Reading as Play: Oral Performativity in the Adaptation of “De tre bukkene Bruse”
Bibliographic record
Abstract
This article examines the changes the Nordic folktale “De tre bukkene Bruse” (“The Three Billy Goats Gruff”) has undergone through its collection and remediation by P. Chr. Asbjørnsen and Jørgen Moe in their tale “De tre bukkene Bruse som skulde gaa til Sæters og æde sig fede” (1841–44) and its adaptation into the picturebook Bukkene Bruse på Badeland by Bjørn F. Rørvik and Gry Moursund (2009). The aim is to map the relationship between oral tradition and performative reading events. Performative storytelling in picturebooks for children typically merges visual and verbal communication designed for interactive, out-loud reading experiences – often echoing oral storytelling practices. The article shows how both versions of “De tre bukkene Bruse” studied here incorporate performative elements through dynamic typography, which calls for interactive participation. Asbjørnsen and Moe employ dialogue and typographic emphasis in order to encourage performative readings that mimic oral storytelling. Rørvik and Moursund enhance oral performativity by using modern language, expanding the plot, and including visual elements that invite exploration and play. As a result, their picturebook adaptation maintains the folktale’s performative roots while introducing new techniques to encourage reader engagement, such as the use of exaggerated typography to emphasize speech and action. The development from oral tale to picturebook preserves the oral essence of “De tre bukkene Bruse”, yet allows for new interpretations and interactions to emerge. By analysing textual strategies and the interplay between visual and verbal storytelling techniques, the article investigates how the picturebook draws on traditional oral storytelling practices to create interactive reading experiences that bridge oral tradition and modern mediums.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".