Tag Archives: readings/research

“Low” Art

“’Low’ Art: Comprises the ‘lesser’ or ‘minor’ arts, also known as the decorative or applied arts. A more contemporary understanding of the term relates it to popular culture. Since the 1960s and the pop art movement, artists have freely appropriated objects from everyday consumer culture for content and conceptual inspiration. Andy Warhol’s infinitely reproducible silkscreens of Marilyn Monroe, and Roy Lichtenstein’s iconic imitations of melodramatic cartoons, challenge basic assumptions previously ascribed to ‘high’ art, such as the uniqueness and seriousness of the artwork. The boundary between ‘high’ and ‘low’ art has faded in the contemporary art scene. Once-marginal artists, such as Keith Haring and his graffiti art were quickly commodified, and their works sold for large amounts of money.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Five Points

Have you seen Martin Scorsese’s film Gangs of New York? Or perhaps read Herbert Asbury’s book, The Gangs of New York, from which most of the historical material in the film is drawn? You might also have come across Tyler Anbinder’s book–highly recommended, if the subject interests you–on the infamous Lower Manhattan neighborhood which is now subsumed by Chinatown. I became interested in the district after seeing Mr. Scorsese’s film, and spent some time reading, thinking about, and visiting it.

For my esteemed colleagues teaching in New York City, I can assure you from direct experience with my own students in The Bronx and Manhattan that this reading on the Five Points is generally of high interest to kids in the Five Boroughs. Here is the reading’s accompanying vocabulary-building and comprehension worksheet.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

A Lesson Plan on the Crime and Puzzlement Case “Extortion”

The kids with whom I have used them have loved them, so I developed a large body of materials from the Lawrence Treat’s excellent series Crime and Puzzlementwhich appears to be available, perhaps with dubious legality, all over the Internet as free PDF downloads.

Here is a lesson plan on the Crime and Puzzlement case “Extortion.” I generally begin this lesson, in order to settle students after a class change, with this Cultural Literacy worksheet on the idiom “Ships That Pass in the Night.” You will, of course, need the illustration of the crime scene and its accompanying questions from the book to investigate the crime. Finally, this typescript of the answer key will help you and your students, using the evidence, to definitively solve the crime.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Term of Art: Analogue

“Analogue: A word or thing similar or parallel to another. As a literary term it denotes a story for which one can find parallel examples in other languages and literatures. A well-known example is Chaucer’s The Pardoner’s Tale, whose basic plot and theme were widely distributed in Europe in the Middle Ages. The tale is probably of oriental origin and a primitive version exists in a 3rd century Buddhist text known as the Jatakas; but the version usually taken to be the closest analogue to Chaucer’s tale is in the Italian Libro di Novelle e di Bel Parlar Gentile (1572) which is nearly two hundred years later than Chaucer’s story.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Book of Answers: Plutarch’s Lives

“Who is featured in Plutarch’s LivesThe Parallel Lives (first century A.D.) pairs biographies of famous Greeks and Romans, such as the orators Demosthenes and Cicero. The book provided background for some of Shakespeare’s plays, including Julius Caesar.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Know-Nothings

Given the recent outbreak of bigotry in this country (I guess we were all aware of this persistent latent tendency in the American mind, but yeesh, you know?), I’m hard-pressed to think of a better time to post this reading on the anti-Catholic Know-Nothing party and its accompanying vocabulary-building and comprehension worksheet.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

The American Language by H.L. Mencken

“(1919, 1921, 1923, 1936; Supplement One, 1945; Supplement Two, 1948; 4th ed, abridged with supplements annotations, and new material by Raven I. McDavid, Jr., 1963) A philological treatise by H.L. Mencken. Believing at first that the American language and English were diverging, Mencken found that, by 1923, American English had become the more powerful tongue and was leading British English along with it. He set out to examine the two streams of language and their differences in vocabulary, spelling, and pronunciation. His study gave particular attention to American slang, proper names, and the incorporation of non-English dialects in America. Ironically, Mencken’s work won him a place among the scholars he had attacked and scorned.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Cosmati Work

Cosmati Work: Architectural and decorative stone surfaces inlaid with cubes of colored glass, marble mosaic tesserae, and gilding, produced in Italy from the 12th to the 14th centuries. From Cosmati, the family of craftsman who worked in the technique.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

The Rolling Stones

I don’t know how much currency they may or may not have with the students in your classroom, but in my experience this reading on The Rolling Stones is of relatively high interest to high school students. Here is the vocabulary-building and comprehension worksheet that accompanies it.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Term of Art: Reconstructive Memory

“An active process whereby various strategies are used during the process of memory retrieval to rebuild information from memory, filling in missing elements while remembering. It was first differentiated from reproductive memory in 1932 by the English psychologist Sir Frederic Charles Bartlett (1886-1969), who studied it with the technique of successive reproduction.

Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.