DOCSLIB.ORG

Meaning-Making Young Children's Drawings

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Meaning-Making Young Children's Drawings MEANING-MAKING IN YOUNG CHILDREN’S DRAWINGS VOLUME 1 J. DEGUARA THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY 2015 MEANING-MAKING IN YOUNG CHILDREN’S DRAWINGS JOSEPHINE DEGUARA THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY THE SCHOOL OF EDUCATION STUDIES UNIVERSITY OF SHEFFIELD APRIL 2015 A man in the rain – by Thea “Drawing can be seen as a meaning-making process in which children draw signs to express their understanding and ideas in a visual-graphic form” - Marit Holm Hopperstad (2008, p.134) Abstract This study investigates the multiple layers of meaning-making young children represent in their drawings. Taking a social semiotics theoretical framework to analyse children’s drawings, this study is designed around four main research questions: to examine the modes children use, the themes they illustrate, the meanings they communicate, and the possible influences that affect their drawings. It is developed around three case studies of four-year old children who attended the same school in Malta. The data were collected over four months, where the three children were encouraged to draw in both the home and school settings. During and post drawing conversations were held with the children and their parents, to bring out the meanings conveyed. The observations and conversations were video-recorded and transcribed. In total, the children drew two hundred, twenty-three drawings. The children’s participation was supported throughout the data collection process: they video-recorded themselves, collated the drawings in display files and provided insightful understandings about their drawings. Developing a simple-complex mode criterion, which was represented on a purposely- created Data Cross-grid, the findings show that the three children had personal preferences in their use of semiotic styles. Findings from the study also illustrate that they drew a broad range of subjects with people, animals, and weather and sky features featuring prominently. The Data Cross-grid also represented a simple- complex theme criterion, where results indicate that the children had different drawing patterns and configurations. Ultimately, the Data Cross-grid provided a unique profile for each child as a drawer. The meanings in the three children’s drawings were complex and extensive. These were reflected in four main distinctive functions: drawing as a constructor of identity, drawing as a communicator of the self, drawing as a processor of knowledge, and drawing as a play process. The children’s drawings were also influenced by a variety of home, school and other community and cultural influences. In conclusion, the study brings out the importance of recognising drawing as a semiotic and visual language children use to process, create and communicate meaning. To my family Acknowledgements I would never have been able to write my doctoral thesis without the guidance, encouragement and support of a number of people: my tutor, colleagues, family and friends. I would like to express my deepest gratitude to my supervisor, Professor Cathy Nutbrown, for her excellent guidance and encouragement. Your expertise and challenging ways, combined with your enthusiasm and realistic views, were a source of inspiration and motivation to me. Your good advice and humanistic approach at both the academic and personal levels were invaluable and for which I am particularly thankful. I also thank you for your time, patience and care. A thank you is also due to the academic staff on the Malta Team, The School of Education Studies, University of Sheffield, who were always keen to share their knowledge, constructively criticise my work, advice and encourage me. I thank you for your support and dedication. I would like to acknowledge the administrative staff at St Catherine’s High School, Malta, as hosts of the Malta-based post-graduate programmes, who offered a welcoming environment during the study schools. A special thank you goes to Ms Sue Midolo, school principal, not only for providing administrative support but more importantly for her availability to help at all levels. I thank you for your warm and caring attitude, which meant a lot. A note of thanks goes also to the clerical staff at the University of Sheffield, especially Ms Helen Saunders, Ms Felicity Gilligan and Mr David Heymann. Thank you for your prompt replies and for your patience in answering all my queries. Your help was greatly appreciated. I would also like to show my appreciation towards my PhD colleagues, who likewise followed the Malta-based programme. You listened to me, questioned my work and shared my struggles. Having you on board the PhD journey meant that I never felt alone on an otherwise lonely experience. A