Tuesday, 20 December 2016
Aristotle, Tragedy and Romeo and Juliet
Top video for HL and SL students - video below more detailed information for SL students
Sunday, 18 December 2016
Thursday, 15 December 2016
Wednesday, 14 December 2016
Literary Fiction vs. Genre Fiction
Literary Fiction vs. Genre Fiction
CLICK HEREON THE LINK BELOW
http://www.huffingtonpost.com/steven-petite/literary-fiction-vs-genre-fiction_b_4859609.html
Tuesday, 13 December 2016
Thursday, 8 December 2016
Monday, 5 December 2016
Sunday, 4 December 2016
A very basic overview of Premodernism, Modernism and Postmodernism in Western Philosophy.
http://www.galleryhistoricalfigures.com/primarygroup.php?GroupName=Renaissance%20and%20Reformation
What is Premodernism, Modernism and Postmodernism? Are definitions possible?
In this illustration, we see King Henry 8th surrounded by both Catholic and Protestant personalities of the Reformation (The Church in Rome suffered a 'split' as 'protestors' like the former Catholic priest Martin Luther, broke away to form or 'reform' new Christian communities called Protestants (there were many different types of Christian denominations from that time onwards).
However, what is notable about the Era of Premodernism - the Pharaohs in Egypt, the Emperors in Rome, or the Incas in the Americas and the Emperor of Japan was one shared common factor.
The Leader of the Government and the Leader of the Religious Faith were generally the two most powerful people in any society.
Difficult to understand today but Cardinal Wolsey was Prime Minister in King Henry's Council of Advisors (government). Cardinal Richelieu held a similar position under King Louis the Fourteenth in France.
It seemed natural that the Pope and Senior Clerics in Christian Countries would hold senior positions in the government. When Oliver Cromwell led a Protestant Revolution in England, he replaced Catholic power with Protestant power. But religion still held huge power until the Age of the Enlightenment.
The Age of the Enlightenment. emphasizing reason, individualism, skepticism, and science. Enlightenment thinking helped give rise to deism, which is the belief that God exists, but does not interact supernaturally with the universe.
The modern period in Western philosophy began, perhaps, with the Enlightenment, that period in which people began questioning and seeking in new ways in a number of fields. In the 1600s, physician William Harvey began opening up cadavers to see what was inside--and the reality was very different from what Aristotle and his philosophy of human science had said was inside people. Similar revolutions occurred elsewhere as Galileo and Copernicus developed proofs that that the sun did not revolve around the earth, Reformation-minded Protestant and Catholic theologians changed the map of Christian practice and belief, and ancient and modern writings became more accessible to everyone through the invention of mass-produced books.
The Enlightenment brought to philosophy a renewed interest in the philosophies of other parts of the world and in the Greek philosophers who came before Plato and Aristotle. Philosophers began to ask once again, as had many of the early Greeks, such questions as "What is God?", "How do I know that I exist?", and "What is reality?" In scholasticism, these questions all had been answerable by some form of religious or Platonic doctrine. Gradually philosophers began to ask any question once again.
Much of Western philosophy began to concern itself in the West with issues the Greeks had discussed and Hindu philosophers had analyzed for a thousand years. Rene Descartes, 1596-1650, suggested that all philosophy starts, not with scripture, God, or old philosophies, but rather with this principle: "I think, therefore I am." There were some people who felt Descartes should be put to death for such a radical belief..
Premodernism (Ancient times up to 1650's)
Epistemology. The primary epistemology of the
premodern period was based upon revealed knowledge (Truth was revealed by God or Gods in Holy Books or by Oral Custom and Tradition). These were considered authoritative sources.
In premodern times it was believed that Ultimate Truth could be known and the
way to this knowledge is through direct revelation. This direct revelation was
generally assumed to come from God or a god.
Sources of Authority. The church, being the
holders and interpreters of revealed knowledge, were the primary authority
source in premodern time. Additionally,
Modernism (1650-1950's) If we begin with the Age
of Englightenment.
