Img source http://www.telegraph.co.uk/foodanddrink/4295701/The-man-who-invented-the-doner-kebab-has-died.html (bottom) and Wikipedia (left)
Wednesday, December 12, 2012
Last chance to hitch a ride to Germany's food table
Img source http://www.telegraph.co.uk/foodanddrink/4295701/The-man-who-invented-the-doner-kebab-has-died.html (bottom) and Wikipedia (left)
Wednesday, December 5, 2012
Last homework before the final report (final report due on final's day)
Please answer the questions from the blue sheet in a blog entry. Then google German foods, drinks, customs, holidays and pick one food or drink item you want to represent in class. Blog it. I am hoping to get a cross-section of German foods to talk about. And after next Wednesday, it's all past... sniff.
Monday, November 26, 2012
Selected German holidays and celebrations
Karneval
°Karneval,
also known as the “fifth season,” begins on November 11th at 11:11
am. The eleventh minute of the eleventh
hour on the eleventh day of the eleventh month. In this hour the “Council of
Eleven” comes together to plan the events of the upcoming festival.
°
Carnival traditions started in the 19th century. Many of the
Carnivals around Germany have elected Carnival Kings, Queens, or
Princes
°
Though the Council congregates on November 11th, the festivities do
not begin until 40 days before Easter. Carnival signifies the last parties
before Ash Wednesday.
°
Celebrations kick-off with “Women’s Carnival” on the Thursday preceding Ash
Wednesday. This day is a day for the Women of Germany. They may kiss any man they wish after first
cutting off his tie.
°
Rose Monday is where marching bands, dancers, and floats parade through the
streets of the cities. They throw confetti, sweets, and toys into the crowds.
Most of the floats are adorned with carved caricatures of politicians and other
characters.
°
On Shrove Tuesday, costume balls are held all throughout Germany, and they hold the burning of the Carnival Spirit,
when life-size straw effigies are burned.
°
Quiet Ash Wednesday marks the end of the festival.
Oktoberfest
°
Oktoberfest is Munich’s largest fair and highlight of the years events in
Germany. A Bavarian tradition originally started in 1810 in Munich, Germany. It
all started with the marriage of Crown Prince Ludwig and Princess Therese on October 12th and a
celebratory horse race held on October 17th.
°
Many events take place during the 16-day event, including horse races, plays and
socker games.
°
The festival is held on the field/meadow named the Theresienwiese, for
princess Therese.
°
Oktoberfest takes place during the 16 days up to and including the first Sunday
in October. The festival schedule was modified in 1994 to include German Unity
Day in the festivities. In the event that it is a Jubilee year the festivities
go until the first Monday in October.
°
The festival follows a set schedule of activities over the course of the 16
days. This includes family days, Italian weekend, a costume parade, firecracker
shooting and of course the tapping of the first keg.
°
Over the years they have had to cancel 24 years of Oktoberfest celebrations
°
There are 14 main large tents that can seat anywhere from 1,000 and 9,000 people
inside with even more room outside of the tents.
°
Oktoberfest accommodates as many as 6 million people each year that come from
all over the world to celebrate the German tradition.
German
Unity Day
°
German Unity Day, Tag der Deutschen Einheit, is celebrated on October
3rd, the date when the reunification treaty was signed between the
two Germanys in 1990, following the fall of the Berlin Wall on November
9th, 1989
°
It was originally going to be celebrated on November the 9th, the day
the Berlin wall fell, however this is also the date of the Nazis infamous
Kristallnacht. This was found to be inappropriate for a holiday so they
used the formal date when everything became official on October 3rd
1990.
°
Before 1990 West Germany's national holiday was on May 23rd and
October 7th in East Germany.
°
Each year a different city hosts a large celebration for the day. These
celebrations include food, fireworks, concerts, and speeches by political
leaders.
Erntedankfest
°
Erntedanktag is an official German holiday. Harvest Festivals
(Erntefests) are celebrated in churches and market places, in homes and dance
halls. While the German-speaking countries also observe the principle of
separation of church and state "politically", public displays of religious
holiday traditions are a part of the local culture. The mostly Protestant German
Erntedankfest observance dates back to around 1770.
