CLASSICAL EXCELLENCE AND EARLY CHAMPIONS OF ABOLITION PRELIMINARIES:
Our discussion this week has two subjects–the first related to
chapter 25 and the second one related to chapter 26. Do both subjects.
There is also the usual EXPLORE list under the topic. Be sure to use
that instead of any random googling for answers–you are required to use the class text each week and at least one of the EXPLORE-listed websites. HINT:
The Explore list normally suggests what page numbers to focus on.
ANOTHER HINT: You do need to have the textbook from this week on (no
more free eChapterssorry). ANOTHER HINT: If using
the eBook purchased via our bookstore, when you just click on the
on-screen page, the page number appears on the lower left of the screen.
Jot it down; you might find it useful to identify the page in your
post. Harvard Business Review (OHara, 2014): We
tell stories to our coworkers and peers all the time to persuade
someone to support our project, to explain to an employee how he might
improve, or to inspire a team that is facing challenges. Its an
essential skill . (https://hbr.org/2014/07/how-to-tell-a-great-story )
TOPIC: Please respond to both of the following, using the class text and sources under the Explore heading as the basis of your MAIN POST response (reminderAlso do
TWO GOOD REPLY POSTS to classmates of 3-4 sentences each; or one more
developed reply of 7 or 8 substantive sentences. Most find it simpler and more conversational to do the two shorter replies.): SUBJECT
ONE: Listen to one composition (for a symphony) by Haydn or Mozart,
either at the websites below or in this week’s Music Folder. Identify the work that you have chosen, and describe the way in which the composition expresses the specific qualities of the Classical music style. Use the key terms from the textbook that are related to that particular music style, and explain what you like or admire about the work. Compare it to a specific modern musical work for which you might use the term “classic” or “classical” in a different way.
TWO: Autobiographies are often criticized as biased–having either
embellishment of events or omission of unfavorable facts. —Explain whether you think an autobiographical account or literary work by a slave (such as Phillis Wheatley and Olaudah Equiano) would be more persuasive than a biographical or literary account by a white author (such as John Gabriel Stedman or Aphra Behn). —VISUAL versus WRITTEN—Explain
whether you believe the representations of slavery in the visual arts
(such as Blakes illustrations or Hackwoods cameo) were more
compelling and convincing of the injustices of slavery than the literary
representations already mentioned. In your explanations, use specific examples (tip–the book has great examples) and consider both audience and the content and nature of the work.–Identify the literary or art form in modern times that you think is most effective at depicting injustice. As you will manage a workplace and need to capture an audiencewhich communication form would work best for you?
Explore: Classical Music Chapter 25 (pp. 826-832), classical style described; examples; review the Week 3 Music Folder; seeMUSIC STYLES IN CHAPS 21-30.docx.
Haydn at http://www.youtube.com/watch?v=JESXMWrwzVQ and http://www.npr.org/artists/16110605/franz-joseph-haydn
Mozart at http://www.youtube.com/watch?v=hywOY9BS9tQ and http://www.npr.org/artists/15327819/wolfgang-amadeus-mozart
Early Abolitionist Art & Literature Chapter 26 (pp. 870-2): Equiano, Stedman, Wheatley, Behn; Chapter 26 (pp. 877-879): Equiano and Behn
Wheatley at http://www.vcu.edu/engweb/webtexts/Wheatley/phil.htm
Chapter 26 (pp. 870-873): Blake, Hackwood, Copley
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