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Romanticism - Wikipedia, the free encyclopedia - 0 views

  • Romanticism (also the Romantic era or the Romantic period) was an artistic, literary, and intellectual movement that originated in Europe toward the end of the 18th century and in most areas was at its peak in the approximate period from 1800 to 1850
  • Partly a reaction to the Industrial Revolution,[1] it was also a revolt against the aristocratic social and political norms of the Age of Enlightenment and a reaction against the scientific rationalization of nature
  • embodied most strongly in the visual arts, music, and literature, but had a major impact on historiography,[3] education[4] and the natural sciences.[5]
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  • effect on politics was considerable and complex; while for much of the peak Romantic period it was associated with liberalism and radicalism, its long-term effect on the growth of nationalism was probably more significant
  • The movement validated intense emotion as an authentic source of aesthetic experience, placing new emphasis on such emotions as apprehension, horror and terror, and awe—especially that which is experienced in confronting the sublimity of untamed nature and its picturesque qualities: both new aesthetic categories
  • r, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
  • made spontaneity a desirable characteristic
  • argued for a "natural" epistemology of human activities, as conditioned by nature in the form of language and customary usag
  • Romanticism embraced the exotic, the unfamiliar, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
  • elevated folk art and ancient custom to a noble status
  • the events of and ideologies that led to the French Revolution planted the seeds from which both Romanticism and the Counter-Enlightenment sprouted
  • in the second half of the 19th century, "Realism" was offered as a polarized opposite to Romanticism
  • Romanticism assigned a high value to the achievements of 'heroic' individualists and artists, whose pioneering examples, it maintained, would raise the quality of society
  • In order to truly express these feelings, the content of the art must come from the imagination of the artist, with as little interference as possible from "artificial" rules dictating what a work should consist of
  • The importance the Romantics placed on untrammelled feeling is summed up in the remark of the German painter Caspar David Friedrich that "the artist's feeling is his law"
  • vouched for the individual imagination as a critical authority allowed of freedom from classical notions of form in art
  • the influence of models from other works would impede the creator's own imagination, so originality was absolutely essential
  • The concept of the genius, or artist who was able to produce his own original work through this process of "creation from nothingness", is key to Romanticism, and to be derivative was the worst sin
  • romantic originality.
  • a strong belief and interest in the importance of nature. However this is particularly in the effect of nature upon the artist when he is surrounded by it, preferably alone
  • In contrast to the usually very social art of the Enlightenment, Romantics were distrustful of the human world, and tended to believe that a close connection with nature was mentally and morally healthy
  • in literature, "much of romantic poetry invited the reader to identify the protagonists with the poets themselves"
  • by the middle of the 18th century "romantic" in English and romantique in French were both in common use as adjectives of praise for natural phenomena such as views and sunsets, in a sense close to modern English usage but without the implied sexual element
  • only from the 1820s that Romanticism certainly knew itself by its name, and in 1824 the Académie française took the wholly ineffective step of issuing a decree condemning it in literature
  • Romanticism is not easily defined, and the period typically called Romantic varies greatly between different countries and different artistic media or areas of thought
  • Margaret Drabble described it in literature as taking place "roughly between 1770 and 1848"
