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Betke, Anja. "Roald Dahl: schwarzer Humor in der Kinder- und Jugendliteratur." [S.l. : s.n.], 2003. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB11675655.
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Herndon, Karlie E. "Food and power in Roald Dahl's James and the giant peach and Neil Gaiman's Coraline." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/herndonk/karlieherndon.pdf.
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Huenemann, Jeannine. "Going Solo with Roald Dahl: Life Rewritten Through Memory." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1003.
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Roald Dahl does not easily fit into a category as a writer, contributing fiction and nonfiction to both children and adult audiences. Faced with this ambiguity, the literary community has mostly ignored his contributions since he is mainly viewed as a children‘s author. Late in life, Dahl created two autobiographies, Boy: Tales of Childhood (1984), and Going Solo (1986), as venues for sharing his many embellished, personal stories. This thesis focuses on Going Solo, the second of these two books which explores Dahl‘s three-year departure from England, including his enlistment in the Royal Air Force during World War II. During this same time period, he wrote 126 personal letters and telegrams to his family. He had experienced much change in his life during the nearly fifty-year gap from when the letters were written to when he crafted Going Solo for a more general audience. By comparing this personal correspondence to Going Solo, it is possible to see how memory and self-selection permitted the author to craft a personal narrative interested as much in reconstructing his public persona as recounting true events from his past.
This thesis asserts that Dahl does not rely exclusively on his letters when reconstructing the narrative and instead inserts himself into a larger historical narrative. Dahl used Going Solo to point to the locations where his personal narrative collides with history and emotions. This is particularly true in the last half of the book where he comes to rely on historical touchstones. It is full of places and people which evoke memories and strong feelings for him. Dahl also relied on techniques and motifs found in folktales, features that make his work of particular interest to folklorists. The final chapter offers an examination of these techniques used in The BFG, Dahl‘s most autobiographical work of children‘s literature, written only four years prior to Going Solo. By paying closer attention to his methodology, we gain a clearer understanding of how folklore functions in the development of literary personal narrative.
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Szuber, Maria. "Hornswogglers, whangdoodles and other dirty beasts : the comic grotesque in Roald Dahl's writings for children." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30223.
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The purpose of this thesis will be to substantiate the claim that Roald Dahl, the author of humorous writings for children, is simultaneously an avid creator of grotesque fiction. My argument is based on the premise that unless one views Dahl's texts in terms of their grotesque influence, critical evaluation of his work inevitably becomes reduced to a question of taste. A diachronic overview of the term "grotesque" is presented beginning with its delineation of an artistic mode in early Rome to its Rabelaisian extensions during the sixteenth century. The origins of the word are established, and its changing meaning throughout history is examined. A synchronic approach to the study follows, tracing both modern and post-modern theories of the grotesque. Of particular importance to the survey is Bakhtin's Rabelais and His World. By emphasizing the "positive, regenerating, creative" powers of laughter, Rabelais comes closest to defining the comic grotesque as embodied in Dahl's fiction. The final portion of the thesis is devoted to an interpretation of such texts as The Twits, George's Marvelous Medicine, and Charlie and the Chocolate Factory. Dahl's treatment of character, his development of plot, and his use of language are discussed in relation to previous theories of the grotesque. A psychological defense of the genre is offered as a conclusion to the study. Ultimately, the grotesque will be viewed in its cathartic role: helping children work through feelings of oppression in a world governed by adult authority.
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Van, Renen Charles Gerard. "A critical review of some of Roald Dahl's books for children, with particular reference to a 'subversive' element in his writing, some responses to his work and its place in the education of the child." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1003367.
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Karlsson, Lager Emma. "”Just do as you’re told!” : Vuxna röster och gestalter i Roald Dahls berättelser för barn." Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-421586.
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Kerford, Justine. "The Representation of Adult Family Members in Selected Children’s Books by Roald Dahl." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021254.
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This thesis focuses on the representation of the five adult family members (mothers, fathers, grandmothers, grandfathers and aunts) that are present in a specialised corpus of Roald Dahl’s children’s literature. Children’s fiction provides insight into how society views childhood as it reflects the dominant ideologies in society (Larkin-Lieffers 2010).The family is “central to most children’s literature” (Alston 2008: 2) which makes the analysis of the family in children’s fiction important. Society favours particular representations of the family, as well as men and women, and these representations are also reflected in the fiction available to readers. I have used Critical Discourse Analysis and Corpus Linguistics in order to establish how adult family members are represented in Dahl’s fiction. The physical description and the verbs of speech that collocate significantly with the different tagged characters are analysed to establish patterns in representation. Verbs of speech give the reader information that allows them to establish the emotion and attitude of the character and this helps the reader make judgements with regards to the positive or negative perception of the character. The repeated use of particular descriptions and verbs of speech primes the reader to associate particular features with certain characters and the evaluation provided by these features bleeds over onto the characters. There is evidence of a continuum of verbs of speech moving from verbs of speech with low pitch and low volume like ‘said’ to ones with a high pitch and high volume like ‘shrieked’. The tagged characters are discussed according to the continuum to establish any patterns the verb of speech use. Women were found to collocate with verbs of speech like ‘shrieked, ‘screamed’ and ‘wailed’ which suggests that women are more hysterically emotional while men collocate with verbs of speech like ‘shouted’ and ‘yelled’ which were less hysterical and suggest aggression. Aunts were the exception to this pattern as they collocated with more masculine verbs of speech, like ‘shouted’. These patterns help establish whether or not the representations follow the dominant ideologies of women being emotional and home bound and men being aggressive and more active in the public sphere.
