Folktales (e.g., Grimm’s Fairy Tales, Aesop’s Fables)

Folktales (e.g., Grimm’s Fairy Tales, Aesop’s Fables) ?

Absolutely! Folktales are a fascinating window into the cultures and beliefs of different societies throughout history. Here’s a breakdown of some popular types and examples:

• Fairy Tales: These often feature magical creatures, enchanted objects, and journeys of self-discovery.
  • Examples:
    • Grimm’s Fairy Tales: Cinderella, Snow White, Hansel and Gretel
    • Hans Christian Andersen: The Little Mermaid, The Ugly Duckling, The Emperor’s New Clothes
• Fables: These short stories typically feature animals as characters and convey moral lessons.
  • Examples:
    • Aesop’s Fables: The Tortoise and the Hare, The Lion and the Mouse, The Boy Who Cried Wolf
• Trickster Tales: These stories often involve a mischievous character who outwits others, sometimes through cunning or deception.
  • Examples:
    • Anansi stories (West Africa): Anansi the spider uses his wit to trick other animals.
    • Br’er Rabbit stories (United States): Br’er Rabbit outsmarts stronger animals like Br’er Fox.
• Myths: These stories often explain the origins of the world, natural phenomena, or cultural beliefs.
  • Examples:
    • Greek Myths: The story of Zeus and the other Greek gods.
    • Norse Mythology: The tales of Thor, Odin, and Loki.

Why are folktales important?

• Cultural Preservation: They transmit cultural values, beliefs, and traditions from generation to generation.
• Entertainment: They provide engaging and often imaginative stories for people of all ages.
• Moral and Ethical Lessons: Many folktales teach valuable life lessons about honesty, kindness, courage, and the consequences of our actions.
• Literary Influence: They have inspired countless works of literature, art, and film.

I hope this gives you a good overview of folktales! Do you have any particular types or cultures you’d like to learn more about?

What is Folktales (e.g., Grimm’s Fairy Tales, Aesop’s Fables) ?

Folktales are traditional stories passed down through generations, often by word of mouth. They are a rich part of many cultures and can take various forms, including:  

• Fairy Tales: These often feature magical creatures, enchanted objects, and journeys of self-discovery.
  • Examples: Cinderella, Snow White, Hansel and Gretel (Grimm’s Fairy Tales)  
• Fables: These short stories typically feature animals as characters and convey moral lessons.
  • Examples: The Tortoise and the Hare, The Lion and the Mouse (Aesop’s Fables)  
• Trickster Tales: These stories often involve a mischievous character who outwits others, sometimes through cunning or deception.
  • Examples: Anansi stories (West Africa), Br’er Rabbit stories (United States)  
• Myths: These stories often explain the origins of the world, natural phenomena, or cultural beliefs.
  • Examples: Greek Myths (stories of Zeus and other Greek gods), Norse Mythology (tales of Thor, Odin, and Loki)  

Key Characteristics of Folktales:

• Oral Tradition: Primarily passed down through storytelling.  
• Cultural Significance: Reflect the values, beliefs, and traditions of a particular culture.  
• Entertainment and Education: Often used to entertain and teach valuable life lessons.  
• Diverse Forms: Can include fairy tales, fables, myths, legends, and more.  

Why are folktales important?

• Cultural Preservation: They help keep cultural heritage alive.  
• Entertainment: They provide engaging and imaginative stories for people of all ages.
• Moral and Ethical Lessons: Many folktales teach valuable life lessons about honesty, kindness, courage, and the consequences of our actions.  
• Literary Influence: They have inspired countless works of literature, art, and film.  

I hope this explanation is helpful!Sources and related content

Who is required Folktales (e.g., Grimm’s Fairy Tales, Aesop’s Fables) ?

