The document contains two poems comparing the themes of death, freedom, and war. Miguel Hernandez's poem "Elegeia" expresses his sorrow over the death of a friend, while Costas Montis' poem refers to the death of a kid. Hernandez also writes about fighting and sacrificing for freedom, while Montis underlines freedom as the goal of Cypriots' struggle. Hernandez expresses the misery of war through the darkness metaphor, and Montis refers to the consequences of the Turkish invasion on Cyprus, including loss of life and property. Both poets address the impact of death, pursuit of freedom, and consequences of war through their poems.
Writing Assignment–Art, Expression, &the Great WarDirections.docxmaryettamckinnel
Writing Assignment
–
Art, Expression, &
the Great War
Directions:
Essays should be doubled
-
spaced, size 12 font, with one inch margins all around.
Essays must be a minimum of 1
page
and should be a maximum of 3
pages.
All references from the textbook
or documents must be cited parenthetically (
Tindall
, pg) or (Author)
.
All references to the art
must
be cited parenthetically by an abbreviated
title
and artist (
Wounded, Dix).
All references to the
memorials must be cited parenthetically by the title (Sk
eleton Memorial).
No bibliography is needed for your essays.
The required heading is only your name and a page number in the top right hand corner of each page.
Writing Assignment:
In the aftermath of the Great War the world changed in extremely
dramatic ways.
For example
,
t
he 19
th
A
mendment gave women the right to vote which changed
the
role of women; the "Great M
igration
"
and
Harlem
Renaissance
changed the lives of African
-
Americans
;
the advent of radio and the growth of Hollywood
shrank the c
ountry; and the birth of the age of the automobile made people more mobile and free. Y
our
weekly
textb
ook reading will detail
these changes
and others during the 1920s and examine their effect on
society, while this week's writing assignment will look at t
he
effect
of
WWI
on individuals and
s
ociety.
While the world changed around them, many individuals and cultures were trying to make sense of the pain,
suffering, death and destruction wrought by the years of war. Many
soldiers
expressed themselves during
and
after the war through poetry, literature, art, and
sculpture
, and many societies expressed
their
grief in small
and large memorials and
cemeteries
. The following
sources
are a collection of several
poems
, excerpts from
literature, and images of works
of art and memorials. Read the words and view the images, then
write
a
response paper based on the question
s
below!
Question
:
Read the following poems, look at the works of art, and examine the memorials created by American, British,
Canadian
, French,
and German soldiers that fought
on the Western Front th
roughout World War I. Discuss
how these expressions represent to the world and future generations the nature and impact of the Great War
on individuals and society.
End your essay by answering the ques
tion:
If you had to sum up the
impact of the
Great War in one word, what would that word be?
Some of the questions to consider
when writing your response are:
What do the poems tell us about the
experiences of these soldiers?
How do the works of art expre
ss what the soldiers experienced during the war
and how they are dealing with, or not dealing with, that experience?
What differences can you see between
the
European
and American perspectives on the war?
How do these men view the war and their role there
in?
What strikes you when reading these poems?
You do not need to answer any or all of these specifically, but they might help gi.
Victorian Literature compiled by Sena BarquillaSena Barquilla
This presentation contains the history of Victorian Age, major poets and major novelists and their works during the reign of Queen Victoria, like Alfred Lord Tennyson, Robert Browning, Elizabeth Barrett-Browning, Charles Dickens, and Oscar Wilde.
In Flanders Fields the poppies blow Between the crosses row on row, That marks our place; and in the sky The larks, still bravely singing, fly Scarce heard amid the guns below.
We are the Dead. Short days ago We lived, felt dawn, saw sunset glow, Loved and were loved, and now we lie In Flanders fields.
Take up our quarrel with the foe: To you from failing hands we throw The torch; be yours to hold it high.
Writing Assignment–Art, Expression, &the Great WarDirections.docxmaryettamckinnel
Writing Assignment
–
Art, Expression, &
the Great War
Directions:
Essays should be doubled
-
spaced, size 12 font, with one inch margins all around.
Essays must be a minimum of 1
page
and should be a maximum of 3
pages.
All references from the textbook
or documents must be cited parenthetically (
Tindall
, pg) or (Author)
.
All references to the art
must
be cited parenthetically by an abbreviated
title
and artist (
Wounded, Dix).
All references to the
memorials must be cited parenthetically by the title (Sk
eleton Memorial).
No bibliography is needed for your essays.
The required heading is only your name and a page number in the top right hand corner of each page.
Writing Assignment:
In the aftermath of the Great War the world changed in extremely
dramatic ways.
For example
,
t
he 19
th
A
mendment gave women the right to vote which changed
the
role of women; the "Great M
igration
"
and
Harlem
Renaissance
changed the lives of African
-
Americans
;
the advent of radio and the growth of Hollywood
shrank the c
ountry; and the birth of the age of the automobile made people more mobile and free. Y
our
weekly
textb
ook reading will detail
these changes
and others during the 1920s and examine their effect on
society, while this week's writing assignment will look at t
he
effect
of
WWI
on individuals and
s
ociety.
