Other Voices, Other Rooms: Organizing and Teaching the Humanities Conflict

Graff, Gerald

doi:10.2307/469187

Cited by 16 publications

(4 citation statements)

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“…Whether it is the more traditional efforts of some groups to limit the production, distribution, and sale of certain words and images, or the recent controversies over funding for the National Endowment for the Arts and "political correctness" in the university (D'Souza, 1991;Passaro, 1990), students and teachers must confront a number of messy battles over meanings and values in their professional and everyday lives. Developing a performance pedagogy derived from Scholes' model requires a willingness to step into this mess and "teach the conflicts," as Graff(1990aGraff( , 1990b might say. That is, instead of using the classroom to present the results of interpretive or critical battles-battles that have already taken place offstage, behind-the-scenes-teachers need to carry the battles into the classroom itself.…”

Section: Resultsmentioning

confidence: 98%

“Textual power” and the subject of oral interpretation: An alternate approach to performing literature

Bowman

Kistenberg

1992

Communication Education

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Contemporary theory in literary and performance studies has significantly effected oral interpretation pedagogy by broadening the idea of "text." Consequently, many oral interpretation courses now feature the analysis and performance of a variety of noncanonical or "nonliterary" verbal art forms. In this essay, we propose to supplement the changes in oral interpretation pedagogy brought about by the introduction of new texts by describing an alternate approach to analyzing and performing texts based on semiotic theory and Robert Scholes' model of reading.Recent theory in literary and performance studies poses a number of ideological and pedagogical challenges to the practice of oral interpretation, challenges that revolve around a variety of issues. 1 In what follows, we focus on one of these issues-the politics of textuality-to explore several ambiguities related to the teaching of reading and performance in undergraduate-level oral interpretation courses. We argue that semiotic theory should be used in such courses and that "theory" (with its elevated connotations in the undergraduate classroom) and "experimental" performance (which suggests a deviation from the norm) may be brought together to help students and teachers confront some of the social questions that invariably show up in oral interpretation classrooms. Using the terms reading, interpretation, and criticism, especially as these have been delineated by Scholes (1985Scholes ( , 1989, we describe an alternate approach to performing literature that focuses on questions of textuality, performance, and power. ORAL INTERPRETATION AND THE POLITICS OF TEXTUALITYFor much of this century, courses in oral interpretation have been considered most useful as a form of literary study, designed to help students gain an experiential knowledge of a literary text. By learning techniques for deciphering the character and situation of the dramatic speaker-in-the-text, and by embodying this speaker in a solo performance, students learned from the pleasures (and pains) of empathizing or identifying with the attitudinal complex of another (or an "Other") subjectivity. Because literature was projected as a special kind of writing, possessing specific aesthetic or formal properties and Michael S. Bowman is Assistant Professor and Cindy J. Kistenberg is a doctoral candidate in the

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Section: Resultsmentioning

confidence: 98%

“Textual power” and the subject of oral interpretation: An alternate approach to performing literature

Bowman

Kistenberg

1992

Communication Education

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“…Más moderadas resultan las publicaciones de Ch. Altieri (1983) y G. Graff (1987Graff ( y 1990, que defienden un pluralismo crítico para erradicar el predonünio de los sistemas cerrados y exclusivistas. En definitiva, el debate viene a poner de manifiesto lo que recoge W. Mignolo (1991): primeramen-te, la necesidad de superar el canon vocacional que pretende que el valor individual se convierta en un valor de cultura, y, en segundo lugar, la idea de que en la formación del canon interviene el regionalismo, es decir, aquellos valores locales que interesan a una cultura en un momento dado, con lo cual se cuestiona tajantemente el valor univer salista que Occidente había venido concediendo a su canon.…”

Section: El Problema De La Formación Del Canon En Los Debates Actualesunclassified

Aproximación al problema de la formación del canon en literatura comparada

López

2022

SIGNA

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“…Edimbilimsel üslûpbilimciler gibi ideolojik-merkezli çözümlemeciler, ürününü ve algısını etkileyen toplumsal ve tarihsel güçler içindeki metin düzeyinin ötesine gider. Burton'un argumanları, e er metinler sosyo-kültürel ve siyasal belirleyicilere ba lıysa, de er-yargısının 69 (Eagleton, 1983;Graff, 1990) konusu olaca ı ve bu de er yargılarının açık terimlerle tartı ılabilece idir. Bir metin, sosyal bir yapıdır, sosyo-ekonomik, politik ve edebî gelene in bir parçasıdır 70 (Durant & Fabb, 1990;Montgomery di ., 1992).…”

