Explore UCD

UCD Home >

GER20190

Academic Year 2026/2027

Grimms' Tales and Adaptations (GER20190)

Subject:
German
College:
Arts & Humanities
School:
Languages, Cultures & Linguis
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Dr Siobhan Donovan
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The two volumes of Jakob and Wilhelm Grimm’s "Kinder- und Hausmärchen" were first published in 1812 and 1815. In the volumes, the Grimm brothers collated more than 150 fairy tales, many of which have become familiar stories in households all over the world. Extended and revised by the Grimms themselves, translated into many languages, adapted and rewritten for stage, screen and opera house, parodied and modernised, tales such as "Aschenputtel", "Hänsel and Gretel", "Rotkäppchen", "Schneewittchen" and "Dornröschen" are known to millions of children and adults. However, even German speakers will today most likely not come into contact with the original Grimm tales (themselves adapted from different sources) but instead with abbreviated, adapted or even ‘disneyfied’ versions.
The module introduces students to the theoretical concept of adaptation via the Grimms' tales. We will examine a selection of the tales, undertaking close reading, and consider their 'afterlife': i.e. looking at the tales as adaptations of pre-existing and often orally transmitted sources, at aspects of their editorial history and rewriting. and at some examples of translations into English. The module aims to help students develop their close reading and analytical skills.
2 adaptations that we will focus on in detail are:
- 1) A European classic cult film, the East German/Czech adaptation of "Aschenputtel" [Cinderella] from 1973-74, titled "Drei Nüsse für Aschenbrödel" where the heroine, Popelka, is feisty, rebellious and tomboyish.
- 2) The famous operatic adaptation of "Hänsel und Gretel" from 1893 by Engelbert Humperdinck, with a much larger role for the witch. This opera continues to delight young and old in Germany and far beyond. We will look at the staging in selected productions (available on Brightspace).

About this Module

Learning Outcomes:

On successful completion of this module students should be able to:

- Identify and describe some basic features of the fairy-tale genre
- Set the Grimms' fairy tales into their historical context
- Demonstrate a basic understanding of the concepts of translation and adaptation and what is involved when a text is adapted into a different medium (in this case: film, opera)
- Discuss different forms of adaptation, such as different editions, translations, films, literary adaptations, operatic adaptations
- Engage in close analysis of selected fairy tales
- Research, organise and write an essay analysing an topic relating to the libretto and a production of Humperdinck's opera "Hänsel und Gretel"
- Demonstrate ongoing personal engagement with module content

Indicative Module Content:

The module is divided into 3 blocks:
Week 1: Issues of genre, historical context, adaptation theory
Weeks 2-4: Grimms’ "Kinder- und Hausmärchen" – editorial history, editions, English translations
Weeks 5-7: Famous feminist film adaptation of "Aschenputtel / Cinderella": an East German-Czech cult film "Drei Haselnüsse für Aschenbrödel" (with German subtitles)
Weeks 9-12: Operatic “translation” and adaptation – case study of "Hänsel und Gretel" from Grimms' tale via Bechstein to the operatic stage at the end of the 19th century, taking in productions that will be made available on Brightspace.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Advanced Beginner

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Novice

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Not addressed

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Novice

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Not addressed

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Not addressed

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Novice

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Novice

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

58
Autonomous Student Learning

25
Seminar (or Webinar)

22
Total

105

Approaches to Teaching and Learning:
The classes are mainly workshop-style seminars. Some of the classes will include mini-lectures (where lecture slides will be made available on Brightspace), but in all class students will participate in class discussions and group work, practising their reading, critical and analytical skills. Directed homework tasks and reading guidelines will prompt independent learning.

AI Use in this Module
AI may be used as a learning tool, where it benefits the learning process and within academic integrity guidelines.
The final assignment will refer to the AI assessment scale in the Faculty Guidelines (this will be made available) that has been adapted by the Arts & Humanities Teaching & Learning Committee, modelled on the traffic-light scale (red, amber, green) that was initially developed by the AI Futures project: https://www.ucd.ie/artshumanities/study/aifutures/

Requirements, Exclusions and Recommendations
Learning Requirements:

Students must be able to read literary texts in German.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Quizzes/Short Exercises: 4 short Brightspace quizzes on the primary reading (weeks 3, 6, 9, 11). Quizzes 1 & 2 are for completion by Wed. at 10:00 of weeks 3 & 6; quizzes 3 & 4 for completion by Mon. at 10:00 of weeks 9 & 11. Week 3, Week 6, Week 9, Week 11 Pass/Fail Grade Scale No
16
 No
Practical Skills Assessment: Closed book in-person class test on Monday 19 October on the Cinderella film "Drei Haselnüsse für Aschenbrödel" with reference to the Grimms' tale. Week 7 Standard conversion grade scale 40% No
34
 No
Assignment(Including Essay): Essay 1,600-max. 2,200 words (in English) on an aspect of a chosen production (in Brightspace) of the opera "Hänsel und Gretel" with close ref. to the adaptation process. Submission by Friday 12 Dec. Week 14 Standard conversion grade scale 40% No
50
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring Yes - 2 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Individual feedback will be given on the test and final assignment. The correct quiz answers will be revealed on completion. Students are encouraged to submit an overview/structure of the essay in order to get feedback.

1 primary text for purchase from the Campus Bookshop (ca. 8 euros)
- Engelbert Humperdinck: Hänsel und Gretel [libretto], (Stuttgart: Reclam, 2000)

Other primary readings will be made available on Brightspace and in hard copy, also the film "Drei Haselnüsse für Aschenbrödel" (adaptation of the tale "Aschenputtel" [Cinderella]), and different productions of the Humperdinck opera "Hänsel und Gretel".
Recommended secondary reading will be published on Brightspace, and the titles will be in the library or online.

Name Role
Dr Siobhan Donovan Lecturer / Co-Lecturer
Assoc Professor Gillian Pye Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Seminar Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Mon 11:00 - 11:50
Autumn Seminar Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Wed 12:00 - 12:50
Print this page
Fill in the following details:
Enter the body of your query here.

From time to time UCD would like to send you further information that we feel, based on your enquiry, would be of interest to you.