DOCSLIB.ORG

A Supplement for German, Norwegian, Polish, Russian

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Supplement for German, Norwegian, Polish, Russian REPORT RESUMES ED 020 704 FL 000 659 A SUPPLEMENT FOR GERMAN, NORWEGIAN, POLISH, RUSSIAN, AND SWEDISH TO THE 1962 SELECTIVE LIST OF MATERIALS FOR USE BY TEACHERS OF MODERN FOREIGN LANGUAGES IN ELEMENTARY AND SECONDARY SCHOOLS. BY- HARMON, JOHN T., ED. MODERN LANGUAGE ASSN. OF AMERICA, NEW YORK, N.Y. PUB DATE 65 EDRS PRICE MF -$0.50 HC -$3.24 79P. DESCRIPTORS- *ANNOTATED BIBLIOGRAPHIES, *SECONDARY SCHOOL TEACHERS, *LANGUAGE TEACHERS, *MODERN LANGUAGES, *INSTRUCTIONAL MATERIALS, GERMAN, NORWEGIAN, POLISH, RUSSIAN, INFORMATION SOURCES, LANGUAGE LEARNING LEVELS, EVALUATION CRITERIA, FLES TEACHERS, LANGUAGE INSTRUCTION, INCLUDED IN THIS ANNOTATED SUPPLEMENT FOR GERMAN, NORWEGIAN, POLISH, RUSSIAN, AND SWEDISH MATFRIALS ARE (1) MATERIALS PUBLISHED SINCE THE PRINTING OF THE ORIGINAL LIST, (2) REVISIONS IN SOME OF THE ORIGINAL EVALUATIONS, AND (3) ITEMS INADVERTENTLY OMITTED FROM THE ORIGINAL LIST. PRICES, GRADE LEVEL, PROFICIENCY LEVEL, AND BRIEF CRITICAL EVALUATION ARE GIVEN FOR EACH ITEM IN THE SUPPLEMENT. THE APPENDIXES INCLUDE THE CRITERIA FOR EVALUATING MATERIALS AND A LIST OF PRODUCERS AND DISTRIBUTORS. (AF) TC00' for german,norwegian, polish, russian &swedish tothe MLA SELECTIVELIST OF MATERIALS for use by teachersof modern foreign languagesin elementary and secondaryschools apublication of modern language association 4 washington place, new york, n. y. 10003 U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIFW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. A SUPPLEMENT FOR GERMAN, NORWEGIAN, POLISH, RUSSIAN, and SWEDISH to the 1962 Selective List of Materialsfor use by teachers of modernforeign languages in elementary and secondary schools prepared under the direction of John T. Harmon by the staff of the MATERIALS CENTER Modern Language Association 4 Washington Place New York, N. Y. 10003 1965 0.0 00 0 O Li. - - "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED BY H. TO ERIC AND ORGANIZ OHS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICEOF EDUCATION. FURTHER REPRODUCTIONOUTSIDE THE ERIC SYSTEM REQUIRES PERMISSIONOF THE COPYRIGHT OWNER." Copyright 1965 by the ModernLanguage Association ofAmerica. CONTENTS v -vi INTRODUCTION . LIST OF EVALUATORS vii -ix GERMAN BASIC=as . 1 BIBLIOGRAPHIES & RESOURCE LISTS 2 BOOKS OF CULTURE & CIVILIZATION 3 BOOKS OF SONGS . 4 CONVERSATION BOOKS 5 DICTIONARIES . 5 DISCS&TAPES: CULTURAL a 5 DISCS&TAPES:LANGUAGE 6 DISCS&TAPES: LITERARY . 8 DISCS&TAPES: SONGS 10 ELEMENTARY READERS. 11 FILMS:DRAMATIC&DOCUMENTARY . 14 FILMSTRIPS 15 INTEGRATED PROGRAMS 15 LINGUISTICS . 19 LITERARY TEXTS 19 PERIODICALS . 22 REFERENCE GRAZOIARS . 23 REVIEW GRAMMARS . 0 24 SUPPLEMENTARY MATERIALS 25 NORWEGIAN BASIC TEXTS . 27 BOOKS OF CULTURE&CIVILIZATION 27 BOOKS OF SONGS . 28 DISCS&TAPES: SONGS 28 LINGUISTICS 28 MAPS 28 REFERENCE CRAMMARS . 29 SUPPLEMENTARY MATERIALS 29 POLISH ELEMENTARY READERS 30 DICTIONARIES . 30 T 7, RUSSIAN BASIC TEXTS . 31 BIBLIOGRAPHIES & RESOURCELISTS 32 BOOKS OF CULTURE &CIVILIZATION . 33 BOOKS OF SONGS . 33 . 33 DICTIONARIES . 35 DISCS & TAPES:CULTURE . DISCS & TAPES:LANGUAGE . 35 . 37 DISCS & TAPES: LITERARY . 39 DISCS & TAPES: SONGS . 41 ELEMENTARY READERS . 42 FILMS:DRAMATIC & DOCUMENTARY . 45 INTEGRATED PROGRAMS . 46 LITERARY TEXTS. 47 PERIODICALS ; . 48 REFERENCE GRAMMARS . .. 48 SUPPLEMENTARY MATERIALS . TEACHERS COURSE GUIDES . 48 SWEDISH . 49 BASIC TEXTS . BIBLIOGRAPHIES & RESOURCE LISTS . 49 . 49 ELEMENTARY READERS . 49 REFERENCE GRAMMARS . APPENDICES: 1. CRITERIA . 51 2. LIST OF PRODUCERS AND DISTRIBUTORS . 