Folklore studies are typically pursued by individuals interested in:

• Academics:
  • Folklorists: Scholars who study folklore professionally. They research, collect, analyze, and interpret various forms of folklore, such as myths, legends, folktales, music, dance, and material culture.
  • Anthropologists: Often incorporate folklore studies into their research on cultural beliefs, social structures, and human behavior.
  • Literary Scholars: May study folktales as a form of literature, examining their narrative structures, themes, and literary devices.
  • Historians: Use folklore to understand past societies and cultural beliefs.
• Educators:
  • Teachers: Incorporate folktales into their curriculum to teach language arts, social studies, cultural awareness, and critical thinking skills.
• Artists and Creative Professionals:
  • Writers: Draw inspiration from folktales for their own creative works, such as novels, plays, and screenplays.
  • Musicians and Composers: Use folktales as the basis for their music, incorporating themes, characters, and stories into their compositions.
  • Filmmakers: Adapt folktales into films, often reimagining them for contemporary audiences.
• Cultural Preservationists:
  • Individuals and organizations dedicated to preserving and promoting the folklore of specific communities or regions.
• Librarians and Archivists:
  • Collect, preserve, and make accessible collections of folklore materials, such as manuscripts, recordings, and artifacts.

This is not an exhaustive list, and many other individuals may find value in engaging with folktales in their own unique ways.

When is required Folktales (e.g., Grimm’s Fairy Tales, Aesop’s Fables) ?

Folktales aren’t “required” in the same way that a school subject is. However, they can be valuable in many situations:

• Education:
  • Early Childhood:
    • Language Development: Folktales introduce children to new vocabulary, sentence structures, and storytelling techniques.  
    • Social-Emotional Learning: They teach valuable life lessons about kindness, honesty, courage, and the consequences of our actions.  
    • Imagination and Creativity: Folktales spark children’s imaginations and encourage creative thinking.  
  • Later Grades:
    • Cultural Studies: Exploring folktales from different cultures helps children understand diverse perspectives and appreciate different traditions.  
    • Literature: Analyzing folktales can improve reading comprehension, critical thinking, and literary analysis skills.  
• Personal Enrichment:
  • Family Time: Sharing folktales can create meaningful bonding experiences within families.  
  • Relaxation and Entertainment: Enjoying a good story can be a relaxing and enjoyable pastime.
  • Cultural Appreciation: Learning about folktales from your own or other cultures can deepen your understanding of your heritage.  
• Professional Settings:
  • Storytelling: Some professionals, such as teachers, librarians, and entertainers, use folktales in their work to engage audiences.  
  • Creative Arts: Writers, musicians, and filmmakers often draw inspiration from folktales for their own creative projects.  

Essentially, folktales can be valuable whenever you want to:

Connect with your own heritage.

Learn about different cultures.

Enjoy a good story.

Teach valuable life lessons.

Spark creativity and imagination.

 COURTESY ; audiobooks2listen

Where is required Folktales (e.g., Grimm’s Fairy Tales, Aesop’s Fables) ?

Folktales aren’t “required” in the same way that a school subject is. However, they can be valuable in many situations:

• Education:
  • Early Childhood:
    • Language Development: Folktales introduce children to new vocabulary, sentence structures, and storytelling techniques.  
    • Social-Emotional Learning: They teach valuable life lessons about kindness, honesty, courage, and the consequences of our actions.  
    • Imagination and Creativity: Folktales spark children’s imaginations and encourage creative thinking.  
  • Later Grades:
    • Cultural Studies: Exploring folktales from different cultures helps children understand diverse perspectives and appreciate different traditions.  
    • Literature: Analyzing folktales can improve reading comprehension, critical thinking, and literary analysis skills.  
• Personal Enrichment:
  • Family Time: Sharing folktales can create meaningful bonding experiences within families.  
  • Relaxation and Entertainment: Enjoying a good story can be a relaxing and enjoyable pastime.
  • Cultural Appreciation: Learning about folktales from your own or other cultures can deepen your understanding of your heritage.  
• Professional Settings:
  • Storytelling: Some professionals, such as teachers, librarians, and entertainers, use folktales in their work to engage audiences.  
  • Creative Arts: Writers, musicians, and filmmakers often draw inspiration from folktales for their own creative projects.  

Essentially, folktales can be valuable whenever you want to:

• Learn about different cultures.
• Enjoy a good story.
• Teach valuable life lessons.
• Spark creativity and imagination.  
• Connect with your own heritage.

I hope this helps!

How is required Folktales (e.g., Grimm’s Fairy Tales, Aesop’s Fables) ?