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Alcantara, Valquiria Pereira. "Roald Dahl: estudo comparativo de \'Chapeuzinho Vermelho e o lobo\' em língua inglesa e as traduções para o português." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8160/tde-14022019-101430/.
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Para a elaboração desta dissertação tomamos como corpus a versão de Roald Dahl do conto Chapeuzinho Vermelho e o lobo e as traduções para a língua portuguesa publicadas no Brasil e em Portugal. Fazemos referência à versão de Os três porquinhos, do mesmo autor, porque a personagem Chapeuzinho Vermelho foi incluída na história; também nos referimos aos contos tradicionais de Perrault e dos Irmãos Grimm sempre que a menção se faz relevante. Este trabalho foi norteado por dois objetivos: o primeiro refere-se à análise dos elementos extra e intratextuais dos textos fonte em língua inglesa e de chegada em língua portuguesa nas edições brasileira e portuguesa; o segundo, diretamente associado ao primeiro, refere-se a como cada um dos textos verbais relaciona-se com as ilustrações de Quentin Blake elaboradas para a edição inglesa, mantidas com pequenas variações nas edições brasileira e portuguesa. Para o desenvolvimento de nossa análise utilizamos as questões propostas por Christiane Nord como fio condutor, expandimos a análise textual valendo-nos da identificação das modalidades da tradução segundo a revisão de Francis Aubert, bem como a conceituação das relações hipertextuais segundo a perspectiva de Gérard Genette, tomadas como instrumento para o estudo comparativo entre o texto em língua inglesa e as traduções para o português. Em seguida, analisamos as relações construídas entre textos verbais em inglês e português e as ilustrações de Quentin Blake conforme, principalmente, o ponto de vista de Sophie Van der Linden. Por fim, observamos aspectos mais abrangentes relacionados à releitura do conto tradicional realizada por Dahl, levando em conta como o texto dahliano relaciona-se com as versões de Perrault e de Grimm e implicações morais dos textos segundo o ponto de vista de André Jolles. A partir das análises, constatamos que a construção do efeito cômico do texto dahliano é pautado por precisa seleção lexical e concisão sintática, bem como pela relação entre textos verbal e visual. Observamos, ainda, que a inversão de papéis entre Chapeuzinho e o lobo, assim como a caracterização da personagem não como criança, mas como jovem adulta, possibilitam não só o final inesperado do conto, como também a relativização de valores. Concluímos que, assim como os contos tradicionais estão inseridos em uma tradição cultural que possibilita a compreensão do mundo, a obra dahliana está inserida em um espectro de releituras dos contos que estimula a criatividade e a leitura crítica do mundo.The main object of this dissertation is Roald Dahls Little Red Riding Hood and the wolf and the translations into Portuguese published in Brazil and in Portugal. We also refer to The Three Little Pigs, another work by Dahl, because he has included Little Red in the story; besides, we refer to the traditional tales by Perrault and the Brothers Grimm whenever it is relevant. In our work we aim to analyse extra and intratextual elements of the source text in English and both target texts in Portuguese the Brazilian and the Portuguese ones; we also focus on how each text relates to the illustrations by Quentin Blake. We used Christiane Nords questions as a guideline to our analysis; to expand our work, we study the translation modalities according to Francis Auberts view and hipertextual concepts according to Gérard Genettes point of view comparing the text in English and the translations into Portuguese. The next step consists in studying how the illustrations by Quentin Blake relate to Dahls text and the translated texts having in mind, mainly, Sophie Van der Lindens view about the relation of verbal and visual texts. Finally, we also observe broader aspects of Dahls text relating his version of the tale with Perraults and Grimms considering André Jolless studies. Based on the analysis, we realised that the humorous effect present in Dahls text was elaborated with precise use of lexis, concise syntax and the articulation between verbal and visual texts. As a result, we could understand that the role swapping between Little Red and the wolf as well as portraying the character as a young woman rather than a child allowed both the unexpected ending and questioning moral values. A conclusion we reached is that as fairy tales are part of a wider cultural tradition, Dahls text is part of a myriad of re-interpreted tales which stimulate creativity and critical thinking.
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O'Reilly, Elizabeth. "The child and the adult in contemporary children's literature : Roald Dahl, Anne Fine, Diana Wynne Jones, J. K. Rowling." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:5647.
