10, no. 3 (2012): 323–32. http://dx.doi.org/10.18852/bdak.2012.10.3.323.

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Kapkova, Svetlana Yu. "MEANS OF REPRESENTING ECCENTRICITY OF THE SWEETS NAMES IN THE FAIRY TALE “CHARLIE AND THE CHOCOLATE FACTORY” BY R. DAHL." Bulletin of the Moscow State Regional University (Linguistics), no. 1 (2020): 88–94. http://dx.doi.org/10.18384/2310-712x-2020-1-88-94.

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Karimnia, Amin, and Nastaran Heydari Gheshlagh. "Investigating Culture-Specific Items in Roald Dahl’s “Charlie and Chocolate Factory” Based on Newmark’s Model." International Journal of Research in English Education 5, no. 2 (2020): 1–12. http://dx.doi.org/10.29252/ijree.5.2.1.

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Dissertations / Theses on the topic "Charlie and the Chocolate Factory"

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Davis, Richard B. "Exploring the Factory: Analyzing the Film Adaptations of Roald Dahl's Charlie and the Chocolate Factory." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/english_theses/72.

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Film adaptations are becoming more popular and past critics and scholars have discussed films based on dramas and novels. However, few have explored the children’s literature genre. In discussing such a topic, it takes more than just debating whether the novel or book is better. A discussion on what elements have been maintained, removed, or added in such an adaptation has to be made along with its success or failure. With this in mind, Roald Dahl’s 1964 novel, Charlie and the Chocolate Factory, and its two film adaptations will be explored along with an analysis of film adaptation theory to show that the first version of the novel succeeds and the second one fails.

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Hänninen, Linnéa. "Det positiva med dåliga karaktärer : -En analys av värderingar i Roald Dahls Charlie and the Chocolate Factory i jämförelse med skolans värdegrund." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51289.

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Aschliman, Sara. "Process and image integrating rationality and sensuality in the design of a chocolate factory /." Cincinnati, Ohio : University of Cincinnati, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1053619725.

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ASCHLIMAN, SARA LYNNE. "PROCESS AND IMAGE: INTEGRATING RATIONALITY AND SENSUALITY IN THE DESIGN OF A CHOCOLATE FACTORY." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1053619725.

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Lin, Hsiao-Yu, and 林筱尤. "A Comparative Study on Translations of Charlie and the Chocolate Factory Based on the Equivalence Principle." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/p98wwj.

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碩士<br>國立彰化師範大學<br>翻譯研究所<br>104<br>Translators and the translational process have played an indispensable role in introducing children’s books in foreign languages, and more or less manipulate the correspondent silhouettes. It is noteworthy that Chinese translations for children’s literature appear to be versatile, among which some have rewritten the original work or adapted to meet the decoding ability of children. This paper identifies Chinese translations that are loyal to the original work based on Nida’s equivalence theory as well as Hatim and Munday’s (2004) threshold of contextual motivatedness. Accordingly, two Chinese versions of Charlie and the Chocolate Factory stand out as better correspondence to the source text. The research compares and analyzes these two versions to show applicable translation tactics. The research materials are filtered down to 1990's version (TT1) translated by Gao Han-Mei and published by ECHO Publishing Company, and 1993's version (TT2) translated by Ren Rong-Rong and published by Zhi-Wen Publishing Company. The results showed puns and slang are by no means untranslatable; instead, the translational products would be determined by the translational orientations. On one hand, the dynamic equivalence manifests connotative fun of wordplay through the use of poetic license. On the other equivalence, original sound is borrowed as names in the target language. With respect to chant translation, a dynamic translation regards a paragraph as translation unit; it re-orders sentences or employs adaptations to retain musicality and form of chants. Formal translations take a sentence as translation unit, and conserve culturally-bound terms in text with supplemented footnotes. In addition, adjective translations have showed the process of translators' manipulation; with reduplication, omission, condensation, analogy, and register-shifts, translations show disparity. A possible reason is translators' diverse purposes of the Chinese version. Overall, in addition to literal translation, dynamic adjustments within the set range are shown feasible in children's books, which not only highlight the author's writing devices but enhance the individuality of Chinese version. Being a preliminary study that takes bottom-up approach to indicate a range for justifiable Chinese equivalence of children books translation, it is hoped to provide data as future studies in this field further build up corpora.

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Prata, Ana Teresa Bento da Gama. "Tradução de literatura infantil e juvenil : análise de duas traduções portuguesas de Charlie and the Chocolate Factory, de Roald Dahl." Master's thesis, 2010. http://hdl.handle.net/10316/14282.