Folktales aren’t “required” in the same way that a school subject is. However, they can be valuable in many situations:

• Education:
  • Early Childhood:
    • Language Development: Folktales introduce children to new vocabulary, sentence structures, and storytelling techniques.  
    • Social-Emotional Learning: They teach valuable life lessons about kindness, honesty, courage, and the consequences of our actions.  
    • Imagination and Creativity: Folktales spark children’s imaginations and encourage creative thinking.  
  • Later Grades:
    • Cultural Studies: Exploring folktales from different cultures helps children understand diverse perspectives and appreciate different traditions.  
    • Literature: Analyzing folktales can improve reading comprehension, critical thinking, and literary analysis skills.  
• Personal Enrichment:
  • Family Time: Sharing folktales can create meaningful bonding experiences within families.  
  • Relaxation and Entertainment: Enjoying a good story can be a relaxing and enjoyable pastime.
  • Cultural Appreciation: Learning about folktales from your own or other cultures can deepen your understanding of your heritage.  
• Professional Settings:
  • Storytelling: Some professionals, such as teachers, librarians, and entertainers, use folktales in their work to engage audiences.  
  • Creative Arts: Writers, musicians, and filmmakers often draw inspiration from folktales for their own creative projects.  

Essentially, folktales can be valuable whenever you want to:

• Learn about different cultures.
• Enjoy a good story.
• Teach valuable life lessons.
• Spark creativity and imagination.  
• Connect with your own heritage.

I hope this helps!

Case study is Folktales (e.g., Grimm’s Fairy Tales, Aesop’s Fables) ?

Case Study: The Enduring Power of Folktales

Introduction:

Folktales, such as Grimm’s Fairy Tales and Aesop’s Fables, have captivated audiences for generations. These traditional stories, passed down orally, offer a rich tapestry of cultural beliefs, moral lessons, and imaginative narratives. This case study explores the enduring power of folktales, examining their impact on various aspects of human society.  

Key Areas of Impact:

1. Cultural Preservation:
   • Folktales serve as valuable repositories of cultural heritage, transmitting traditions, values, and beliefs across generations.  
   • They provide insights into the social, economic, and religious contexts of past societies.  
   • Examples:
     • Native American trickster tales reflect the importance of wit and resourcefulness in their culture.
     • Greek myths offer explanations for natural phenomena and the origins of the universe.  
2. Social and Emotional Development:
   • Folktales often address universal themes of good versus evil, courage, perseverance, and the importance of community.  
   • They provide children with valuable life lessons and help them develop empathy and critical thinking skills.  
   • Examples:
     • Aesop’s Fables teach moral lessons through animal characters.  
     • Fairy tales often feature protagonists who overcome challenges, inspiring children to face their own fears.  
3. Literary and Artistic Influence:
   • Folktales have served as inspiration for countless works of literature, art, music, and film.  
   • They provide rich source material for adaptations, retellings, and creative interpretations.  
   • Examples:
     • Shakespeare’s plays draw heavily on Greek mythology and folklore.  
     • Disney’s animated films often reimagine classic fairy tales for modern audiences.  
4. Cross-Cultural Understanding:
   • Exploring folktales from different cultures fosters appreciation for diversity and promotes intercultural understanding.  
   • They offer insights into the shared human experiences and values that transcend geographical boundaries.
   • Examples:
     • Japanese folktales like “Momotaro” and “Urashima Taro” offer unique perspectives on courage, loyalty, and the importance of family.  

Challenges and Considerations:

• Modernization and Technology: The rise of digital media may diminish the oral tradition of storytelling.
• Cultural Appropriation: Inappropriate use of folktales from other cultures can be disrespectful and insensitive.
• Stereotypes and Gender Roles: Some folktales may perpetuate harmful stereotypes and traditional gender roles.  

Conclusion:

Despite these challenges, folktales continue to hold a significant place in human culture. Their ability to entertain, educate, and inspire across generations ensures their enduring relevance. By preserving and sharing these stories, we can connect with our past, celebrate our diversity, and cultivate a deeper understanding of the human experience.

Further Research:

• Investigate the impact of specific folktales on a particular culture or community.
• Analyze the role of technology in the preservation and dissemination of folktales.
• Explore the ethical considerations surrounding the adaptation and reinterpretation of folktales.

Note: This case study provides a general overview. For a more in-depth analysis, specific examples and research findings should be incorporated.

