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1

Humorous nonsense and multimodality in British and American children's poetry

100%

Chrzanowska-Kluczewska E.

The European Journal of Humour Research

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2017

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vol. 5

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issue 3

EN

Nonsense and humour are two cognitive and linguistic phenomena that frequently overlap. The focus of this article falls on chosen instances of humorous nonsense poetry, targeted at English-speaking children, which contains verbal and visual modes of expression. Formal sources of nonsense-creation in natural language can be several, among others semantic anomaly, syntactic ill-formedness and structural ambiguity, phonetic and graphological experimentation. The interplay of nonsense with the visuality of the text in children's poetry assumes three distinct forms: 1) visual poems, 2) multimodal texts,, where illustrations, often nonensical and funny in themselves, support the verbal text, and 3) texts based on the phonetic play. Examples will be drawn from the classics of the Anglophone children's poetry: Mother Goose, the Victorian classics L. Carroll and E. Lear, 20th-c. British and American poets - L. Hughes, e.e. cummings, T. Hughes, J. Agard, as well as the Polish-British pair W. Graniczewski and R. Shindler. In all the poems to be analyzed multimodality has an important role to play in the creation and strengthening of the effect of humorous bisociation/incongruity. A tight intertwining of the phonetic, semantic and visual layers in such texts becomes an additional challenge for their translators. The theoretical keystone for our considerations remains H. Bergson's study Laughter (1900/2008), which deftly combines the Superiority, the Incongruity and the Release Theory of Modern Humour Studies. Bergson rightly links the sources and effects of the nonsensical and the comic to the notion of game/play and to the idea of dream-like illusion they create.

2

Adaptacja i egzotyzacja w przekazie nazw własnych (na materiale poezji dziecięcej Juliana Tuwima i Jana Brzechwy)

86%

Manasterska-Wiącek E.

Acta Polono-Ruthenica

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2006

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vol. Tom 1 Nr XI

341-351

EN

The aim of the article is to examine how proper names are delivered in the translation of J. Tuwim and J. Brzechwa’s poems for children into Russian. There appear so-called „sings of unfamiliarity” in the structure of the rendered text. They are connected with the change of a group of recipients of the poetry. We can talk about adaptation or exoticisation depending on the presence or lack of the „sings of unfamiliarity”. The presented analysis shows that there are more adaptation technignes (used in the translation of the verse). Owing to this strategy, the rendering corresponds with the age of the special reader and their perception of the world.

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Poezja Danuty Wawiłow w przedszkolu

51%

Kulpa M.

Edukacja Elementarna w Teorii i Praktyce

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2012

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issue 2(24)

45-59

PL

Celem tekstu jest przypomnienie sylwetki i twórczości jednej z najwybitniejszych współczesnych poetek, piszących dla dzieci – Danuty Wawiłow (1942-1999). Autorka artykułu udowadnia, że wiersze Wawiłow świetnie nadają się do wykorzystania w pracy/zabawie z dziećmi w przedszkolu. Wpływają one korzystnie nie tylko na edukację językową (co oczywiste), wychowanie estetyczne, edukację emocjonalną, ale mogą zostać zastosowane w niemal każdym obszarze edukacyjnym, objętym podstawą programową (np. w kształceniu matematycznym czy przyrodniczym). W artykule omawiane są podstawowe dla poetki kręgi tematyczne, niezwykle istotne dla dzieci w wieku przedszkolnym: rodzina, relacje w rodzinie, radości i troski dzieciństwa, dziecięce zabawy, sny, marzenia, lęki, a także – przyroda. Przy każdym temacie wymieniane są (czasem też cytowane we fragmentach) odpowiednie wiersze Wawiłow. Dodatkowo na końcu artykułu znajduje się bibliografia, która ułatwi nauczycielom znalezienie omawianych utworów.

EN

The aim of this text is to remind one of the best Polish contemporary poet, writing for children – Danuta Wawiłow (1942-1999). The author of the article proves that poems by Wawiłow are excellent to use while working/ playing with children in a kindergarten. They have a very good impact not only on language education (which is obvious), esthetic education (education through art), emotional education, but they may be used in almost every educational field that is demanded in the kindegarten curriculum (eg., in mathematics or nature). The basic topics in this poetry are mentioned and discussed. These are topics especially important for children aged 3-6: a family, family relations, joys and problems of childhood, children's plays, dreams, fears, and also - the nature. In every part adequate poems are mentioned (some of them quoted in fragments). Additionally, at the end of the article there is a bibliography that will help teachers to find discussed poems and use them in their work with children.

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1 Acta Polono-Ruthenica

1 Edukacja Elementarna w Teorii i Praktyce

1 The European Journal of Humour Research

1 2017

1 2012

1 2006

1 Chrzanowska-Kluczewska E.

1 Kulpa M.

1 Manasterska-Wiącek E.

Humorous nonsense and multimodality in British and American children's poetry

Adaptacja i egzotyzacja w przekazie nazw własnych (na materiale poezji dziecięcej Juliana Tuwima i Jana Brzechwy)

Poezja Danuty Wawiłow w przedszkolu