...ARTS TEACHERS’ GUIDE Grade 9 ARTS Teacher’s Guide Unit I WESTERN CLASSICAL ART TRADITIONS GRADE 9 Unit 1 ARTS TEACHERS’ GUIDE GRADE 9 Unit 1 WESTERN CLASSICAL ART TRADITIONS LEARNING AREA STANDARD The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. key - stage STANDARD The learner demonstrates understanding of salient features of music and arts of the Philippines and the world, through appreciation, analysis, and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. grade level STANDARD The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. CONTENT STANDARDs The Learner: demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding that the arts are integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences and other external phenomenon ...
Words: 32535 - Pages: 131
...“The Rocking-Horse Winner” relates the desperate and foredoomed efforts of a young boy to win his mother’s love by seeking the luck that she bitterly maintains she does not have. By bringing her the luxurious life for which she longs, Paul hopes to win her love, to compensate her for her unhappiness with his father, and to bring peace to their anxious, unhappy household. He determines to find luck after a conversation with his mother, in which she tells him that she is not lucky, having married an unlucky husband, and that it is better to have luck than money because luck brings money. In response, Paul clearly accepts the unspoken invitation to take his father’s place in fulfilling his mother’s dreams of happiness. His purpose seems to be fulfilled when, with the help of Bassett, the gardener, he begins to win money betting on horse races. Shortly thereafter, he confides in his uncle Oscar, whom he also considers lucky because Oscar’s gift of money started his winning streak. Paul, Oscar, and Bassett continue to bet and win until Paul has five thousand pounds to give his mother for her birthday, to be distributed to her over the next five years. When she receives the anonymous present, she does not seem at all happy but sets about arranging to get the whole five thousand pounds at once. As a result, Hester becomes even more obsessed with money, increasingly anxious for more. Also, the house, which previously seemed to whisper “There must be more money! There must be more money...
Words: 5939 - Pages: 24
...Home > Why Hamlet Delays His Revenge Why Hamlet Delays His Revenge (Excerpt from Quintessence of Dust: The Mystical Meaning of Hamlet) Kenneth Chan ... Hamlet is finally alone, and the stage is set for the soliloquy that gave rise to one of the most persistent mysteries in literature: Why does Hamlet delay his revenge? Hamlet Ay, so, God buy you. Now I am alone. Oh, what a rogue and peasant slave am I! Is it not monstrous that this player here, But in a fiction, in a dream of passion, Could force his soul so to his whole conceit1 That from her working all his visage wanned, Tears in his eyes, distraction in his aspect, A broken voice, and his whole function suiting With forms to his conceit? And all for nothing! For Hecuba! What's Hecuba to him, or he to Hecuba, That he should weep for her? What would he do Had he the motive and the cue for passion That I have? He would drown the stage with tears, And cleave the general ear with horrid speech, Make mad the guilty and appal the free,2 Confound the ignorant, and amaze indeed The very faculties of eyes and ears. Yet I, A dull and muddy-mettled3 rascal, peak Like John-a-dreams,4 unpregnant5 of my cause, And can say nothing--no, not for a king, Upon whose property and most dear life A damned defeat was made. Am I a coward? Who calls me a villain, breaks my pate across, Plucks off my beard and blows it in my face, Tweaks me by the nose, gives me the lie i'th'throat As deep as to the lungs? Who does me this? Ha, 'swounds, I should take...
Words: 7854 - Pages: 32
...THE LOTTERY - SUMMARY In A Nutshell "The Lottery" caused major controversy when it was first published in the June 26, 1948 issue of The New Yorker. Shirley Jackson's implicit critique of the brutality underlying the rituals and values of America's small towns outraged magazine readers, many of whom cancelled their subscriptions (see the Encyclopedia Britannica for more on the tale's publication history). As a side note – Jackson based "The Lottery" on her life in North Bennington, Vermont (source). Some of us here at Shmoop happen to be from that fine state, and we'd like to assure all potential tourists that despite what you may read in "The Lottery," you don't have to worry about sudden stoning in the Green Mountain State. Anyway, back to the matter at hand. The anonymous, generic village in which "The Lottery" is set, in addition to the vicious twist the story gives to a common American ritual, enhance the contemporary reader's uneasy sense that the group violence in the story could be taking place anywhere and everywhere, right now. Jackson's skillful warping of a popular pastime has become an American classic, establishing her position as one of the great American horror writers. Why Should I Care? So, if you've ever been hanging out with a group of friends and done something truly stupid, you may have heard the refrain, "If your friends jumped off a bridge, would you jump, too?" Your answer is probably "no," but Shirley Jackson disagrees. She thinks you – and...