  • In other fields and other countries the period denominated as Romantic can be considerably different; musical Romanticism, for example, is generally regarded as only having ceased as a major artistic force as late as 1910, but in an extreme extension the Four Last Songs of Richard Strauss are described stylistically as "Late Romantic" and were composed in 1946–48.[23] However in most fields the Romantic Period is said to be over by about 1850, or earlie
  • early period of the Romantic Era was a time of war, with the French Revolution (1789–1799) followed by the Napoleonic Wars until 1815. These wars, along with the political and social turmoil that went along with them, served as the background for Romanticism
  • t was part of the Counter-Enlightenment, a reaction against the Age of Enlightenment, is generally accepted
  • ts relationship to the French Revolution which began in 1789 in the very early stages of the period, is clearly important, but highly variable depending on geography and individual reactions
  • ost Romantics can be said to be broadly progressive in their views, but a considerable number always had, or developed, a wide range of conservative views
  • In philosophy and the history of ideas, Romanticism was seen by Isaiah Berlin as disrupting for over a century the classic Western traditions of rationality and the very idea of moral absolutes and agreed values, leading "to something like the melting away of the very notion of objective truth",[27] and hence not only to nationalism, but also fascism and totalitarianism
  • The painter, the poet, the composer do not hold up a mirror to nature, however ideal, but invent; they do not imitate (the doctrine of mimesis), but create not merely the means but the goals that they pursue; these goals represent the self-expression of the artist's own unique, inner vision, to set aside which in response to the demands of some "external" voice — church, state, public opinion, family friends, arbiters of taste — is an act of betrayal of what alone justifies their existence for those who are in any sense creative
  • An earlier definition comes from Charles Baudelaire: "Romanticism is precisely situated neither in choice of subject nor exact truth, but in the way of feeling."
  • The end of the Romantic era is marked in some areas by a new style of Realism, which affected literature, especially the novel and drama, painting, and even music, through Verismo opera
  • movement was led by France, with Balzac and Flaubert in literature and Courbet in painting; Stendhal and Goya were important precursors of Realism in their respective media
  • In literature, Romanticism found recurrent themes in the evocation or criticism of the past, the cult of "sensibility" with its emphasis on women and children, the heroic isolation of the artist or narrator, and respect for a new, wilder, untrammeled and "pure" nature
  • Joseph maintained that invention and imagination were the chief qualities of a poet
  • 1774 novel The Sorrows of Young Werther had young men throughout Europe emulating its protagonist, a young artist with a very sensitive and passionate temperament
  • Germany was a multitude of small separate states, and Goethe's works would have a seminal influence in developing a unifying sense of nationalism
  • Important motifs in German Romanticism are travelling, nature, and Germanic myths
  • The later German Romanticism of, for example, E. T. A. Hoffmann's Der Sandmann (The Sandman), 1817, and Joseph Freiherr von Eichendorff's Das Marmorbild (The Marble Statue), 1819, was darker in its motifs and has gothic elements
  • The significance to Romanticism of childhood innocence, the importance of imagination, and racial theories all combined to give an unprecedented importance to folk literature, non-classical mythology and children's literature, above all in Germany
  • The first collection of Grimms' Fairy Tales by the Brothers Grimm was published in 1812
  • Unlike the much later work of Hans Christian Andersen, who was publishing his invented tales in Danish from 1835, these German works were at least mainly based on collected folk tales, and the Grimms remained true to the style of the telling in their early editions, though later rewriting some parts
izz aty

