Jean-Louis David and Jean-Jacques Rousseau Essay -- History Art Artwor

Jean-Louis David + Jean-Jacques Rousseau Question : In what ways and to what extent is an understanding of historical context important in approaching the works of (a) David and (b) Rousseau? "The Lictors Returning to Brutus the Bodies of his Sons", is a painting by the French artist Jean-Louis David in 1789. Having led the fight which overthrew the monarchy and established the Roman Republic. Brutus tragically saw his sons participate in a plot to restore the monarchy. As a judge, he was called upon to render the verdict, and without hesitation condemned his two sons to death. The full title of this work is "Brutus Returning Home after having Sentenced his Sons for Plotting a Tarquinian Restoration and Conspiring against Roman Freedom; the Lictors brint there Bodies to be Buried." In 1789, for Jean-Louis David to bring up such a subject was majorly controversial and reveals how deeply committed the artist was to the new ideas and enlightement principals. Indeed, had the revolution not occured, this picture could never have been exhibited publicly. After the fall of the bastille, David's pictures were seen as a republican manifesto, and greatly raised David's reputation In order to fully understand David's artwork, it is important to posess a certain amount of historical knowledge on the various events that took place during the artists career, mainly the French Revolution. Behind each of his paintings is a story of historical importance. However, it is also very likely that David's paintings were often misinterpreted simply due to the fact that someone didn't fully grasp the significance of the artwork. Like "The Lictors Returning to Brutus the Bodies of his Sons", as recorded by the Roman historian Livy, David's paintings covered many different historical era's. "The Death of Marat", 1793, is more simplistic and intense. David was in active sympathy with the Revolution, his majestic historical paintings, ("The Oath of Horatii", "Death of Socrates", and "Brutus's sons") were hailed as artistic demands for political action. He orchestrated the great festival of the people on 14 July 1790, and designed uniforms, banners, triumphal arches, and inspirational props for the Jacobin club's propaganda. David was president of the Jacobin club on the day that his good friend and fellow Jacobin, Jean-Paul Marat was killed by a young Royalist who... ...y as Jean-Louis David and his paintings. Both these influential people helped to ignite a passion amongst the French general public and change French politics. Looking at Rousseau's idea for government seems unacceptable or impossible to us, however, his idea, which was prominent in the revolution, that sovereignty resides with the people, that "man is born free". Both Rousseau and democracy preserve the idea that government is legitimate only if it emerges from us. Jean-Louis David's form of neoclassical paintings which are difficult to seperate from their political and social context, were very different from the traditional paintings of the era. When looking at David's artwork one must acknowledge how artistic concerns were bound up with broader social issues. Many of his paintings bear strong symbolic political references. In order to read, think like Rousseau or understand the true meaning behind David's artwork one must possess, from a historical context, knowledge on the French Revolution, how different French society and culture was and information regarding each artists background, for example, who they were, and what they meant to the general public of that time.