note of thanks goes also to my colleagues at the Department of Early Childhood and Primary Education, Faculty of Education, University of Malta, who throughout the research process offered advice, shared experiences and were very sympathetic. I also would like to thank Professor Valerie Sollars, Dean of the Faculty of Education and Dr Marie Therese Farrugia, Head of Department, for being always considerate and supportive whenever I needed help. Your understanding made a difference. I appreciate the help and encouragement of several friends. Thanks are due to Dr Gladson Chikwa, who as a good friend, always encouraged, counselled and provided me with his thoughtful feedback and best suggestions. I also would like to thank the Chikwa family for welcoming me in their home at Sheffield. Because of you, Sheffield took a different meaning. I would also like to thank Dr Josephine Milton, for her continuous support and for introducing me to Sheffield and the University of Sheffield campus. You made my first stays in Sheffield interesting and something to look forward to. A note of appreciation goes to Mr Anton Cardona for his reassurance and belief in me. You listened to me during my tribulations and always encouraged me to keep moving forward. To all my colleagues at the ‘Binja’: thank you for your encouragement and words of advice. All your friendships and different ways of support meant a lot during times of hardship. I would also like to thank Mr David Pisani for his help with the video-editing and Mr Luke Soler for his assistance with the graphics of the consent booklet. Due thanks go also to Mr Antoine Vella (Antoine tan-Newl) for welcoming me in his workshop and for very patiently explaining the weaving process in great detail. A very big thank you goes to Luke, Thea and Bertly, the three participant children of my study. It was a privilege to get to know you and an honour to do a study with you. You gave me invaluable insights into your ways of thinking and meaning- making. You challenged me, changed my perspectives and taught me how to listen to you and respect the remarkable ideas of young children. You also taught me the significance of the unremarkable daily episodes and how important these were for you. You also renewed in me an awareness of the responsibility educators have in understanding children’s ways of communication and meaning-making. I am grateful also to their families, who believed in my study, trusted me, and welcomed me in their homes. I appreciate your time, help, openness and confidence. I would also like to thank the Head of School and Kindergarten Assistant who kindly gave me their consent to conduct the study in their school and classroom respectively. Thanks go also to all the children in the class, who accepted me and showed interest in my research. Your enthusiasm in the drawing process taught me the importance of exposing children to meaningful activities. On a more personal note, a big thank you goes to my family: my husband and two children. Your constant support and patience made this thesis possible. Thank you for putting up with my endless talks about my studies, my long nights of writing and for standing by me through the bad times. Your belief in me was a source of motivation. I dedicate this thesis to you: Victor, Maria and Mark. Finally, I would like to acknowledge the financial support for this research. This study was considerably funded by the Malta Government Scholarship Scheme (MGSS) and the University of Malta. Declaration of authenticity I hereby declare that this thesis is my own work. I confirm that no part of this work has been previously submitted, published or presented elsewhere. Any material or work represented in this thesis which is not my own, has been acknowledged and appropriately referenced. This thesis is copyright material. No part of it may be published without permission and adequate acknowledgement. _______________________ Josephine Deguara April, 2015 Table of Contents Epigraph ........................................................................................................................ i Abstract ........................................................................................................................ ii Dedication ................................................................................................................... iii Acknowledgements ..................................................................................................... iv Declaration of authenticity ......................................................................................... vii Table of Contents ...................................................................................................... viii List of Tables ..........................................................................................................