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Dissertação de mestrado em Tradução, apresentada à Faculdade de Letras da Universidade de Coimbra<br>Este trabalho pretende centrar-se na obra Charlie and the Chocolate Factory, de Roald Dahl, analisando duas traduções portuguesas. O objectivo principal consiste em proceder ao levantamento de problemas de tradução, com base no critério se tratar de marcadores culturais, e, através da aplicação do modelo de Gideon Toury e dos conceitos de acceptability e adequacy, tirar conclusões relativamente às estratégias adoptadas pelas tradutoras das duas edições portuguesas. Será que dão preferência ao contexto de chegada, fazendo adaptações culturais ou lexicais com o objectivo de facilitar a leitura e a compreensão do leitor? Ou dão primazia ao texto de partida, trazendo a realidade cultural estranha até ao contexto de chegada? É esta a questão a que pretendemos dar resposta.<br>The centre of this work is Roald Dahl’s Charlie and The Chocolate Factory. We aim to analyze two Portuguese translations of this book, by selecting some translation problems, on the basis that they are cultural markers. We will resort to the concepts of acceptability and adequacy, introduced by Gideon Toury, and draw conclusions as to the translation strategies followed by the two translators. We will try to determine if the translation is more target-oriented and thus the translator makes cultural or lexical adaptations, or if the translation is more source-oriented and the translator brings the foreign culture into the target context. This is the central question we are trying to answer.

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Yang, Yu-ming, and 楊右銘. "Applying Theme-Based Approach to Implement Junior High School Students’ Character Education in Taiwan’s EFL Classroom: The Case with Roald Dahl’s Charlie and the Chocolate Factory." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/38779088025272403950.

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碩士<br>國立彰化師範大學<br>英語學系<br>100<br>The present thesis emphasizes how to apply Theme-Based Approach to implement junior high school students’ character education in Taiwan’s EFL classroom through the case with Roald Dahl’s Charlie and the Chocolate Factory. Based on teaching English as Foreign Language (EFL) itself, English teachers have to understand the importance of helping students integrate and master the four skills of English – reading, writing, listening and speaking. However, it argues that the four competencies should not be merely a key to getting good grades in all kinds of exams, nor should the four competencies be the final goal of learning English. Instead, English can be regarded as an efficient communicative tool for language learners to be exposed to knowledge, information and a variety of messages. It should also be a powerful means for communication and problem-solving. Therefore, the present study establishes the theoretical background and pedagogical applications related to the concept that the four skills should be integrated into a well-designed curriculum through a specific theme in order to make communication effective. Furthermore, this thesis will discuss how to inspire students to have effective communication by providing them with a useful series of integrated activities. In addition, the importance of character education has become one of the heated issues that has been emphasized and discussed during recent decades. Parents are expectantly hoping that teachers, school and the authorities might create an effective atmosphere in building children’s character. Under the similar circumstances, teachers are eagerly searching for efficient ways to stress the importance of character education. Hence, the present study introduces the theoretical background and pedagogical applications of Theme-Based Approach (TBA) and Communicative Language Teaching (CLT). Moreover, the purpose of this thesis is to combine a communicative Theme-Based Approach with the theme of character education through Roald Dahl’s Charlie and the Chocolate Factory to broaden students’ background regarding character education, and furthermore, develop their communicative skills such as self-expression, organization, logical thinking and cooperation. This research provides a series of teaching plans and worksheets based on communicative Theme-Based Approach in a class of 24 gifted 8th graders in Ming Dao High School, a reputable private high school located in Taichung, Taiwan. To carry out my teaching belief in communicative approach, the tasks are provided with a series of worksheets after teaching lessons in Charlie and the Chocolate Factory. During the practice of different tasks, students not only get enhanced in writing, reading, listening and speaking competences, but also realize the importance of character education. Most importantly, students can put the concept of practicing character education into practice in their daily life. In the end, as for the issue on designing a teaching plan, this thesis especially emphasizes the importance of motivation in order to build up a student-centered learning environment and arouse students’ learning motivation. The factors of motivation are added into the worksheets and activities in order to expect them to learn effectively and learning for fun with the ten effective methods provided in Chapter Five.

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Wu, Po-shing, and 吳柏興. "Application of Task-Based Instruction to Teaching Roald Dahl’s Fictional Depictions of Child-Adult Relationships to Grade-Ten Students in Taiwan: The Case with Roald Dahl’s George’s Marvelous Medicine and Charlie and the Chocolate Factory." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/01937725575506230274.