Wandering thoughts lane: Tips for writing Spoken Word - 0 views

  • 1. Start off with something easy. Sarah Kay gave some suggestions on how you should start writing poetry by writing lists. For example, start writing a list of 5-10 things I know to be true, or I should've learned by now. Also try 10 things I love/want/had.
  • 2. Don't try too hard.  Don't try to write super complicated filled with emotions and metaphors poems from the beginning, you'll only end up waisting time and feeling disappointed. Your first poems should go naturally, easy, that way you'll be amazed to see how far you've come after a while.
  • 3. Inspire yourself Look around you for things to inspire you. For example you can listen to some poetry, maybe one word or one phrase someone recites triggers something inside your brain. Listening to music is also a great inspiration source -at least for me. When I listen to music I can picture the story behind the song (but mostly only when I listen to instrumentals). Also, try to look at the world from a different perspective. When you take a walk try to observe as many things as possible, a funny incident, a person you like, a beautiful view on the landscapes. Inspire yourself from everything around you.
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  • 6. Revise and rewrite your poems  If it doesn't sound very good right after it's done that's alright, just give it some time. Focus on writing other poems and come back to revise this one after a while, you'll have a different perspective after you took a brake from it. It'll help you see the bigger picture.
  • 5. Read your poems out loud  I know it sounds like no big deal but trust me it makes a difference.
  • 4. Read/watch as many spoken word/poems as possible Pay attention to what suits you better, which artists do you like most and why. Understand it and go in that direction. For example if you like an artists that always has funny poems you may be prone to write funny poems, it's likely they'll make you feel more comfortable. You can always experience other types of poems if you want to!
  • 7. Use your imagination. That's what I love most about artists, they CREATE their world however they want it to be, and they can drag you into their stories faster than you can even realize it. So use your imagination, create whatever you wish and do your best to convince the audience (even if the audience is just you or a couple of friends of yours.) that world you're writing really exists. 
  • 8. Spoken word doesn't have to rhyme So don't struggle to find rhymes. But, if you have a good rhyme in mind. don't hesitate! Make it part of your poetry, find your flow.
  • 9. Make a special notebook for poetry writing. I bought my poetry notebook just because I liked the cover of it. Every time I pull it out of my bag it makes me smile. Also one more thing I did was to write quotes from my best poems on colored post it notes and stick them on the first page of the notebook. That way every time I open the notebook to write I can read pieces of my best creations and feel proud. It really boosts up your morale. 
  • 10. Be honest with yourself If something hurt you and it still does let it out, don't back from your thoughts and feelings. If you worry your poem will be too cheesy or too sad, stop worrying! just let it be. Acknowledge the fact that those thoughts were haunting your brain for some time now. Get to know them and set them free...and what better way is there to set thoughts free than by poetry?
  • 11.  Write as often as possible And this is, the most important thing of all. Write constantly, even if you have just one or two sentences in mind, just write them down. Also, carry the notebook with you all the time. You never know when something will trigger the inspiration in you.
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    "the spoken word has been an outlet for people to release their views outside the academic and institutional domains of the university and academic or small press. The spoken word and its most popular offshoot, slam poetry, evolved into the present day soap-box for people, especially younger ones, to express their views, emotions, life experiences or information to audiences. The views of spoken word artists encompass frank commentary on religion, politics, sex and gender, often taboo subjects in the world of contemporary academic poetry. Spoken word is used to inform or make an audience conscious of some human aspect pertaining to life*"
izz aty

A Verbal Aesthetic: Notes on Spoken Word Poetry | poetryNprogress - 0 views

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    "I've written and performed dozens of spoken word poems, yet I can't tell you in easy steps how to write any kind of poem, much less how to write a spoken word poem. Poetry, generally speaking, defies those kinds of recipes and instructions. Plus, there are no hard-and-fast rules for spoken word poetry. Like poetry in general, spoken word poetry can't be boxed-in. Still, how to write spoken word is a concern for many would-be performers. So, I want to offer some notes, or general observations, on spoken word as a poetic style and form that tends to exhibit some particular artistic qualities."
izz aty

My Owl Barn: Owl Lover 2012 Calendar - 0 views

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    After receiving such an overwhelming response and numerous requests for 2012 calendar we couldn't possibly resist the idea. So again, "My Owl Barn", and this time 45 artists (likes of Suzy Ultman, Jo James, Juliette Crane and Night Owl Paper Goods) from all over the world are proud to present you our "Owl Lover 2012 calendar". The artwork (and hard work!) by all these amazing people makes this calendar a perfect Christmas gift to your family and friends or even a gift to yourself! Like before, you can select the images you love the most and create your own free calendar or you can simply download the pre-made version, whatever you do - I'm sure you will love taking a peek and exploring all the wonderful images.
izz aty

Who Is Dangerdust? An Exclusive | Columbus College of Art & Design Blog - 0 views

  • They’ve been popping up on campus all semester: intricately worked chalkboard messages with one signature, #dangerdust. Dangerdust has captured the attention of students and taken social media by storm. I recently sat down with the artistic duo and, while I can’t name names, I did get a sense of who these artists are and what drives them.
  • the duo is serious about keeping their late-night chalking escapades on the down low even as they were kind enough to talk to me about why they do what they do. “It’s definitely a passion,” they agreed.
izz aty

