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Towards a Philosophy of The
Toward a Philosophy ofthe Act MICHAEL HOLQUIST. • • • • • • • • TOWARD A PHILOSOPHY OF THE ACT····· UNIVERSITY OF TfXAS PRfSS SLAVIC SERIES, NO. 10 MICHAEL HOLQUIST General Editor M. M. BAKHTIN TOWARDA PHILOSOPHY OF THE ACT TRANSLATION AND NOTES BY VADIM LIAPUNOV EDITEDBY VADIM LIAPUNOV & MICHAEL HOLQUIST UN I V E R SIT Y 0 F T E X ASP RES S, AU S TIN ••••••••••• Cop\'right © 1993 lw the L'niversit\, of Texas Press All rights reser\'ed Printed in the United St,nes of AmeriCl Third paperback printing, 1999 Requests te)r permission to reproduce m,nerial trom this work should be sent to Permissions, Universit\' of Texas Press, Box -819, Austin, TX -8-15--819, @ The paper used in this publiCltion meets the minimum requirements of American ;-.Jeltion,,1 StaIlli.lrd te)r Inte1rl1ution Sciences-Pernunence of P,'per te)r Printed Librar\, Materi"ls, ANSI Zj9,+8- 198+, LIBRARY OF CONGRESS CATALOGING-IN-PUBLlCATION DATA Bakhtin, M, ,\1. (Mikh,lil 189,-19-', I K tilosotii poStlIpk.1, English I Toward a philosophl' of the ,lct / lw Bakhtin ; transLnion ,md notes b\' V,ldim Liap"n{)\' ; edited bl' \',ldim Li,lp"no\' ,1I1d Michael HolqlIisL - 1St cd, p, cm, - (L' nil'ersit\' of 'I'ex, IS Press SLn'ic series; no, 10) Incilides bibliogr,lphical reterences ,1I1d index, ISBN 0-292--653+--, - ISBN 0-292--0805-X (pbk,) L Act (Philosophl') 2, Ethics, " Commlinication-l\\oral ,1I1d ethic,ll aspects, +, Literelture-Philosophl', I. Li,lpUn()\', V,ldim, 193,'- II. Holquist, Michael, 193'- Ill. Title. 1\', Series, BI05,A35 B3+13 1993 128' ,4-dc20 93--'5- • • • • • • • • CONTENTS FOREWORD (fll MICHAEL HOLQUIST TRANSLATORJS PREFACE VADIM LIAPUNOV INTRODUCTION TO THE RUSSIAN EDITION ,x;xi s. -
December 5, 2016 Group TPCASTT Analysis-- Fireside Poets You Will
Due: December 5, 2016 Group TPCASTT Analysis-- Fireside Poets You will work as a team to analyze a poem by one of the great Fireside Poets. 1. Pick a poet (tell Mrs. Peden -- first come, first served) a. Henry Wadsworth Longfellow d. John Greenleaf Whittier b. Oliver Wendell Holmes e. James Russell Lowell c. William Cullen Bryant 2. Pick a poem (minimum of 20 lines) by that poet. 3. Complete the artifacts below Artifacts 1. Complete the TPCASTT as a group via GoogleDocs and share it with me. Make sure EVERYONE’s name is on the document. Answer all questions using complete sentences. 2. Create a slide with poet’s biographical information on it. Include a picture. Share your slide with me. 3. Create an artistic representation of the poem (poster, diorama, model, movie, skit, etc.). It may NOT be submitted on copy paper or notebook paper. Bring your representation on Monday, December 5th. 4. Answer the question: how does your poem reflect the values/characteristics of American Romanticism? Names:____________________________________Group Leader:___________________________ *The artifacts will be submitted TOGETHER using the group leader’s Henry County Gmail account. They must be shared with me BEFORE class starts so as to aid with presentations. Rubric: COLLABORATION (Peer survey).....................................................................____/25 ● Did ALL members of the team work together? COMPLETED TPCASTT (using complete sentences).................................____/25 ● Correctness ● Depth of analysis PRESENTATION………………………………………………………………..____/50 1. Present your biographical information slide to the class. Include pictures, but keep it simple (10 points). a. CITE your sources! b. Is it: Visually appealing? Correct? Informational? 2. -
Handbook for One-Act Play