Load more

Recommended publications
  • Of ABBA 1 ABBA 1
    Music the best of ABBA 1 ABBA 1. Waterloo (2:45) 7. Knowing Me, Knowing You (4:04) 2. S.O.S. (3:24) 8. The Name Of The Game (4:01) 3. I Do, I Do, I Do, I Do, I Do (3:17) 9. Take A Chance On Me (4:06) 4. Mamma Mia (3:34) 10. Chiquitita (5:29) 5. Fernando (4:15) 11. The Winner Takes It All (4:54) 6. Dancing Queen (3:53) Ad Vielle Que Pourra 2 Ad Vielle Que Pourra 1. Schottische du Stoc… (4:22) 7. Suite de Gavottes E… (4:38) 13. La Malfaissante (4:29) 2. Malloz ar Barz Koz … (3:12) 8. Bourrée Dans le Jar… (5:38) 3. Chupad Melen / Ha… (3:16) 9. Polkas Ratées (3:14) 4. L'Agacante / Valse … (5:03) 10. Valse des Coquelic… (1:44) 5. La Pucelle d'Ussel (2:42) 11. Fillettes des Campa… (2:37) 6. Les Filles de France (5:58) 12. An Dro Pitaouer / A… (5:22) Saint Hubert 3 The Agnostic Mountain Gospel Choir 1. Saint Hubert (2:39) 7. They Can Make It Rain Bombs (4:36) 2. Cool Drink Of Water (4:59) 8. Heart’s Not In It (4:09) 3. Motherless Child (2:56) 9. One Sin (2:25) 4. Don’t We All (3:54) 10. Fourteen Faces (2:45) 5. Stop And Listen (3:28) 11. Rolling Home (3:13) 6. Neighbourhood Butcher (3:22) Onze Danses Pour Combattre La Migraine. 4 Aksak Maboul 1. Mecredi Matin (0:22) 7.
    [Show full text]
  • Black Performance and Cultural Criticism Valerie Lee and E. Patrick Johnson, Series Editors
    Black Performance and Cultural Criticism Valerie Lee and E. Patrick Johnson, Series Editors Seniors_Book4print.indb 1 5/28/2009 11:30:56 AM Seniors_Book4print.indb 2 5/28/2009 11:30:56 AM BEYOND LIFT EVERY VOICE AND SING The Culture of Uplift, Identity, and Politics in Black Musical Theater • Paula Marie Seniors The Ohio State University Press Columbus Seniors_Book4print.indb 3 5/28/2009 11:30:56 AM Copyright © 2009 by The Ohio State University. All rights reserved. Library of Congress Cataloging-in-Publication Data Seniors, Paula Marie. Beyond lift every voice and sing : the culture of uplift, identity, and politics in black musical theater / Paula Marie Seniors. p. cm. — (Black performance and cultural criticism) Includes bibliographical references and index. ISBN-13: 978-0-8142-1100-7 (cloth : alk. paper) ISBN-10: 0-8142-1100-3 (cloth : alk. paper) 1. African Americans in musical theater—History. 2. Musical theater—United States—History. 3. Johnson, James Weldon, 1871–1938. 4. Johnson, J. Rosamond (John Rosamond), 1873–1954. 5. Cole, Bob, 1868–1911. I. Title. ML1711.S46 2009 792.6089'96073—dc22 2008048102 This book is available in the following editions: Cloth (ISBN 978-0-8142-1100-7) CD-ROM (ISBN 978-0-8142-9198-6) Cover design by Laurence Nozik. Type set in Adobe Sabon. Text design by Jennifer Shoffey Forsythe. Printed by Thomson-Shore, Inc. The paper used in this publication meets the minimum requirements of the Ameri- can National Standard for Information Sciences—Permanence of Paper for Printed Library Materials. ANSI Z39.48-1992. 9 8 7 6 5 4 3 2 1 Seniors_Book4print.indb 4 5/28/2009 11:30:56 AM This book is dedicated to my scholar activist parents AUDREY PROCTOR SENIORS CLARENCE HENRY SENIORS AND TO MIss PARK SENIORS Their life lessons and love nurtured me.
