|
Titel
9
|
(Exam) Through Literary Landscapes
I dette forløb har vi trænet bevidsthed om litterære perioder og deres særlige kendetegn historisk og litterært ved at arbejde med tekster som forstås som kanoniske tekster fra henholdsvis den engelske renæssance (ca.1480-1620), romantikken (1789-1830), Victoria-tiden (1830-1901), modernismen (1900-1945) og postmodernisme (1945-)
Udgangspunktet for vores arbejde har været udgivelsen "Through Literary Landscapes af Back og Sighs, 2020.
Indføring i den historiske og litterære baggrund for hver af perioderne med udgangspunkt i Through Literary Landscapes: 10-14 ns. Pr. periode = 50 ns. I alt
Hvad angår kernestoffet, så har de primære formål med dette forløb været at eleverne gennem tesktlæsning, sprog- og grammatik-analyse og skriftlig fremstilling har styrket deres evne til at:
- analysere og fortolke forskellige nyere og ældre tekster med anvendelse af relevant faglig terminologi og metodeordforråd,
- perspektivere tekster litteraturhistorisk, kulturelt, samfundsmæssigt og historisk
- skrive længere, nuancerede og velstrukturerede tekster på engelsk om komplekse emner med høj grad af grammatisk korrekthed, beherskelse af skriftsproglige normer samt formidlingsbevidsthed (de afleveringer vi har arbejdet med)
- reflektere over deres egen situation og vores samtid med udgangspunkt i de litterære perioder og tekster
Arbejdet med hver periode er bygget om en introduktion til dels den historiske og den litterære kontekst.
Primærtekster:
The English Renaissance:
How to analyze a poem.docx
Shakespeare’s Sonnet 130/My Mistress Eyes are Nothing Like the Sun (1590s)
Extracts from Romeo and Juliet: Extracts from Romeo and Juliet + Danish glossary + summaries.pdf - Prolog, and selected scenes from act I and act II.
Romeo & Juliet. Filmed on Shakespeare's Globe stage. Directed by Dominic Dromgoole. 2009. (DVD)
Supplerende materialer:
Shakespeare podcast: Shakespeare For All - Life, World & Works - Episode 2 og podcast quest
Entertainment in Elizabethan London, Shakespeare’s language, and Shakespearean tragedy: Source: Romeo and Juliet - historical context - Høpfner og Kaalund - Den lyserøde.pdf
Introducing the recording of the play: Romeo and Juliet - Get ready to watch the staging of the play.docx (with Gen Z-friendly summary of the plot)
Foredrag: Introduktion til Shakespeare af skuespiller og underviser på Nørgaards Højskole, Jesper Trier Gissel
Shared notes: Romeo and Juliet whiteboard section
Timeline - English Renaissance to Romantic Era + buzzwords + authors.docx
The Romantic Age:
Wordsworth og Coleridge - Lyrical Ballads – 1798 – non-fiction (extract) (0,5 NS)
William Wordsworth – The Tables Turned – 1798 – Poem (1,1 NS)
Percy Bysshy Shelley – A Song – Men of England – 1819 – Poem (2,6 NS)
Mary Shelley - Frankenstein or The Modern Prometheus – 1818 Extract from a novel (3,3 NS) Frankenstein - Extracts - chapter 5 - 16 - 24.docx
William Blake – London – 1794 – Poem
Supplerende materialer:
What was the Peterloo Massacre? | 6 Minute History
Goth in vores tid: https://www.dr.dk/det-bedste-fra-dr/den-er-her-der-og-alle-vegne-har-du-ogsaa-spottet-den-kulsorte-supertrend
Key terms: revolutions (French, American and industrial), instability, urbanization, the Enlightenment/disenchantment of the world, social polarization (landowners, businessmen and industrialists and then the masses), poor working and living conditions for the masses, child labor, liberty, equality, brotherhood and universal rights. Poetry, imagination, creativity, nostalgia (longing for a pre-modern rural world), Nature as a source of inspiration and moral guide, the prophet poet, sensibility, the gothic novel (Frankenstein), the cult of childhood/innocence.
The Victorian Age:
Charles Dickens - Nobody's Story -1853 – Short story (5,1 NS) Nobody's Story - Charles Dickens.docx
Rudyard Kipling - The Story of Muhammad Din – 1886 – short story (2,6 NS) Rudyard Kipling The Story of Muhammad Din.docx
Elizabeth Cleghorn Gaskell - Wives and Daughters – 1866 – Extract from a novel (8,4 NS) Elizabeth Cleghorn Gaskell Wives and Daughters.docx
Supplerende materiale:
The Victorian Age - 1832-1901.pdf
Short introduction to the VIctorian Age.docx
History of the Victorian Age - shared Powerpoint
Key terms:
Historical: utilitarianism (maximize happiness/well-being, and minimize pain/suffering), unions, suffrage movements, economic growth, national pride and belief in progress, building an empire (on which the sun never sets), technological revolution (passenger trains, telegraph, mechanical looms (væve), photography, anesthetics)., social and political reforms (1832 Reform Bill: work, education, access to political power for property owners), class-consciousness, Scientific breakthroughs threaten traditional beliefs, e.g. religion. Theory of Evolution, pseudo-science supporting white supremacy (hvidt overherredømme) in the colonies and the homeland.