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The thesis explores the work of the above four contemporary children's writers, in relation to post-1960s Western society. I concentrate primarily on depictions of children, adults and relationships between the two, and the way in which these depictions engage with changing social attitudes. I also place the novels in their literary-historical context, examining whether or not they continue the literary traditions of their predecessors in children's literature, or whether their central focus is on contemporary social engagement. I also consider whether literary traditions (particularly fairytale discourse) are re-worked and reinvented in accordance with contemporary social issues. In Western society, the post-1960s era has brought widespread social changes, which include the democratisation of childhood - 'children's rights' is now a well-used term, both legally and in everyday life. Despite this, however, today's society seems to be experiencing unprecedented confusion and uncertainty in its attitudes towards children, particularly with regard to child-liberation and various reactions against it. Nonetheless, the post-1960s era has witnessed an intense interest in childhood - the many debates and disagreements are evidence of this. Throughout the thesis, I examine the way in which Dahl, Fine, Jones and Rowling engage with (or react against) these contemporary childhood issues. Chapter one outlines the social context and provides information on the most prominent issues: children's rights; parenting advice and educational issues (both of which focus predominantly on liberalism versus strict control); children as a burden or a pleasure; freedom versus guidance; the death of childhood versus the prolonging of dependency; children as innocent angels or destructive demons. Chapters two to six go on to explore these issues in the literary texts: chapter two concentrates on family relationships; chapter three examines individual adult characters, while chapters four and five focus in detail on the portrayal of child characters, including their relationships with adults and the development of their potential. Chapter six investigates the depiction of magic, and the way in which it can be viewed as a form of psychological power for children (and so can feature in realist as well as fantasy texts). The thesis as a whole, therefore, examines the novels' relationship with both literary and social discourse, predominantly with regard to the adult-child relationship.
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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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Nykänen, Jennifer. "Roald Dahl’s The BFG in Translation : The lexically creative idiolect of "the BFG" and its translation into Japanese." Thesis, Högskolan Dalarna, Japanska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28676.
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A translator works as a mediator between an original work that has been written in one language, a source text, and those who will be the audience of the translation, or, in other words, the target text. Translating a text is often a challenging task, as the translator must keep in mind both the source text and its author’s intentions with the text, and also its intended audience, but also keep in mind the target audience of the target text. Translating can become even more challenging with children’s literature, as they, among other things, often can contain very creative, imaginative and playful use of language. In this study, The BFG, a popular children’s book from 1982 written by the British author Roald Dahl, is analyzed – both the English source text and the Japanese translation by Taeko Nakamura. The research question to be answered is the following: When looking at the speech style, or idiolect, of the character "the BFG" of Roald Dahl’s The BFG, with a focus on neologisms, wordplay and allusions, what difficulties exist in the source text and what efforts have been made by the translator in attempts to achieve an equivalent effect in the target text? The results of this study display several difficulties that can arise when attempting to translate the idiolect of the BFG, especially due to its vast amount of expressive language. Replacement with standard language and deletion were two of the main translation strategies, and the number of identified cases of neologisms, wordplay and allusions in the source text was over double the amount identified in the target text. However, it is also shown how the translator has used different means to compensate for the source text features that may have gotten lost in translation.
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Giaever, Alm Klara, and Ida Smedberg. "Den förändrade berättelsen och dess karaktärer –en komparativ analys av boken Kalle och chokladfabriken och dess två filmadaptioner." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-94208.
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Denna uppsats är en komparativ analys av Roald Dahls bok Kalle och chokladfabriken från 1964 med Mel Stuarts filmadaption från 1971 och Tim Burtons filmadaption från 2005. Syftet med uppsatsen är att se vilka möjliga likheter och skillnader som finns mellan karaktärerna och ifall de olika skillnaderna kan bero på tidsperioden verket skapades i. Analysen påvisar att det finns några tydliga skillnader som ändrar karaktärerna drastiskt och att detta bland annat kan kopplas till den tidsperiod som verket är gjord i. Således är det ingen stor skillnad i karaktärerna mellan Roald Dahls bok och Mel Stuarts filmadaption troligtvis då de skapats i samma tidsperiod. Budskapet i Burtons adaption har däremot blivit alternerat med mer fokus på tidens mer aktuella frågor såsom mental hälsa och familjerelationer och har därmed orsakat en stor förändring i karaktärerna Willy Wonka, Kalle Spann och Oompa-Loompianerna. Med dessa tre verk kan lärare didaktiskt undervisa eleverna om hur ett verk kan ändras när adaptioner sker för att passa samtiden. Dock får läraren påpeka att det inte alltid är självklart vad som är en produkt av tiden och vad som är en upphovsmans egen konststil.
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Landberg, Jessica, and Linnea Wilén. "Kalle och Chokladfabriken –En jämförelse mellan bok och film." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-89876.