However, in Literature the dates are more commonly
seen as 1900 to 1945. Initial optimism about the potential of education,
science and technology (knowledge) to improve the lives of millions of people
are dashed by the slaughter of the First World War. So although TS Eliot and
Yeats are considered to be Modernists we can see in “The Waste Land” and “The
Second Coming” a very pessimistic view
of people and society.
However, Eliot and Yeats were both concerned with spiritual questions either Christian (Eliot) or more mystical (Yeats).
Epistemology. Two new approaches to knowing became
dominant in the modern period. The first was empiricism (knowing through the
senses) which gradually evolved into scientific empiricism or modern science
with the development of modernist methodology. The second epistemological
approach of this period was reason or logic. Often, science and reason were
collaboratively or in conjunction with each other.
Sources of Authority. As the shift in power moved
away from the church, politics (governments, kings, etc.) and universities
(scholars, professors) took over as the primary sources of authority.
Oftentimes, a religious perspective was integrated into these modern authority
sources, but the church no longer enjoyed the privileged power position.
Postmodernism (1950's to current times)
Epistemology. Postmodenism brought with it a quesioning of
the previous approaches to knowing. Instead of relying on one approach to
knowing, they advocate for an epistemological pluralism which utilizes multiple
ways of knowing. This can include the premodern ways (revelation) and modern
ways (science & reason), along with many other ways of knowing such as
intuition, relational, and spiritual.
Sources of Authority. Postmodern approaches seek
to deconstruct previous authority sources and power. Because power is
distrusted, they attempt to set up a less hierarchial approach in which
authority sources are more diffuse.
Grateful acknowledgement to this website for the source material.
Saturday, 3 December 2016
Friday, 2 December 2016
Grade X1 English Lit Class visit to Visual Arts Exhibition - brief comments may be posted here.
 |
| Our Visual Artists, from left to right, Yasha, Ms Anita, Anaisha and Tarini. Congratulations from Mr C, we are all now looking forward to the full exhibition in April 2017. |
Please post a brief comment here on any aspect of the Visual Arts Work (preliminary exhibition) which we visited last week. I am particularly interested in the concept of connections between the visual arts and literature or how the visual arts remind us that artists construct different responses to the human condition across the range of creative works we collectively call "The Arts".
However, I encourage you to express yourself on any aspect of the visit that impressed you and share with us a personal response. As we know from TOK and the Learner Profile all knowledge is connected and we are all part of the fabric of personal knowledge and shared knowledge.
Thursday, 1 December 2016
Oleanna STAGE VERSION
David Mamet's Oleanna
Directed by: Ange Arabatzis
The Players: Greg Pandelidis & Melissa Karakaltsas
July 8-14, 2013 @ Revolt Artspace Kensington
Wednesday, 30 November 2016
Tuesday, 29 November 2016
Monday, 28 November 2016
OWEN PARABLE OF THE OLD MAN AND THE YOUNG -
ANIMATED CLIP OF THE STORY OF ABRAHAM AND ISAAC.
ABRAHAM, THE FATHER OF ISAAC, WAS TOLD BY GOD THAT HE MUST KILL HIS SON AS A SACRIFICE (INSTEAD OF THE USUAL LAMB OR RAM).
THIS TERRIBLE DEED WOULD PROVE THAT HE LOVED GOD.
AS ABRAHAM PREPARED TO KILL HIS SON GOD SENT AN ANGEL TO STOP HIM AND HE KILLED A RAM INSTEAD AND OFFERED IT TO GOD AS PROOF OF HIS LOVE.
In Owen's poem the final couplet demonstrates a contrast with the original bible story.
The old generals and politicians and the gods of war devoured a whole generation of young men who were sacrificed on the altars of nationalism and modern mechanised war.
