Das bürgerliche Trauerspiel. Tragik aus der Mitte der Gesellschaft

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Das „bürgerliche Trauerspiel“ kam im 18. Jahrhundert auf und ergänzte die Theaterwelt von Tragödie und Komödie um ein drittes Genre. Denis Diderot rief es als genre sérieux in Frankreich ins Leben, in Deutschland zählen Lessing, Schiller und Hebbel zu den berühmten Vertretern. Dieses Buch beginnt mit Diderots „Natur“-Begriff und schwenkt dann nach Deutschland. Das bürgerliche Trauerspiel wird auf Konstellationen und Motive untersucht und die Dramen von Lessing, Schiller, Hebbel und Lenz werden analysiert. Aus dem Inhalt: Der Natur-Begriff als Fundament des bürgerlichen Trauerspiels, Familienkonstellation und Geschlechterrolle, Das bürgerliche Trauerspiel zwischen Empfindsamkeit und Sturm und Drang, Lessings „Miß Sara Sampson“, Schillers „Kabale und Liebe“, Hebbels „Maria Magdalena“, Lenz „Der Hofmeister“
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Additional Information

Publisher
GRIN Verlag
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Published on
Sep 2, 2013
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Pages
187
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ISBN
9783656487982
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Language
German
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Genres
Foreign Language Study / German
Literary Criticism / European / German
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Content Protection
This content is DRM protected.
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Available on Android devices
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Eligible for Family Library

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Zwischenprüfungsarbeit aus dem Jahr 1999 im Fachbereich Germanistik - Neuere Deutsche Literatur, Note: 1,3, Heinrich-Heine-Universität Düsseldorf, 7 Quellen im Literaturverzeichnis, Sprache: Deutsch, Abstract: Das Wort „Automat“ kommt aus dem Griechischen und bedeutet „Selbstbeweger“. In der Industrie sind Automaten Maschinen, die selbsttätig bestimmte Arbeitsvorgänge durchführen. Im Alltag verstehen wir darunter meist solche Geräte wie Getränkeautomaten, Fahrkartenautomaten, Geldautomaten und Spielautomaten, Geräte, die nach Geldeinwurf oder dem Einführen einer Karte eine Ware verkaufen oder eine Dienstleistung anbieten. In der heutigen Zeit sind also Maschinen, die selbständig arbeiten und uns dadurch das Leben vereinfachen, allgegenwärtig. In früheren Jahrhunderten wurden hingegen zweckfreie Automaten gebaut, bei denen es darum ging, die Natur so gut wie möglich nachzuahmen, zumal die Idee einer eigenen Schöpfung den Menschen seit jeher beschäftigt hat. Dies wurde in der Literatur u.a. als Automatenmotiv aufgenommen. Dabei geht es also um selbstbewegliche Kunstwerke, im engeren Sinne um künstliche Menschen. In E.T.A. Hoffmanns Gesamtwerk kommen künstliche Menschen in vielfacher Ausführung vor, wobei sich die Novelle „Der Sandmann“ sehr gut zur Darstellung der seelischen Auswirkungen des Automaten auf den Menschen eignet. Weiterhin ist das Verhältnis von Mensch und Gesellschaft in Hinblick auf das Schicksal von zentraler Bedeutung. Um die Erzählung in einen größeren Kontext einzuordnen, soll zunächst kurz die Geschichte des Motivs des künstlichen Menschen in der Literatur dargestellt werden - parallel dazu der reale technische Fortschritt. Die Entwicklung des Automatenmotivs aus der literarischen Behandlung der Marionette macht eine Betrachtung der Bedeutung der Marionette notwendig. In diesem Zusammenhang wird auch der Frage nachgegangen, weshalb gerade in der Romantik ein besonders großes Interesse an künstlichen Menschen herrscht und welche zentralen Probleme das Automatenmotiv anspricht. Als Schwerpunkt folgt eine eingehende Textanalyse, bei der verschiedene Facetten des Automatenmotivs beleuchtet werden sollen. Hauptaspekte sind hier u.a. Nathanaels Unfreiheit im Hinblick auf das Schicksal, seine Beziehung zum Automaten Olimpia und dessen Funktion. Ein zweiter wesentlicher Punkt der Analyse ist die Kritik Hoffmanns an einer automatisierten Gesellschaft.
You want to learn German quick and easy without getting bored about grammar? This book will help to train your language skills while saving your time. It contains five short and easy reading texts about the topic Shopping. These short stories train your vocabulary. Reading is an effective method to learn new vocabulary in the context. Important words about the topic are listed at the end of the book. For every text there are ten easy questions and solutions. The book is ideal for beginners at the level A1-A2 (Common European Framework of Reference for Languages). To translate words in your language, it is important to use your translation-feature on your e-book-reader.