How Grammar Is Taught in Task Based Language Learning Method

How Grammar Is Taught In Task Based Language Learning Method The purpose of this essay is to investigate how grammar is taught in task based language learning method at upper secondary high school and what guidance experienced teachers have to offer. This is done by studying task based language learning method and current practice of teaching grammar at upper secondary high school . Task based language learning claims that learners discover the language system when they communicate. This claim is built upon the assumption that language is acquired through communication. Task- based learning focuses on learning about how language works in discourse as an input to new language production; the language input is language data, spoken and written texts, rather than language models presented as targeted structures. The whole issue is how to design tasks which help learner to use the language to learn it, in other words, to develop their communicative competence. To make the design of this method, the teacher uses â€Å"tasks† as instruments to investigate how second language learning takes place and what makes language learning successful respectively. The teacher also investigate which types of tasks contribute to the development of which kind of competence in learners. It is essential to define what a task is so that curriculum developers and language educators can design genuine tasks that stimulate language use. In this section of procedure, the teacher must carry out three stages: pre-task, task- cycle and language focus. How do I teach grammar in task based language teaching ? My students are from fifteen to nineteen years old. They are Vietnamese students and they are not good at English. The number of students in my class is overload of about forty- five. Since my students frequently come into contact with English, they are not thought to need grammar rules as much. Since they learn the language in a native-like way almost, they repeatedly make some mistakes. So I need to choose an effective method, task based learning language, to teach grammar. I find it important to answer the following questions when teaching grammar. First, what structure do I teach ?. Second, how do I give students input?. Last , how do my students produce output? First, what structure do I teach ? It was important to listen to the students and see what they needed to practice, and try to find things that interest them. They also need to be aware of why they are learning the structure. For example; Because I know my students want to say about their ability to do something, I decide to teach them auxilary verb â€Å"can† in the structure â€Å" subject + can + bare infinitive verb† Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Then , how do I give my students input?. I have to try to find something that makes it more interesting to give my students grammar input. It was encouraging for the students to be aware of what they are going to know, what they are good at, bad at, what they can improve. Additionally, it is helpful for the students to know how they learn the best. What I believe communicative exercises mainly provide is fluency. The students are encouraged to watch a short video clip. The father is going with his son in a zoo. Father(F) : What can you see ? son(S): I can see a tiger . (F) : And what can you see ? (S): I can see a bird. (F) : And what can the bird do ?. (S) : It can sing. (F): Oh, can you see a snake? (S): Yes, I can. (F) : Can it sing? .(S): No , it can’t. Motivation was often mentioned as very important for the students to be successful. Therefore, as a teacher to be able to motivate the students seemed to be a valuable asset. Communicating with them in this way also gave the teacher a chance to see what the students wanted to achieve. Grammar learning is essential for it gives students the tools for developing their language. For students to learn grammar through communication seems the more natural way of approaching a language than studying rules in isolation. However, when the same errors are repeated, teachers have to bring the students? attention to those specific structures. are many approaches, and what might not work on one occasion might work on a different one

A Doll’s House play by Henrik Ibsen shares many...

A Doll’s House play by Henrik Ibsen shares many comparisons and contrasts with the short story â€Å"The Storm† by Kate Chopin. In fact, Ibsen’s play premiered at the Royal Theatre in Copenhagen, Denmark on December 21, 1879. This play aroused significant changes in the attitudes towards 19th century marriages (princeton.edu). Interestingly, â€Å"The Storm† stands as the sequel to Chopin’s other short story â€Å"At the Cadian Ball†. Kimbel wrote in his article on Dictionary of Literary Biography, â€Å"Her first two published stories appeared in the summer of 1889† (Kimbel 1). In the short story, â€Å"The Storm†, and drama, A Doll’s House, both the authors contain different plots, share a similar subject where both the female protagonist commit clandestine†¦show more content†¦Nora exclaims, â€Å"Nonsense! He’s trying to scare me!† (Ibsen 1617). However, Nora tries her best to convince Torvald t o not fire Krogstad, but he does not listen to her. Thus, when Torvald discovers that Nora has forged her father’s name, he remained ready to disclaim his wife. Later when everything gets resolved, Nora decides to leave Torvald because he did not value her love for him. Rosefeldt wrote in his article on Ibsen’s A Doll’s House, â€Å"†¦Nora [also] abandons her children [along with Torvald] (Rosefeldt 1). On the other hand, â€Å"The Storm† has a different plot compared to A Doll’s House. The short story begins with Bobinot and his small son, Bibi, waiting at a convenient store for a storm to pass by, so they can proceed on home. In the meanwhile at Bobinot’s house, Bobinot’s wife, Calixta, noticed the storm coming and began to close the windows. When she closed the windows, she noticed Alcee riding his horse over to Calixta’s front porch, so he could get shelter from the rain. However, it started to rain violently, so Cali xta allowed him to come inside her house. The short story revealed that both Calixta and Alcee once had a relationship in the past before Calixta got married to Bobinot. During the storm, Alcee and Calixta share some intimate moments and have an affair. Once the storm passed away, Alcee rode off to his destination, and Bobinot and Bibi safely arrived home. Bobinot gives Calixta her