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This document discusses key aspects of genres such as hip hop, Broadway musicals, and representation in media. It notes that Broadway musicals have traditionally portrayed an idealized community and utopia, but have been written by and for white people, making it a white supremacist genre. It asks how the musical Hamilton relates to this legacy. It also provides instructions for a draft workshop where students will give feedback on each other's papers analyzing genres based on conventions and examples. Homework includes listening to songs from Hamilton and reading two chapters from a book about the musical.
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This document provides information and instructions for students in a class, including:
1) Assigning students to familias (study groups) and having them introduce themselves to their group members.
2) Presenting a soundtrack assignment where students will analyze and present on a song from Hamilton.
3) Listing the homework for the next class, which is to actively listen to three songs from Hamilton and read an article about the historical Hamiltons.
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This document provides information and instructions for students in a class, including:
1) Assigning students to familias (study groups) and having them introduce themselves to their group members.
2) Presenting a soundtrack assignment where students will analyze and present on a song from Hamilton.
3) Listing the homework for the next class, which is to actively listen to three songs from Hamilton and read an article about the historical Hamiltons.
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After World War I and during the 1920s, many American writers felt disillusioned by the social and cultural restrictions in the United States. They found community and a new perspective in Paris among other expatriate writers. Ernest Hemingway was among those who moved to Paris during this time, finding inspiration and mentors in the already established writing community. He later wrote about his experiences in Paris and with other American writers through fictionalized accounts and his memoir A Moveable Feast.
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The document discusses a documentary film titled "NY77: The Coolest Year in Hell" about the pivotal year of 1977 in New York City and how the music genres of hip hop, punk, and disco reflected and influenced the political and social realities of that time. It provides context on documentary films, describing NY77 as an observational documentary that uses silent narration. The document discusses the lasting cultural influences of these music genres on areas like fashion, film, television, and language. It emphasizes how studying mass media can provide insight into cultural evolution and trajectories.
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Modes of documentary
Bill Nichols identified six modes of documentary: poetic, expository, observational, participatory, reflexive, and performative. The poetic mode focuses on abstract expression and emotion without a clear beginning, middle, or end. The expository mode uses voiceover narration to direct the audience, as was common in early documentaries from the 1920s-1930s. The observational mode observes events as they occur without commentary, as pioneered in the 1960s. The participatory mode records the filmmaker's engagement with their subject through interviews. The reflexive mode acknowledges the filmmaking process and issues with historical representation. Finally, the performative mode presents ideas and contexts to elicit an emotional response from audiences.
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This document discusses a documentary film called NY77: The Coolest Year in Hell that examines the pivotal role of music in New York City culture in 1977. It focuses on the influence and intersection of genres like hip hop, punk, and disco with the political and social realities of the time. The document provides context on documentary films and their styles of narration. It also discusses how the featured musical genres from 1977 have endured and shaped broader culture, from fashion to language to advertising. Students are prompted to consider reflective projects exploring how specific music genres have impacted areas of culture beyond music.
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This document provides an overview of postmodernism and contemporary literature from the 1950s to present. It discusses that postmodernism began after World War II and overlaps with modernism, celebrating a lack of universal truths. Some key characteristics include fragmentation, ambiguous endings, and questioning of authority figures. Influential postmodern works include Catch-22, Slaughterhouse Five, and White Noise. Contemporary literature embraces both traditional and postmodern styles, featuring cultural diversity and crossing boundaries between fiction and nonfiction.
Inquizitiive 2016 General quiz Finals as part of Agon 2016 (CNMC) by Partha S...
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Elit 48 c class 18 revised 2016
This document provides an agenda and discussion questions for a literature class focusing on Ralph Ellison's novel Invisible Man. The agenda includes a discussion of the prologue and first chapter "Battle Royal", as well as an introduction to Beat generation authors like Allen Ginsberg. Discussion questions analyze themes in "Battle Royal" like the emasculation of black men and the true nature of the narrator's reward. The document also covers Ginsberg's poem "Howl", noting its themes of defending eccentric behavior and celebrating individualism, as well as its postmodern stylistic elements like fragmentation of self and pastiche.