Notice of Non-Discrimination “In a well-planned One-Act Play Contest, there are no losers.” The University Interscholastic League (UIL) does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs. See Section 360, Non-Discrimination Policy, UIL Constitution and Contest Rules. https://www.uiltexas.org/policy/constitution/general/nondiscrimination Handbook The following person has been designated to handle inquiries regarding the non-dis- crimination policies: Dr. Mark Cousins for University Interscholastic League Director of Compliance and Education 1701 Manor Road, Austin, TX 78722 Telephone: (512) 471-5883 Email: [email protected] One-Act Play For further information on notice of non-discrimination, visit http://wdcrobcolp01. ed.gov/CFAPPS/OCR/contactus.cfm or call 1-800-421-3481 or contact OCR in Dallas, Texas: AMENDED Office for Civil Rights U.S. Department of Education 1999 Bryan Street, Dallas, TX 75201-6810 Telephone: 214-661-9600, Fax: 214-661-9587, TDD: 800-877-8339 25th Edition Email: [email protected] For further information write: State Theatre Director University Interscholastic League 1701 Manor Road Austin, Texas 78722 512/471-9996 or 471-4517 (Office), 512/471-7388 (Fax) 512/471-5883 (MAIN UIL SWITCHBOARD) E-MAIL: [email protected] UIL WEB: www.uiltexas.org ACKNOWLEDGEMENTS A very sincere thanks to Connie McMillan and to Elisabeth Sikes for their contributions. I also wish to thank the Texas Theatre Adjudicators and Officials (TTAO) and the UIL Theatre Advisory Committee for their work on this edition. The League also wishes to thank the Texas Educational Theatre Associa- tion, Inc. -
Efficacy and Meaning in Ancient and Modern Political Satire: Aristophanes, Lenny Bruce, and Jon Stewart." Social Research 79.1 (Spring 2012): 1-32
University of Pennsylvania ScholarlyCommons Departmental Papers (Classical Studies) Classical Studies at Penn 2012 Efficacy and Meaning in Ancient and Modernolitical P Satire: Aristophanes, Lenny Bruce, and Jon Stewart Ralph M. Rosen University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/classics_papers Part of the Classics Commons Recommended Citation Rosen, R. M. (2012). Efficacy and Meaning in Ancient and Modernolitical P Satire: Aristophanes, Lenny Bruce, and Jon Stewart. Retrieved from https://repository.upenn.edu/classics_papers/33 Rosen, Ralph M. "Efficacy and Meaning in Ancient and Modern Political Satire: Aristophanes, Lenny Bruce, and Jon Stewart." Social Research 79.1 (Spring 2012): 1-32. http://muse.jhu.edu/journals/social_research/summary/v079/ 79.1.rosen.html Copyright © 2012 The Johns Hopkins University Press. This article first appeared in Social Research: An International Quarterly, Volume 79, Issue 1, Spring, 2012, pages 1-32. Reprinted with permission by The Johns Hopkins University Press. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/classics_papers/33 For more information, please contact [email protected]. Efficacy and Meaning in Ancient and Modernolitical P Satire: Aristophanes, Lenny Bruce, and Jon Stewart Keywords Satire, Aristophanes, Lenny Bruce, Jon Stewart Disciplines Arts and Humanities | Classics Comments Rosen, Ralph M. "Efficacy and Meaning in Ancient and Modern Political Satire: Aristophanes, Lenny Bruce, and Jon Stewart." Social Research 79.1 (Spring 2012): 1-32. http://muse.jhu.edu/journals/ social_research/summary/v079/79.1.rosen.html Copyright © 2012 The Johns Hopkins University Press. This article first appeared in Social Research: An International Quarterly, Volume 79, Issue 1, Spring, 2012, pages 1-32. -
The Structure of Plays
n the previous chapters, you explored activities preparing you to inter- I pret and develop a role from a playwright’s script. You used imagina- tion, concentration, observation, sensory recall, and movement to become aware of your personal resources. You used vocal exercises to prepare your voice for creative vocal expression. Improvisation and characterization activities provided opportunities for you to explore simple character portrayal and plot development. All of these activities were preparatory techniques for acting. Now you are ready to bring a character from the written page to the stage. The Structure of Plays LESSON OBJECTIVES ◆ Understand the dramatic structure of a play. 1 ◆ Recognize several types of plays. ◆ Understand how a play is organized. Much of an actor’s time is spent working from materials written by playwrights. You have probably read plays in your language arts classes. Thus, you probably already know that a play is a story written in dia- s a class, play a short logue form to be acted out by actors before a live audience as if it were A game of charades. Use the titles of plays and musicals or real life. the names of famous actors. Other forms of literature, such as short stories and novels, are writ- ten in prose form and are not intended to be acted out. Poetry also dif- fers from plays in that poetry is arranged in lines and verses and is not written to be performed. ■■■■■■■■■■■■■■■■ These students are bringing literature to life in much the same way that Aristotle first described drama over 2,000 years ago. -