Words: 5311 - Pages: 22
...Jonson (1572–1637). The Alchemist. The Harvard Classics. 1909–14. | | | | |Introductory Note | | | | | |BEN JONSON was born of poor parents at Westminster in 1573. Through the influence of Camden, the antiquary, he got a good | 1| |education at Westminster School; but he does not seem to have gone to a University, though later both Oxford and Cambridge gave | | |him degrees. In his youth he practised for a time his stepfather’s trade of bricklaying, and he served as a soldier in Flanders. | | | It was probably about 1595 that he began to write for the stage, and within a few years he was recognized as a distinguished | 2| |playwright. His comedy of “Every Man in His Humour” was not only a great immediate success, but founded a school of satirical | | |drama in England. “Sejanus” and “Catiline” were less popular, but are impressive pictures of Roman life, less interesting but more| | |accurate than the Roman plays of Shakespeare. ...
Words: 30021 - Pages: 121
...Who was William Shakespeare? Shakespeare is William Shakespeare, one of the English-speaking world's greatest playwrights and poets, who possessed a great knowledge of human nature and transformed the English theatre. Yet many facts of his life remain a mystery. Some have been acquired from painstaking looks at the records of the time, so that this summary is based on generally agreed facts. It has been said that we only know three things about Shakespeare: that he was born, married and died. He was baptised on April 26, 1564; we do not know his birth date, but many scholars believe it was April 23, 1564. His father was John Shakespeare (who was a glover and leather merchant) and his mother Mary Arden (who was a landed local heiress). John had a remarkable run of success as a merchant, alderman, and high bailiff of Stratford, during William's early childhood. His fortunes declined, however, in the late 1570s. William lived for most of his early life in Stratford-upon-Avon. We do not know exactly when he went to London but he is said to have arrived in 1592. There is great conjecture about Shakespeare's childhood years, especially regarding his education. It is surmised by scholars that Shakespeare attended the free grammar school in Stratford, which at the time had a reputation to rival that of Eton. While there are no records extant to prove this claim, Shakespeare's knowledge of Latin and Classical Greek would tend to support this theory. In addition, Shakespeare's...
Words: 6999 - Pages: 28
...The Gift of the Magi Themes Love "Gift of the Magi" is the story of a poor, young couple whose love for each other is the most important thing in their lives. Such is their love that they're led to sacrifice their most valuable possessions to find Christmas gifts for each other. The warm home they make together contrasts with the drabness of their poverty and the dreary world outside. Their love seems to know no bounds, though Della (the wife) worries about how her sacrifice will affect her husband because of how it affects her looks. If ever there were a story with the message that all you need to be happy is love, this is it. Sacrifice The two main characters in "Gift of the Magi" are a husband and wife who give up their most precious possessions to be able to afford gifts for each other on Christmas Eve. The story seems to be all about sacrifice. We watch Della go through the process of deciding to make the sacrifice and going through with it, only to discover that her husband has made the same sacrifice. The story's narrator assures us that in their willingness to give up all they have, they have proven themselves the wisest of all gift-givers. It might remain unclear, though, exactly what their sacrifice has accomplished, or how it has affected them. Wealth In many ways, "Gift of the Magi" is a story about what it means for something to be valuable. Does something's value lie in how much money it is worth? Or are other things more valuable than money? The main characters...