    [Show full text]
  • Literature for Composition Reading and Writing Arguments About Essays, Stories, Poems, and Plays
    BARN.2138.bkfm.i-xxvi_BARN.2138.bkfm.i-xxvi 2/27/13 1:27 PM Page i INSTRUCTOR’S HANDBOOK TO ACCOMPANY Literature for Composition Reading and Writing Arguments About Essays, Stories, Poems, and Plays TENTH EDITION Edited by Sylvan Barnet Tufts University William Burto University of Massachusetts at Lowell William E. Cain Wellesley College Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo BARN.2138.bkfm.i-xxvi_BARN.2138.bkfm.i-xxvi 2/27/13 1:27 PM Page ii Vice President and Editor in Chief: Joseph P. Terry Senior Supplements Editor: Donna Campion Electronic Page Makeup: Grapevine Publishing Services, Inc. Instructor’s Handbook to Accompany Literature for Composition: Essays, Stories, Poems, and Plays, Tenth Edition, by Sylvan Barnet, William Burto, and William E. Cain. Copyright © 2014, 2011, 2007 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may re- produce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. 1 2 3 4 5 6 7 8 9 10–online–15 14 13 12 ISBN 10: 0-321-84213-8 www.pearsonhighered.com ISBN 13: 978-0-321-84213-8 BARN.2138.bkfm.i-xxvi_BARN.2138.bkfm.i-xxvi 2/27/13 1:27 PM Page iii Contents Preface xv Using the “Short Views” and the “Overviews” xvii Guide to MyLiteratureLabTM xix The First Day 1 PART I Getting Started: From Response to Argument CHAPTER 1 How to Write an Effective Essay: A Crash Course 4 CHAPTER 2 The Writer as Reader 5 KATE CHOPIN Ripe Figs 5 LYDIA DAVIS City People 6 RAY BRADBURY August 2026: There Will Come Soft Rains 7 MICHELE SERROS Senior Picture Day 8 GUY DE MAUPASSANT The Necklace 9 GUY DE MAUPASSANT Hautot and Son 13 T.
    [Show full text]
  • The Representation of American Visual Art in the USSR During the Cold War (1950S to the Late 1960S) by Kirill Chunikhin
    The Representation of American Visual Art in the USSR during the Cold War (1950s to the late 1960s) by Kirill Chunikhin a Thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History and Theory of Arts Approved Dissertation Committee _______________________________ Prof. Dr. Isabel Wünsche Jacobs University, Bremen Prof. Dr. Corinna Unger European University Institute, Florence Prof. Dr. Roman Grigoryev The State Hermitage, St. Petersburg Date of Defense: June 30, 2016 Table of Contents Abstract ...................................................................................................................... v Acknowledgements ................................................................................................. vii Statutory Declaration (on Authorship of a Dissertation) ........................................... ix List of Figures ............................................................................................................ x List of Attachments ................................................................................................. xiv Introduction ................................................................................................................ 1 PART I. THE SOVIET APPROACH: MAKING AMERICAN ART ANTI- AMERICAN………………………………………………………………………………..11 Chapter 1. Introduction to the Totalitarian Art Discourse: Politics and Aesthetics in the Soviet Union ......................................................................................................
    [Show full text]
  • Transformation, Paradox and Continuity in the Poetry of James Mcauley
    UNIVERSIDADE DE LISBOA FACULDADE DE LETRAS “So many voices urging:” Transformation, Paradox and Continuity in the Poetry of James McAuley Rosemary Jean Page Orientador: Prof. Doutor Mário Vítor Fernandes Araújo Bastos, Professor Auxiliar, Faculdade de Letras da Universidade de Lisboa Tese especialmente elaborada para obtenção do grau de Doutor no ramo de Estudos da Literatura e Cultura, na Especialidade de Estudos da Literatura e Cultura de Expressão Inglesa 2018 UNIVERSIDADE DE LISBOA FACULDADE DE LETRAS “So many voices urging:” Transformation, Paradox and Continuity in the Poetry of James McAuley Rosemary Jean Page Orientador: Prof. Doutor Mário Vítor Fernandes Araújo Bastos Tese especialmente elaborada para obtenção do grau de Doutor no ramo de Estudos da Literatura e Cultura, na Especialidade de Estudos da Literatura e Cultura de Expressão Inglesa Júri: Presidente: Doutora Maria Cristina de Castro Maia de Sousa Pimentel, Professora Catedrática e Membro do Conselho Científico da Faculdade de Letras da Universidade de Lisboa Vogais: - Doutor François-Xavier Giudicelli, Maître de Conférences, Département d’Anglais, UFR Lettres et Sciences Humaines, Université de Reims Champagne-Ardenne, França - Doutor Kenneth David Callahan, Professor Associado, Departamento de Línguas e Culturas da Universidade de Aveiro - Doutora Isabel Maria da Cunha Rosa Fernandes, Professora Catedrática, Faculdade de Letras da Universidade de Lisboa - Prof. Doutor Mário Vítor Fernandes Araújo Bastos, Professor Auxiliar, Faculdade de Letras da Universidade de Lisboa - Doutora Maria Teresa Correia Casal, Professora Auxiliar, Faculdade de Letras da Universidade de Lisboa 2018 i ii Copyright information The copyright of this thesis is held by the Universidade de Lisboa The copyright of James McAuley is held by the James McAuley Estate (executor Curtis Brown, Sydney) iii DEDICATÓRIA Time out of mind And out of the heart too Yet I am not resigned To be what I do.