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Syftet med detta arbete är att genom boken och filmen Kalle och chokladfabriken, beskriva hur Willy Wonka framställs, och hur han kan relateras till Dahls liv. Vi undersöker även vilka normsystem som blir framträdande i båda medierna samt hur Oompa-Loompiernas låtar ändrar form och hur olika aspekter beskrivs. En norm är något som definieras enligt följande: ”[…] ett normsystem anger det normala mönster som individers handlingar bör överensstämma med” (Bergström, 1990). Genom de olika medierna vi analyserat har vi kommit fram till att det finns många aspekter som omarbetats vid filmatiseringen av boken. Vårt resultat visar oss att normerna som finns i boken och filmen är baserade på samhället karaktärerna lever i samt att Wonka framställs på olika sätt beroende på vem han talar med. Vårt resultat visar även att Oompa-Loompiernas låtar ändrar karaktär samt att omgivning och personer beskrivs på olika sätt beroende på mediet som förmedlar dessa. Arbetet avslutas genom en diskussion gällande relevansen för undervisning baserad på Kalle och chokladfabriken. Under diskussionen behandlas även Dahls påverkan på boken och filmens kontext samt dess relevans i skolundervisning. Enligt Martinsson och Reimers (2014) är diskussion av stor vikt för att eleverna ska få bästa förutsättningarna för lärande. För att alla elever ska få möjlighet att utvecklas måste de få variation i undervisningen. Detta kan ske genom diskussion gällande frågor inom exempelvis normer, ironi och fantasi. En kombinerad undervisning är enligt både Skolverket (2011) och Nemert och Rundblom (2004) det bästa sättet att lära sig på och därför blir undervisning med Kalle och chokladfabriken relevant.
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Bruus, Katja, and Rebecca Jansson. "Kalle och chokladfabriken : – En adaptionsstudie." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67421.
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Syftet med denna studie är att undersöka vad som skett i överföringen av Roald Dahls bok Kalle och chokladfabriken (1984) till filmatiseringen med samma namn regisserad av Tim Burton (2005). Det som mer specifikt fokuseras på i analysen är vad som skett med karaktärerna, om genren har påverkats och vad som har lagts till och tagits bort. Vidare diskuterar denna studie, med utgångspunkt i läroplan för grundskola, förskoleklass och fritidshem (2011), de värden och normer som framkommer i verken. För att se hur dessa skulle kunna ligga till grund för värdegrundskopplad undervisning i mellanstadiet. Detta har undersökts genom en komparativ analys av de båda verken. Det vi har kommit fram till är att en av karaktärerna i överföringen till film har fått en mer fördjupad funktion. Detta är något som påverkar filmens genre och därigenom också hela filmens budskap. Filmen har en tydlig psykologisk vinkel som inte finns med i boken. De andra karaktärerna är förhållandevis lika i adaptionen. De normbrytande och säregna karaktärsdragen gör detta till ett bra underlag för diskussion med elever i mellanstadiet.
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Carrillo, García Mª Encarnación. "Roald Dahl y la Literatura Infantil y Juvenil en la Didáctica de las Lenguas. Una propuesta para la mejora de la Competencia Literaria en el aula." Doctoral thesis, Universidad de Murcia, 2008. http://hdl.handle.net/10803/10763.
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Este trabajo de investigación tiene como objeto el estudio de la competencia literaria en el alumnado de Educación Primaria. El recurso didáctico que se utilizó es la Literatura Infantil y Juvenil y más concretamente textos de Roald Dahl. Mediante una metodología basada en el taller de Lengua y Literatura se prueba que es posible mejorar la competencia literaria en una lengua extranjera a la par que se mejora en la lengua materna. En el desarrollo de la tesis doctoral hallamos que los cuatro primero capítulos constituyen un fuerte cuerpo teórico apoyado principalmente en la justificación del estudio que se realiza, en el recorrido por los diversos métodos que han sido trascendentes en la enseñanza de Lenguas, en la delimitación del concepto de competencia literaria y, por supuesto, en la revisión de la obra del autor galés. En el quinto capítulo se presenta el trabajo de campo realizado analizando los resultados obtenidos a través de las pruebas diseñadas para esta investigac ión con el fin de comprobar si la competencia literaria había mejorado en el alumnado de Educación Primaria. También se incluyen en la tesis una serie de sugerencias de tipo didáctico-inspiradas en el modelo crítico de enseñanza- para que el profesorado en general, y el de Lenguas en particular, pueda ir poniendo en práctica esta propuesta procurando alcanzar una transformación escolar a la par que social.The main goal of this research is the study of the literary competence of the students of Primary Education. The Infant and Young Literature of Roald Dahl was used as didactic resource. The Language and Literature workshop was the didactic methodology used to improve the literary competence in both foreign and mother language. Along the thesis we can find a deep theoretical corpus to justify the research, where we can find the study of the different didactic methods for the teaching of Languages, the definition of the concept literary competence and the review of the Literature of Roald Dahl. The following chapter shows the results, that were got through the tests designed, about the improvement of the literary competence in the students of Primary Education.Finally, several didactic suggestions are included -inspired in the critical teaching method- for teachers in general and for teachers of Languages in particular, whose main porpoise is getting an educative and social change.
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Fouche, Marietjie. "Vertaling en die kindervers : ’n vergelykende studie van Afrikaanse en Franse vertalings." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71863.