Section: B-radikal (üSlûpbilim)unclassified

Üslûp ve Üslûpbilim Üzerine-4: Üslûp ve Üslûpbilim Sınıflandırmaları

Çalışkan¹

2015

jisr

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ÖzBa langıcından XIX. asrın ikinci yarısına kadar Batı'da retorik ve Do u'da belâ at adıyla asırlarca geli imini sürdürdükten sonra bir disiplin haline gelen üslûp ve üslûpbilim, üslûpbilimciler ve ara tırmacılar tarafından de i ik adlar altında ele alınmı tır. Bu alanın uzmanlarının dahi bu kadar fazla sayıda üslûp çe idiyle ba etmesi kolay de ildir. Bu nedenle, üslûp ve üslûpbilim dünya edebiyatlarında çe itli edebiyat teorisyenleri ve üslûpbilimciler tarafından sınıflandırılmı tır. Bütün bunlara ra men, yine görülen mevcut karma ıklı ı çözümlemek için, bu makalede edebiyat dünyasına yeni ve kapsamlı bir üslûp ve üslûpbilim sınıflandırması ilk kez sunulmu tur. Aslında, sunulan bütün üslûp ve üslûpbilim sınıflandırmaları farklı kıstaslara dayanır ve her bir sınıflandırmanın kendi çapında haklı ve iyi bir sebebi vardır. Ancak sunulan bu yeni ve kapsamlı üslûp ve üslûpbilim sınıflandırması, dondurulmu de ildir ve geli tirilebilir. Bu haliyle makale, bu alanda çalı mak isteyenlere pek çok sınıflandırma örne i sunarak konu alanlarını da belirlemi olmaktadır.Anahtar Kelimeler: Edebiyat, Üslûp, Üslûpbilim, Sınıflandırma, Dilbilim. AbstractStyle and stylistics that has become in a science after they continued its development through centuries with the name in rhetoric in West and bela at in East from the beginning to the second half of XIX century were discussed by the stylicians and researchers under different names. It is not easy that the experts of this field also overcome with so many kinds of style. Therefore style and stylistics have been classified by various literary theorists and stylisticians in the world literatures. Despite all this, to resolve the current complexity is stil seen, the classification of a new and comprehensive style and stylistics is firstly presented to the literary world in this article. In fact, the classifications of all style and stylistics that is presented base on different criteria and each classification has in its own right and for good reason. However, this classification of a new and comrehensive style and stylistics is not frozen and it can be improved. As such, this article has identified the subject areas by presenting many examples of classification for those who want to work in this area.Keywords: Literature, Style, Stylistics, Classification, Linguistics. G RBir bütünü daha iyi anlamak için daha küçük parçalara ayırmak ya da onu belli ba lı ölçütlerden hareket ederek sınıflandırmak, daha önce bir makalemizde de ifade edildi i gibi 1 , bilimsel çalı malarda ba vurulan yöntemlerden biridir. Üslûp ve üslûpbilim di er bilim dalları gibi tarihsel geli imi esnasında dallanıp budaklanmı ve yeni kullanım alanlarıyla içinden çıkılmaz bir boyut almı oldu undan, sınıflandırılması kaçınılmaz hale gelmi tir.Üslûp ve üslûpbilim neden bu kadar fazla sayıda kavram ve terimiyle sınıflandırılmaksızın içinden çıkılmaz hale gelmi tir? Bu soru, yalnızca edebiyatbilim ve dilbilim sahaları ile ilgili üslûp ve üslûpbilime özgü de ildir. Günümüzün bütün bilim dallarında ara tırmacılar veya bilim ...

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Other Voices, Other Rooms: Organizing and Teaching the Humanities Conflict

Cited by 16 publications

References 0 publications

“Textual power” and the subject of oral interpretation: An alternate approach to performing literature

“Textual power” and the subject of oral interpretation: An alternate approach to performing literature

Aproximación al problema de la formación del canon en literatura comparada

Üslûp ve Üslûpbilim Üzerine-4: Üslûp ve Üslûpbilim Sınıflandırmaları

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