    [Show full text]
  • UC San Diego UC San Diego Electronic Theses and Dissertations
    UC San Diego UC San Diego Electronic Theses and Dissertations Title Schooling La Raza : a Chicana/o cultural history of education, 1968-2008 Permalink https://escholarship.org/uc/item/8t69s3wd Author Hidalgo, Melissa Martha Publication Date 2011 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, SAN DIEGO Schooling La Raza: A Chicana/o Cultural History of Education, 1968-2008 A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Literature by Melissa Martha Hidalgo Committee in charge: Professor Shelley Streeby, Chair Professor Rosemary George Professor Lisa Lowe Professor Olga Vásquez Professor Meg Wesling 2011 This Dissertation of Melissa Martha Hidalgo is approved, and is acceptable in quality and form for publication on microfilm and electronically. Chair University of California, San Diego 2011 iii EPIGRAPH To tell a story is to construct a history, to assert a vision of reality. A history links the living with ancestors and divinities across spatial and temporal dimensions, moving back to retrieve lineage lessons and forward to cast a vision of what might be. Joni L. Jones iv TABLE OF CONTENTS Signature Page……………………………………………………………. iii Epigraph………………………………………………………………….. iv Table of Contents………………………………………………………… v List of Illustrations……………………………………………………….. vi Acknowledgements………………………………………………………. vii Vita……………………………………………………………………….. xi Abstract…………………………………………………………………… xii Introduction……………………………………………………………….. 1 Chapter 1. “Demand, Protest, Organize:” Remembering the 1968 East Los Angeles High School Blowouts………………………………. 28 Chapter 2. Soft Hands: A Genealogy of the Educational Formation of Queer Chicano Identities from Villarreal’s Pocho (1959) to Bracho’s Sissy (2008) ……………………………………………... 81 Chapter 3. Profesora Power: Feminist Pedagogy in Terri de la Peña’s Margins (1992) and Adelina Anthony’s Mastering Sex and Tortillas (2002)……………………………………………....