Words: 10606 - Pages: 43
...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
Words: 41988 - Pages: 168
...much of today’s feminist writings, the Gothic era is frequently defined as a period in which the oppression of females was at its most intense. In response to fin de siècle anxieties of a social revolution in which gender stereotypes could be overhauled, gothic writers, it is claimed, sought to reassert cultural and gender norms – a reassertion which inevitably resulted in the oppression of women. In view of such contemporary analysis, it is thus all too tempting to offer a sweeping judgement of gothic literature as victimising, oppressive and misogynistic; Dracula’s “victims” are all “unambiguously women[1]”, Poe victimises through an “idealised and dehumanising image of women[2]”, while Carter is a “pseudo feminist” who merely “reinforces patriarchal views” with her “pornographic” writing[3]. Yet such views are largely artificial, and are primarily based on potted summaries of the above works, rather than a closer textual analysis. If one takes the definition of a victim as a being who is subject to the successful predatory actions of another, and who is resultantly devoid of power[4], then such primitive analysis in blindly labelling “all women as victims of the beastly male[5]” becomes flawed. Read in the context of Carter’s ironic foreword[6] to Perrault’s Short Stories, a deeper exploration reveals women as being willingly complicit in adopting the role of victim. Such complicity can be further explained through the...
Words: 5092 - Pages: 21
...which is now making its appearance as proof of its quality. The advance of scientific knowledge has not left The Interpretation of Dreams untouched. When I wrote this book in 1899 there was as yet no "sexual theory," and the analysis of the more complicated forms of the psychoneuroses was still in its infancy. The interpretation of dreams was intended as an expedient to facilitate the psychological analysis of the neuroses; but since then a profounder understanding of the neuroses has contributed towards the comprehension of the dream. The doctrine of dream-interpretation itself has evolved in a direction which was insufficiently emphasized in the first edition of this book. From my own experience, and the works of Stekel and other writers, [1] I have since learned to appreciate more accurately the significance of symbolism in dreams (or rather, in unconscious thought). In the course of years, a mass of data has accumulated which demands consideration. I have endeavored to deal with these innovations by interpolations in the text and footnotes. If these additions do not always quite adjust themselves to the framework of the treatise, or if the earlier text does not everywhere come up to the standard of our present knowledge, I must beg indulgence for this deficiency, since it is only the result and indication of the increasingly rapid advance of our science. I will even venture to predict the directions in which further editions of this book - should there...
Words: 226702 - Pages: 907
...Tradition And Modernity In the instinctive mode of western scholars, I had once thought of Tradition and Modernity as individual chapters, each of them thinking about its topic as an entity to be understood in its respective essence and unity. But I have come to understand in perhaps an equally perennial move by western students of Indian culture that these two terms do not in themselves exist. But they do function, dialogically. They work in relation with each other. Modernity functions as an economic and social tool to achieve some wealth, flexibility, and innovation for individuals and groups; Tradition functions, partly and at times largely, as a mythological state which produces the sensation of larger connectedness and stability in the face of shockingly massive social change over the last half-century. One might also say that Modernity is an economic force with social, cultural, and political correlatives; Tradition is a cultural force with social, economic, and political correlatives. Satisfyingly asymmetrical in their relation, they require us, in talking of one, to talk also of the other, just as they induce us to move as nimbly as possible between theoretical abstraction and experiential reality. But their separation is itself part of the mythological drama in current Indian thought, just as their mutual implication is the import of the same ironic smile that brings to an effective close any conversation one hears here about them. And so we take them in turn only...
Words: 21056 - Pages: 85
...Psychology, by Sigmund Freud This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: Dream Psychology Psychoanalysis for Beginners Author: Sigmund Freud Release Date: March 28, 2005 [EBook #15489] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK DREAM PSYCHOLOGY *** Produced by David Newman, Joel Schlosberg and the Online Distributed Proofreading Team. DREAM PSYCHOLOGY PSYCHOANALYSIS FOR BEGINNERS BY PROF. DR. SIGMUND FREUD AUTHORIZED ENGLISH TRANSLATION BY M. D. EDER WITH AN INTRODUCTION BY ANDRÉ TRIDON Author of "Psychoanalysis, its History, Theory and Practice." "Psychoanalysis and Behavior" and "Psychoanalysis, Sleep and Dreams" NEW YORK THE JAMES A. McCANN COMPANY 1920 THE JAMES...