Sie wollen schnell und einfach Deutsch lernen ohne von Grammatik gelangweilt zu werden? Dieses Buch hilft Ihnen Ihre Sprachkenntnisse zu trainieren und dabei Zeit zu sparen. Es beinhaltet fünf kurze und leicht verständliche Lesetexte zum Thema Einkaufen. Diese kurzen Geschichten trainieren Ihren Wortschatz. Lesen ist eine effektive Methode, um neue Vokabeln im Kontext zu lernen. Wichtige Wörter zum Thema sind am Ende des Buches aufgelistet. Zu jedem Text gibt es zehn einfache Fragen und Lösungen. Dieses Buch eignet sich für Anfänger auf dem Niveau A1-A2 (Gemeinsamer Europäischer Referenzrahmen für Sprachen). Um die Wörter in Ihre Sprache zu übersetzen ist es wichtig, die Übersetzungsfunktion auf dem E-Book-Reader zu nutzen.

Volete imparare il tedesco in modo rapido e semplice senza essere annoiato di grammatica? Questo libro vi aiuterà a migliorare le vostre abilità linguistiche mentre risparmiate tempo. Esso comprende cinque brevi e facile testi sul soggetto „Comprare“. Questi racconti eserciterà il vostro vocabolario. La lettura è un modo molto efficace per imparare nuove parole nel contesto. Parole importanti del tema sono elencati alla fine del libro. Ci sono dieci semplici domande e soluzioni per qualsiasi testo. Questo libro è adatto per i principianti di livello A2-B1 (quadro comune di riferimento europeo per la conoscenza delle lingue). Per tradurre le parole nella tua lingua è importante utilizzare la funzione di traduzione sul e-book-reader.
Examination Thesis from the year 2009 in the subject English Language and Literature Studies - Linguistics, grade: 1.3, University of Duisburg-Essen, language: English, abstract: Due to the spread of English to so many parts of the world which was triggered during the colonial era and by migration of English-speaking people, the importance of English not only as a language of commerce, science and technology but also as an international language of communication has been realized (Platt, Weber, Ho 1984:1). This world-wide expansion of English means that it is now one of the most widely spoken languages in the world, with well over four hundred million native speakers and roughly the same number who speak it as a second language (Barber 2000:236). Consequently, many varieties of English evolved which also means that English is used for many different purposes in varying social contexts. Whereas in North America, Australia and New Zealand the native English-language speakers outnumbered the original inhabitants (Amerindians, Australian Aborigines, Maoris), the native English-speaking community in South Africa is small with a vast majority of the population speaking Afrikaans and indigenous Bantu languages such as Zulu or Xhosa. In spite of this, South African English has undergone relatively little influence from the other languages of the country due to the long period of British domination and the cultural prestige of English (237). Therefore, social variations in the English language in South Africa are extant with very little regional variation.
Seminar paper from the year 2008 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2,0, University of Wuppertal (Anglistik/Amerikanistik), course: Cultural Studies on a Shoestring, 24 entries in the bibliography, language: English, abstract: Due to its importance in foreign language learning in German schools the subject of English carries the main responsibility to develop the students’ competence for intercultural communication (cf. Göbel/Hesse). Accordingly, the KMK classifies intercultural learning as a key element of English language teaching and includes intercultural competence in the educational standards for grades 9 and 10 (cf. KMK 2003 & KMK 2004). Intercultural competence is described as contextual socio-cultural knowledge, the ability to deal with cultural difference sympathetically and the ability to master situations of intercultural contact (cf. KMK 2003: 8; cf. KMK 2004: 8). Including the cognitive and the affective level as well as the level of action alike, this description reflects the complexity of intercultural competence. The affective as well as the level of action are of particular importance if the teaching of culture is to be more than the teaching of facts as it was practised by the Landeskunde approach (cf. Nünning/Nünning). New approaches for an action- and product-oriented teaching of English are supported by empirical studies about intercultural sensitivity, which stress the relevance of emotions in situations of intercultural contact (cf. Göbel/Hesse). However, an analysis of the curricula of the German states shows that the main focus is on objectives of the cognitive dimension whereas learning aims of the affective level and the level of action are included less often (cf. ibid.). Moreover, many curricula lack information about which contents to use for