ESL Teaching Resources on the Web - 0 views

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    English teachers are always being asked to bring songs to class. Although all the input students might have is considered enriching, the fill-in-the-blank exercises seem boring for them and for us as well. In addition, it's very difficult to please students with our song choices.  The aim of this project is to make them think about the songs they listen to and choose one of them to bring to class with the following: a. A copy of the lyrics b. Picture of the singer or group c. A short background of the artist(s) d. Some exercises to be used in class e. The CD with the song (Adapted from Murphey, Tim. Music&Song.Oxford University Press, 1992)
izz aty

Easy Street Prompts - 1 views

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    feeling creatively stuck? Well, this is the unsticking place. You'll find a new visual or random-words inspiration every single day just for artists, writers, and the terminally creative. Once you've scared away The Block, post your work in the comments or leave a link for us to visit. Let's start a creative pandemic
izz aty

Independent school (United Kingdom) - Wikipedia, the free encyclopedia - 0 views

  • History
  • Edward Thring of Uppingham School introduced major reforms, focusing on the importance of the individual and competition, as well as the need for a "total curriculum" with academia, music, sport and drama being central to education
  • The Independent Schools Council say that UK independent schools receive approximately £100m tax relief due to charitable status whilst returning £300m of fee assistance in public benefit and relieving the maintained sector (state schools) of £2bn of costs
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  • They were schools for the gentlemanly elite of Victorian politics, armed forces and colonial government. Often successful businessmen would send their sons to a public school as a mark of participation in the elite
  • the public school system influenced the school systems of the British Empire, and recognisably "public" schools can be found in many Commonwealth countries
  • The Direct Grant Grammar Schools (Cessation of Grant) Regulations 1975 required these schools to choose between full state funding as comprehensive schools and full independence
  • Until 1975 there had been a group of 179 academically selective schools drawing on both private and state funding, the direct grant grammar schools
  • Both these trends were reversed during the 1980s, and the share of the independent schools reached 7.5 percent by 1991
  • 119 of these schools became independent.
  • share of the independent sector fell from a little under 8 percent in 1964 to reach a low of 5.7 percent in 1978
  • changes since 1990 have been less dramatic, participation falling to 6.9 percent by 1996 before increasing very slightly after 2000 to reach 7.2 percent, as seen at present.
  • England
  • As of 2011[update] there were more than 2,600 independent schools in the UK educating some 628,000 children, comprising over 6.5 percent of UK children, and more than 18 percent of pupils over the age of 16
  • According to a study by Ryan & Sibetia,[7] "the proportion of pupils attending independent schools in England is currently 7.2 percent (considering full-time pupils only)".
  • Most independent schools, particularly the larger and older institutions, have charitable status
  • Most public schools developed significantly during the 18th and 19th centuries, and came to play an important role in the development of the Victorian social elite
  • Independent schools, like state grammar schools, are free to select their pupils, subject to general legislation against discrimination
  • Selection
  • principal forms of selection are financial, in that the pupil's family must be able to pay the school fees, and academic, with many administering their own entrance exams - some also require that the prospective student undergo an interview, and credit may also be given for musical, sporting or other talent
  • Nowadays most schools pay little regard to family connections, apart from siblings currently at the school.
  • Only a small minority of parents can afford school fees averaging over £23,000 per annum for boarding pupils and £11,000 for day pupils, with additional costs for uniform, equipment and extra-curricular facilities.[2][12]
  • Scholarships and means-tested bursaries to assist the education of the less well-off are usually awarded by a process which combines academic and other criteria.[13][14]
  • generally academically selective, using the competitive Common Entrance Examination at ages 11–13
  • Schools often offer scholarships to attract abler pupils (which improves their average results)
  • Poorly-performing pupils may be required to leave,
  • Conditions
  • generally characterised by more individual teaching
  • much better pupil-teacher ratios at around 9:1;[16]
  • more time for organised sports and extra-curricular activities
  • longer teaching hours (sometimes including Saturday morning teaching) and homework, though shorter terms
  • a broader education than that prescribed by the national curriculum, to which state school education is in practice limited.
  • Educational achievement is generally very good
  • As boarding schools are fully responsible for their pupils throughout term-time, pastoral care is an essential part of independent education, and many independent schools teach their own distinctive ethos, including social aspirations, manners and accents, associated with their own school traditions
  • Most offer sporting, musical, dramatic and art facilities, sometimes at extra charges, although often with the benefit of generations of past investment
  • more emphasis on traditional academic subjects
  • Independent school pupils are four times more likely to attain an A* at GCSE than their non-selective state sector counterparts and twice as likely to attain an A grade at A-level
  • Some schools specialise in particular strengths, whether academic, vocational or artistic, although this is not as common as it is in the State sector.
  • A much higher proportion go to university
  • set their own discipline regime
  • In England and Wales there are no requirements for teaching staff to have Qualified Teacher Status or to be registered with the General Teaching Council
