Lichter der Großstadt (1931) The 400 Blows (1959 Voices & Visions 1. Elizabeth Bishop From childhood in Nova Scotia to travels in Brazil, this program illustrates the geographic spirit of Bishop's life and works with scenes from her poems. Go to this unit. 2. Hart Crane Diverse locations and dramatizations of his life illustrate Crane's poetry and his greatest work, "The Bridge." 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Brilliant readings of Whitman's poems demonstrate his American vision and style and vividly convey their poignance and sheer power. 13. "No ideas but in things," Williams's aesthetic dictum sought to capture, not analyze.
Die fabelhafte Welt der Amelie (2001) Modern Times (1936 What will you do with an English degree? Plenty By Michael Bérubé, Special to CNN Editor’s note: Michael Bérubé is the Edwin Erle Sparks Professor and director of the Institute for the Arts and Humanities at Pennsylvania State University, and the 2012 president of the Modern Language Association. (CNN) - Almost every college student who considers majoring in English - or French, or philosophy, or art history - inevitably hears the question: "What in the world are you going to do with that?" The question can come from worried parents, perplexed relatives, or derisive, incredulous peers, but it always implies that degrees in the humanities are “boutique” degrees, nice ornaments that serve no practical purpose in the real world. Well, strange as it may sound, if you’re an employer who needs smart, creative workers, a 50-page honors project on a 19th century French poet might be just the thing you want to see from one of your job applicants. We have plenty of anecdotal evidence for the value of the humanities.
Vertigo - Aus dem Reich der Toten (1958) Fight Club (1999 Gimmicks The word "gimmick" has derogatory connotations. It often suggests something cheap, tricky, fast, without substance, even immoral. There are intelligent people who attack the use of gimmicks or devices in teaching imaginative writing, on the grounds that such devices encourage kids to be thoughtless smart alecks, witty at the expense of substance, satisfied with a glib surface but insensitive to depth of feeling. Were there a School of Gimmicks, its members might retort that the Defenders of Meaningfulness tend to be boring creeps who confuse self-expression with value, that the most sincere statement of feeling is no better than any other sincere statement, that what makes the difference in creative expression is style. These are two extreme points of view, of course. The fact is that there is no appreciable difference between a teacher who uses gimmicks with intelligence and one who emphasizes meaning with intelligence. Found Poems So, how to proceed in the classroom? Challenge Verse