Literary: The novel, the golden age of magazine/periodicals, mass literacy = thousands of new readers/consumers. Literature as a guide to the practical questions of life (didactic/moral compass), realism, strong female characters, towards the end of the period aestheticism (art for art’s sake) becomes more influential (Romanticist concept).
Modernism:
Wilfred Owen - Dulce et Decorum Est – 1920 (written during the war) – Poem (0,9 NS)
James Joyce – Molly Blooms Soliloquy – 1922 – Extract from the novel ‘Ulysses
Ernest Hemingway - A Clean Well-lighted Place – 1933 – short story (3,2 NS)
Ernest Hemingway – ‘For Sale. Baby Shoes’ – 1920s – short story
Ezra Pound – “In a Station of the Metro” – 1913 – Poem
Supplerende materialer:
Modernism.pdf
Student-made introductions: Link to Historical Background:
Glossary - Dulce et Decorum Est.docx
Dulce Et Decorum Est Animation
Paul Nash - The Menin Road - 1918.docx - Painting
John Singer Sargant - Gassed - 1919.docx - Painting
Introduction to James Joyce’s Ulysses: Why should you read James Joyce’s Ulysses? – Sam Slote – TED ED
Mary Murray Performs Molly Bloom Soliloquy from Penelope in Ulysses
Edward Hopper – Nighthawks – 1942 - Painting
Adaptation of ‘A Clean, Well-Lighted Place’ - School of the Art Institute of Chicago Video Department and Rita and Robert Morton – directed by Allan Siegel – 1994 (play)
Introducing: Reader Response Theory - Volume 3
Key terms:
Historical: WWI, the homefront, the belief in progress through the application of science and reason was challenged by the destructive forces of the war made possible by the industrial machinery and blindly patriotic politicians and generals, despair and disillusionment grew, social and political instability (poverty, fascism and communism, and the stock market crash of 1929, New Deal)
Marx, Einstein, Freud/psychology contributed to a growing skepticism towards established ideas about our social systems (Marx: “The class which has the means of material production at its disposal, has control at the same time over the means of mental production), the natural world (Einstein: time and space are relative to the observer), and our own minds (Freud: we are controlled by unconscious forces).
Literary: Ezra Pound’s motto: Make it new! The poets break with the established forms and devices, such as rhyme, composition, and the emotionalism of the romantic age and the didactic purpose of much Victorian art. Owen and the War Poets describe the horrors of gas attacks, aerial bombings, and crippled veterans returning to home to go straight to the psychiatric hospital. The lost generation of America and British artists and writers, joined in Paris to experiment with finding ways to capture (indfange) the great flicker of modernity (The Great Gatsby) in consumerist and alienating (fremmedgørende) urban settings, where loneliness, anxiety, paralysis, fragmentation, and meaninglessness dominate. In contrast to the Romantics, Nature is no longer available as a source of consolation (trøst), and the optimism and the recognizable social world of the Victorians was spent and destroyed in the Great War and the ensuing crisis. Instead, modernist writers took a keen interest in the chaotic inner lives of modern humans and their decay (forfald). Stream of consciousness and interior monolog became go to devices to make explicit the inner workings of the mind, now that the outer world has collapsed.
Postmodernism:
Primærtekster:
Monty Python’s The Meaning of Life – 1983 (movie).
Supplerende materiale:
Student-made introduction: Through Literary Landscapes - White Board.docx
Postmodernism: Literary Background: document (link needed)
Wisecrack: How Monty Python Shaped Modern Comedy (feat. Rick and Morty & Deadpool) – Wisecrack Edition
Postmodern traits in The Meaning of Life.docx
Arbejdsformer: Vi har både arbejdet induktivt og deduktivt og i selvvalgte grupper for at fremme elevernes medbestemmelse og øge deres mulighed for at træne oplæsning såvel som det at lytte og producere sprog spontant.
Undervejs I forløbet har vi arbejdet med det engelske sprogs grammatik, udtale, ortografi og tegnsætning ordforråd, herunder orddannelse og idiomer.
I arbejdet med afleveringerne har eleverne haft mulighed for at træne det at opbygge sammenhængende tekster og kommunikere i et passende stilleje.
Samlet antal sider læst: ca. 100
|