While the world changed around them, many individuals and cultures were trying to make sense of the pain,
suffering, death and destruction wrought by the years of war. Many
soldiers
expressed themselves during
and
after the war through poetry, literature, art, and
sculpture
, and many societies expressed
their
grief in small
and large memorials and
cemeteries
. The following
sources
are a collection of several
poems
, excerpts from
literature, and images of works
of art and memorials. Read the words and view the images, then
write
a
response paper based on the question
s
below!
Question
:
Read the following poems, look at the works of art, and examine the memorials created by American, British,
Canadian
, French,
and German soldiers that fought
on the Western Front th
roughout World War I. Discuss
how these expressions represent to the world and future generations the nature and impact of the Great War
on individuals and society.
End your essay by answering the ques
tion:
If you had to sum up the
impact of the
Great War in one word, what would that word be?
Some of the questions to consider
when writing your response are:
What do the poems tell us about the
experiences of these soldiers?
How do the works of art expre
ss what the soldiers experienced during the war
and how they are dealing with, or not dealing with, that experience?
What differences can you see between
the
European
and American perspectives on the war?
How do these men view the war and their role there
in?
What strikes you when reading these poems?
You do not need to answer any or all of these specifically, but they might help gi.
Victorian Literature compiled by Sena BarquillaSena Barquilla
This presentation contains the history of Victorian Age, major poets and major novelists and their works during the reign of Queen Victoria, like Alfred Lord Tennyson, Robert Browning, Elizabeth Barrett-Browning, Charles Dickens, and Oscar Wilde.
In Flanders Fields the poppies blow Between the crosses row on row, That marks our place; and in the sky The larks, still bravely singing, fly Scarce heard amid the guns below.
We are the Dead. Short days ago We lived, felt dawn, saw sunset glow, Loved and were loved, and now we lie In Flanders fields.
Take up our quarrel with the foe: To you from failing hands we throw The torch; be yours to hold it high.
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for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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2. THE MOTIVE OF PAIN
POEMS
ELEGEIA MIGUEL HERNANDEZ
I want to be, crying, the peasant that works the earth you
occupy and fertilise, companion of my soul, so soon.
My grief without instrument feeds the rains, makes horns and
organs sound, and to the dispirited poppies. I will give your
heart as food. So much pain gathers in my side, that it even
pains me to breath.
A hard slap ,a frozen blow, an invisible and murderous stroke of
the axe ,a brutal shove has brought you down. There is
nothing longer than my wound, I weep for all my
misfortunes and I feel more for your death than for my own
life.
I walk on the stubble of the dead, and with warmth from no-one
and unconsolable, I make my way from my heart to my daily
business. So soon death has risen up in flight, so soon dawn
has dawned ,so soon you are rolling on the ground.
I cannot forgive that lover, death, I cannot I forgive thoughtless
life ,I cannot forgive the earth, nor the void. In my hands I raise
a storm of strident stones, bolts of lightning and axes ,thirsting
and hungering for catastrophes.
I want to scrape at the earth with my teeth, I want to split he
earth apart bit by bit with dry, hot bites.
ΓΙΑ ΕΝΑ ΠΑΙΔΑΚΙ ΠΟΥ
ΠΕΘΑΝΕ
Κι ήταν η ζωούλα του
σαν κάτι λεπτές, ντροπαλές σταγονούλες
βροχής
Που όταν πέφτουν στον νερό δεν κάνουν καν
κύκλους
THE DEATH OF A KID-COSTAS
MONTIS
The death of a kid causes the poet’s laments
who similes his life with the rain drops. In this
way the poet wants to show that life is valuable
and can be easily lost.
3. I want to mine into the earth until I find you
and kiss your noble skull and take your
shroud from you and bring you back.
You will come back to my garden and my fig tree:
among the high flowery trellises your soul
will flit like a bee in its hive. Sewn with the
wax of angels. You will come back to the
murmuring of farm-workers at their
beloveds’ windows.
You will cheer up the shadow over my eyebrows,
and from either side your beloved and the
bees will argue over your blood.
Your heart, now wrinkled velvet, calls my greedy
lovers’ voice to a field of foaming almonds .I
want to be with you under the winged souls
of the roses of the cream-coloured almond
tree, for we have many things to talk of
companion of my soul, my companion.
ELEGEIA MIGUEL HERNANDEZ
4. Lyrics :
A. Elegeia MIGUEL HERNANDES
11-12:
So much pain gathers in my side that it even pains me to breathe.
18-20:
There is nothing longer than my wound, I weep for all my
misfortunes
49-53:
I want to mine into the earth until I find you and kiss your noble
skull and take your shroud from you and bring you back
B. For the death of a child COSTAS MONTIS
The Cypriot poet wails for the death of a kid and expresses his
sorrow by comparing his life with the drops of the rain.