  • impact of independent schools on the British economy
  • 2014 a report from Oxford Economics highlighted the impact that independent schools have on the British economy
  • independent schools support an £11.7 billion contribution to gross value added (GVA) in Britain. This represents the share of GDP that is supported by independent schools
  • Independent schools support 275,700 jobs across Britain, around 1.0% of all in employment in Britain
  • the report quantified the savings to the taxpayer derived from c.620,000 British pupils at independent schools choosing not to take up the place at a state school to which they are entitled. This results in an annual saving to the taxpayer of £3.9 billion, the equivalent of building more than 590 new free schools each year
  • the report highlighted the additional value to Britain’s GDP that results from the higher educational performance achieved by pupils at independent schools
  • many of the best-known public schools are extremely expensive, and many have entry criteria geared towards those who have been at private "feeder" preparatory-schools or privately tutored
  • the achievement of pupils at independent schools in Britain results in an estimated additional annual contribution to GDP of £1.3 billion.
  • Criticisms
  • often criticised for being elitist
  • often seen as outside the spirit of the state system
  • the treatment of the state sector as homogeneous in nature is difficult to support
  • Although grammar schools are rare, some of them are highly selective and state funded boarding schools require substantial fees
  • Even traditional comprehensive schools may be effectively selective because only wealthier families can afford to live in their catchment area
  • may be argued that the gap in performance between state schools is much larger than that between the better state and grammar schools and the independent sector
  • Smithers and Robinson's 2010 Sutton Trust commissioned study of social variation in comprehensive schools (excluding grammar schools) notes that "The 2,679 state comprehensive schools in England are highly socially segregated: the least deprived comprehensive in the country has 1 in 25 (4.2 percent) of pupils with parents on income benefits compared with over 16 times as many (68.6 percent) in the most deprived comprehensive"
  • Every 2.3 pupils at an independent school supports one person in employment in Britain
  • large number (c. one third[citation needed]) of independent schools provide assistance with fees
  • The Thatcher government introduced the Assisted Places Scheme in England and Wales in 1980, whereby the state paid the school fees for those pupils capable of gaining a place but unable to afford the fees
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      1980 Assisted Places Scheme: financial aid
  • The scheme was terminated by the Labour government in 1997, and since then the private sector has moved to increase its own means-tested bursaries.
  • Some parents complain that their rights and their children’s are compromised by vague and one-sided contracts which allow Heads to use discretionary powers unfairly, such as in expulsion on non-disciplinary matters. They believe independent schools have not embraced the principles of natural justice as adopted by the state sector, and private law as applied to Higher Education
  • Nowadays, independent school pupils have "the highest rates of achieving grades A or B in A-level maths and sciences" compared to grammar, specialist and mainstream state school
  • pupils at independent schools account for a disproportionate number of the total number of A-levels in maths and sciences.
  • In 2006, pupils at fee-paying schools made up 43 percent of those selected for places at Oxford University and 38 percent of those granted places at Cambridge University (although such pupils represent only 18 percent of the 16 years old plus school population)
  • A major area of debate in recent years has centred around the continuing charitable status of independent schools, which allows them not to charge VAT on school fees. Following the enactment of the Charities Bill, which was passed by the House of Lords in November 2006, charitable status is based on an organisation providing a "public benefit" as judged by the Charity Commission.[23]
  • "ceteris paribus, academic performance at university is better the more advantaged is the student's home background".
  • In 2002, Jeremy Smith and Robin Naylor
  • they also observed that a student educated at an independent school was on average 6 percent less likely to receive a first or an upper second class degree than a student from the same social class background, of the same gender, who had achieved the same A-level score at a state school
  • The same study found wide variations between independent school, suggesting that students from a few of them were in fact significantly more likely to obtain the better degrees than state students of the same gender and class background having the same A-level score
  • Richard Partington at Cambridge University[29] showed that A-level performance is "overwhelmingly" the best predictor for exam performance in the earlier years ("Part I") of the undergraduate degree at Cambridge
  • A study commissioned by the Sutton Trust[30] and published in 2010 focussed mainly on the possible use of U.S.-style SAT tests as a way of detecting a candidate's academic potential. Its findings confirmed those of the Smith & Naylor study in that it found that privately educated pupils who, despite their educational advantages, have only secured a poor A-level score, and who therefore attend less selective universities, do less well than state educated degree candidates with the same low A-level attainment
  • Independent sector schools regularly dominate the top of the A-level league tables, and their students are more likely to apply to the most selective universities; as a result independent sector students are particularly well represented at these institutions, and therefore only the very ablest of them are likely to secure the best degrees.
  • In 2013 the Higher Education Funding Council for England published a study [31] noting, amongst other things, that a greater percentage of students who had attended an independent school prior to university achieved a first or upper second class degree compared with students from state schools
izz aty