    [Show full text]
  • Oldfieldscapes (Pdf)
    2020 Oldfieldscapes MUSICALBOXED.WORDPRESS.COM JORDI ADELL ÍNDICE Introduction 1 Tubular Bach (1973) 3 Nursery times (1968-1974) 6 Sobre la cresta de Hergest (1974) 10 Los albores de Ommadawn (1975) 14 Crónicas de Oldfield: el león, el cazador y el granero (1976) 18 Los embrujos de Incantations (1976-1978) 23 Enigmations (1978-1984) 26 Cala Pregonda (1978) 28 I believe in Oldfield Christmas (1974-1979) 31 Campanas de boda (1981-1982) 33 En el ojo de Irlanda (1982) 35 Mount Echeyde (1982) 40 Escribiendo a la luz de la luna (1983) 42 Cr11Ses (1982-1983) 46 Descubriendo el lago (1984) 48 Living on radio (1983-1992) 52 Amarok: los sonidos del silente (1990) 57 Sin sueños (1991) 61 Noche monumental (1993) 63 Midnight songs (1994) 67 Canciones distantes (1994) 69 Viajero en Ibiza (1996) 72 Le mont Saint Michel (1996) 75 Campanas bajo la lluvia (1998) 78 Far above the crowd (1999) 81 Pacha mama (1999) 84 I still believe in Oldfield Christmas (1980-1999) 88 A las lunas de Valencia (2002) 89 Un paseo por el arte gráfico oldfiliano (1973-2005) 92 Altas esferas en el Guggenheim (2008) 95 Take 4 (1978-2011) 99 Fadalack turns the clock back (1973-2012) 101 Man on the seas (2014) 104 Top of the rocks (2017) 106 New arrivals (1979-2019) 109 INTRODUCTION El día que nací salió a la venta The Yes Album de Yes y, cuando cumplí 11 años, Mike Oldfield publicó el disco Five Miles Out. Puede verse como dos coincidencias, pero a mí me gusta pensar que estos hechos tuvieron algún tipo de efecto sobre mi temprana afición por la música.
    [Show full text]
  • Tubular Bells Iii
    TUBULAR BELLS III Mike Oldfield – Tubular Bells III (28 Agosto 1998) Il motivo di una vita, un’altra rilettura e re-interpretazione del primo album. Impressioni scolpite in un’anima che si esprimono e riverberano in nuovi arrangiamenti. Viaggio attraverso una notte; la musica del vento. Da ascoltare con le cuffie, al buio, nel silenzio della notte. Un viaggio attraverso una notte fosca, pesante, densa di presagi, paure, ricordi. Un album psichedelico, espressionistico, e infine catartico. Ci leggo le note di dolore di mio padre, ritrovo le notti insonni della mia gioventù presto messa da parte per la necessità di crescere, ferita da una scomparsa inattesa. Ritrovo l’inquietudine notturna di sempre. Ci leggo ancora una comunione tra me e il Vento, tra me e l’Indefinito. Un album fatto di respiri affannosi, corse nel buio, chiari di luna, batticuore, pianti di disperazione, pianti di bambino, preoccupazione. Infine, la notte è rotta dalla voce squillante e solare di una campana percossa con decisione che risuona da un luogo lontano dell’Infinito, che viene trasportata dal Vento dalla cima di una montagna. Cercami, sono nel Vento. Ascoltami, sono nell’aria. Guardami, sono quello che vuoi vedere, sono quello che tu sarai. Così cercherò mio padre; così cerco il mio Dio. 1. The Source Of Secrets Tuono. Vento. Pioggia. Il viaggio inizia. La notte inizia. La sorgente dei segreti, la notte, come cento altre notti insonni produce le sue preoccupazioni: “Ci sono tanti pericoli; tu dove sei?”. Produce il pensiero per gli altri, per la loro salvezza e incolumità, fa sentire più forti i legami pur deboli con le persone amate.