°
Since the Reformation the 29th of September has been considered the end of the
harvest season, and Erntedankfest with a special church service is celebrated on
the first Sunday of October.
°
Erntedanktag literally means
“Harvest-Thanksgiving-Day“
°
Erntedankfest literally means "harvest festival of thanks”
°
It is not a national holiday, but more of a religious celebration with roots in
the rural harvest festivals. When it is celebrated in larger cities, it is
usually part of a church service.
Sunday, November 25, 2012
1. Write a post providing your personal response to the movie we viewed together: Baader-Meinhof Complex. 250-300 words. Yes, we did not finish the film yet. But you have seen enough to complete this task.
2. Then reserach the "Rote Armee Fraktion" RAF and provide a second post with your findings of
- the causes
- the three generations of activists
- the end of the RAF
- the similarities between current day's terro attacks and the RAF (similarities and differences)
again 250-300 words.
Class discussion and debate. Additional information:
Aust.BBC.
I would like to discuss the topic next week in class on Wednesday. Here is what Anna VA wrote about the topic last year:
"The RAF started out as the Baader-Meinhof group which was formed in 1970 in Germany. It started out as a student protest movement in West Germany. There were three successive incarnations of the organization, the "first generation" consisted of the founders; Andreas Baader, Gudrun Ensslin, Horst Mahler, and Ulrike Meinhof. The "second generation" RAF, which operated in the mid to late 1970s after several former members of the Socialist Patients' Collective joined, and the "third generation" RAF, which existed in the 1980s and 1990s.
The group executed numerous operations, especially in the fall of 1977, which led to a national crisis that became known as "German Autumn". Over the course of the 28 years the RAF was in business they were held responsible for 34 deaths and many bombings and robberies.
The RAF was a left-wing group and was deemed to be one of the most violent and prominent in Europe. There {should be: they} were known as a communist and anti-imperialist group that engaged in urban guerilla resistance against the fascist state of Germany."
Source: http://annavanalst.blogspot.com/2010/12/rote-armee-fraktion.html
2. Then reserach the "Rote Armee Fraktion" RAF and provide a second post with your findings of
- the causes
- the three generations of activists
- the end of the RAF
- the similarities between current day's terro attacks and the RAF (similarities and differences)
again 250-300 words.
Class discussion and debate. Additional information:
Aust.BBC.
"The RAF started out as the Baader-Meinhof group which was formed in 1970 in Germany. It started out as a student protest movement in West Germany. There were three successive incarnations of the organization, the "first generation" consisted of the founders; Andreas Baader, Gudrun Ensslin, Horst Mahler, and Ulrike Meinhof. The "second generation" RAF, which operated in the mid to late 1970s after several former members of the Socialist Patients' Collective joined, and the "third generation" RAF, which existed in the 1980s and 1990s.
The group executed numerous operations, especially in the fall of 1977, which led to a national crisis that became known as "German Autumn". Over the course of the 28 years the RAF was in business they were held responsible for 34 deaths and many bombings and robberies.
The RAF was a left-wing group and was deemed to be one of the most violent and prominent in Europe. There {should be: they} were known as a communist and anti-imperialist group that engaged in urban guerilla resistance against the fascist state of Germany."
Source: http://annavanalst.blogspot.com/2010/12/rote-armee-fraktion.html
Next Wednesday Nov 28
We will have a brief discussion of Berlin calling - I read several posts with interest and expect students to voice their views in class on Wednesday; many people have not posted the reaction paper, and that will turn into a problem come grading time. Interesting also that the make-up did not generate any response so far. I cannot access the blog of Mr. Pucel. Please see me after class.
I will introduce the next topic in class, and we will screen the Baader-Meinhof film. That will be continued a week later. The last class meeting will be all about food, holidays, and every-day topics in German speaking countries. In lieu of a final, I will expect a post of 500-800 words summarizing what you have heard, seen, studied, and learned about German culture this semester. Review your own blog, the class blog, and your class mates' blogs for that task.
I will introduce the next topic in class, and we will screen the Baader-Meinhof film. That will be continued a week later. The last class meeting will be all about food, holidays, and every-day topics in German speaking countries. In lieu of a final, I will expect a post of 500-800 words summarizing what you have heard, seen, studied, and learned about German culture this semester. Review your own blog, the class blog, and your class mates' blogs for that task.