Would you like to delve deeper into a specific aspect of this case study, such as the impact of a particular folktale or the challenges of cultural appropriation?

COURTESY : Gigglebox

White paper on Folktales (e.g., Grimm’s Fairy Tales, Aesop’s Fables) ?

The Enduring Power of Folktales: A White Paper

1. Introduction

Folktales, a cornerstone of human storytelling, encompass a diverse range of narratives passed down through generations, primarily through oral tradition. From ancient myths and legends to modern-day fairy tales and fables, these stories offer a unique window into the cultural psyche, reflecting shared values, beliefs, and anxieties across time and geographical boundaries. This white paper examines the enduring significance of folktales in contemporary society, exploring their impact on cultural preservation, social and emotional development, literary and artistic expression, and cross-cultural understanding.  

2. Cultural Preservation and Transmission

Folktales serve as invaluable repositories of cultural heritage. They encapsulate a community’s history, traditions, and social norms, offering insights into past beliefs, values, and social structures. By sharing these stories, communities transmit their cultural identity across generations, ensuring that traditions, customs, and historical knowledge are not lost to time.  

• Example: Indigenous cultures around the world utilize folktales to pass down knowledge about their environment, history, and spiritual beliefs. These stories often feature mythical creatures, ancestral spirits, and heroic figures, providing a framework for understanding the world and their place within it.  

3. Social and Emotional Development

Folktales play a crucial role in the social and emotional development of individuals, particularly children.  

• Moral and Ethical Guidance: Many folktales, such as Aesop’s Fables, explicitly convey moral lessons, teaching children about honesty, kindness, courage, and the consequences of their actions.  
• Emotional Intelligence: By exploring themes of good versus evil, triumph over adversity, and the importance of community, folktales help children develop empathy, compassion, and resilience.  
• Cognitive Development: Engaging with folktales enhances cognitive skills such as imagination, critical thinking, and problem-solving. The intricate plots, symbolic language, and imaginative characters encourage children to think creatively and analyze narratives.  

4. Literary and Artistic Influence

Folktales have profoundly influenced literature, art, music, and film throughout history.  

• Source Material: Countless works of literature, from Shakespearean plays to modern novels, draw inspiration from folktale motifs, characters, and themes.  
• Creative Inspiration: Folktales provide a rich source of inspiration for artists, musicians, and filmmakers, who adapt and reimagine these traditional narratives for contemporary audiences.  
• Cultural Exchange: The adaptation and reinterpretation of folktales across different cultures facilitate cultural exchange and promote a deeper understanding of diverse perspectives.  

5. Cross-Cultural Understanding

Folktales offer a unique lens through which to understand different cultures and their worldviews.  

• Shared Human Experiences: Despite cultural variations, many folktales explore universal themes such as love, loss, fear, and the search for meaning. These shared experiences foster empathy and understanding between people from diverse backgrounds.  
• Breaking Down Stereotypes: By engaging with folktales from different cultures, individuals can challenge stereotypes and gain a more nuanced understanding of other societies and their values.  

6. Challenges and Considerations

• Modernization and Technology: The rise of digital media and entertainment options may diminish the oral tradition of storytelling and the appeal of traditional folktales.
• Cultural Appropriation: Inappropriate use or misrepresentation of folktales from other cultures can be disrespectful and perpetuate harmful stereotypes.  
• Addressing Modern Concerns: Some traditional folktales may contain outdated or problematic elements, such as gender stereotypes or violence. These elements require careful consideration and may necessitate retellings that address contemporary sensitivities.  

7. Conclusion

Folktales, with their enduring power to entertain, educate, and inspire, remain vital to human culture. They serve as a bridge between past and present, connecting us to our ancestors, our traditions, and our shared humanity. By preserving, sharing, and reimagining these timeless stories, we can cultivate a deeper understanding of ourselves, our world, and the diverse cultures that shape our human experience.  

8. Recommendations

• Promote the oral tradition of storytelling: Encourage storytelling events, workshops, and community gatherings to keep the art of storytelling alive.
• Support the preservation and documentation of folktales: Invest in research, archiving, and digital preservation efforts to ensure the long-term survival of these valuable cultural resources.
• Develop culturally sensitive and inclusive educational materials: Create age-appropriate resources that introduce children to folktales from diverse cultures while addressing potential biases and stereotypes.
• Encourage creative adaptations and retellings: Support contemporary artists and writers in reimagining folktales for modern audiences, fostering innovation and cultural exchange.  