Words: 57348 - Pages: 230
...WHAT IS NOVEL? A Novel is prose narrative of considerable length and some complexity that deals imaginatively (fictional) with human experiences (near to life) through a connected sequence of events involving a group of persons in a specific setting. Previously it was known as fictional narrative or narrative prose. ( A Narrative opens “in media res”. This means it opens usually with the hero at his lowest point “in the middle of things”, earlier portions of the story appear later as flashbacks..) Main characterstics of novels are theme, plot or setting, structure, action or events in a sequence, strong characterization and expressive language. The genre of extended prose fiction or narrative fictional prose i.e. novel is rooted in the tradition of medieval "romances" or the heroic romance in prose. The term ‘roman or romance’ linked fictions back to the histories that had appeared in the Romance language of 11th and 12th-century southern France. The typical Arthurian romance became a fashion in the late 12th century. The unexpected and peculiar adventures surprised the audience in romances like Sir Gawain and the Green Knight (c. 1380).The romance had become a stable generic term by the beginning of the 13th century, as in the Roman de la Rose (c. 1230), famous today in English through Geoffrey Chaucer's late 14th-century translation. Chaucer's Troilus and Criseyde (1380–87) is a late example of this European fashion. Prose narrators wrote narrative patterns as employed...
Words: 6118 - Pages: 25
...3673 THE ‘UNCANNY’ (1919) Freud - Complete Works. Ivan Smith 2000. All Rights Reserved. 3675 THE ‘UNCANNY’ I It is only rarely that a psycho-analyst feels impelled to investigate the subject of aesthetics, even when aesthetics is understood to mean not merely the theory of beauty but the theory of the qualities of feeling. He works in other strata of mental life and has little to do with the subdued emotional impulses which, inhibited in their aims and dependent on a host of concurrent factors, usually furnish the material for the study of aesthetics. But it does occasionally happen that he has to interest himself in some particular province of that subject; and this province usually proves to be a rather remote one, and one which has been neglected in the specialist literature of aesthetics. The subject of the ‘uncanny’ is a province of this kind. It is undoubtedly related to what is frightening - to what arouses dread and horror; equally certainly, too, the word is not always used in a clearly definable sense, so that it tends to coincide with what excites fear in general. Yet we may expect that a special core of feeling is present which justifies the use of a special conceptual term. One is curious to know what this common core is which allows us to distinguish as ‘uncanny’ certain things which lie within the field of what is frightening. As good as nothing is to be found upon this subject in comprehensive treatises on aesthetics, which in general prefer to concern...
Words: 13536 - Pages: 55
...Chapter 1 SIGMUND FREUD AN INTRODUCTION Sigmund Freud, pioneer of Psychoanalysis, was born on 6th May 1856 in Freiberg to a middle class family. He was born as the eldest child to his father’s second wife. When Freud was four years old, his family shifted and settled in Vienna. Although Freud’s ambition from childhood was a career in law, he decided to enter the field of medicine. In 1873, at the age of seventeen, Freud enrolled in the university as a medical student. During his days in the university, he did his research on the Central Nervous System under the guidance of German physician `Ernst Wilhelm Von Brucke’. Freud received his medical degree in 1881and later in 1883 he began to work in Vienna General Hospital. Freud spent three years working in various departments of the hospital and in 1885 he left his post at the hospital to join the University of Vienna as a lecturer in Neuropathology. Following his appointment as a lecturer, he got the opportunity to work under French neurologist Jean Charcot at Salpetriere, the famous Paris hospital for nervous diseases. So far Freud’s work had been entirely concentrated on physical sciences but Charcot’s work, at that time, concentrated more on hysteria and hypnotism. Freud’s studies under Charcot, which centered largely on hysteria, influenced him greatly in channelising his interests to psychopathology. In 1886, Freud established his private practice in Vienna specializing in nervous diseases...
Words: 155674 - Pages: 623