Houston - 75 ESL Teaching Ideas (TESL/TEFL) - 0 views

  • Ask a student to demonstrate a dance, and assist the student in explaining the movements in English.
  • Ask students to name as many objects in the classroom as they can while you write them on the board.
  • Ask your students if there are any songs running through their heads today. If anyone says yes, encourage the student to sing or hum a little bit, and ask the others if they can identify it.
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  • Assign students to take a conversation from their coursebook that they are familiar with and reduce each line to only one word.
  • At the end of class, erase the board and challenge students to recall everything you wrote on the board during the class period. Write the expressions on the board once again as your students call them out.
  • Bring a cellular phone (real or toy) to class, and pretend to receive calls throughout the class. As the students can only hear one side of the conversation, they must guess who is calling you and why. Make the initial conversation very brief, and gradually add clues with each conversation. The student who guesses correctly wins a prize.
  • Bring in some snacks that you think your students haven't tried before, and invite the students to sample them and give their comments.
  • Collaborate with your students on a list of famous people, including movie stars, politicians, athletes, and artists. Have every student choose a famous person, and put them in pairs to interview each other.
  • Come to class dressed differently than usual and have students comment on what's different.
  • Copy a page from a comic book, white out the dialogue, make copies for your class, and have them supply utterances for the characters.
  • Copy pages from various ESL textbooks (at an appropriate level for your students), put them on the walls, and have students wander around the classroom and learn a new phrase. Then have them teach each other what they learned.
  • Copy some interesting pictures of people from magazine ads. Give a picture to each student, have the student fold up the bottom of the picture about half an inch, and write something the person might be thinking or saying. Put all the pictures up on the board, and let everyone come up and take a look.
  • Draw a pancake-shape on the board, and announce that the school will soon be moving to a desert island. Invite students one by one to go to the board and draw one thing they would like to have on the island.
  • Draw a party scene on the board, and invite students to come up and draw someone they would like to have at the party.
  • Fill the board with vocabulary your students have encountered in previous classes (make sure to include all parts of speech), and get them to make some sentences out of the words.
  • Find out what famous people your students admire, and work together with the class to write a letter to one of them.
  • First, instruct your students to write on a slip of paper the name of one book, CD, or movie that changed them in some way. Collect the papers, call out the titles, and ask the class if they can guess who wrote it. Finally, let the writer identify him or herself, explaining his or her choice.
  • Hand a student a ball of yellow yarn. Have him toss it to another student, while saying something positive about that student and holding onto the end of the yarn. Continue in this manner until there is a web between all the students.
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    These are the ideas included in Hall Houston's Random ESL Idea Generator. If you have a JavaScript-enabled browser, you can use the generator to get a randomly-selected idea from this list. Perhaps you will find it useful to print out this list and refer to it from time to time.
izz aty