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Thesis (PhD)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Few people realize exactly how complicated the translation of children’s poetry is. Translators do not only have to adhere to the young readers’ desires and satisfy the adult critics, but are constantly confronted with choices concerning the translation of the ‘play-element’ (structure) and the ‘visual element’ (content) of children’s verses, i.e. the translation of cultural elements, figurative language, pun, nonce words, onomatopoeia, alliteration, rhyme and meter. In addition, their translation strategies are continually subjective to and restricted by the visual text (illustrations) in the source texts, which interrelate with the verbal text (verses). In this descriptive, systematic analysis the Afrikaans and French translations of Mother Goose’s nursery rhymes, Dr. Seuss’s rhyming picture books and Roald Dahl’s verse fragments are compared to one another and the source texts in order to identify the various translation strategies and theoretical translation approaches used by the various Afrikaans and French translators, to make concrete observations about the translation of children’s poetry that can be useful for translators, and to establish if it is indeed possible to create translations of children’s verses that remain true to the ‘spirit’ of the original poetic texts, can function as autonomous texts in the target system, and that can supplement the Afrikaans and French children’s literature systems. __________________________________________________________________________
AFRIKAANSE OPSOMMING: Min mense besef hóé ingewikkeld die vertaling van kinderverse eintlik is. Vertalers moet nie net tegelykertyd aan jong lesers se behoeftes voldoen en volwasse kritici tevrede stel nie, maar word ook deurgaans gekonfronteer met keuses wat betref die vertaling van die spel-element (struktuur) en visuele element (inhoud) van kinderverse, o.a. die vertaling van kultuurgebonde verwysings, beeldspraak, woordspel, neologisme, onomatopee, alliterasie, rym en metrum. Daarbenewens word die vertalers se vertaalstrategieë beïnvloed en beperk omdat die visuele teks (illustrasies) in die brontekste deurgaans met die verbale teks (verse) in gesprek tree. In dié deskriptiewe sisteemondersoek word die Afrikaanse en Franse vertalings van Moeder Gans se kinderrympies, Dr. Seuss se versverhale en Roald Dahl se prosimetriese kinderstories met mekaar en die brontekste vergelyk om die verskillende vertaalstrategieë en teoreties gefundeerde vertaalbenaderings wat deur die onderskeie Afrikaanse en Franse vertalers toegepas is, te identifiseer, konkrete bevindinge oor die vertaling van die kindervers te maak wat vir toekomstige vertalers van praktiese nut kan wees, en te bepaal of dit inderdaad moontlik is om vertalings van kinderverse te skep wat getrou bly aan die ‘gees’ van die oorspronklike gedigtekste, as selfstandige tekste in die doelsisteem kan funksioneer, en die Afrikaanse en Franse kinder- en jeugliteratuursisteme kan aanvul.
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Arevik, Niklas. "Vidriga vuxna och förslagna barn : en studie av det karnevaliska och groteska i Roald Dahls författarskap." Thesis, Södertörn University College, School of Gender, Culture and History, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-90.
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The main aim of this study is to analyse the grotesque characterization of adults in four novels by Roald Dahl, from Michail Bachtin’s definition of the carnival-grotesque in Rabelais and his world. From this view I have examined how the conflict between children and adults is described in these books, and to what extent the grotesque motifs have a function in this conflict.
For this purpose I have applied theories of the literature-grotesque by Michail Bachtin, and of the meaning and function and – in this context – the necessity of fright and horror in children’s fiction, in particular by Bruno Bettelheim and J.A. Appleyard. The result of the analysis suggests that the books contains obvious and distinct grotesque elements and that Dahl’s popularity among children, and opposition among critics, should be due to this elements. Taken together, these circumstances give cause for the epithet “subversive grotesques for children” for Roald Dahl’s children’s books, and that Dahl can be said to deconstruct the conventional perception of childhood.
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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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Vladyková, Dagmar. "Roald Dahl - odraz jeho životních zkušeností v jeho povídkách." Master's thesis, 2006. http://www.nusl.cz/ntk/nusl-268176.
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The main goal of this thesis is to point out the many similar features of Roald Dahl's work and life. The short stories, in the thesis briefly characterised, are put into chronological order according to Roald Dahl's life periods. The analysis of the short stories suggests to which extent they are autobiographical. The author's autobiographies, Boy- Tales of Childhood, Going Solo and the biography Roald Dahl by Jeremy Treglown, are used as the basis of this parallelism. Powered by TCPDF (www.tcpdf.org)
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Hong-Liy, Kerk, and 郭鍠莉. "The Subversive and Didactic Devices in Roald Dahl''s Children''s Books." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/76240083944238372070.
Full textAbstract:
碩士臺東師範學院
兒童文學研究所
88
Although much loved by children, Roald Dahl’s children’s books have often met with grown-ups disapproval and were immensely notorious among critics. This research aims at exploring the subversive and didactic devices in his children’s books, so as to figure out the probable reasons for the above controversies. Conflicts that occur practically between children and grown-ups arouse mentally anxiety, Roald Dahl aligned himself with children’s natural instincts, and he tried to expose and to mitigate the concealed desire of children. Children are feared of grown-ups’ omnipotent power, they seek relief of anxiety and self-realization through story-readings. The morality of Roald Dahl’s stories is excessively simple and stereotyped, of absolute good versus consummate evil. Moreover, a flood of cruelty, violence and bloody depictions in the stories made grown-ups uncomfortable. Grown-ups worried if children are to be molded into unsophisticated human beings that are not capable enough to face miserable life, while at the same time afraid that ingenuous child is to be contaminated, while innocent childhood is no longer the purest utopia. Children and grown-ups understanding and experiencing childness differently, even though both function mutually. Child readers share similar childness with Roald Dahl, that’s why they cheer and echo, while grown-ups who condemn his works find very different childness from Roald Dahl lead to disputations. Since growth is of continuous process, it’s not appropriate to see childhood and adulthood as opposing positions. Grown-ups peruse the intricate affairs between themselves and children, and they try to pry into childness of both parties, measuring the gap in-between.