How Robert Burns Captured America James M
Studies in Scottish Literature Volume 30 | Issue 1 Article 25 1998 How Robert Burns Captured America James M. Montgomery Follow this and additional works at: https://scholarcommons.sc.edu/ssl Part of the English Language and Literature Commons Recommended Citation Montgomery, James M. (1998) "How Robert Burns Captured America," Studies in Scottish Literature: Vol. 30: Iss. 1. Available at: https://scholarcommons.sc.edu/ssl/vol30/iss1/25 This Article is brought to you by the Scottish Literature Collections at Scholar Commons. It has been accepted for inclusion in Studies in Scottish Literature by an authorized editor of Scholar Commons. For more information, please contact [email protected]. James M. Montgomery How Robert Burns Captured America Before America discovered Robert Bums, Robert Bums had discovered America. This self-described ploughman poet knew well the surge of freedom which dominated much of Europe and North America in the waning days of the eight eenth century. Bums understood the spirit and the politics of the fledgling United States. He studied the battles of both ideas and infantry. Check your knowledge of American history against Bums's. These few lines from his "Ballad on the American War" trace the Revolution from the Boston Tea Party, through the Colonists' invasion of Canada, the siege of Boston, the stalemated occupation of Philadelphia and New York, the battle of Saratoga, the southern campaign and Clinton's failure to support Cornwallis at Yorktown. Guilford, as in Guilford Court House, was the family name of Prime Minister Lord North. When Guilford good our Pilot stood, An' did our hellim thraw, man, Ae night, at tea, began a plea, Within America, man: Then up they gat to the maskin-pat, And in the sea did jaw, man; An' did nae less, in full Congress, Than quite refuse our law, man. -
The Major Themes of William Cullen Bryant's Poetry
379 /14,8f? THE MAJOR THEMES OF WILLIAM CULLEN BRYANT'S POETRY THESIS Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Jesse Earl Todd, B. A., M. S. Denton, Texas December, 1989 Todd, Jesse Earl., The Major Themes of William Cullen Bryant's Poetry. Master of Arts (English), December, 1989, 103 pp., works cited, 58 titles. This thesis explores the major themes of William Cullen Bryant's poetry. Chapter II focuses on Bryant's poetic theory and secondary criticism of his theory. Chapter III addresses Bryant's religious beliefs, including death and immortality of the soul, and shows how these beliefs are illustrated by his poetry. A discussion of the American Indian is the subject of Chapter IV, concentrating on Bryant's use of the Indian as a Romantic ideal as well as his more realistic treatment of the Indian in The New York Evening Post. Chapter V, the keystone chapter, discusses Bryant's scientific knowledge and poetic use of natural phenomena. Bryant's religious beliefs and his belief in nature as a teacher are also covered in this chapter. TABLE OF CONTENTS Page Chapter I. INTRODUCTION... ......... II. BRYANT, THE POET.............................. 10 III. BRYANT'S VIEWS ON RELIGION, DEATH, AND THE IMMORTALITY OF THE SOUL .. .... 26 IV. BRYANT'S INDIAN POETRY... .. 54 V. BRYANT AND NATURE.. ..... ...... ... 66 VI. CONCLUSION .............. ... ... .... 93 WORKS CITED ........................................ 99 fi CHAPTER I INTRODUCTION William Cullen Bryant (1794-1878), whom Van Wyck Brooks referred to as "The Father of American Song," is known to us today primarily as a poet; however, in his time he was probably better known as the editor of The New York Evening Post since he served in that capacity for nearly fifty years and distinguished himself as a spokesman for political and social causes as well as the arts (Quinn, 146). -