62 INTRODUCTION This is the third of a series of supplements to the MIASelective List of Materials, published in 1962 under contract withthe U. S. Office of Education through the National Defense Education Act. The production of these supplements has been supported by a grant fromthe Carnegie Corpo- ration of New York, since they had no government support. As their name indicates, they are intended to supplement and not toreplace the Selec- tive List of Materials. The supplements include 1) materials published since tha original List went to the printer in 1961, 2) revisions in a few of the evaluations, and3) items omitted from the original list through inadvertence. Each item has been evaluated according to criteria set up by committees which were appointed by their respective teachers associations and the Modern Language Association.For each type of itemthere are several categories of criteria and the item has been judged excellent, accept- able, or unacceptable in each of these categories.If an item is judged unacceptable as a whole, it does not appear in this supplement. The amount of current activity in the production of foreign language teaching materials may be gauged by the fact that the present supplement, which is largely made up of items produced since 1961, contains almost half as many items as were on the original 1962 List. In the left margin Arabic numerals indicate the grade or classlevel (7-9 for junior high school). When an item is considered useful at more than one grade level, each applicable level is indicated. Roman uumerals indicate language proficiency levels (I for beginners). "T" indicates materials for the teacher. The name or initials in capital letters in each entry is the code name for the producer, whose f-111 name and address arelisted in Appendix 2 on pp. 62-64. List prices are given. The names and addresses of foreign producers are also includedin this list on pp. 62-64. Materials produced in foreign countries maybe ordered directly from the producer or from an American distributor offoreign materials. Dollar prices given for such items are approximate, and they are based on quotations from variousAmerican distributors of foreign materials. Persons wishing to order from an American distributorshould get exact quotations from a particular distributorbefore ordering. A list of American distributors is given on pp. 65-69. In the notation "lEEA, 2A, 3AAU," etc., the numbers refer tothe criteria for the category of this material. The letters are the ratings given by the evaluators: E - excellent, A - acceptable, U - unacceptable. If all evaluators agree on a rating, this letter appears only once. The criteria appear in Appendix 1 on pp.51-61. We are indebted to many persons for whatever virtuesthe present supple- ment shows, to the forty-six evaluators onthe committees, whose names appear on pp. vii - ix, to Mrs.Ariadne Renko, New York University, and to Mr. James F. O'Brien,Columbia University, who were extremely helpful in the evaluation of various materials: to members of the MLA staff the Director of (Patricia A. Manes, Eileen Marron,Mary A. Stern) and to the Materials Center, JohnT. Harmon. cooperation to We wish also to express ourgratitude for their splendid evaluated here. Their the many publishers andproducers of the materials possible the evalua- generosity in donatingmaterials has not only made teaching materials tions but has also contributedgreatly to the display of maintained in the MaterialsCenter of the Modern LanguageAssociation. of com- Despite our efforts, we are surethat the supplement has errors appeared too late to be mission and omission. Some excellent materials included; others were omittedbecause they are notgenerally