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Paiva, Ana Brígida Matias. "O Estatuto do(a) Tradutor(a) de Literatura Infantil: o Caso das Traduções Portuguesas de Roald Dahl." Master's thesis, 2014. http://hdl.handle.net/10362/13511.
Full textAbstract:
O estatuto do tradutor de literatura infantil é com frequência discutido em
termos da sua dupla marginalização: por um lado, pela posição de subalternidade
geralmente conferida ao texto traduzido em relação ao de partida e, por outro, pela
posição marginal que o género infantil ocupa em grande parte dos sistemas literários
nacionais. Deste modo, pode afirmar-se que o estatuto do tradutor de literatura infantil
acompanha a evolução dos conceitos de infância e de literatura infantil, o que, por sua
vez, permite o mais variado tipo de problematizações, não só de cariz históricocultural,
mas também (e sobretudo) na medida em que o processo tradutório envolve
perspectivas idiossincráticas sobre o(s) público(s)-alvo da literatura traduzida
destinada à infância. Estas expectativas levam a que a presença textual do tradutor se
torne simultaneamente mais invísível (por domesticação) e mais visível (pelas marcas
pessoais), sobretudo quando o autor do texto de partida em causa confere às suas
obras uma grande criatividade e inovação em termos linguísticos e de conteúdo.
Nesse sentido, a presente dissertação procura compreender o estatuto do(a) tradutor(a)
de literatura infantil em Portugal, partindo dos textos de chegada e dos testemunhos
das tradutoras que se debruçaram sobre as obras infantis do britânico Roald Dahl,
autor representativo das questões em apreço sobretudo devido à sua irreverência e
criatividade linguística.
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"Scrumdiddlyumptious Stories: Reflections and Reinforcements of Ideological Structures in Roald Dahl's Books for Children." Master's thesis, 2013. http://hdl.handle.net/2286/R.I.18788.
Full textAbstract:
abstract: Roald Dahl's books for children have often been characterized as deviating from "normal" plots in books for children because they feature elements and themes (e.g., violence, crude/rude behavior and humor, inversions of authority) that make representatives of the dominant culture (parents, school officials, teachers, librarians, etcetera) uncomfortable. Rather than view the stories holistically, challengers are quick to latch on to the specific incidents within these texts that cause discomfort, and use the particular as grounds to object to the whole. A deeper, and more critical, look reveals that instead of straying from established elements and themes in children's stories, Dahl's works have much in common with fairy tales--narratives that have endured in multiple iterations and over millennia. As with fairy tales, Dahl's stories for children offer readers ways to interpret--to make sense of and derive meaning from--their lives, while reflecting and reinforcing the ideological structures (family, appropriate behavior, capitalism) within which we find ourselves.Dissertation/Thesis
M.A. English 2013
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Verster, Helene. "Translating humour in children's literature: Dahl as a case study." Diss., 2019. http://hdl.handle.net/10500/25414.
Full textAbstract:
Text in EnglishThis study focuses on the strategies and devices used to create humour in children’s literature. No language is a replica of another language and it is generally accepted that a translator has to be creative in order to make the Source Text (ST) meaning available to the Target Text (TT) reader. The research conducted in this study aims to fill a gap regarding the application of humour in the rather under-researched field of children’s literature. A descriptive framework was used to conduct this qualitative study in order to be able to describe the linguistic strategies and devices used to translate the English source text by Roald Dahl, Charlie and the Great Glass Elevator into the Afrikaans Target Text, Charlie en die Groot Glashyser by Kobus Geldenhuys. Literary devices to create humour, employed by both the writer and the translator, were identified and analysed. Interviews and reading sessions with ST learners (English) as well as TT learners (Afrikaans) were conducted in order to observe their non-verbal reactions as well as document their verbal comments to complement the data obtained from the textual analysis. The textual analysis showed that the literary device most frequently applied in the ST was the simile and the main trend regarding the transference of humorous devices to the TT was to retain the device with formal equivalence. The most popular translation strategy was direct translation with the most important shifts identified on morphological and lexical level and shifts in expressive and evoked meaning were relatively low. With regard to the reading sessions, the most positive results from both groups of learners regarding humorous devices in the ST and TT were obtained for the device of inappropriate behaviour.
Linguistics and Modern Languages
M.A. (Linguistics)
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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.
Full textAbstract:
Dissertação de mestrado em Tradução, apresentada à Faculdade de Letras da Universidade de CoimbraEste 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.
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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Sýkorová, Michaela. "Didaktický potenciál knih Roalda Dahla a jejich využití na 1.st. ZŠ." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-349136.
Full textAbstract:
Resumé This diploma thesis deals with the didactic potential of Roald Dahl's books and examines their possible use at primary schools. The purpose of this thesis is a deeper analysis of the two of Roald Dahl's works (Danny, the Champion of the World and Charlie and the Chocolate Factory). The thesis focuses on both-the didactical and the literary theory analysis. The teaching units, which are part of the thesis, are based on the parts from the two mentioned Dahl's books. The choice of the parts and methods is didactically commented. Based on the practical credentials, the results are reflected throughout the teaching units. The work also gives information about Roald Dahl's life and contextualizes his works into his life. Last but not least, the thesis focuses on a mini-research of the amount of Dahl's texts in reading-books for the pupils of the fourth grade at primary schools.