Scriptwriting Theories & Practice
Storyboarding and Scriptwriting • AD210 • Spring 2011 • Gregory V. Eckler Storyboarding and Scriptwriting Scriptwriting Theories & Practice Theories on Scriptwriting Fundamentally, the screenplay is a unique literary form. It is like a musical score, in that it is intended to be interpreted on the basis of other artists’ performance, rather than serving as a “finished product” for the enjoyment of its audience. For this reason, a screenplay is written using technical jargon and tight, spare prose when describing stage directions. Unlike a novel or short story, a screenplay focuses on describing the literal, visual aspects of the story, rather than on the internal thoughts of its characters. In screenwriting, the aim is to evoke those thoughts and emotions through subtext, action, and symbolism. There are several main screenwriting theories which help writers approach the screenplay by systematizing the structure, goals and techniques of writing a script. The most common kinds of theories are structural. Screenwriter William Goldman is widely quoted as saying “Screenplays are structure”. Three act structure Most screenplays have a three act structure, following an organization that dates back to Aristotle’s Poetics. The three acts are setup (of the location and characters), confrontation (with an obstacle), and resolution (culminating in a climax and a dénouement). In a two-hour film, the first and third acts both typically last around 30 minutes, with the middle act lasting roughly an hour. In Writing Drama, French writer and director Yves Lavandier shows a slightly different approach. As most theorists, he maintains that every human action, whether fictitious or real, contains three logical parts: before the action, during the action, and after the action. -
William Cullen Bryant and the Poetry of Natural Law
The University of Akron IdeaExchange@UAkron Akron Law Review Akron Law Journals July 2015 William Cullen Bryant and The oP etry of Natural Law Steven M. Richman Please take a moment to share how this work helps you through this survey. Your feedback will be important as we plan further development of our repository. Follow this and additional works at: http://ideaexchange.uakron.edu/akronlawreview Part of the Natural Law Commons Recommended Citation Richman, Steven M. (1997) "William Cullen Bryant and The oeP try of Natural Law," Akron Law Review: Vol. 30 : Iss. 4 , Article 3. Available at: http://ideaexchange.uakron.edu/akronlawreview/vol30/iss4/3 This Article is brought to you for free and open access by Akron Law Journals at IdeaExchange@UAkron, the institutional repository of The nivU ersity of Akron in Akron, Ohio, USA. It has been accepted for inclusion in Akron Law Review by an authorized administrator of IdeaExchange@UAkron. For more information, please contact [email protected], [email protected]. Richman: William Cullen Bryant WILLIAM CULLEN BRYANT AND THE POETRY OF NATURAL LAW by STEVEN M. RICHMAN* CONTENTS I. INTROD UCTIO N..................................................................................... 66 1 II. SEEKING THE NORMATIVE NATURAL ORDER IN HISTORY AND TRADITION .................................................. 663 III. COMMUNITY, LIBERTY AND EQUALITY ............................................. 667 IV. BRYANT, WEINREB AND THE IDEAL V ERSUS THE R EAL ............................................................................. -
Literary Place Names Allen Walker Read
Masthead Logo The Palimpsest Volume 9 | Number 12 Article 3 12-1-1928 Literary Place Names Allen Walker Read Follow this and additional works at: https://ir.uiowa.edu/palimpsest Part of the United States History Commons Recommended Citation Read, Allen W. "Literary Place Names." The Palimpsest 9 (1928), 450-457. Available at: https://ir.uiowa.edu/palimpsest/vol9/iss12/3 This Article is brought to you for free and open access by the State Historical Society of Iowa at Iowa Research Online. It has been accepted for inclusion in The alP impsest by an authorized administrator of Iowa Research Online. For more information, please contact [email protected]. Literary Place Names The names of places in Iowa reflect