available; criti- others were not submittedfor evaluation. We will be grateful for cisms of the supplement as awhole and we will begrateful to know believe should be sub- authors, titles, andpublishers of items that you mitted for evaluation in anyfuture edition. here should be ad- All inquiries concerningthe evaluations published dressed to the Material? Centerand not to theevaluation committee members, since all files aremaintained at the MaterialsCenter. evaluated in this supple- Some committee members areauthors of materials different ment. An item authored by anevaluator was always referred to a committee even though itwould normally have been sent tothe committee of which the author was amember. MATERIALS FOR MODERN HEBREW. Since teaching materialsfor Modern Hebrew include were includedin the Selective List,it was originally planned to sent by them in this supplement aswell.Only one new text, however, was with Professor Abraham I.Katsh, publishers. Therefore, in consultation Chairman of the Modern HebrewCommittee, it was decided,in view of the paucity of the materialssubmitted, to refer teachers tobibliographies available elsewhere: periodically; available from: 1) Hebrew Abstracts, published National Association of Professorsof Hebrew Room 41, 80 WashingtonSquare East New York City, N.Y. available from: 2) A Bibliography on Teachingof Hebrew to Adults, Department of Cultureand Education of theJewish Agency 515 Park Avenue New York City, N.Y. The abbreviation sum forSelective List of Materials,1962, is used throughout the supplement. Donald D. Walsh, Director Foreign Language Program vi , 4' EVALUATORS GERMAN Professor Karl-Heinz Planitz (General Chairman) Chairman, Department of German and Russian Wabash College Crawfordsville, Indiana Basic Texts, Conversation Books, Mr. Donald Erlichmann Integrated Programs: Henry High School Minneapolis Public Schools Mr. Jermaine Arendt (Chairman) Minneapolis, Minnesota Consultant in Foreign Languages Minneapolis Public Schools Mr. Robert D. Hummel Minneapolis, Minnesota Purdue University Barker Memorial Center Mr. Percy Fearing Michigan City, Indiana Consultant, Modern
Load more

Recommended publications
  • Terror Machine
    1 2 3 4 Preface by Edward Crankshaw the now we know a good deal about the brutalities inflicted by the government of the Soviet Union upon those who incur its displeasure. The independent testimonies of survivors add up to a circumstantial and terrible indictment, so that it may be fairly said that anybody who still denies the evidence is the sort of person who would deny anything-or the sort of person who, to preserve his own illusions, will stop his ears to the cries of the dying and condemned. Where we are less well informed is about the effect of the regime on the great mass of Soviet citizens who have managed to keep out of serious trouble. It is not enough to be told by Soviet refugees what Russia looks like through spectacles acquired in Paris, London, or New York. We want to know what it looked like when they were still in Moscow, Odessa, or Novosibirsk, before they began to dream of escaping to the West, or at least before they knew enough about the West to make comparisons. This is not idle curiosity: it is the only way of getting even a faint idea of how the r6gime appears to those who must still live under it. Major Klimov's book is very helpful in this matter. It is a sober, yet vivid, account of life as lived inside the Soviet bureaucracy seen, as far as it is possible for an outsider to judge, very much as it appeared to the narrator before he decided to break away-as it must therefore appear to countless other intelligent Russians who are engaged at this moment in making the machine work.