Wednesday, November 14, 2012
The eve before turkey: no class.
The Edukators (here)
and
Good bye Lenin (here).
 |
| https://docs.google.com/file/d/0B13cG7ck2KwtcmVfTmFBcWs4QXM/edit |
If several students stream at the same time, it may not work smoothly. So, my upload is just the back-up solution and you should secure your own access to these two films, view them, and compare them with an eye on youth culture, and the goals, aspirations, values, and preferences that the films suggests German Youth to have. Class meets again next week, November 28.
We are done with student topics and will jump right into a film that takes every minute we have: the Baader Meinhof Complex (German Workbook) I may split the viewing to gain time to introduce the topic and discuss your observations after we have seen it.
Wednesday, November 7, 2012
Interludium 2 - German Youth Culture (at the limits)
Award for Berlin Calling
The Plot on Wikipedia
We will discuss the handout and view and discuss the 100 minute film. Bring your glasses - the film is subtitled.
The questions you need to answer while viewing:
P.S. We will be viewing three movies this semester. These three, as different as they may appear, have a few common threads and themes: the individual person making choices or being culturally indoctrinated to follow a certain path - or fight that path (last movie: The Baader-Meinhof Complex) and the human experiences made between living life to its fullest, and death. Germans are more critical and more outspoken than Americans about what they think, like, dislike, and care for. View the films with an eye toward such differences in habit and cultural expression.
The Plot on Wikipedia
We will discuss the handout and view and discuss the 100 minute film. Bring your glasses - the film is subtitled.
The questions you need to answer while viewing:
1. What do drugs mean to Ickarus?
2. Why, when, and how are his fans taking drugs, and which drugs do they take?
3. While we can see that his drug habits get him ill and into a psychosis, and while we witness his relapse and inability to work successfully, why does the subculture Ickarus is in focus on drugs?
4. Compare the standards you know from your home society with the people you see depicted in this movie. Which are the stark differences and contrasts?
5. Germany is considered a strong industrial nation the world over. Do you think that the youth culture as depicted here could change that? How about work ethics of Ickarus and of Alice, the label director who fires and then re-signs him?
6. Which similar "cult movies" of US origin have you seen, if any?
...
The report you need to write and post by next week Wednesday, noon needs to contain:
- written answers to the questions above,
- and write your personal reaction to the film. Point out cultural differences that "jumped" at you, behaviors that you would not have seen or expected in the US, and summarize your viewing experience.
That post will be not less than 300 words, excluding answers.
P.S. We will be viewing three movies this semester. These three, as different as they may appear, have a few common threads and themes: the individual person making choices or being culturally indoctrinated to follow a certain path - or fight that path (last movie: The Baader-Meinhof Complex) and the human experiences made between living life to its fullest, and death. Germans are more critical and more outspoken than Americans about what they think, like, dislike, and care for. View the films with an eye toward such differences in habit and cultural expression.
dw on German Fine Arts
1
2
3
4
2
3
4
Since the 1990s
German painting and photography have been enjoying international
success. Abroad, this new German painting revelation is known under the
label “Young German Artists“. The artists involved come from Leipzig,
Berlin and Dresden. Neo Rauch is the best known representative of the
“New Leipzig School“. His style is characterized by a new realism that
has emerged, free of all ideology, from the former “Leipzig School” of
East German art. The paintings reveal for the most part pale figures
that would appear to be waiting for something indefinite; a reflection,
perhaps, of the situation in Germany at the beginning of the new
millennium. So-called “Dresden Pop“, propagated among others by Thomas
Scheibitz, references the aesthetics of advertising, TV and video to
playfully deal with the aesthetics of finding certainty in the here and
now.
For most younger
artists, dealing with the Nazi era, as was the case in the works of Hans
Haacke, Anselm Kiefer and Joseph Beuys, belongs to the past. Rather, a
“new interiority” and an interest in spheres of experience that collide
with one another are emerging in the art scene: The works of Jonathan
Meese and André Butzer reflect depression and compulsive phenomena; they
are seen as representatives of “Neurotic Realism“. The subject of Franz
Ackermann’s “Mental Maps”, in which he points out the disasters behind
the facades, is the world as a global village. Tino Sehgal, whose art
exists only at the time it is performed and is not allowed to be filmed,
is aiming for forms of production and communication that have nothing
to do with the market economy. The interest shown in art in Germany can
also be witnessed at the documenta, the leading exhibition of contemporary art worldwide held every five years in Kassel; documenta 13 will open on June 9, 2012.
