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A prolific poet, art critic, essayist, and translator, Charles Baudelaire is best known for his volumes of verse (Les Fleurs du Mal [Flowers of Evil]) and prose poems (Le Spleen de Paris [Paris Spleen]). This volume explores his prose poems, which depict Paris during the Second Empire and offer compelling and fraught representations of urban expansion, social change, and modernity. Part 1, "Materials," surveys the valuable resources available for teaching Baudelaire, including editions and translations of his oeuvre, historical accounts of his life and writing, scholarly works, and online databases. In Part 2, "Approaches," experienced instructors present strategies for teaching critical debates on Baudelaire's prose poems, addressing topics such as translation theory, literary genre, alterity, poetics, narrative theory, and ethics as well as the shifting social, economic, and political terrain of the nineteenth century in France and beyond. The essays offer interdisciplinary connections and outline traditional and fresh approaches for teaching Baudelaire's prose poems in a wide range of classroom contexts.
A study of Charles Baudelaire's Le spleen de Paris (1859) that explores how the practice of reading prose poems might be different from reading poetry in verse, illustrating how Baudelaire wrote texts that he considered poems and how this form shows aspects of his poetic modernity.
The present volume is the result of a pilot study and a workshop at Queensborough Community College that tried to integrate and discussed poetry as a new method of writing intensive pedagogy across the curriculum. Educators from several different disciplines – Art and Design, Biology, English, History, Philosophy, and Sociology – describe such methods and their teaching experiences in the classroom and highlight, how poetry has been and could be used for fruitful teaching and learning across the curriculum. The interdisciplinary pilot study and the discussions at the workshop, which are represented by the chapters in the present volume consequently emphasize the possibilities for the use of poetry at Community Colleges and U.S. undergraduate education in general. Contributors are: Kathleen Alves, Alison Cimino, Urszula Golebiewska, Joshua M. Hall, Angela Hooks, Frank Jacob, Shannon Kincaid, Susan Lago, Alice Rosenblitt-Lacey, Ravid Rovner, and Amy Traver.
Praised by Voltaire and admired by Pushkin, Évariste Parny (1753-1814) was born on the island of Réunion, which is east of Madagascar, and educated in France. His life as a soldier and government administrator allowed him to travel to Brazil, Africa, and India. Though from the periphery of France's colonial empire, he ultimately became a member of the Académie Française. Despite his reaching that pinnacle of respectability, some of his poetry was banned after his death. This edition includes poems from the Poésies érotiques and Élégies, which established Parny's reputation; the Chansons madécasses ("Madagascar Songs"), which were influential in the development of the prose poem; five of his published letters, written in a mixture of prose and verse; the narrative poem Le Voyage de Céline; and selections from his sardonic, anticlerical later poetry. A substantial introduction discusses Parny's poetry in connection with its literary context and the themes of gender, race, and postcoloniality.
This book offers the first comprehensive close reading in any language of the complete works of Charles Baudelaire (1821-1867). Taking full account of his critical writings on literature and the fine arts, it provides fresh readings of Les Fleurs du Mal and Le Spleen de Paris. It situates these works within the context of nineteenth-century French literature and culture and reassesses Baudelaire's reputation as the 'father' of modern poetry. Whereas he is traditionally considered to have rejected the public role of the writer as moralist, educator, and political leader and to have dedicated himself instead to the exclusive pursuit of beauty in art, this book contends not only that he rejected Art for Art's sake but that he saw in 'beauty'—defined not as an inherent quality but as an effect of harmony and rich conjecture—an alternative ethos with which to resist the tyrannies of ideology and conformism. Contrarian in his thinking and provocatively innovative in his poetic practice, Baudelaire fell foul of the law when six poems in Les Fleurs du Mal (1857) were banned for obscenity. In the second edition (1861), substantially recast and enlarged, the poet as alternative lawgiver made plainer still his resistance to the orthodoxies of his day. In a series of major critical articles he proclaimed the 'government of the imagination', while from 1855 until his death he developed an alternative literary form, the prose poem—a thing of beauty and an invitation to imagine the world afresh, to make our own rules.
Indiana, George Sand’s first solo novel, opens with the eponymous heroine brooding and bored in her husband’s French countryside estate, far from her native Île Bourbon (now Réunion). Written in 1832, the novel appeared during a period of French history marked by revolution and regime change, civil unrest and labor concerns, and slave revolts and the abolitionist movement, when women faced rigid social constraints and had limited rights within the institution of marriage. With this politically charged history serving as a backdrop for the novel, Sand brings together Romanticism, realism, and the idealism that would characterize her work, presenting what was deemed by her contemporaries a faithful and candid representation of nineteenth-century France. This volume gathers pedagogical essays that will enhance the teaching of Indiana and contribute to students’ understanding and appreciation of the novel. The first part gives an overview of editions and translations of the novel and recommends useful background readings. Contributors to the second part present various approaches to the novel, focusing on four themes: modes of literary narration, gender and feminism, slavery and colonialism, and historical and political upheaval. Each essay offers a fresh perspective on Indiana, suited not only to courses on French Romanticism and realism but also to interdisciplinary discussions of French colonial history or law.
Most of what we know about writing in a second or foreign language (L2) is based on conclusions drawn from research on L2 writing in English. However, a significant quantity of L2 writing and writing instruction takes place in languages other than English and so there is a need for studies that look beyond English. The chapters in this book focus on languages other than English and investigate curricular issues, multiple languages in contact/conflict in L2 writing instruction and student attitudes toward pedagogical practices. The collection as a whole makes a valuable contribution to the study of L2 writing, and it will also prove an essential resource for instructors of second and foreign language writing.
This volume of essays seeks to establish a dialogue between poetry and philosophy where each could be said to read the other and announces important new paths for a reinvigorated study of lyric poetry in the decades to come.
The essays collected in this volume explore the ways in which hybridity functions in a wide variety of visual, musical, and written texts from France, the Francophone world, and beyond. Hybridity is defined here as an unexpected interaction or combination between two or more forms--whether literary, filmic, ethnic, generic or gendered. The volume covers works ranging from the 16th to the 20th centuries, from Pierre de Ronsard to Woody Allen. The essays demonstrate that rather than being a uniquely postmodern or postcolonial phenomenon, hybridity may be integral to creativity itself, leading to the conclusion that hybrid forms tend to challenge authority by proposing alternatives to existing power structures or questioning conventional ways of thinking and viewing the world.
The greatest work of one of France's greatest writers, Victor Hugo's Les Misérables has captivated readers for a century and a half with its memorable characters, its indictment of injustice, its concern for those suffering in misery, and its unapologetic embrace of revolutionary ideals. The novel's length, multiple narratives, and encyclopedic digressiveness make it a pleasure to read but a challenge to teach, and this volume is designed to address the needs of instructors in a variety of courses that include the novel in excerpts or as a whole. Part 1 of the volume, "Materials," provides guidance on editions in French and in English translation, biographies, criticism, and maps. Part 2, "Approaches," contains essays that discuss the novel's conceptions of misère, sexuality, and the politics of the time and that demonstrate techniques for teaching context including the book's literary market, its adaptations, its place in popular culture, and its relation to other novels of its time.