    [Show full text]
  • Russian Alphabet Soup!
    Lesson Plan: Russian Alphabet Soup! CURRICULUM FOCUS: Russian Language, World Culture GRADE LEVEL: 7-12 Overview The modern Russian alphabet is a variant of the cyrillic alphabet and contains 33 letters. To non-native speakers, it may look intimidating, but it’s actually quite easy to learn! In this activity, students will compare Russian and English letters and their sounds. They will then use this knowledge to fill out a worksheet identifying American geographical locations by their Russian language cognates. Objectives Materials Student will be able to: All materials are inclusive in this lesson plan. • Identify all 33 letters of the Russian alphabet; Activities • Pronounce 33 letters of the Russian alphabet; Begin by giving an overview of the Russian alphabet (provided on page 2). Show • Use the Russian alphabet students the chart of the Russian alphabet and its equivalent English letters and to spell out American sounds. Sound out all 33 letters of the alphabet together. Explain what “cognates” geographical locations. are and give examples (from attached worksheet). Ask students to fill in worksheet using the Russian alphabet chart as a key. Adaptations Vocabulary This lesson can be used for younger grades as well, Cyrilic: Adjective describing the alphabet used by a number of Slavic languages although the teacher will (examples: Russian, Bulgarian, Serbian) and some non-Slavic languages of Central need to be more active Asia (example: Tajik). about helping with the spelling of American Cognate: In linguistics, cognates are two words that have a common etymologi- geographical places. cal origin, meaning they share roots (“night” in English and “nuit” in French, for example).
    [Show full text]
  • A Comparative Typology on Phonological System of Russian, English and Persian Languages
    International Journal of Educational Investigations 2017 (October), Vol.4, No.5: 38-53 Available online @ www.ijeionline.com ISSN: 2410-3446 A Comparative Typology on Phonological System of Russian, English and Persian Languages Malihe Bashirnezhad1*, Zargham Ghapanchi2 1. Tabaran Institute of Higher Education, Iran. 2. Ferdowsi University of Mashhad, Iran. Email: [email protected] * Corresponding Author’s Email: [email protected] Abstract – The aim of this study is to identify similarities and differences among phonological system of Russian, English and Persian languages. To achieve this, the main differences and rules on phonological system of these languages have been gathered. The data is presented in a systematic order. Moreover the study tries to identify the problematic areas in production of these sounds. The model used is Yarmohammadi's (1996). In this model, there are basically two choices for phonological comparison: taxonomic phonology and generative phonology. In this study the taxonomic model has been adopted because it is more suitable “for phonological CA, particularly in applied areas”. The results indicate that when a syllabus structure does not exist in a language it makes problem for correct pronunciation, and language learners try to use approximate syllables in their mother tongue and the issue is salient in Persian-speakers; however, the deviation in the vowels' behavior can be a very prominent linguistic phenomenon. This study can express a path for further studies on other linguistics field such as morphology and syntax. Keywords: Comparative, Typology, Phonology, Linguistic 1. INTRODUCTION Languages are classified based on their phonemes; because the phonemes are fixed in any language and actually phonological typology is the study of different languages according to varies of their sounds.