Guante: A Beginner's Guide to Spoken-Word and Slam Poetry - 0 views

  • A SOLID INTRODUCTION: Patricia Smith: Skinhead Robbie Q. Telfer: Clowns Tish Jones: Tracks Khary "6 is 9" Jackson: Carolina Andrea Gibson: Letter to a Playground Bully Guante: The Family Business Michael Lee: Pass On Shane Koyczan: To This Day 2009 Denver BNV Team Group Piece Hieu Minh Nguyen: Buffet Etiquette Karen Finneyfrock: Newer Colossus Marc Bamuthi Joseph: Word Becomes Flesh
  • ADVANCED STUDIES: Bao Phi: Prince Among Men Tish Jones: March For Me Shane Hawley: Wile E. Coyote Javon Johnson: 'Cuz He's Black Sierra DeMulder: Paper Dolls Michael Mlekodaj: Jesusland Kevin Yang: Sam I Am Niko Martell: Guns Alvin Lau: Full Moon B.Dolan: Still Electric Sam Sax: After My Boyfriend's Drag Show Ed Bok Lee: Thrown Neil Hilborn: Carver Anis Mojgani: Shake the Dust Carrie Rudzinski: In America Josh Healey: Queer Intifada Muhibb Dyer w/ Kwabena Nixon: They Can’t Break Us Homeless Ryan K.: For Joseph Lauren Zuniga: To the Oklahoma Lawmakers Buddy Wakefield: Convenience Stores Eric Mata: Anatomy of a Hit Franny Choi: Notes on the Exsistence of Ghosts Danez Smith: Black Jesus Writes a Letter to White Jesus Phil Kaye: Repetition Laura Brown-Lavoie: Drone Operator Omoizele "Oz" Okoawo: The Beast: 1944 Proletariat Bronze: Seagulls and White Lines Giles Li: First Draft of Yao Ming's Retirement Speech Jamila Woods: Pigeon Man Versiz: Out There Kait Rokowski: Swelter Blair: My Time at Chrysler Tatiana Ormaza and Juliana Hu Pegues: Under the Table Miles Walser: A Letter to My Vagina Donte Collins: For My Nieces Over North
  • REPEAT POETS Khary "6 is 9" Jackson: Leave Khary "6 is 9" Jackson: Beneath the Veil Khary "6 is 9" Jackson: Her Name Michael Mlekodaj: Star-Spangled Michael Mlekodaj: Prayer for the Destruction of Justin Bieber Sierra DeMulder: Unrequited Love Poem Sierra DeMulder: Ms. Dahmer Alvin Lau: For the Breakdancers Ed Bok Lee: Ode to Bruce Lee Ed Bok Lee: The Secret to Life in America Neil Hilborn: Punk Rock John Sam Sax: California Law Bao Phi: The Nguyens Danez Smith: Twerking as a Radical Form of Healing Hieu Minh Nguyen: Stubborn Inheritance Miles Walser: The White Me A whole playlist of Proletariat Bronze A whole playlist of Guante's poems (me)
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  • OTHER RESOURCES: Button Poetry is a treasure-trove of spoken-word videos. IndieFeed: a huge collection of performance poetry audio Poetry Observed: spoken-word video project AQObserver: video of the Artists' Quarter slam in St. Paul
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    "I love spoken-word poetry. But I also realize that if you just type "spoken-word" into a YouTube search, you'll be bombarded with a TON of videos, most of which (at least to me) aren't very good. Spoken-word is an especially democratic art form, after all, but it can be hard to sift through the millions and millions of videos online to get to the best stuff. This page is about collecting some poems I think you should watch. A few notes:"
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