Phonograph record — The groove usually starts near the periphery and ends near the center of the disc. The phonograph disc record was the medium used for music reproduction until late in the 20th century. It had co-existed with the cylinder from the late s.
Teaching Intertextuality and Recontextualization through Music Posted by Maya Smith, Graduate Student, French, January 15, Sensing the opportunity to provide a pedagogical model for the use of music in foreign language teaching, I have created activities that uncover and highlight themes of intertextuality, recontextualization, recognizability, and re appropriation through close readings of songs and other cultural texts to which they are linked.
My activities are designed to show students how texts shed light on ideological, cultural, and symbolic systems. In order to give instructors access to these teaching materials and to other lesson plans dealing with music, I have created a website for the French department, which language instructors can contribute to and consult.
In addition, I have designed an interactive online database modeled on the BLC Film Archive, which all language departments at Berkeley will be able to add to and use. In other words, when someone uses a word, it has already been uttered somewhere before, and therefore, the person revoices the word in a new context, tinged with new meanings.
It is through intertextuality that one can explain how a word, utterance, or text is related to a larger social and historical framework. A text, something that can be read in the most general sense of the word, functions in the write a c program to find armstrong nougaro way as an utterance in that it is linked to what has come before and what will come after.
A reader always brings other texts to an understanding of any given text. Meanwhile, texts are filled with allusions, quotations, and references that point to other texts, creating an intertextual network. This intertextual network is established through recontextualization, which is the process where something is extracted from the original context and inserted in a new context.
When these textual artifacts enter a new context, new meanings are signified. One must therefore look at the prior text and the new environment in order to understand the new meanings that become salient and the old meanings that still exist below the surface.
In order to illustrate principles of intertextuality and recontextualization, I present the following example which include both linguistic and non-linguistic information: Below, there is a picture of Dominique Strauss-Kahn, or DSK, the former director of the International Monetary Fund who had planned to run for president as the Socialist Party candidate before being embroiled in a sexual assault scandal.
In focusing one the written text, one sees the phrase La Force Tranquille or The Quiet Strength above Mitterand, suggesting his calm but strong demeanor.
This was his campaign slogan for the presidential race in Porsche is a symbol of money and prestige. The reference to Porsche also signals another scandal in Paris earlier this year when the French press chided DSK and his wife for riding in one.
When the story broke, many people suggested that this blatant expression of material wealth marked a negative change in the Socialist Party. It should be noted that not only the intertextuality of the written text provides socio-cultural information.
The juxtaposition of images is also important to how one understands the underlining meanings. The rustic, idyllic French town representing La France Profonde stands in stark contrast with the metropolitan skyline and the numerous yachts in the foreground.
Even the facial expressions beg for comparison. This example shows how meaning is transformed when reframed and modified slightly. By focusing attention to the various features, one can reflect on such issues as political discourse or societal opinions. One is also exposed to cultural background information that is central to this type of exploration.
While this is all well and good, why should the foreign language classroom be interested in the concepts of intertextuality and recontextualization and why is music a good medium to explore these concepts?
First of all, most of learning is mediated through texts. In addition, intertextuality and recontextualization exist in all texts. One can approach these concepts through close readings of the texts.
Second, these concepts force students to focus on the relationship between these texts and history, cultural meaning, and other forms of expression. In looking at the contexts in which texts are created and reproduced, students begin to understand the cultures in which these texts exist.
Many scholars have made suggestions on how to approach language in order to bring the surrounding context to the surface. However, in order to understand culture, students must be able to make and interpret meanings.
Kramsch demonstrated that teachers can help students interpret meanings by using texts in various ways. In addition, exposing students to different voices in any given speech community allows students to gain a more nuanced view of the cultures they are studying.
In effect, students are learning to read culture through discourse. In providing students with the resources and tools to interpret meaning in an informed way, it is important to bring authentic texts to the classroom because they engender new perspectives about how foreign language cultures produce and transmit meaning.
Kramsch was mainly concerned with literary texts, but any type of text can be an invaluable resource to the language classroom. I contend that songs, often with the accompanying music videos, represent a perfect way to introduce texts that use multimedia technologies.
Music is also ideal for exploring intertextuality and recontextualization. For one, music is part of popular culture and is shared widely. In addition, particular genres are especially useful.
Hip-hop, for example, is a global genre with local cultural inflections. It also relies on making allusions to other texts.En Hommage a Claude Levi-Strauss, G.
Jucquois, Pierre Swiggers, C. Vielle Friends of Dulwich Picture Gallery - A Why the United States Does Not Have a National Health Program, Vicente Navarro Karen Armstrong Nelson's Illustrated.
performed by Louis Armstrong Baubles, Bangles and Beads [Excerpt]: from Kismet I Could Write a Book by Richard Rodgers and Lorenz Hart I Didn't Know What Time It Was by Michel Legrand and Claude Nougaro Le Rouge et Le Noir by Michel Legrand and Claude Nougaro Lean Baby.
The official website of Lance Armstrong. THE FORWARD THEMOVE WEDŪ TEXAS HŪNDRED ASPEN FIFTY CONTACT. Jan 20, · Like, subscribe, it's free! Please read the description: I'm starting to have some horn at my fingertips. The song of the week: Armstrong of Nougarot. Complete program for .
Teaching Intertextuality and Recontextualization through Music. An example of this is Claude Nougaro’s song entitled Armstrong, students can then revisit the song by Zebda to have a better understanding of why the group felt the need to write the song as well as what the song means for those who listen to Zebda and for those who felt.
Find something interesting to watch in seconds. WikiVisually the entire wiki with video and photo galleries find something interesting to watch in seconds TOP LISTS / VIDEOS · VIDEO PICKER · LANGUAGE LANG.
click links in text for more info C'est si bon. From Wikipedia, the free encyclopedia.