    [Show full text]
  • Institute of Distance and Open Learning Gauhati University
    ENG-02-20 Institute of Distance and Open Learning Gauhati University MA in English Semester 4 Paper 20 European II - Modern European Fiction Contents: Block 1: Short Russian Fiction Block 2: The Novel in Russian Block 3: The Novel in German Block 4: The Novel in French (1) Contributors: Block 1: Short Russian Fiction Unit 1 : Afrah Abdul Kafi Mohammed & Musaeva Cholpon Mirbekovna EFL University, Hyderabad Unit 2 : Afrah Abdul Kafi Mohammed Musaeva Cholpon Mirbekovna & Shana Ninan EFL University, Hyderabad Unit 3 : Reju George Mathew & C. Arumugathai EFL University, Hyderabad Block 2: The Novel in Russian Unit 1 : Sradha Somraj EFL University,Hyderabad Unit 2 : Sweta Mukherjee EFL University, Hyderabad Unit 3 : Smitha Vallathol EFL University, Hyderabad Unit 4 : Apeksha Harsh & Vidya Kesavan EFL University, Hyderabad Block 3: The Novel in German Units 1, 3 & 4 : Prasenjit Das Assistant Professor in English KKHSOU Unit 2 : Dibyajyoti Borah Assistant Professor in English H B Girls’ College, Golaghat Block 4: The Novel in French Units 1, 2, 3 & 4 : Dr. H. Kalpana Rao Reader, Dept. of English Pondicherry University, Pondicherry Editorial Team Dr. Kandarpa Das Director, IDOL, GU Dr. Uttara Debi Assistant Professor in English IDOL, GU Sanghamitra De Guest Faculty in English IDOL, GU Manab Medhi Guest Faculty in English IDOL, GU (2) Cover Page Designing: Kaushik Sarma Graphic Designer CET, IITG February, 2012 © Copyright by IDOL, Gauhati University. All rights reserved. No part of this work may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, or otherwise. Published on behalf of Institute of Distance and Open Learning, Gauhati University by Dr.
    [Show full text]
  • Viacheslav A. Chirikba: Abkhaz
    Abkhaz is one of the three languages comprising the Abkhazo­ Adyghean, or West Caucasian branch of North Caucasian linguistic bkhaz family (the other branch being Nakh-Daghestanian, or East Caucasian). Abkhaz is spoken by approximately 100,000 people in the former Soviet Union (mainly in the Republic of Abkhazia, Caucasus), and by at least the same number of speakers in Turkey and some Middle east countries (small Abkhaz colonies can be found also In Western Europe and the USA). Abkhaz is notorious for ist huge consonantal inventory (up to 67 consonants in the Bzyp dialect) and by its minmal vocalic system: only 2 vowels. Though Abkhaz was studied by a number of scholars (e.g. P. Uslar in XIX century, or K. Lomtatidze Viacheslav A. Chirikba in Georgia and G Hewitt in Great Britain), many aspects of Abkhaz grammar (especially its syntax) still have to be adequately described. Abkhaz is the only West Caucasian language to possess the category of grammatical classes, manifested in personal pronouns, verb conjugation, numerals and in the category of number. Abkhaz is an ergative language, the ergative construction being represented not by case endings, as in related Circasslan and Ubykh (Abkhaz does not have a case system), but by the order of actant markers. The verbal root consists usually of one consonant, preceded by a string of prefixes (class-personal, directional, temporal, negational, causatival, etc.) and followed by few suffixes. Verbs can be stative or dynamic, finite or non-finite. The grammatical sketch of Abkhaz includes Information about its phonological system, morphology, and syntax. A short text Is provided with grammatical comments.
    [Show full text]
  • Seize the Ъ: Linguistic and Social Change in Russian Orthographic Reform Eugenia Sokolskaya
    Seize the Ъ: Linguistic and Social Change in Russian Orthographic Reform Eugenia Sokolskaya It would be convenient for linguists and language students if the written form of any language were a neutral and direct representation of the sounds emitted during speech. Instead, writing systems tend to lag behind linguistic change, retaining old spellings or morphological features instead of faithfully representing a language's phonetics. For better or worse, sometimes the writing can even cause a feedback loop, causing speakers to hypercorrect in imitation of an archaic spelling. The written and spoken forms of a language exist in a complex and fluid relationship, influenced to a large extent by history, accident, misconception, and even politics.1 While in many language communities these two forms – if writing exists – are allowed to develop and influence each other in relative freedom, with some informal commentary, in some cases a willful political leader or group may step in to attempt to intentionally reform the writing system. Such reforms are a risky venture, liable to anger proponents of historic accuracy and adherence to tradition, as well as to render most if not all of the population temporarily illiterate. With such high stakes, it is no wonder that orthographic reforms are not often attempted in the course of a language's history. The Russian language has undergone two sharply defined orthographic reforms, formulated as official government policy. The first, which we will from here on call the Petrine reform, was initiated in 1710 by Peter the Great. It defined a print alphabet for secular use, distancing the writing from the Church with its South Slavic lithurgical language.