Projecting h itler representations of adolf hitler in english language gilms
This thesis examines representations of Adolf Hitler in English-language films released between 1968 and 1990. It categorizes 35 films into prominent, satirical, and contextualizing representations, and analyzes whether each portrayal demonizes or humanizes Hitler. The thesis argues that films from 1968-1979 established Hitler as a sign of demonic evil, which was accepted in films from 1980-1990. However, two 1980s films humanized Hitler, hinting at changes in this portrayal. The thesis also discusses how film and historiography have both shaped popular conceptions of Hitler over the decades.
Qcr520 lesson 17 teaching prose
Tom and Frank were worried about their friend Mark who had not shown up to happy hour, which was unusual for him. Suddenly, the door burst open and Mark excitedly announced he was having a baby boy. Relieved, Tom and Frank bought Mark drinks to celebrate his good news.
Pop Art Powerpoint
Pop Art began in the 1950s in London as a reaction against abstract expressionism. It focused on mass production and popular culture by using images and objects from advertisements, comics, and everyday culture. Some of the most influential pop artists included Andy Warhol, who produced iconic pop images of celebrities and consumer goods, Roy Lichtenstein, known for his comic book-inspired works, and Robert Rauschenberg, a pioneer of combining diverse media into "combines." Pop Art spread to the United States and represented lighthearted popular themes through techniques like duplication and serialization.
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This document provides an overview of African American humor through history. It discusses various comedians and comedy styles from minstrel shows to modern hip hop humor. It notes the evolution from humor that laughed at African Americans to humor that brings together multiethnic audiences. The document also explores linguistic and cultural elements of African American humor rooted in traditions from West Africa that have influenced language use and humor styles in the United States and globally.
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This document discusses a documentary film called NY77: The Coolest Year in Hell. The documentary examines the year 1977 in New York City and how music genres like hip hop, punk, and disco reflected and influenced the political and social realities of that time. It used a hosted narration style, with a narrator appearing on camera to conduct interviews. The document suggests the documentary was effective because it showed how these music genres have endured and continue to influence broader culture and society, such as through fashion, advertising, and language. Music acts as both a reflection of culture but can also spark new cultural movements that persist over time.
Elit 48 c class 18 revised
The document discusses an English literature class focusing on Ralph Ellison's Invisible Man. It includes an agenda covering discussions of Ellison's prologue and "Battle Royal" chapter, as well as introductions to authors like Ginsberg. Key discussion topics are outlined, such as inferences that can be made about the narrator from the prologue and implications of his speech mistake. A reading of Ginsberg's poem "Howl" is summarized, noting its themes of individualism and critiques of American society. Postmodern aspects of "Howl" are also highlighted.
Elit 48 c class 2 post qhq accidentally
Here are some questions for discussion about Willa Cather's "The Novel Démeublé":
1. What does Cather mean by calling for novels that are "démeublé" or "unfurnished"? How does this relate to her critique of realist novels?
2. Cather argues that younger writers are trying to "break away from mere verisimilitude." What is verisimilitude and why does she see it as a limitation?
3. How does Cather see the relationship between modern painting and modern fiction? What can novels learn from developments in painting according to her?
4. What does Cather mean by saying writers should "interpret imaginatively the material
Journalism and the power of story
The document discusses the origins of journalism in Homer and his epic poems. It notes that Homer was not a single author but likely multiple people who orally told stories. The document compares Homer's style of short, punchy storytelling to draw in an audience that already knew the stories, to Edward R. Murrow's first-person radio report of the Buchenwald concentration camp. It discusses key news values like impact, immediacy, and conflict that make stories compelling. It provides examples of testing modern stories for these elements and emphasizes the importance of storytelling in journalism.
Elit 10 class 8
This document provides an agenda for a class that includes discussing film and early texts, presentations, and an exam review. It instructs students to change teams after each project and lists questions from students about the film, including why homosexuals faced prejudice and violence and how the LGBT community identifies each other. Additional questions address queer literature and how social conservatism influenced censorship. The homework assigns finishing a reading and posting a discussion question about themes of sexuality, masculinity, repression and isolation in the text.
Chapter 42
The document discusses various ways in which Americans rebelled against conformity in the 1950s. It describes how some social critics viewed the rapid suburbanization of this time as creating bland, conformist lifestyles. However, the document also outlines several currents of nonconformity, such as Beatniks rejecting conventions, the rise of rock and roll youth culture, and abstract expressionist art rebelling against realistic styles. Overall, while the 1950s are often seen as conformist, the document shows there were also undercurrents of rebellion through subcultures, music, art, and literature.
