Usher Curriculum Connections California Content Standards Kindergarten Through Grade 12

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Usher Curriculum Connections California Content Standards Kindergarten Through Grade 12

San Francisco Operaʼs THE FALL OF THE HOUSE OF USHER Gettyʼs Usher House and Debussyʼs La Chute de la Maison Usher Curriculum Connections California Content Standards Kindergarten through Grade 12 HEALTH EDUCATION The unifying ideas of health literacy are as follows: • Acceptance of personal responsibility for lifelong health • Respect for and promotion of the health of others • An understanding of the process of growth and development • Informed use of health-related information, products, and services Taking care of your body. Ex. What do performers have to do to prepare their body for performing? Dealing with emotions, stress. Ex. Explore from the point of view of each character. Gender roles & body image. Family issues. Family Tensions: How can a brother be so mean to his sister? How can he betray her? Do families sometime not get along? Conflict resolution. Ex. How do the characters resolve their problems with each other? How donʼt they? Examine the scenarios in the opera where people have choices; what kinds of decisions do they make and could they have done better? MENTAL & PHYSICAL HEALTH Your mental health affects your physical health. What effects does violence and horror have on you – is it good or bad? Age? Being desensitized to violence – what are the consequences? Claustrophobia and paranoia. What symptoms of mental illness do you notice in this opera? Does madness/dementia normally lead to death? What triggers Roderick to call his friend? Why does the friend read a medieval story aloud to calm Roderick? What other avenues can be used to alleviate sadness and despair? What kinds of things do you do to calm yourself? Keep a mood diary and notice the changes in your mood. Research Edgar Allan Poeʼs death. What causes of death have been suggested? How might Poe have received help today? SAN FRANCISCO OPERA Education Materials THE FALL OF THE HOUSE OF USHER Curriculum Connections .

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SOLTYSIK, the Fall of the House of Usher Sp2as
“The Fall of the House of Usher” and the Architecture of Unreliability Abstract: This chapter examines what many scholars consider the most accomplished and representative of Poe’s tales, “The Fall of the House of Usher” (1939). After a brief overview of the main axes of interpretation in the story’s reception history, I propose an analysis of the tale’s main narrative strategy, the unreliable narrator, which I argue is typical of Poe’s short fiction in general. Linking this device to the unstable architectonics of the house in the story, the chapter shows how the unreliability of the narrator lies at the heart of the text’s ability to choreograph active reader participation. I will also historicize the specific kind of unreliable narrators that Poe favors – those lacking a moral conscience or ethically-informed perception – in the context of antebellum debates about slavery. Keywords: Edgar Allan Poe, Usher, unreliable narrator, antebellum, conscience, reader participation, slavery, race “The Fall of the House of Usher” occupies a singular place in the Poe canon. Considered by many critics as his best and most representative short fiction, the story appears in countless anthologies and collections. It is considered foundational for the American Gothic as well as more specifically the Southern Gothic.1 Despite its ubiquity and popularity 1 among critics and readers alike, the meaning of “The Fall of the House of Usher” has proved uniquely elusive. Poe’s ability to create an undercurrent of suggestiveness is nowhere displayed more masterfully than in this story, and few texts have generated so many and such divergent readings.
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The Oedipus Myth in Edgar A. Poe's "Ligeia" and "The Fall of the House of Usher"
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1996 The ediO pus myth in Edgar A. Poe's "Ligeia" and "The alF l of the House of Usher" David Glen Tungesvik Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the English Language and Literature Commons Recommended Citation Tungesvik, David Glen, "The eO dipus myth in Edgar A. Poe's "Ligeia" and "The alF l of the House of Usher"" (1996). Retrospective Theses and Dissertations. 16198. https://lib.dr.iastate.edu/rtd/16198 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. The Oedipus myth in Edgar A. Poe's "Ligeia" and "The Fall of the House of Usher" by David Glen Tungesvik A thesis submitted to the graduate faculty in partial fulfillment of the requirements for the degree of MASTER OF ARTS Major: English (Literature) Major Professor: T. D. Nostwich Iowa State University Ames, Iowa 1996 Copyright © David Glen Tungesvik, 1996. All rights reserved. ii Graduate College Iowa State University This is to certify that the Masters thesis of David Glen Tungesvik has met the thesis requirements of Iowa State University Signatures have been redacted for privacy iii TABLE OF CONTENTS ABSTRACT ... .................................................................................................... iv INTRODUCTION ................................................................................................ 1 "LlGEIA" UNDISCOVERED ............................................................................... 9 THE LAST OF THE USHERS .........................................................................