    [Show full text]
  • RUSSIAN CYRILLIC ALPHABET Sunday, 08 April 2012 20:15
    RUSSIAN CYRILLIC ALPHABET Sunday, 08 April 2012 20:15 {joomplu:1215 left} The CYRILLIC ALPHABET is the official alphabet of the Russian Federation. When coming to Russia, one might be very intimidated by the strange letters and words that are written everywhere. There is no need to worry anymore. We would like to educate everyone on the Cyrillic alphabet, and how to read it, understand it, and love it. So that by the end of this article you will be able to read and understand the tricky Russian alphabet hands down. =) The Cyrillic alphabet was first developed in the 10th century AD in the area known as Bulgaria today. The alphabet has gone through a lot of changes over its history, and looks somewhat similar in some aspects today, as it did so many years ago. Cyrillic is the official alphabet of several Slavic countries such as: Russia, Ukraine, Belarus, and Serbia. But it is also used in several other post-Soviet countries. The alphabet is derived from the ancient Greek script. The usage of Cyrillic nowadays is that it serves as one of the three official alphabets in the European Union. In the Russian alphabet, there are 33 letters and 43 sounds (6 vowels and 37 consonants) as opposed to the 26 letters of the English alphabet (Latin alphabet) with the total of 52 sounds. Both alphabets contain similar letters such as A, E, K, M, O, and T, which are pronounced not exactly the same but quite similarly: The Russian T, K, and M are the equivalents of the respective sounds in English.
    [Show full text]
  • A Comparative Typology on Phonological System of Russian, English and Persian Languages
    International Journal of Educational Investigations 2017 (October), Vol.4, No.5: 38-53 Available online @ www.ijeionline.com ISSN: 2410-3446 A Comparative Typology on Phonological System of Russian, English and Persian Languages Malihe Bashirnezhad1*, Zargham Ghapanchi2 1. Tabaran Institute of Higher Education, Iran. 2. Ferdowsi University of Mashhad, Iran. Email: [email protected] * Corresponding Author’s Email: [email protected] Abstract – The aim of this study is to identify similarities and differences among phonological system of Russian, English and Persian languages. To achieve this, the main differences and rules on phonological system of these languages have been gathered. The data is presented in a systematic order. Moreover the study tries to identify the problematic areas in production of these sounds. The model used is Yarmohammadi's (1996). In this model, there are basically two choices for phonological comparison: taxonomic phonology and generative phonology. In this study the taxonomic model has been adopted because it is more suitable “for phonological CA, particularly in applied areas”. The results indicate that when a syllabus structure does not exist in a language it makes problem for correct pronunciation, and language learners try to use approximate syllables in their mother tongue and the issue is salient in Persian-speakers; however, the deviation in the vowels' behavior can be a very prominent linguistic phenomenon. This study can express a path for further studies on other linguistics field such as morphology and syntax. Keywords: Comparative, Typology, Phonology, Linguistic 1. INTRODUCTION Languages are classified based on their phonemes; because the phonemes are fixed in any language and actually phonological typology is the study of different languages according to varies of their sounds.
    [Show full text]
  • Schubert Và Rất Nhiều Những Bản Nhạc Vượt Lên Trên Mọi Hàng Rào Ngôn Ngữ Khác?