1920s radio show podcast
Mr. Kelly's history class will be creating podcasts about various topics from the 1920s as a way to learn about life during the era. Students will research their assigned topics, write scripts, and record 3-5 minute podcasts. They will have the option to create accompanying PowerPoint presentations. The podcasts will cover topics like aviation, baseball, women's fashion, the Harlem Renaissance, and more. Students will save and share their podcasts so the class can learn about different aspects of the 1920s from their peers.
Early American Concert Music
Early American concert music developed between the mid-19th to late-19th centuries. Notable virtuoso performers like Jenny Lind, Ole Bull, and Louis Moreau Gottschalk toured America, helping grow interest in art music. American composers like Anthony Philip Heinrich were among the first to be popular before the Civil War. The Second New England School, centered around Boston, featured composers like John Knowles Paine, Edward MacDowell, and Amy Beach who embraced German ideals of concert music while incorporating American themes. Antonín Dvořák influenced American nationalism during his directorship of the National Conservatory in New York in the 1890s.
Melas Quiz 2017, Final With Answers
The genre is X. Some key films associated with it include Funny Ha Ha, Before Sunrise, and Chashme Buddoor. Directors commonly identified with mumblecore like Andrew Bujalski and directors of similar independent films influenced the genre.
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This document summarizes key points from an English literature class. It discusses Jean Rhys' novel Wide Sargasso Sea and how it engages in intertextuality by rewriting Jane Eyre from Bertha Mason's perspective. The professor emphasizes that readers can interpret texts differently and rewrite traditions to explore new possibilities and perspectives not authorized by the original authors. Readers are encouraged to make works more "writerly" by actively participating in constructing meaning rather than passive reception of authorial intent.
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This document provides an overview and schedule for an ELIT 46C class on Jean Rhys' novel Wide Sargasso Sea. The final exam will take place on June 28 from 9:15-11:15 AM and will focus on the novels discussed since the midterm, including Wide Sargasso Sea. Students are asked to finish reading Wide Sargasso Sea for an upcoming class discussion. The document also provides biographical information about Jean Rhys and historical context about Dominica, Jamaica, and the Sargasso Sea. It discusses themes in Wide Sargasso Sea like mirroring and identities versus differences between characters.
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D5-EWRT 1A
- 1. EWRT 1A DAY 5 YOU’LL BE BACK.
- 2. WHAT ARE THE KEY CHARACTERISTICS OF THIS GENRE? HIP HOP • https://youtu.be/PBwAxmrE194 • C.R.E.A.M. (1993) BROADWAY MUSICAL • https://youtu.be/xV7ZcVFSWWU • The Music Man (1957). •
- 3. HOFFMAN: “ALL SINGIN’! ALL DANCIN’! ALL WHITE PEOPLE? • What kind of world do musicals portray? • Community and utopia. • But what is the problem here? • “the musical, with few exceptions, is written by white people, for white people, and is about white people” (5) • White supremacist genre. • But how does Hamilton relate to Broadway’s legacy of white supremacy?
- 4. PAPER 1 DRAFT WORKSHOP • Read the draft of at least TWO of people in your familia. Feel free to mark on the draft itself (if you have a paper copy). • On a separate sheet of paper, answer these questions: • What is strong in this draft? • What could use improvement? • Things you might consider giving feedback on: • Is the genre described clearly and in detail? Does the author list enough conventions? Do the conventions make sense to you? • Are the two examples analyzed well? Does the author pay attention to multiple conentions? • Is the essay organized in a way that makes sense? Can you follow it? Does it flow or are there points and ideas scattered all over the place?
- 5. JOURNAL 2: REPRESENTATION What does it mean to be represented on television or in the movies? Who appears in media? How are they portrayed? And how does that affect you?
- 6. HOMEWORK FOR THURSDAY • No presentation! • Listening: • 1.5 The Schuyler Sisters • 1.9 A Winter’s Ball • 1.10 Helpless • 1.11 Satisfied • Reading (in your Course Reader): • 1. Hamilton: The Revolution, Chapter VIII. “Concerning the Lady and the Tramp…” • 2. Hamilton: The Revolution: Chapter XI. “Wherein Mobb Deep Is Sampled…” • Paper 1 Final Draft is on Canvas by 6 PM. You will upload as a .docx or .pdf file.