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Usher Curriculum Connections California Content Standards Kindergarten Through Grade 12
San Francisco Operaʼs THE FALL OF THE HOUSE OF USHER Gettyʼs Usher House and Debussyʼs La Chute de la Maison Usher Curriculum Connections California Content Standards Kindergarten through Grade 12 PHYSICAL EDUCATION MOVEMENT Walking, dancing, jumping, balancing, leaping, lifting, etc. Ex. Move your body in different ways using the example of each character. Choreograph stage fights for appropriate scenes in opera. Explore ways to keep stage fighting safe. PHYSICALITY OF PERFORMING Endurance & strength, posture, breathing techniques. How do you make someone appear to be crazy? What movements and facial expressions? How much emotion do you think is put in to a central role? Act out the scene where Madeline is revealed to Roderick. What goes into portraying a real, well-known person, such as Edgar Allan Poe? TEAM-BUILDING Cooperative games encourage collaboration and build trust. Play number games, where students have to gather in groups of two, three, and so on. The object is to get together as quickly as possible. They can also be instructed to create pictures with their bodies, or move in unison. Construct relays around relationships between characters. Explore the famous sextet. What are the key elements of making a successful sextet between the singers, conductor and orchestra? Construct a venn diagram of important aspects necessary for a successful performance for both an opera company and a sports team. Explore how you would integrate all the elements of making an opera…where would you start? How would you layer? How would you all work together? Construct a mini-opera in your classroom. SAN FRANCISCO OPERA Education Materials THE FALL OF THE HOUSE OF USHER Curriculum Connections .
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The House As Mirrors in Edgar Allan Poe's "The Fall of the House of Usher"
The Asian Conference on Arts & Humanities 2013 Official Conference Proceedings Osaka, Japan The House as Mirrors in Edgar Allan Poe's "The Fall of the House of Usher" Ya-Ju Yang National Chung Cheng University, Taiwan 0239 The Asian Conference on Arts & Humanities 2013 Official Conference Proceedings 2013 iafor The International Academic Forum www.iafor.org 301 The Asian Conference on Arts & Humanities 2013 Official Conference Proceedings Osaka, Japan Edgar Allan Poe’s “The Fall of the House of Usher”1 is a story about an anonymous narrator who is invited to a childhood friend’s ancient house where there are his friend and his sister, suffering from both physical and mental illness, devoured by a doomed implosion of the sullen tarn. Poe draws on the emerging Gothic novel preoccupation and reveals his own investment about the forceful environment in “Usher.” However, the deterioration of the house mirrors another interpretation of the tragedy of the Ushers. By linking the decay and corruption of the Usher mansion to the Ushers’ tragedy, I confirm that Poe imaginatively explores the function of the environment surrounding the Usher mansion and, moreover, expresses the ecological influence on his writing. In order to demonstrate Poe’s knowledge and interest in the omniscient uncontrollable power in the surrounding of the house, I will briefly examine Martin Heidegger’s dwelling ecological theories. The symbolic natural surrounding is responsible the family for the final ends in three gradual corruptions, the corruption of the house, of Madeline’s sudden death and of Roderick Usher’s mental problem. Within this context, I will trace the environmental theme in “Usher,” showing how the story illustrates Poe’s recognition of the influential ecological power.
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The Anthropomorphization of Houses in Film
The Anthropomorphization of Houses in Film Kelli M Johnson Department of Film Studies Primary Thesis Advisor Dr. Melinda Barlow, Department of Film Studies Committee Members Dr. Shira Segal, Department of Film Studies Bryan Jonas Erickson, Department of Writing and Rhetoric 4 November 2013 University of Colorado at Boulder 2 Abstract Often times in film, houses have been categorized as a part of the set design or production design. They are purposefully furnished and decorated according to the director’s vision. Filmmakers, scholars, and critics recognize the importance of the setting and its decorations. However, let us consider the possibility that a house is more than the set design; it is a character. The characterization of a house can be both literal and implied. There are the houses that come alive like, as in Monster House (Gil Kenan, 2006) and houses whose character is subtler in its presence, as in The Old Dark House (James Whale, 1932) or The Haunting (Robert Wise, 1963.) The house as a character is neither static nor flat, but dynamic and complex. In order for us to understand the complexities of the house, this thesis will explore the major foundation stones of any character in film: costuming, physicality, the mind of a character, and its personalities. Like a human being, each house has a unique characteristic and personality. To name a few of the many, a house can be a murderer, a seductress, a femme fatale, or an isolated being. Its personality is structured around the foundations. The exterior is representative of the character’s physicality.