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Chun, Huang Hsiu, and 黃秀君. "工業化時代糖果屋中的童年試煉-試論羅德·達爾（Roald Dahl）《巧克力冒險工廠》." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/u5d7ak.
Full textAbstract:
碩士國立臺東大學
進修部兒文所碩士班(台北夜間)
105
The truth, the goodness and the beauties that fairy tales have shaped of children attract most of the readers, however there are also many plots reflect our social community. Take " Grimm’s Fairy tale" for starting, all of the collections that include the mysterious, weird and black magic styles are World famous. Although some of them are brutal and violent, the collections show all kinds of trials that people have to experience in real life. Researcher in "Grimm’s Fairy tale" Hansel and Gretel, sees the brother and younger sister facing their greed in heart. But Luo De, the 20th century the literature writer, in his Charlie and the Chocolate Factory , the researcher also found the different tests which just like the modern candy room to the children of Industrial Age. In these content and the plots, Luo Germany showed up the influences after the industrialization society to the children, and presented his standards of right and wrong, good and evil with his own humors. The chocolates that people like, the labyrinthine factory and the game -like checkpoints in the story attract everyone to enter the story. Luo Germany presented his real feelings about the behavior of children in nowadays without the traditional education expounding. The present paper altogether divides into five chapters, the second chapter discusses the Luo Germany, the biography and his childhood growth; The third rules discuss the plots and the special characteristic analysis of children in Charlie and the Chocolate Factory ; The Fourth chapter elaborates the space of Charlie and the Chocolate Factory and analyzes the modern children who are under the sugarcoating. The Fifth tubercle theory, regarding the observations and suggestions of the children who are in industrial age.
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Beites, Inês Filipa Sobral. "A Linguagem Dahliana, um Desafio para o Tradutor: proposta de tradução de alguns poemas da obra Dirty Beasts (1983)." Master's thesis, 2020. http://hdl.handle.net/10362/112198.
Full textAbstract:
É graças ao papel vital que o tradutor assume enquanto mediador entre culturas que grandes obras da literatura infantil integram o imaginário de muitas gerações espalhadas pelo mundo. No entanto, independentemente do estatuto canónico que lhes é atribuído, a literatura infantil continua a ser um género subestimado, de natureza bem mais complexa do que se pensa. Um texto de literatura infantil pode evidenciar uma enorme criatividade linguística e interessantes recursos narrativos, transportando-nos muitas vezes para antigas tradições literárias como as dos nursery rhymes e do nonsense. Tais qualidades, que tornam único este género literário, remetem-nos para o universo do aclamado escritor britânico Roald Dahl (1916-1990). A sua escrita singular é pautada especialmente pela transgressão linguística e pelo humor negro, considerado por muitos demasiado ousado para crianças. Reconhecendo o desafio que constitui a tradução deste género literário e a obra de Dahl em particular, o presente Trabalho de Projecto visa a elaboração de uma proposta de tradução para português europeu de alguns poemas de Dirty Beasts, livro vindo a lume em 1983, ainda sem tradução publicada entre nós. A proposta de tradução e respectivo comentário faz-se acompanhar de um enquadramento teórico sobre tradução de literatura infantil e tradução de poesia, bem como de uma introdução ao mundo da obra dahliana, com especial ênfase nos problemas de tradução que levanta.Thanks to the vital role played by the translator as a mediator between cultures, great literary works of children’s literature are part of the imaginary of many generations spread across the world. However, regardless of the canonical status of these works, children’s literature remains an underestimated genre, of a far more complex nature than one might think. A children’s literature text can display enormous linguistic creativity and interesting narrative resources, often transporting us to ancient literary traditions such as nursery rhymes and nonsense. Such qualities, which make this literary genre unique, refer us to the world of the acclaimed British writer Roald Dahl (1916- 1990). His singular writing is marked especially by linguistic transgression and black humour, considered by many too daring for children. Recognizing the challenge that the translation of this literary genre and Dahl’s work in particular represent, this Project Work aims at elaborating a proposal for translation into European Portuguese of some poems from Dirty Beasts, a book that came to light in 1983, not yet published in Portugal. The translation proposal and its commentary are accompanied by a theoretical framework on the translation of children’s literature and the translation of poetry, as well as an introduction to Dahl’s universe, with special emphasis on the translation problems it raises.
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Бень, Анжела Михайлівна. "Особливості поетики сучасної літературної казки (на матеріалі «ВДВ» Роальда Дала)." Магістерська робота, 2021. https://dspace.znu.edu.ua/jspui/handle/12345/5488.