    NHỮNG CA KHÚC NHẠC NGOẠI QUỐC LỜI VIỆT Tập Một HOÀI NAM (Biên Soạn) Trình Bày: T.Vấn Ấn Bản Điện Tử do T.Vấn & Bạn Hữu Thực Hiện ©Tủ Sách T.Vấn & Bạn Hữu 2017 ©Hoài Nam 2017 ■Tất cả những hình ảnh sử dụng trong bài đều chỉ nhằm mục đích minh họa và chúng hoàn toàn thuộc về quyền sở hữu theo luật quốc tế hiện hành của các tác giả hợp pháp của những hình ảnh này.■ Mục Lục Tựa 01-Dẫn Nhập 5 02- Fur Elise (Khi tình yêu tới) 17 03- Sérénade (Dạ Khúc ) 31 04- Tristesse (Nhạc buồn Chopin) 47 05- Célèbre Valse (Mối tình xa xƣa) 61 06- Blue Danube (Dòng Sông Xanh) 75 07- Waves of the Danube (Sóng Nƣớc Biếc) 86 08- Come Back to Sorrento (Trở về mái nhà xƣa) 91 09- Serenata (Chiều tà) 100 10- La Paloma (Cánh buồm xa xƣa) 108 11- La Cumparsita (Vũ nữ thân gầy) 123 12- Ole Guapa (Mộng Vàng) 136 13- Blue Tango (Tango Xanh) 143 14- Bésame Mucho (Yêu nhau đi) 152 15- Quizas (Qui Sait - Nào biết nào hay) 169 16- Cherry Pink (Cánh bƣớm vƣờn xuân) 176 17- Les Feuilles Mortes (Autumn Leaves – Những chiếc lá úa) 186 18- La Vie en Rose (Cuộc đời hồng) 203 19- One Day (Khúc hát thanh xuân) 222 20- Sombre Dimanche (Chủ nhật buồn) 234 21- Donna Donna 245 22- Scarborough Fair (Giàn thiên lý đã xa) 257 23- Green Sleeves (Vai Áo Màu Xanh) 272 24- Those Were the Days (Tình ca du mục – Nhƣ lá thu vàng) 287 25- Moscow Nights (Chiều Mạc-tƣ-khoa) 310 26- Shina No Yoru (China Night – Chiều Tô Châu) 325 27- Meigui Megui Wo Ai Ni (Rose Rose I Love You – Cánh hồng Trung Quốc) 345 28- Tennessee Waltz (Điệu Luân Vũ Dang Dở) 365 1 | H o à i N a m TỰA Người yêu nhạc – dù mang bất cứ quốc tịch nào, có màu da màu tóc nào - lại không từng nghe và say mê những bản nhạc bất hủ như: Come back to Sorrento (Về mái nhà xưa), One Day, When we were young (Khúc hát thanh xuân), Fur Elise (Khi tình yêu tới), Ave Maria – Schubert và rất nhiều những bản nhạc vượt lên trên mọi hàng rào ngôn ngữ khác? Nghe đi nghe lại những bản nhạc hay, vẫn chưa đủ.
    [Show full text]
  • Transatlantic Migration and the Politics of Belonging, 1919-1939
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects Summer 2016 Between Third Reich and American Way: Transatlantic Migration and the Politics of Belonging, 1919-1939 Christian Wilbers College of William and Mary - Arts & Sciences, [email protected] Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the American Studies Commons Recommended Citation Wilbers, Christian, "Between Third Reich and American Way: Transatlantic Migration and the Politics of Belonging, 1919-1939" (2016). Dissertations, Theses, and Masters Projects. Paper 1499449834. http://doi.org/10.21220/S2JD4P This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Between Third Reich and American Way: Transatlantic Migration and the Politics of Belonging, 1919-1939 Christian Arne Wilbers Leer, Germany M.A. University of Münster, Germany, 2006 A Dissertation presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Doctor of Philosophy American Studies Program The College of William and Mary August 2016 © Copyright by Christian A. Wilbers 2016 ABSTRACT Historians consider the years between World War I and World War II to be a period of decline for German America. This dissertation complicates that argument by applying a transnational framework to the history of German immigration to the United States, particularly the period between 1919 and 1939. The author argues that contrary to previous accounts of that period, German migrants continued to be invested in the homeland through a variety of public and private relationships that changed the ways in which they thought about themselves as Germans and Americans.