As opposed to the Fine
Arts – whose importance is underlined by the boom in the foundation of
new private museums – photography had to struggle for a long time to be
accepted as an art form in its own right. Katharina Sieverding, who in
her self portraits sounds out the boundaries between the individual and
society, is considered to be a 1970s pioneer. The breakthrough came in
the 1990s with the success of three young men who studied under the
photographer duo Bernd and Hilla Becher: Thomas Struth, Andreas Gursky
and Thomas Ruff portray in their pictures a double-edged high-gloss
reality and possess such a trailblazing international influence that
they are simply referred to as “Struffsky".
Source: http://www.tatsachen-ueber-deutschland.de/en/culture-and-media/main-content-09/fine-arts.html
German literature - German Media
What is literature today (2012)?
What is needed to call something literature?
Who drives literature? Who consumes it?
How does literature link into the media topic?
What is the difference between a newspaper article on-line and a book with a spine?
Haptic value, use, distribution, value to the archive of human knowledge and daily exchange of information?
The Media topic relates directly to the literature topic. Read the dw article, mirrored here.
We will hear about famous authors who wrote in German. You will hear Goethe and Schiller most often, referring to authors who lived and worked together at the beginning of the 19th century in Weimar. Google Friedrich Schiller and Johann Worlgang von Goethe (the more important one). They are classics, and Goethe is often compared to Shakespeare because Goethe is part of every German curriculum, as is Shakespeare.
To get an idea about literature and the past one thousand years of it
in the middle of Europe, I recommend the on-line article from the
Encyclopaedia Britannica, here the clip in case you cannot access it on-line. Click on the image on the left and see how the Encyclopaedia Britannica offers related articles that may be of interest for you.
What is needed to call something literature?
Who drives literature? Who consumes it?
How does literature link into the media topic?
What is the difference between a newspaper article on-line and a book with a spine?
Haptic value, use, distribution, value to the archive of human knowledge and daily exchange of information?
The Media topic relates directly to the literature topic. Read the dw article, mirrored here.
We will hear about famous authors who wrote in German. You will hear Goethe and Schiller most often, referring to authors who lived and worked together at the beginning of the 19th century in Weimar. Google Friedrich Schiller and Johann Worlgang von Goethe (the more important one). They are classics, and Goethe is often compared to Shakespeare because Goethe is part of every German curriculum, as is Shakespeare.
To get an idea about literature and the past one thousand years of it
in the middle of Europe, I recommend the on-line article from the
Encyclopaedia Britannica, here the clip in case you cannot access it on-line. Click on the image on the left and see how the Encyclopaedia Britannica offers related articles that may be of interest for you.Sunday, November 4, 2012
Homework for Wednesday
please expand in a blog post on either of the health topics, or the role of women. All other groups need to present next Wednesday. A handout works better, don't you think? The following week we will look at the youth culture in Berlin and see "Berlin calling". Many of you wanted to address the topics food and leasure-time activities, and I will try to include that after our Baader-Meinhof topics when we will address the generation of 68ers and the "invention" of modern terrorism.
Wednesday, October 31, 2012
Health topics - Sports to medicine
The anti-heroes of medicine, in a way. I wonder if any of the groups stumbled upon these three examples.
The origin of " Pray for a sound mind in a healthy body" is Roman: (orandum est ut sit ...)
mens sana in corpore sano.
Turnvater (Father of gymnastics) Jahn was at the heart of pro Health and Sports movements in Germany at the turn of the century. Google his name.
Nature - community activities - self-improvement
"It was the year of 1811, when in Berlin’s Hasenheide, something strange was happening. Hundreds of pupils and students, but also some adults, practiced walking, jumping and throwing, exercised on equipment or played sport games. Many of Berlin’s residents’ eyes became large when they saw the training on Germany’s first public sports field."