5. Elegeia (Miguel Hernandez)-
The death of kid (Costas Montis p.150)
Subject: Death
In his poem Miguel Hernandez wants to express his feelings
about the death of his best friend. In addition, he wants to
express his desire to be with his friend by caring and protecting
the tomb of his friend and showing how important his friend was
for him. Moreover, in the lines 11-12 and 18-20 he complains
about his luck which deprived him of his friend. Furthermore,
lines 49-53 express the sorrow of the poet which increases. At
the same time Costas Montis refers to the death of a kid and
makes a simile of life with the drops of the rain. He also wants
to show that life is valuable. To conclude the Cypriot poet
wails for the death of a kid whereas Miguel Hernandes
mournes for the death of his friend.
6. THE SUBJECT OF FREEDOM
POEMS
THE WOUNDED MAN MIGUEL HERNANDEZ
For freedom I bleed, I fight, I keep on
living.
For freedom, my eyes and my hand, like
a tree made flesh, generous and captive,
I give to the surgeons.
For freedom I feel more heart than sand
in my breast:my veins give foam and I go
into the hospitals, and I go into the cotton
sheets as into lilies.
For freedom I tear myself away, with
bullets, from those who have toppled
its statue into the mud. And I tear
myself away, with blows, from my feet,
from my hands, from my home , from
everything.
1955-59 COSTAS MONTIS
The power of freedom was the mainly
reason which brings closer all
Cypriots. I addition at the liberation
struggle of 1955-59 Cypriot fought Turks
to achieve their freedom.
7. For where empty eye-sockets dawn,
freedom will place two stones looking
towards the future, and will make new
arms and new legs grow in the felled
flesh.
Relics of the body I lose with each wound
will sprout again with wings of sap that has
no autumn. For I am like the felled tree, I
sprout again: for I still have life
THE WOUNDED MAN MIGUEL HERNANDEZ
8. Lyrics :
Freedom
A. MIGUEL HERNANDES
1-2:
For the freedom I bleed ,I fight, I keep on living.
14-17:
For freedom I tear myself away, with bullets from those who
have toppled its statue into the mud.
22-28 :
For where empty eye-sockets dawn freedom will place two
stones looking towards the future and will make new arms
and new leg grow in the felled flesh.
B. COSTAS MONTIS
Costas Montis underlines that freedom was the target of the
Cypriots who fight with any way to achieve it, because the
dream of all Cypriots was the freedom of Cyprus.
9. The wounded man (Miguel Hernandez)-
1955-1959(Costas Montis p.90)
Subject: Freedom
In his poem Miguel Hernandez expresses his desire for
freedom in various ways. First of all, lyrics 1-2 show the poet’s
determination to fight, bleed and keep on living for freedom.
Moreover, lyrics 14-17 refer to the poet’s decision to fight
against the people who do not mind about freedom and cause
fatal wars. He wants to show that freedom is everything.
Moreover, lyrics 22-28 underline that freedom is vital for life and
show that the poet was a patriot and a soldier of freedom. At
the same time Costas Mondis refers to the liberation war of
1955-59 and his dream to see Cyprus freed .To sum up
Costas Montis underlines that freedom was the target of
the Cypriots who fight with any way to achieve it. The
same target comes up in the poem of Miguel Hernandez.
10. THE CONSEQUENCES OF THE
WAR
Enlightened I proceed in the
darkness Miguel Hernandez
Miguel Hernandez in his poem
expresses his misery about the war.
In addition he parallels the life in the
war with darkness, because it is too
bad .In this way, the poet wants to show
his pain which causes the Spanish war
to him.
Turkish invasion- Costas
Montis
The Cypriot poet refers to the
Turkish invasion which deprives
many Cypriots from of their
properties. In addition he mentions
now many of the Cypriots’ properties
belongs illegally to the Turks. Moreover,
Costas Montis through the conversation
of a child with his mother wants to
underline that a lot of people lost their
lives in the war and now a big part of
Cyprus belongs to Turks.
11. LYRICS:
Enlightened I proceed in the darkness
Miguel Hernandez
The poet expresses his sorrow about the Spanish war and the
bad consequences of the war. In addition, he underlines the
bad life in the war which makes him think that death is
preferable.
Turkish invasion - Costas Montis
The Cypriot poet refers to the consequences of the Turkish
invasion which deprives the Cypriots of their properties.
12. Enlightened I proceed in the darkness ( Miguel Hernandez)-
Turkish invasion (Costas Montis p.54)
Miguel Hernandez underlines the consequences of the war
and the misery that the war causes. Also, lyrics 5-14 make a
simile of the war as darkness because life in the war is too bad
and force people to prefer death to life. In addition, mourning
dominates and many people die. At the same time, Costas
Montis refers to the occupied Cyprus places by the Turks and
lyrics12-21 wail about the death of many Cypriots and the loss
of their properties which now belong to the Turks.
Consequently, both poets are inspired by the same
incentives and write poetry which expresses their
response to similar circumstances.