This white paper provides a brief overview of the significance of folktales in contemporary society. Further research and analysis are needed to fully understand and appreciate the multifaceted impact of these timeless stories.

Note: This white paper is intended to provide a general overview. For a more in-depth analysis, specific examples and research findings should be incorporated.

This white paper aims to provide a concise and informative overview of the topic. It can be further expanded upon with specific examples, data analysis, and a more in-depth discussion of the challenges and opportunities presented by folktales in the 21st century.Sources and related content

Research and development of Folktales (e.g., Grimm’s Fairy Tales, Aesop’s Fables) ?

Research and development in the context of folktales can encompass a variety of areas:

1. Academic Research:

• Folklore Studies: Scholars delve into the origins, variations, and cultural significance of folktales across different societies. This involves:
  • Ethnographic fieldwork: Collecting and documenting oral traditions from communities.  
  • Comparative studies: Analyzing variations of the same folktale across different cultures.
  • Theoretical frameworks: Developing theories about the function and meaning of folktales within specific cultural contexts.
• Literary Analysis: Examining the literary devices, narrative structures, and thematic concerns within folktales. This can include:
  • Character analysis: Studying archetypal characters and their symbolic significance.
  • Motif identification: Analyzing recurring motifs and their underlying meanings.  
  • Comparative literature: Exploring the influence of folktales on other literary genres.
• Cultural Anthropology: Investigating how folktales reflect and shape cultural values, beliefs, and social structures.

2. Creative Development:

• Retellings and Adaptations:
  • Modernizing classic tales: Reimagining traditional folktales for contemporary audiences, addressing modern concerns and perspectives.
  • Cross-cultural adaptations: Exploring how folktales from one culture can be adapted and reinterpreted in another.
• New Folktales: Creating original stories that draw inspiration from the conventions and themes of traditional folktales.

3. Technological Applications:

• Digital Storytelling: Utilizing digital media to preserve, present, and share folktales through interactive storytelling, animations, and virtual reality experiences.  
• Artificial Intelligence: Exploring the use of AI for analyzing, categorizing, and generating new folktales.

4. Educational Applications:

• Curriculum Development: Developing educational materials that incorporate folktales into language arts, social studies, and cultural studies curricula.
• Teacher Training: Providing teachers with resources and training on how to effectively use folktales in the classroom.

5. Cultural Preservation:

• Community-based projects: Working with communities to document, preserve, and revitalize their local folktales.
• Archival and Library collections: Building and maintaining comprehensive collections of folktales from around the world.

Key Research Questions:

• How do folktales reflect and shape cultural identities?
• What are the psychological and social functions of folktales?
• How can folktales be effectively used in education and cultural preservation?
• What are the ethical considerations surrounding the adaptation and reinterpretation of folktales?
• How can technology be used to preserve, share, and innovate with folktales?

By engaging in ongoing research and development, we can deepen our understanding of folktales, ensure their preservation for future generations, and continue to draw inspiration from these timeless stories.

Note: This is a general overview. The specific areas of research and development will vary depending on the interests and expertise of researchers, artists, educators, and other stakeholders.Sources and related content