    [Show full text]
  • Artist Title Rank Spins
    Artist Title Rank Spins AVICII FEAT. CHRIS MARTIN HEAVEN 1 74 TONES AND I DANCE MONKEY 1 74 KYGO & WHITNEY HOUSTON HIGHER LOVE 3 73 ED SHEERAN FEAT. KHALID BEAUTIFUL PEOPLE 4 68 YOUNOTUS & JANIEK NARCOTIC 5 57 AVA MAX TORN 6 55 BEAUTIFUL SOUTH EVERYBODY'S TALKIN' 7 52 SHAWN MENDES & CAMILA CABELLO SENORITA 8 50 FREYA RIDINGS CASTLES 9 49 ENRIQUE IGLESIAS THE RHYTHM DIVINE 10 42 CROWDED HOUSE DON'T DREAM IT'S OVER 11 37 BRUCE SPRINGSTEEN GLORY DAYS 12 35 LEWIS CAPALDI SOMEONE YOU LOVED 13 34 HALL & OATES MANEATER 13 34 CHER I FOUND SOMEONE 13 34 CHRIS DE BURGH LADY IN RED 13 34 CAMOUFLAGE LOVE IS A SHIELD 17 33 BILLY OCEAN GET OUTTA MY DREAMS 17 33 CHAMPAIGN HOW ABOUT US 17 33 A-HA THE SUN ALWAYS SHINES ON TV 17 33 BIG MOUNTAIN BABY I LOVE YOUR WAY 17 33 MICHAEL JACKSON WILL YOU BE THERE 17 33 DEPECHE MODE JUST CAN'T GET ENOUGH 23 32 BRYAN FERRY SLAVE TO LOVE 23 32 CLIF RICHARD WE DON'T TALK ANYMORE 23 32 BOY GEORGE + CULTURE CLUB EVERYTHING I OWN 23 32 BRUCE HORNSBY & THE RANGE THE WAY IT IS 23 32 BANGLES MANIC MONDAY 23 32 DAVID BOWIE CHINA GIRL 29 31 DESIRELESS VOYAGE VOYAGE 29 31 NO MERCY WHEN I DIE 29 31 BRYAN ADAMS STRAIGHT FROM THE HEART 32 30 BILLY IDOL SWEET SIXTEEN 32 30 STING DESERT ROSE 34 29 RICHARD MARX HAZARD 35 26 MARC COHN WALKING IN MEMPHIS 36 25 KILLERS HUMAN 37 23 BOYZONE WORDS 37 23 VAYA CON DIOS NAH NEH NAH 39 22 TAL BACHMAN SHE'S SO HIGH 40 21 COLDPLAY ORPHANS 40 21 GABRIELLA CILMI SWEET ABOUT ME 40 21 SOPHIE ELLIS BEXTOR MURDER ON THE DANCE FLOOR 43 20 MARIT LARSEN IF A SONG COULD GET ME YOU 43 20 ALIZEE MOI LOLITTA 43 20 SHAKIRA [+] FRESHLYGROUND WAKA WAKA (THIS TIME FOR AFRICA) 43 20 NELLY FURTADO I'M LIKE A BIRD 43 20 BRUNO MARS MARRY YOU 43 20 SPILLER [+] SOPHIE ELLIS BEXTOR GROOVEJET 43 20 POST MALONE CIRCLES 43 20 LEANN RIMES CAN'T FIGHT THE MOONLIGHT 43 20 UNCLE CRACKER FOLLOW ME 43 20 JAMES MORRISON BROKEN STRINGS 43 20 ROBBIE WILLIAMS [+] NICOLE KIDMAN SOMETHIN' STUPID 43 20 SCISSOR SISTERS I DON'T FEEL LIKE DANCIN' 55 19 MELANIE FIONA MONDAY MORNING 55 19 ALL 4 ONE I SWEAR 55 19 AMY WINEHOUSE FEAT.