Full textAbstract:
Бень А. М. Особливості поетики сучасної літературної казки (на матеріалі «ВДВ» Роальда Дала) : кваліфікаційна робота магістра спеціальності 035 "Філологія" / наук. керівник Н. М. Торкут. Запоріжжя : ЗНУ, 2021. 57 с.EN : The work is presented on 57 pages of printed text. The list of references includes 53 sources. The thesis presents the comprehensive study of the poetic features of the novel “BFG” by the famous modern British writer Roald Dahl whose books are very popular among young readers all over the world. The text of this novel is considered in the genre paradigm of centuries-old fairy-tale tradition. The study determines the interaction of the poetical elements of folk tales and literary tales written by some well-known English writers as well as to the author's innovation of R. Dahl. The work provides some insights into the problem of tale poetics in order to identify the features of folklore and literary tales. Special attention is paid to elucidating the formation of R. Dahl's creative personality and creating a holistic historical and literary vision of the creative work of this author against the background of the tradition of English literary tales. The target of this paper is to highlight the main features of the poetics of folk tales and to clarify the specifics of the transformation of the genre canon in the fairy tale by R. Dahl "BFG". A thorough analysis of the peculiarities of aesthetic tastes and intellectual demands of modern children has been conducted and it helps to discover the secrets of the immense popularity of “BFG” among the young readership. The study determines the special narrative strategies of Dahl which allow him to bring the text as close as possible to children's perception. The writer is proved to use the cinematographic principle of the plot sequence representation, numerous puns, black humor jokes, irony and specific author's neologisms, which form the original stylistic palette of the work. The practical significance of the thesis is that its results and conclusions can be used in the preparation of lectures on the theory of literature, history of foreign literature of the twentieth century, in the development of special courses on the history of English literature, and can be interesting for school teachers of foreign literature.
UA : Робота викладена на 57 сторінках друкованого тексту. Перелік посилань включає 53 джерела Об’єкт дослідження: казкова поетика в аспекті діахронії, від народно-поетичних зразків до сучасних літературних казок, зокрема, поетологічні особливості літературної казки-повісті відомого сучасного англійського письменника Р. Дала «ВДВ», які розглядаються під жанрологічним кутом зору. Мета роботи: виокремивши основні риси поетики фольклорної казки, з’ясувати специфіку трансформації жанрового канону в казковій повісті Р. Дала «ВДВ». Теоретико-методологічні засади: фундаментальні праці вітчизняних і зарубіжних вчених (Буслаєв і О. Афанасьєв, О. Веселовський, В. Пропп, С. Еплярд, С. Бремон, Л. І. Скуратовська, Ю. М. Романенко, І. В. Цикушева та ін.), сфокусовані на теоретичних та історико-літературних аспектах вивчення казки як жанру, а також наукові розвідки, присвячені творчості Р. Дала. Отримані результати: виявлено поетикальні особливості фольклорної та літературної казки; здійснено аналіз дефініцій та способів класифікації фольклорної та літературної казки; сформовано цілісне уявлення про специфіку формування творчої особистості Р. Дала та створено цілісну історико-літературну візію творчого доробку цього англійського автора на тлі традиції англійської літературної казки ; проаналізувано поетику повісті «ВДВ», виявлено її спільність з літературними традиціями та відмінності від них; а також окреслено кореляцію елементів казкової поетики «ВДВ» із запитами сучасного дитячого читацького загалу.
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Kapitánová, Martina. "Fantastické prvky v tvorbě Roalda Dahla." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-275545.
Full textAbstract:
The thesis deals with fantastic features in children's literature by Roald Dahl, concretely it deals with the combination o f realistic and fantastic features. It concentrates on thematic elements, which build up or are concerned in making fantastic magical characters, places, things and plots in Dahl's works (e. g. The Witches, James and Giant Peach, The BFG, The Twits, Charlie and Chocolate Factory). It compares mentioned thematic elements with folklore fantastic fairy-tale and it searches their common aspects as well. Especially, it deals with the function o f thematic elements in the texts, their impact on recipients and author's intention. It also includes a brief summary o f Dahl's biography and a short list o f his works, especially focused on the works which were primarily written for children. Moreover, in this thesis there is also a chapter describing the term fantastic fiction from different points o f view in order to specify the term fantastic feature. The aim o f this thesis is to define Roald Dahl's poetics on the basis o f the combination o f realistic and fantastic features.
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Vítková, Tereza. "Prostředky humoru a ironie v autorské pohádce Lemonyho Snicketa a Roalda Dahla." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-273286.
Full textAbstract:
The thesis deals with aspects of humor, concretely with means of humor in children's literature by Lemony Snicket (series called The Series of Unfortunate Events) and Roald Dahl {The Witches, James and the Giant Peach, Charlie and the Chocolate Factory, The BFG). It deals with the choice and use of these means in order to cause humorous effect. It analyses the means of humor in categories of situation and language, also including the translation difficulties. Concerning the means of language, it deals with the category of sound and graphics (e.g.articulatory problems, onomatopoeic sounds and their graphic recording), of lexis, of syntax and additionally it defines figurative descriptions (e.g. comparison, oxymoron, etc.). The author also includes the issue of using verses in children's literature. Moreover, the paper deals with irony and absurdity and their humorous effect in this type of literature. It also includes a brief summary of both authors' biographies relevant to their following works. The aim of the thesis was especially to define the individual means of humor used by mentioned authors and to state, what the difference between the means used by them is.