COURTESY : NLB Singapore

References

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2. ^ The Histories of Herodotus of Halicarnassus. trans. George Rawlinson, Book I, 132 Archived 19 August 2006 at the Wayback Machine
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70. ^ Available on pp. 50–82 at Archive.org
71. ^ Three of these appear in the anthology Creole echoes: the francophone poetry of nineteenth-century Louisiana (University of Illinois, 2004) with dialect translations by Norman Shapiro. All of Choppin’s poetry was collected in Fables et Rêveries Archived 28 May 2010 at the Wayback Machine (Centenary College of Louisiana, 2004).
72. ^ Creole echoes, pp 88–9; Écrits Louisianais du 19e siècle, Louisiana State University 1979, pp. 213–215
73. ^ Georges Gauvin (5 August 2008). “Temoignages.re”. Temoignages.re. Retrieved 22 March 2012.
74. ^ Fables de La Fontaine traduites en créole seychellois, Hamburg, 1983; limited preview at Google Books^{[permanent dead link]}; there is also a selection at Potomitan.info
75. ^ “Potomitan.info”. Potomitan.info. Retrieved 22 March 2012.
76. ^ Institut Cardinal Jean Margeot
77. ^ Project Gutenberg
78. ^ “His Aesop. Fables (1692)”. Mythfolklore.net. Retrieved 22 March 2012.
79. ^ A bibliography is available on the Langue Française site
80. ^ “Three fables are available on YouTube”. YouTube. 13 November 2010. Archived from the original on 17 October 2015. Retrieved 22 March 2012.
81. ^ “A bibliography of his work”. Pleade.bm-lyon.fr. Retrieved 22 March 2012.
82. ^ Painter, George Duncan (1977). William Caxton: a biography. Putnam. p. 180. ISBN 978-0399118883.
83. ^ See the list at mythfolklore.net
84. ^ “Paragraph 156”. Bartleby.com. Retrieved 22 March 2012.
85. ^ The 1753 London reprint of this and Faerno’s original Latin is available online
86. ^ John Metz, The Fables of La Fontaine, a critical edition of the 18th century settings, New York 1986, pp. 3–10; available on Google Books
87. ^ Aesop (1835). The 1835 edition is available on Google Books. Retrieved 22 March 2012.
88. ^ There is a description of the 5th edition, now in the Douce Collection at Oxford University’s Bodleian Library, online
89. ^ See the introductory “An Essay on Fable”p. lxx
90. ^ Bewick, Thomas; Brockett, John Trotter (1820). The 1820 edition of this is available on Internet Archive. Printed by S. Hodgson, for E. Charnley. Retrieved 22 March 2012. Thomas Bewick.
91. ^ Beckwith’s Select Fables. London: Bickers. 1871. Retrieved 22 March 2012 – via Google Books.
92. ^ The 1820 3rd edition. London : Harvey and Darton, and William Darton. 1820. Retrieved 22 March 2012.
93. ^ See the preface on p. 4
94. ^ “Children’s Library reproduction”. Childrenslibrary.org. Archived from the original on 17 October 2015. Retrieved 22 March 2012.
95. ^ James, Thomas (1852). Aesop’s fables: A new version, chiefly from original sources. Retrieved 22 March 2012.
96. ^ “Mythfolklore.net”. Mythfolklore.net. Retrieved 22 March 2012.
97. ^ “The Project Gutenberg eBook of AESOP’S FABLES, by V. S. VERNON JONES”. www.gutenberg.org.
98. ^ “Mainlesson.com”. Mainlesson.com. Retrieved 22 March 2012.
99. ^ “The Victoria & Albert Museum has many examples”. Collections.vam.ac.uk. 25 August 2009. Retrieved 22 March 2012.
100. ^ “Creighton.edu”. Creighton.edu. Retrieved 22 March 2012.
101. ^ See several examples at creighton.edu
102. ^ H.J.Blackham, The Fable as Literature, Bloomsbury Academic 1985, p. 186
103. ^ “Zeus and Prometheus”. mythfolklore.net.
104. ^ “Zeus and Man”. mythfolklore.net.
105. ^ “Hermes, the Man and the Ants”. mythfolklore.net.
106. ^ “Zeus and the Potsherds”. mythfolklore.net.
107. ^ “The Oath’s Punishment”. mythfolklore.net.
108. ^ “The Farmer and his Mattock”. mythfolklore.net.
109. ^ Samuel Croxall, Fables of Aesop, Fable 56
110. ^ Laura Gibbs, “Rumi’s fable of the Lion’s Share”, Journey to the Sea, October 1, 2008
111. ^ Fables of a Jewish Aesop, Columbia University 1967,Fable 38