    [Show full text]
  • Theatre at Moscow Hermann Matern School: Performing Tradition, Educational Innovations, Perspectives on Artistic Activities
    PERFORMING ARTS IN THE SCHOOLS E‐ISSN 2237‐2660 Theatre at Moscow Hermann Matern School: performing tradition, educational innovations, perspectives on artistic activities Viktoria VolkovaI IFreie Universität Berlin – Berlin, Germany ABSTRACT – Theatre at Moscow Hermann Matern School: performing tradition, educational innovations, perspectives on artistic activities – The article describes the more than 45 years of history of theatrical tradition at Moscow Hermann Matern School as well as the transformation of this tradition into an educational innovation in the 1990s. An annual competition in theatrical performance called Theatre Week for Children has been held since the late 1970s for students from grades 1 to 11. However, since the mid-90s, some new educational forms based on this theatrical tradition have been introduced as an experiment in teaching humanities at this school. Alongside traditional educational forms, students have been encouraged to stage the elected material, mostly in the subjects of literature and foreign languages (German, English), but also in history. Keywords: Theatrical Tradition. Educational Innovation. Staging in Foreign Languages. Russian Literature. School Communities. RÉSUMÉ – Théâtre à l’École Hermann Matern de Moscou: tradition, innovations pédagogiques, perspectives sur les activités artistiques – L’article décrit les plus de 45 ans d’histoire de la tradition théâtrale à l’école Hermann Matern de Moscou ainsi que la transformation de cette tradition en une innovation éducative dans les années 1990. Un concours annuel de représentation théâtrale appelé Semaine Du Théâtre Pour Les Enfants a été organisé depuis la fin des années 1970 pour les élèves de la première à la onzième année. Cependant, depuis le milieu des années 90, de nouvelles formes éducatives basées sur cette tradition théâtrale ont été introduites comme une expérience d’enseignement des sciences humaines dans cette école.
    [Show full text]
  • LD'4-A,I,S, I., U4SS'fa
    THE HISTORY OF TBE DEPARTMENT OF GERMAN OF THE OHIO STATE UNIVERSITY on the occasion of the University's centenary by OSK.AR SEIDLIN LIBRARY OHIO STATE , UNIVE ' RSITY II LD'4-a,i,S,i., 1969 U4SS'fa / / PREFACE The history of the German Department which is told on the follo,dng pages needs no introduction, but a few initial words of appreciation are very much in order o Our thanks for putting the histroy together go to two people. First to Mr. Robert. Popham, one of our undergraduate majors, who gathered much of tha historical material and who did so with skill and understanding. And second to the history's author, Oskar Seidlin. I suppose it must be difficult for anyone to write the story of a department in whose squabbles and successes and fortunes he has been intimately involved for many, many years. For Oskar Seidlin, however, the task was doubly difficult. The history of the department's rise to excellence over the last three decades is in fairly large measure the same history as that of Seidlin's own career .. As one of the most distinguishec scholars at this or any other university, he had the well­ nigh impossible task of telling the story objectively without at the same time sounding shamelessly vain. To avoid the latter danger he presents a less objective chronicle than another writer would have done. For while one certainly gets an impression of his stature as scholar and teacher from the narrative, his fear of appearing immodest has led him to give his own accomplishments and the many honors he has brought to Ohio State considerably less than their proper due.
    [Show full text]