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The Haunted House As Literary Motif
Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1982 There's No Place Like Home: The aH unted House as Literary Motif Mary Catherine McDaniel Eastern Illinois University This research is a product of the graduate program in English at Eastern Illinois University. Find out more about the program. Recommended Citation McDaniel, Mary Catherine, "There's No Place Like Home: The aH unted House as Literary Motif" (1982). Masters Theses. 2990. https://thekeep.eiu.edu/theses/2990 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. THESIS REPRODUCTION CERTIFICATE TO: Graduate Degree Candidates who have written formal theses. SUBJECT: Permission to reproduce theses. The University Library is receiving a number of requests from other institutions asking permission to reproduce dissertations for inclusion in their library holdings. Although no copyright laws are involved, we feel that professional courtesy demands that permission be obtained from the author before we allow theses to be copied. r-- Please sign one of the following statements: ... .. i ic Booth Library of Eastern Illinois University has my permission to lend £A my thesis to a reputable college or university for the purpose of copying 1: it for inclusion in that institution's library or research holdings. I · � a: w .... {/) :::; I s � .�. 19£;;. � Date Author 0 ! � • 111 <�iii �g I respectfully request Booth Library of Eastern Illinois University not allow my thesis be reproduced because --------------- la: .
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The Devil in the Belfry a Rhapsody for Viola and Orchestra & Edgar Allan Poe, Claude Debussy, and “The Fall of the House of Usher”
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2011 The evD il in the Belfry a rhapsody for viola and orchestra & Edgar Allan Poe, Claude Debussy, and "The alF l of the House of Usher" Maíra Cimbleris Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Music Commons Recommended Citation Cimbleris, Maíra, "The eD vil in the Belfry a rhapsody for viola and orchestra & Edgar Allan Poe, Claude Debussy, and "The alF l of the House of Usher"" (2011). LSU Doctoral Dissertations. 1333. https://digitalcommons.lsu.edu/gradschool_dissertations/1333 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. THE DEVIL IN THE BELFRY A RHAPSODY FOR VIOLA AND ORCHESTRA & EDGAR ALLAN POE, CLAUDE DEBUSSY, AND “THE FALL OF THE HOUSE OF USHER” A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The School of Music by Maíra Cimbleris B.M., Universidade Federal de Minas Gerais, 2004 M.M., Louisiana State University, 2008 August, 2011 ACKNOWLEDGMENTS I would like to thank the following people for the lessons they gave, not only in music, but also in life: Claudia Cimbleris Dr. Dinos Constantinides Dorothy Harman Gabriel Beavers Gerry Varona Hortência Doyle Dr.
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Usher Curriculum Connections California Content Standards Kindergarten Through Grade 12
San Francisco Operaʼs THE FALL OF THE HOUSE OF USHER Gettyʼs Usher House and Debussyʼs La Chute de la Maison Usher Curriculum Connections California Content Standards Kindergarten through Grade 12 LANGUAGE ARTS WORD ANALYSIS, FLUENCY, AND VOCABULARY DEVELOPMENT Phonics and Phonemic Awareness: Letter Recognition: Name the letters in a word. Ex. Usher = U-s-h-e-r. Letter/Sound Association: Name the letters and the beginning and ending sound in a word. R-oderic-k Match and list words with the same beginning or ending sounds. Ex. Poe and Primus have the same beginning letter “P” and sound /p/; but end with the different letters and ending sounds. Syllables: Count the syllables in a word. Ex.: Ma-de-line Match and list words with the same number of syllables. Clap out syllables as beats. Ex.: 1 syllable 2 syllables 3 syllables bass = bass tenor = ten-or soprano = so-pra-no Phoneme Substitution: Play with the beginning sounds to make silly words. What would a “boprano” sound like? (Also substitute middle and ending sounds.) Ex. soprano, boprano, toprano, koprano. Phoneme Counting: How many sounds in a word? Ex. bell = 3 Phoneme Segmentation: Which sounds do you hear in a word? Ex. bell = b/e/l. Definitions: Find words in The Fall of The House of Usher that are unfamiliar and find definitions and roots. Learn Opera vocabulary: soprano, mezzo-soprano, bass. Word analysis: Examine contrasting vocabulary. Create lists of good vs. evil words from opera; write definitions. Take lines from Italian libretto and translate the text using Google translate or Babelfish; do the supertitles match exactly? If not, why not? Find analogies in The Fall of The House of Usher.