Thursday, 24 November 2016
Wednesday, 23 November 2016
Tuesday, 22 November 2016
Wednesday, 16 November 2016
Romeo and Juliet RESOURCES FROM RSC AND THE BBC
CLICK ON THIS BBC LINK BELOW FOR RESOURCES
http://www.bbc.co.uk/programmes/articles/484GwDBByzcGTGCy5bvmhLF/romeo-and-juliet
http://www.bbc.co.uk/programmes/articles/484GwDBByzcGTGCy5bvmhLF/romeo-and-juliet
Romeo and Juliet
Shakespeare Unlocked is aimed at teachers and young students of Shakespeare. It offers insights into character, dramatic devices and interpretative choices through performance. Three key scenes are shown from Romeo and Juliet which are then explored by actors and directors in workshops. We recommend you watch a scene first and then the workshop films. The Teachers' Pack below offers many ideas for using the whole series in the classroom.
Tuesday, 15 November 2016
Monday, 14 November 2016
Sunday, 6 November 2016
Thursday, 20 October 2016
Tuesday, 18 October 2016
Monday, 17 October 2016
Tuesday, 11 October 2016
Thursday, 6 October 2016
Wednesday, 5 October 2016
Tuesday, 4 October 2016
Sunday, 2 October 2016
Tuesday, 27 September 2016
Grade X1 Eng short blog posts on Chapter 2 - 30-50 words due here by Thursday on any aspect of Chapter 2
Chapter 2 Critical Worlds: A Selective Tour
Brendan Gill, from Here at “The New Yorker”
New Criticism
Reader-Response Criticism
Deconstructive Criticism
Historical Approaches
Psychological Criticism
Feminist Criticism
Other Approaches
Monday, 26 September 2016
Sunday, 25 September 2016
Thursday, 22 September 2016
Tuesday, 20 September 2016
Sunday, 18 September 2016
Wednesday, 14 September 2016
Tuesday, 13 September 2016
Monday, 12 September 2016
Wednesday, 31 August 2016
Tuesday, 30 August 2016
WILFRED OWEN "My subject is war and the pity of war"
Wilfred Owen (1893-1918) is widely recognised as one of the greatest voices of the First World War. His self-appointed task was to speak for the men in his care, to show the 'Pity of War'.
Owen's enduring and influential poetry is evidence of his bleak realism, his energy and indignation, his compassion and his great technical skill.
The Wilfred Owen Association was formed in 1989 to commemorate Wilfred Owen's life and work. CLICK HERE FOR LINK http://www.wilfredowen.org.uk/home
http://www.warpoetry.co.uk/owena.htm
IOC TEXTS GRADE 12 HL and SL 2017 Diploma Class
Text 1 for HL and SL Poems of Wilfred Owen.Text 2 for HL and SL - Romeo and JulietText 3 HL students only Martin Luther King – A call to conscience. Speeches.
1. DULCE ET DECORUM EST
2. THE SENTRY
3. DISABLED
4. STRANGE MEETING
5. EXPOSURE
6. HAS YOUR SOUL SIPPED
7. MENTAL CASES
8. THE SEND-OFF
9. THE SPRING OFFENSIVE
10.
THE LETTER
11.
ASLEEP
12.
ANTHEM FOR DOOMED YOUTH
13.
THE PARABLE OF THE OLD MAN AND THE YOUNG
14.
ARMS AND THE BOY
15.
FUTILITY
16.
INSPECTION
17.
THE CHANCES
18.
THE DEAD BEAT
19.
THE NEXT WAR
20.
SOLDIER’S DREAM
MLK
I HAVE A DREAM.
GIVE US THE BALLOT SPEECH.
I HAVE A DREAM.
GIVE US THE BALLOT SPEECH.
NOBEL PEACE PRIZE
SPEECH.
EULOGY AT THE FUNERAL
OF 4 GIRLS MURDERED BY THE KLU KLUX KLAN (SIXTEENTH BAPTIST CHURCH FUNERAL
EULOGY)
BEYOND VIETNAM SPEECH.
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