    [Show full text]
  • Autores Y Obras Anónimas GR 06/05/2010 1 54 [Grabación Sonora]
    Autores y obras anónimas GR 06/05/2010 1 (Part 1) / ABC. Tainted Love (Single Version) / Soft Cell. 54 [Grabación sonora] : B.S.O. de la película de Lessons In Love / Level 42. Everybody Wants To Rule The Miramax Motion Picture World / Tears For Fears. Happy Hour / The Housemartins. Barcelona : Blanco y negro, c. 1998. -- 2 discos Need You Tonight / INXS. Night Birds (Single Edit) / compactos (140 min. aprox.) + 1 folleto (6p.) Shakatak. Tempted / Squeeze. Tom's Diner / Suzanne Vega Contiene: CD1: 1. If yo could read my mind ; 2. feat. DNA. Wonderful Life / Black. What I Am / Edie Haven't stopped dancing yet ; 3. Heaven must have Brickell & New Bohemians. Stop / Sam Brown. Celebrate The sent you ; 4. Loving is really my game ; 5. Disco World / Womack & Womack. Come On Eileen / Kevin Rowland & nights (rock-freak) ; 6. Found a cure ; 7. Don't Dexys Midnight Runners. Funkytown / Lipps Inc. leave me this way ; 8. Come to me ; 9. Take your time D.L. M 32717-2005 (do it right) ; 10. Please don't let me be 1. Pop-Rock I. Título misunderstood ; 11. Spank ; 12. Galaxy ; 13. I need a 2.A 90 man ; 14. Heart of glass ; 15. Cherchez la femme/se Número de Título: 873728 si bon ; 16. Fly robin fly . -- Cd2 : 1. Studio 54 ; 2. Keep on dancin' ; 3. The boss ; 4. Dance dance 873728 4218009 ALM Paterna "Campame FONO CD-2 dance (yowash yowash yowash) ; 5. Vertigo/relight my EXI fire ; 6. You make me feel (mighty real) ; 7. Move on up ; 8. Love machine (part 1) ; 9.
    [Show full text]
  • At a Winter's Fire
    At A Winter's Fire By Bernard Edward Joseph Capes At A Winter's Fire THE MOON STRICKEN It so fell that one dark evening in the month of June I was belated in the Bernese Oberland. Dusk overtook me toiling along the great Chamounix Road, and in the heart of a most desolate gorge, whose towering snow- flung walls seemed—as the day sucked inwards to a point secret as a leech's mouth—to close about me like a monstrous amphitheatre of ghosts. The rutted road, dipping and climbing toilfully against the shouldering of great tumbled boulders, or winning for itself but narrow foothold over slippery ridges, was thawed clear of snow; but the cold soft peril yet lay upon its flanks thick enough for a wintry plunge of ten feet, or may be fifty where the edge of the causeway fell over to the lower furrows of the ravine. It was a matter of policy to go with caution, and a thing of some moment to hear the thud and splintering of little distant icefalls about one in the darkness. Now and again a cold arrow of wind would sing down from the frosty peaks above or jerk with a squiggle of laughter among the fallen slabs in the valley. And these were the only voices to prick me on through a dreariness lonely as death. I knew the road, but not its night terrors. Passing along it some days before in the glory of sunshine, broad paddocks and islands of green had comforted the shattered white ruin of the place, and I had traversed it merely as a magnificent episode in the indifferent history of my life.
    [Show full text]
  • Bending the Universe.Pages
    Bending The Universe a collection of original poems by Alaskan poet Justin Wetch ©2016 Justin Wetch Respect the work of the artist by not sharing this work illegally or claiming it as your own. PREFACE Hello, I am Justin Wetch, a poet, writer, musician, and photographer from Alaska. These are my poems. They are the result of five years of writing my heart out. Please treat them kindly. There are five sections in this book, each composed of twenty poems. The sections are Society, Love, Life, Personal, and Nature. These poems are completely honest. They are 20,000 words in all, and I have given my best efort to make them the best I could possibly make them. I hope you enjoy them. If you’re going to distribute these poems, whether online or otherwise, please attribute them to me. Thank you. DEDICATION Dedicated to my friends and family. Without you, I would have nothing to say. Special thanks to Malachi Paulsen, who drew the incredible pencil sketches in this book by hand. His extraordinary talents and perfectionist work ethic have made this book so much better than I could ever have dreamed it could be. Art is the breath of life. We are born with the knowledge of breathing. Don’t let the world stop you and teach you not to breathe. CONTENTS (SECTIONS) Society……………………………..1 Love……………………….33 Life…………………………..69 Personal………………………114 Nature……………………150 section one society SECTION I: SOCIETY CONTENTS: Diversity The Fire’s Still Burning Growing Up The Cosmic Soul Then & Now Femme Tinderbox Minds Church Preaching Tolerance The Girl Down The Street Love Is Dead Rome American Justice Candles How To Tell If Your Rep.
    [Show full text]