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The Architecture of Confinement: an Exploration of Spatial Boundaries in Wright, Poe, and Foucault
Bard College Bard Digital Commons Senior Projects Spring 2018 Bard Undergraduate Senior Projects Spring 2018 The Architecture of Confinement: An Exploration of Spatial Boundaries in Wright, Poe, and Foucault Samantha Feig Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2018 Part of the African American Studies Commons, and the Landscape Architecture Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Feig, Samantha, "The Architecture of Confinement: An Exploration of Spatial Boundaries in Wright, Poe, and Foucault" (2018). Senior Projects Spring 2018. 230. https://digitalcommons.bard.edu/senproj_s2018/230 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. The Architecture of Confinement: An Exploration of Spatial Boundaries in Wright, Poe, and Foucault Senior Project submitted to The Division of Languages and Literature of Bard College By Samantha (Samie) Feig Annandale-on-Hudson, New York May 2018 Dedication/Acknowledgements First and foremost, I thank my advisor, Donna Grover. She has been an incredible support system and has also fostered my ideas while giving them the right space to grow.
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The House of Usher and the House of Fisher: Towards an Architecture of (Dis)Comfort
The House of Usher and The House of Fisher: Towards an Architecture of (Dis)comfort José Duarte ULICES - University of Lisbon Centre for English Studies ISSN: 0873-0628ANGLO SAXONICA SER. III N.1 2010 The House of Usher and The House of Fisher: Towards an Architecture of (Dis)comfort nothing is more exactly terrible than to be alone in the house, with somebody and with something e. e. cummings, IX, xix poemas ix Feet Under, created by Allan Ball, is a television series influenced in several aspects by Edgar Allan Poe, from the opening credits that Sremind us of the poem ‘The Raven’ (1845) to the constant presence of phantom figures. Furthermore, it has influences from the gothic narrative that the series displays mostly through the choice of sceneries and objects in the house. Both houses, the Usher house in ‘The Fall of the House of Usher’ (1840) and the Fisher Funeral Home in Six Feet Under (2000) are symbolic spaces of death and, consequently, places of transition from one state to another. Surely, though influences of the Usher house may be detected in the Fisher house, they present themselves as significantly different places. While one inflicts terror and discomfort, the other, which seems to accommodate the characters that inhabit it, presents a tentative solution for the discomfort felt in the presence of objects of death. This paper will foreground the different effects accomplished by both narratives, and particularly the significance of Six Feet Under ’s subversion of the echoes it brings forth from Poe’s seminal text in order to reconcile both character and viewers with the passage into the reality of death.
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Edgar Allan Poe's the Fall of the House of Usher: Bilingual Approaches
Rochester Institute of Technology RIT Scholar Works Theses 6-7-2006 Edgar Allan Poe's The Fall of the House of Usher: bilingual approaches Michelle Johnston Follow this and additional works at: https://scholarworks.rit.edu/theses Recommended Citation Johnston, Michelle, "Edgar Allan Poe's The Fall of the House of Usher: bilingual approaches" (2006). Thesis. Rochester Institute of Technology. Accessed from This Master's Project is brought to you for free and open access by RIT Scholar Works. It has been accepted for inclusion in Theses by an authorized administrator of RIT Scholar Works. For more information, please contact [email protected]. Christopher Kurz Gerald Bateman Abstract This literature curriculum unit includes some implements the bilingual strategies (ASL and printed English) to teach deaf students about Poe's short story, "The Fall of the House of Usher." Throughout the curriculum, the students will read, analyze, and interpret the story in primary and secondary languages: ASL and printed English. The bilingual reading and writing processes require the students to read the story in printed English, discuss the literature elements of the story in ASL to decode, interpret and understand the literature elements of this story. The students will go through the writing process to write a ha1essay in English. It is with hope that this curriculum will strengthen the students' reading and writing skills. This curriculum unit requires a full month for students to fully understand the literacy of the story in both languages. Project Overview This project is a four- week unit plan, consisting of bilingual strategies that would enable deaf students to read and write about the short story, "The Fall Of The House Of Usher".
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Fidelio Beethoven Welcome
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