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碩士<br>國立彰化師範大學<br>英語學系<br>99<br>Abstract This thesis provides a sample of combining Task-Based Instruction (TBI) and young adult novels (YA novels) and practices it in the tenth grade EFL classroom in Taiwan. With the idea of the best method pursuit, this thesis firstly reviews English pedagogy in recent years and further indicates the consideration of applying TBI. This thesis makes assumption that TBI can give the instructor the flexibility to manipulate the EFL classes by using authentic literary materials, YA novels; moreover the teaching goal is set to cultivate students’ communicative competence. To specify the practice, the reading materials are focused on Roald Dahl’s works: George’s marvelous medicine (1981) and Charlie and the Chocolate Factory (1964), by which the teacher explicates the theme, child-adult relationship, for discussion. When the teacher concerns the students’ psychological needs and language ability factor, he/ she copes with students’ personal growth by using the target task, and gives them the linguistic knowledge and practice the communicative skills by applying the pedagogical tasks. This TBI syllabus can support the novice-intermediate level students with a better chance to get close to authentic English readers, and a systematic way to realize the basic styles of English writing. Under the consideration of Whole Language and Communicative Language Teaching (CLT), the TBI syllabus can also involve the students’ real-world experiences with the protagonists’ events in the stories. Students then can have more opportunities to speak and listen to both the teacher and the group members for communicative purpose, to read meaningful and interesting assignments outside the classroom, and to write down their thoughts and expression by finishing the worksheets step by step. This thesis concerns more about the connection between reading and writing for the purpose of starting a writing class in EFL surroundings in Taiwan. Key words: TBI, CLT, thematic teaching, child-adult relationship, target task, pedagogical task, EFL, YA novels, reading/writing connection

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"Working--playing--dualreality: a chocolate factory and domestic nursery in Tai Po Industrial Estate." 2001. http://library.cuhk.edu.hk/record=b5890987.

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Law Man Kay Matthew.<br>"Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2000-2001, design report."<br>Includes bibliographical references.<br>Chapter CHAPTER 1 --- Initiation --- p.P.0?-P.0?<br>Chapter CHAPTER 2 --- Concept Development --- p.P.07-P.0?<br>Chapter CHAPTER 3 --- Program Development --- p.P.??-P.??<br>Chapter CHAPTER 4 --- Site Issue & Planning --- p.P.??-P.??<br>Chapter CHAPTER 5 --- Design Development --- p.P.??-P.??<br>Chapter CHAPTER 6 --- Final Design --- p.P.??-P.??<br>Chapter CHAPTER ? --- Appendix & Bibliography --- p.P.??-P.??

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CHANG, CHENG-HUI, and 張承惠. "A Study of Experiential Marketing for the Tourism Factory- A Case of CONA'S Chocolate Castle." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/but67s.

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碩士<br>國立暨南國際大學<br>兩岸高階主管經營管理境外碩士在職學位學程<br>107<br>Taiwan has been promoting tourism factories since 2003 by the Ministry of Economic Affairs. So far, 141 have been evaluated, covering 31 industries and various product themes. Among them, tourism factories mainly engaged in chocolate production have begun to appear in recent years. However, there have been relatively few studies on chocolate tourism factories in the past. Therefore, this study selected the Cona’s Chocolate Castle in Puli, Nantou as a research target for this study. Based on the experience marketing, the tourist’s pre-department expectations, satisfaction, and post-tour behavioral intentions for the chocolate tourism factories were analyzed. The main findings are as follows: First, the satisfaction of visitors to the Chocolate tourism factory will be affected by the “Sense” and “Relation” factors of the strategic experience module (SEM); the tourist’s post-tour behavioral intentions are mainly influenced by the SEM, in which “ Action ” and “ Thinking” are the most influential. The satisfaction of tourists will also positively affect the tourists' post-tour behavioral intentions. Finally, the study also provides managerial implications as well as suggestions for improvement for research objects based on the results of the study.

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Books on the topic "Charlie and the Chocolate Factory"

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Roald, Dahl. Charlie and the chocolate factory. Alfred A. Knopf, 2004.

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Roald, Dahl. Charlie and the Chocolate Factory. Collins, 1991.

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Roald, Dahl. Charlie and the Chocolate Factory. Puffin Books, 2005.

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Roald, Dahl, and Quintin Blake. Charlie and the Chocolate Factory. Puffin, 2004.

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George, Richard. Charlie and the Chocolate Factory. Penguin Group UK, 2009.

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Roald, Dahl. Charlie and the Chocolate Factory. 3rd ed. Puffin Books, 1988.

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Roald, Dahl. Charlie and the chocolate factory. Penguin Books, 2011.

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Blake, Quentin, and Dahl Roald. Charlie and the Chocolate Factory. Puffin, 2016.

