Academic literature on the topic 'Literary schools, trends and movements'

Over 240 entriesFrom the Shi jing (Classic of Songs) of the eleventh century bc, to the to the wanglu wenxue (Internet literature) of the twenty-first century, this authoritative dictionary covers key terms relative to the study of Chinese literature, from antiquity to the present day. a–z entries on key literary figures, trends, schools, movements, and literary collections are included, as well as detailed descriptions of traditional literary works, plays, dramas, stories, novels, and other main literary texts.This dictionary considers the Chinese literary tradition, and its relation to Chine

Over 300 entriesThis new dictionary provides clear definitions of the most important literary terms and devices in classical and modern Arabic literature. It covers technical terms and rhetorical devices, themes and motifs, concepts, historical eras, literary schools and movements, forms and genres, and significant figures and institutions. Defining terms such as ‘root-play’, highlighting schools such as the Mahjar poets, and exploring concepts such as ‘imaginary evocation’, the dictionary introduces students of Arabic and Arabic literature to the specificities of the Arabic literary tradition

The chapter explores the poetic systems that evolved to represent and simultaneously shape new subjectivities, a rich and abiding topic in Russian poetry. The chapter surveys the organization and aesthetic outlook of key aesthetic movements (Symbolism, Acmeism, and Neo-Romanticism, among others) and concentrates on poetic representations of identity that emanate from group affiliations or artistic trends (such as zhiznetvorchestvo, an aesthetic that privileges the interplay of life and art). The chapter traces the emergence of discourses through which writers negotiated between a commitment to

In this space between the Poetics of Subjectivity and the Poetics of Language, we want to pause briefly to consider several otherwise unrelated poets who, for a portion of their careers, did not fit into the reigning poetic movements of their age, or do not smoothly align with the critical trends that dominated Russian literary studies in the twentieth century. These poets straddle the two types of poetics we have foregrounded in this part of our ...

Working class writing and publishing workshops had their origins in the counter cultural trends of the late 1960s. By the 1970s they engaged with urban communities where there was a strong class consciousness. This chapter charts the way in which working class culture became a significant source of new ideas and practices. In particular, the cultural role of schools, adult education, community organising, adult literacy, popular history and the labour movement are examined in relation to the emergence of a movement of working class writing and publishing workshops. In each of these areas, ideas about culture, technology and tradition were being reworked in order to foster popular cultural participation.

This chapter opens with a conceptual history of literary movements like modernism and postmodernism in Europe, and goes on to discuss the origins of these trends in Urdu literature, particularly Urdu poetry, about which much has not been written before. This chapter also contains samples of representative ghazal verses from a wide variety of modern and postmodern poets, including Javed Akhtar and Gulzar.

This chapter is not so much concerned with reviewing, assessing, or critically analyzing the body of Yerby’s work, as it is with delineating the writer’s relationship to these major literary moments that have characterized the black literary tradition at the midpoint of the twentieth century. To simply dismiss Frank Yerby as a peculiar case in African American writing is to miscalculate how significant turns in his literary career reflected dominant movements and trends, as well as formal and thematic innovations and limitations that have characterized the trajectory of African American literature from the early 1930s to the 1940s. This period ranges from the tail end of the Harlem Renaissance/New Negro Movement to an era of social realism in African American fiction.

This chapter describes the state or condition of society after the industrial revolution in the early 20th century as the information age overturned culture, ushering in postmodernity through the turn of the 21st century, which gave birth to what the author calls metamodernism. Philosophical movements present templates upon which individual thinkers characterize the cultural trends, artistic and literary achievements, scientific and technological advancements, and ways of thinking during a specific economic, social, and political time and space. The irreverence, cynicism, and irony of postmodernism gave way to a metamodern new sincerity and a new hope across the swinging pendulum of opposing ideas: tradition and innovation, birth and death, or truth and post-truth. The current cultural “sense of feeling” corresponds to networked culture and the critical need to address literacy in new ways.

The article discusses the ways of the optimal formation of sound production techniques in the interpretation of multi-style piano music. The research methodology is based on the use of the historical method to highlight the evolution of methodological approaches to the formation of piano performing technique; analytical - to study the problem in scientific research in psychology, psychophysiology, musical pedagogy, piano performance; musicological method of analysis of piano styles; method of generalizing the piano performing experience of leading artists to substantiate the peculiarities of performing intonation of multi-style piano music. The purpose of this study is to identify the integral direction of improving the process of the formation of instrumental and performing technique, to concretize the sound forms of the embodiment of key pianistic skills, and to outline their typical motor characteristics. For the purpose of the study, methodological approaches to the formation of performing technique in the history of piano pedagogy are analyzed. The evolution of views on the technical development of the performer in different piano schools appears as a transition from empirical methods to scientifically grounded ones, as a change in the subject of the direction of the pianist's consciousness: identification of the most advanced forms of playing techniques, maximum attention to the sound result with the intuitive establishment of auditory-motor connection, conscious processing of auditory-motor coordination. The conditions for the optimal development of piano playing technique are considered, taking into account scientific achievements in the field of physiology, psychophysiology, and musical pedagogy. The circle of those skills of the pianist is determined, the acquisition of which optimizes the technical development of the performer: the skills of style-like sound production and sound science, which make up the technique of style-like sound formation. The content of the process of conscious mastering of interdependent and mutually conditioned components of such playing techniques is specified: generalized understanding of the common factors of the musical and linguistic environment of a certain piano style; creation of vivid sound-like performances based on emotional and intellectual comprehension of musical compositions, coordination of auditory-motor representations of such "mobile" expressive means as articulation, dynamics, agogics and timbre; improvement of motor skills from the point of view of physical convenience with the help of associations with previously acquired relevant performance experience, as well as life motor experience of economical expedient use of motor activity. The main stylistic features of sound production techniques in the interpretation of the piano heritage of Ludwig van Beethoven, Fryderyk Chopin, Serhiy Prokofiev are characterized on the basis of an analysis of their aesthetic ideals, "stable" and "mobile" expressive means of the composers' music, and the performing styles of the artists themselves. The examples of effective mastering by specific ways of combining tones that are appropriate in the style of composers are given. The described playing techniques are primarily a reference point in the art of sound production, a generalization of the rich scale of the pianistic initial touch. In practice, certain changes, combinations of techniques and movements can and do occur. In order to render the specific content of a piece of music, it is often necessary to deviate from the "textbook" way of playing with "exemplary" movements. At the same time, mastering the relationship and interdependence of stylistically conditioned sound tasks and expedient motor skills will make it possible to variably apply the playing techniques mastered in the embodiment of many nuances of the soundest images of highly artistic pieces of piano music.

Information literacy is the ability to access, evaluate, and apply information from a variety of sources in appropriate contexts to construct knowledge. In the current digital age, information literacy has inevitably been influenced extensively by developments in technology with the emergence of digital information literacy. The Internet has become a prominent source of digital information and students need to be competent and critical users of the information hosted by the Internet. This paper describes the baseline findings of the digital curricular literacy research project undertaken by th