teaching general aims like empathy, overcoming ethnocentrism and respect for cultural differences (cf. ibid.). Hence, the curricula are not sufficient for arranging a successful teaching of culture. The aim of this paper is therefore to obtain a more precise image of intercultural competence that illustrates the importance of all three dimensions involved. For this purpose, Byram’s comprehensive model of intercultural communicative competence will be presented in the first part as it reflects the complexity of intercultural competence through the interdependence of the different factors. On the basis of Byram’s model and the demands of the curriculum of North Rhine-Westphalia, the second part will develop suggestions for how to teach intercultural competence at school, considering all three dimensions of intercultural competence.
Seminar paper from the year 2006 in the subject American Studies - Culture and Applied Geography, grade: 1,3, University of Duisburg-Essen, course: Proseminar: An Introduction to American Civilization, 9 entries in the bibliography, language: English, abstract: “We were brought up to succeed, weren’t we?” (Arthur Miller “The Price”, 109). Is this true? Were we really brought up only to succeed in order to achieve material aplenty and is this what the American Dream is all about: Success as the reason for living? In my research paper I will try to find an answer to these questions by looking at the origin of the concept of the American Dream, the critical interpretation of the American Dream referring to itschange of values. Furthermore, I am going to discuss the influence of the American Dream on popular imagination and, as a conclusion, I will briefly state the effect it has on political rhetoric. So, the main purpose of my paper is to show that the notion of the American Dream has not always been identified with materialism but with success primarily as a God given task intended for self-salvation. Therefore, I will point out how this aspect of a success in religious and moral terms changed into an aspect of material success only. Further, I will show, according to this change that the aspect of material success promotes selfish individuals instead of a “Great Society” in which the American Dream is realized in the community since there is “nothing whatever in a fortune merely in itself” (Adams “The Epic of America”, 416). While the American Dream stands on the one hand for a land of opportunity where everyone is given the chance of attaining something according to one’s ability, the American Dream stands on the other hand for a struggle to succeed without much social or emotional support that eventually turns into an American nightmare.
Seminar paper from the year 2007 in the subject English Language and Literature Studies - Linguistics, grade: 1,0, University of Duisburg-Essen, course: Language Variation and Change, 13 entries in the bibliography, language: English, abstract: The purpose of the present paper from a sociolinguistic stance is to consider the aspects of solidarity and politeness including face-threatening acts from the point of view of their linguistic components, relevance for social interaction and their usage in male/female discourse. In addition, the apparent complexity of the sociolinguistic dimension of solidarity and politeness will be dealt with to give details to the function and consequence which arises from the use of address terms as well as politeness and solidarity patterns reflecting complex social relationships linguistically. In essence, this paper will show that certain linguistic choices a speaker makes indicate the social relationship that the speaker perceives to exist between his or her interlocutor. Aspects of social relationships, such as distance, solidarity or intimacy are given linguistic expression by address systems consisting of a T/V distinction and address terms. This way, speakers are given the chance to either be more formal or less formal with their interlocutor on certain occasions (Hickey 2007: 3). Hence, the aim of this chapter is to consider the basic concepts and terminology of a T/V distinction as well as forms of address and so pointing out the only two pronominal variants tu and vous of address in French and German which either represent social distance or intimacy between interlocutors. In addition, a general description of the semantic evolution of the two pronouns of address will be offered. In dealing with the pronouns of address in French and German from the point of view of their function in actual speech, this chapter describes on the one hand the semantic differences existing today among the pronouns of address and on the other hand contrasts these two languages in regard to their different usage of address pronouns in social relationships.
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