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Roald, Dahl. Charlie and the chocolate factory. Allen & Unwin, 1985.

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Roald, Dahl. Charlie and the Chocolate Factory. 5th ed. Puffin Books, 2007.

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Book chapters on the topic "Charlie and the Chocolate Factory"

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Patoine, Pierre-Louis. "How Sugarcane Accelerated Semiosis During Industrial Modernity, and How We Can Slow Down with Charlie and the Chocolate Factory." In Biosemiotics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67115-0_4.

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Fowler, Mark S., and Fabien Coutel. "Cocoa beans: from tree to factory." In Beckett's Industrial Chocolate Manufacture and Use. John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118923597.ch2.

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Hopkins, Benjamin. "Inequality Street? Working Life in a British Chocolate Factory." In Work Matters. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-03671-1_8.

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Razdan, Deepti, and Jyoti Arora. "Chocolate and the Holly Factory: Analysing the “Role” of Chocolate in Select Films from Hollywood." In Food Culture Studies in India. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5254-0_9.

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Pottle, Jules. "Charlie and the Chocolate Factory." In Science Fiction, Science Fact! Ages 8–12. Routledge, 2018. http://dx.doi.org/10.4324/9781315265810-4.

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Michułka, Dorota Mariola. "Roald Dahl's Charlie and the Chocolate Factory as a School Reading." In Teaching Literature and Language Through Multimodal Texts. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5796-8.ch008.

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This chapter aims to develop a new analysis formula and a new language of literary school education/teaching literature, especially the language of reading engagement functionalized in terms of emotional, social, and cultural needs that literature is capable of satisfying. This applies also to young readers. The starting point is the specificity of emotional and sensory reception of literary narration (e.g. Charlie and the Chocolate Factory by R. Dahl) in which vivid, multisensory mental imagery absorbs/engages many readers (also on the principle of intersubjective cooperation). Discussion in this chapter is based on three issues: transactional theory of reading response (with aesthetic and efferent reading); individual, personal, and private interpretations; and analysis of types of affect in reception. It also proposes a description of the process of pupils' cognitive activities, recognize mental images, understanding metaphors, and express emotions.

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Basford, Jo. "Using Bourdieu to Explore Identity and Assumption: Charlie and the Chocolate Factory." In Using Film to Understand Childhood and Practice. Bloomsbury Academic, 2018. http://dx.doi.org/10.5040/9781474274593.ch-002.

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Lahoda, Vojtěch. "Zdeněk Rykr and the Chocolate Factory." In A Reader in East-Central-European Modernism 1918–1956. Courtauld Books Online, 2019. http://dx.doi.org/10.33999/2019.21.

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Chance, Helena. "From model factory to modern factory." In The Factory in a Garden. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784993009.003.0003.

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Initiatives to make gardens and parks at factories were a part of the wider public health and urban planning reforms taking place in the late nineteenth and early twentieth centuries. In landscaping their factories and providing recreation space, industrialists contributed significantly to driving forward and funding environmental reform, although being privately owned and managed, they were subject to specific design considerations and rules of use. The First World War and its aftermath catalysed the importance of healthy and high-quality environments to industrial stability and progress, and the ‘Factory Garden Movement’ accelerated in the 1920s, inspired by a need to attract and to satisfy a more independent and demanding workforce. The key case studies are the Cadbury Chocolate factory in Bournville, UK; the National Cash Register Company factory, ‘The Cash’, in Dayton, Ohio, USA and Shredded Wheat and Spirella Corsets, companies that had factories in both nations.

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Efstathiou, J. "Expert System Case Study: The Chocolate Biscuit Factory." In Application of Artificial Intelligence in Process Control. Elsevier, 1992. http://dx.doi.org/10.1016/b978-0-08-042016-5.50010-3.

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Conference papers on the topic "Charlie and the Chocolate Factory"

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Back, Maribeth, Don Kimber, Eleanor Rieffel, et al. "The virtual chocolate factory." In the international conference. ACM Press, 2010. http://dx.doi.org/10.1145/1873951.1874262.

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Trematerra, Pasquale. "Control ofPlodia interpunctellainfesting a chocolate factory: Combining mating disruption and the parasitoidHabrobracon hebetor." In 2016 International Congress of Entomology. Entomological Society of America, 2016. http://dx.doi.org/10.1603/ice.2016.107564.

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Back, Maribeth, Don Kimber, Eleanor Rieffel, et al. "The virtual chocolate factory: Building a real world mixed-reality system for industrial collaboration and control." In 2010 IEEE International Conference on Multimedia and Expo (ICME). IEEE, 2010. http://dx.doi.org/10.1109/icme.2010.5582532.

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