the life of the times when they were named. Prominent men of the day were thus commemorated by the pioneers — some who are still regarded as national heroes but others like Senator R. E. Fenton, Governor J. M. Rusk of Wisconsin, or William T. Senter, a poli tician of Tennessee, for each of whom an Iowa town was named, have long since been forgotten. The Crimean War contributed the Russian name Sevas- tapol to an old town, now a part of Des Moines, while many of Iowa’s Spanish-sounding place names were introduced after the Mexican War. The name of the State itself and some of the rivers, counties, and towns are, quite naturally, of Indian origin. Another group of names in Iowa is appar ently derived from literature, and perhaps from them something can be learned of the character of the reading matter of the pioneer Iowan. -
Willing Suspension of Disbelief? a Study of the Role of Volition in the Experience of Delving Into a Story
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/298068504 Willing Suspension of Disbelief? A study of the role of volition in the experience of delving into a story Research · March 2016 DOI: 10.13140/RG.2.1.1046.1843 CITATIONS READS 0 4,182 1 author: Itai Leigh Hebrew University of Jerusalem 1 PUBLICATION 0 CITATIONS SEE PROFILE All content following this page was uploaded by Itai Leigh on 13 March 2016. The user has requested enhancement of the downloaded file. 30/09/2015 Contextualizing Paper for MA Practical Project module MA Acting (International) (EA606-G-SU) East15 Acting School Itai Leigh (PG 145747) Monologue Tutor: Zois Pigadas University of Essex Head of Course: Robin Sneller Willing Suspension of Disbelief? A study of the role of volition in the experience of delving into a story “The magician takes the ordinary something and makes it do something extraordinary. Now you're looking for the secret... but you won't find it, because of course you're not really looking. You don't really want to know. You want to be fooled.” — The Prestige, Director Christopher Nolan, 2006 In this paper I present several angles, trying to understand the degree and the nature of will that takes place in the suspension of disbelief, or in immersion into a narrative we receive. I believe an understanding of the nature of the phenomenon can be, apart from intellectually interesting, doubly beneficial for actors. On one hand it is clearly desirable to have the power to modify the extent to which an audience would tend to get rapt or lost in a project we are creating (whether to elevate it for a more emotional reaction, or reduce it to allow more intellectual deliberation about its themes). -
Writing and Genres
1chapter Writing and Genres In this chapter, you will learn how to— 1.1 describe what genres are and how they help writers and readers communicate. 1.2 use genres to communicate with readers. 1.3 develop a writing process that will help you write efficiently and effectively. 1.4 use “genre know-how” to become a versatile writer in college and in the workplace. riting gives you the power to get things done with words and images. It allows W you to respond successfully to the people and events around you, whether you are trying to strengthen your community, pitch a new idea at work, or just text with your friends. The emergence of new writing situations—new places for writing, new readers, and new media—means writing today involves more than just getting words and images onto a page or screen. Writers need to handle a wide variety of situations with diverse groups of people and rapidly changing technologies. Learning to navigate among these complex situations is the real challenge of writing in today’s world. What Are Genres? In this book, you will learn how to use genres to interpret complex situations and 1.1 describe respond to them successfully. Defining the word genre is difficult. Sometimes, genres what genres are are defined by their structure alone (e.g., “A report has five parts: introduction, meth- and how they help writers ods, results, discussion, and conclusion”). But this understanding of genre is too sim- and readers plistic. Genres are not fixed or rigid patterns to be followed mechanically.