112. ^ Evans, E. P. Animal Symbolism in Ecclesiastical Architecture, London, 1896, p. 107
113. ^ Jason D. Lane, review of Luther’s Aesop, Logia, December 30, 2013
114. ^ “French Emblems: Emblem: Deposuit Potent et Exaltavit”. gla.ac.uk.
115. ^ Rev. Samuel Lysons, Christian Fables, or the fables of Aesop, and other writers, Christianized and adapted with Christian morals for the use of young people, London 1850, p. 6
116. ^ Honoré Champion, Répertoire Chronologique des Spectacles à Paris, 1680–1715, (2002); georgetown.edu Archived 19 May 2011 at the Wayback Machine
117. ^ Du Cerceau, Jean Antoine (2 August 1828). “Oeuvres de Du Cerceau, contenant son théâtre et ses poésies. Nouv. éd., avec des notes, precédée d’un essai sur la vie et les ecrits de l’auteur”. Paris P. Beuf – via Internet Archive.
118. ^ Fievre, Paul (1740). “Ésope Au Parnasse, Comédie”. www.theatre-classique.fr.
119. ^ The text is available on books.google.co.uk
120. ^ The text is available on books.google.co.uk
121. ^ Lancaster, H.C. “Boursault, Baron, Brueys, and Campistron” (PDF). A history of French Dramatic Literature in the 17th Century. pp. 185–188. Archived from the original (PDF) on 21 July 2011.
122. ^ Giovanni Saverio Santangelo, Claudio Vinti, Le traduzioni italiane del teatro comico francese dei secoli XVII e XVIII, Rome 1981, p. 7, available on books.google.co.uk
123. ^ The play is archived online. London: J. Rivington … [& 8 others]. 1776. Retrieved 22 March 2012.
124. ^ The 24-minute feature is divided into three parts on YouTube
125. ^ Le corbeau et le renard is available on YouTube
126. ^ “imdb.com”. IMDb. Retrieved 4 October 2014.
127. ^ “Aesop’s Theater”. V.youku.com. 22 January 2010. Retrieved 22 March 2012.
128. ^ Susan Stone-Blackburn, Robertson Davies, playwright, University of British Columbia 1985, pp. 92–96
129. ^ Joachim Draheim, Vertonungen antiker Texte vom Barock bis zur Gegenwart, Amsterdam 1981, Bibliography, 111
130. ^ Bell’s Life in London and Sporting Chronicle, 21 March 1847 p3, reproduced in “Thomas Onwhyn: a Life in Illustration”, Plymouth University, 64
131. ^ “PDF in Toronto Public Library” (PDF). Archived from the original (PDF) on 2 August 2021. Retrieved 27 April 2020.
132. ^ The Musical Times, 1 December 1879, 659
133. ^ The score can be downloaded here
134. ^ World Cat fable list
135. ^ Jason Scott Ladd, An Annotated Bibliography of Contemporary Works, Florida State Uni 2009 113 Archived 12 July 2011 at the Wayback Machine
136. ^ A performance on YouTube
137. ^ Joachim Draheim, 10
138. ^ The piano score is available online
139. ^ Archivegrid fable list
140. ^ Composer’s site Archived 16 February 2016 at the Wayback Machine with recordings and fable list
141. ^ Excerpts on the composer’s website
142. ^ “Alfred Music Player”.
143. ^ Jon Coghill, “Blindness fails to stop producer’s creative passion”, ABC Sunshine Coast, 12 March, 2015
144. ^ Margaret Ross Griffel, Operas in English: A Dictionary, Scarecrow Press 2013, 5
145. ^ Chaney, Frank (16 August 2012). “Aesop’s Fables – Part 9 – The Crow and the Fox”. Archived from the original on 4 November 2021 – via YouTube.
146. ^ Operas in English, 5
147. ^ Operas in English, 5
148. ^ “Operatic Drama”. David Edgar Walther, Composer. Archived from the original on 6 October 2014.
149. ^ “Bershire Ballet site”. Archived from the original on 13 April 2012.
150. ^ “The Nashville Scene”. Archived from the original on 6 October 2014. Retrieved 4 October 2014.
151. ^ “Playwrights and Their Stage Works: Peter Terson”. 4-wall.com. 24 February 1932. Retrieved 22 March 2012.
152. ^ “Backstage with ‘Aesop’s Fables director Mark Dornford-May”. 7 June 2010. Archived from the original on 15 October 2012.
153. ^ “Brian Seward – Playwright”. doollee.com. Archived from the original on 30 January 2012. Retrieved 10 April 2011.
154. ^ “Sioras, Aesop’s fables”. nationalopera.gr. Greek National Opera.