(source: Visit Berlin http://www.visitberlin.de/en/article/turnvater-jahn)
clip: "Paracelsus was born and raised in the village of Einsiedeln in Switzerland. His father, Wilhelm Bombast von Hohenheim, was a Swabian (German) chemist and physician; his mother was Swiss, she presumably died in his childhood.[9] In 1502 the family moved to Villach, Carinthia where Paracelsus' father worked as a physician.[9] He received a profound humanistic and theological education by his father, local clerics and the convent school of St. Paul's Abbey in the Lavanttal.[9] At the age of 16 he started studying medicine at the University of Basel, later moving to Vienna. He gained his doctorate degree from the University of Ferrara in 1515 or 1516.[9][10]"end clip. Source
source dw
The most famous German nun influenced communities in Germany 800 years ago: Hildegard von Bingen. The confluence of mystic ideologies, prayer, song, and herbal "sciences" made her a key player in early German health and medicine.
Presenters:
Health (from medicines to pharmaceutical developments) group of three students group of three students group of three students
1 Nicole Nelson John De-Souza James Kreiman
2 Cara Lamers Matt Kinzer Kayla Rardin
3 Matt Bliss Patrick Biernat Brendan Pucel Health (from medicines to pharmaceutical developments)
Kindra Pfaff
Sports and Health movements group of three students group of three students group of three students
1 Xianzhi Yu
2 Kristian Helgeson Sports and Health movements
3 Jialun Shen
Next topics: The role of women, media, literature
Homework for your blog for next week: Write a reaction paper to the topics presented today, and expand on one aspect: My reaction to the topic of health in Germany... ; or, if we get there, My reaction to the topic The role of women...
The origin of " Pray for a sound mind in a healthy body" is Roman: (orandum est ut sit ...)
mens sana in corpore sano.
Nature - community activities - self-improvement
"It was the year of 1811, when in Berlin’s Hasenheide, something strange was happening. Hundreds of pupils and students, but also some adults, practiced walking, jumping and throwing, exercised on equipment or played sport games. Many of Berlin’s residents’ eyes became large when they saw the training on Germany’s first public sports field."
(source: Visit Berlin http://www.visitberlin.de/en/article/turnvater-jahn)
clip: "Paracelsus was born and raised in the village of Einsiedeln in Switzerland. His father, Wilhelm Bombast von Hohenheim, was a Swabian (German) chemist and physician; his mother was Swiss, she presumably died in his childhood.[9] In 1502 the family moved to Villach, Carinthia where Paracelsus' father worked as a physician.[9] He received a profound humanistic and theological education by his father, local clerics and the convent school of St. Paul's Abbey in the Lavanttal.[9] At the age of 16 he started studying medicine at the University of Basel, later moving to Vienna. He gained his doctorate degree from the University of Ferrara in 1515 or 1516.[9][10]"end clip. Source source dwThe most famous German nun influenced communities in Germany 800 years ago: Hildegard von Bingen. The confluence of mystic ideologies, prayer, song, and herbal "sciences" made her a key player in early German health and medicine.
Presenters:
Health (from medicines to pharmaceutical developments) group of three students group of three students group of three students
1 Nicole Nelson John De-Souza James Kreiman
2 Cara Lamers Matt Kinzer Kayla Rardin
3 Matt Bliss Patrick Biernat Brendan Pucel Health (from medicines to pharmaceutical developments)
Kindra Pfaff
Sports and Health movements group of three students group of three students group of three students
1 Xianzhi Yu
2 Kristian Helgeson Sports and Health movements
3 Jialun Shen
Next topics: The role of women, media, literature
Homework for your blog for next week: Write a reaction paper to the topics presented today, and expand on one aspect: My reaction to the topic of health in Germany... ; or, if we get there, My reaction to the topic The role of women...
Saturday, October 27, 2012
There is no Halloween in Germany. Darn.
I met with all but seven students who did not make an appointment. For them, it's an unexcused absence (-5%) and a missed opportunity to discuss the class. On 31 October, we will cover both health varieties and maybe even the role of women. The following week, we will conclude the student reserach topics and have an interludium on youth culture. Then it's politics of the 70ies and 80ies with a focus on student movements of 1968 and RAF terrorism of the 70ies.
Many wrote they wanted to talk about German food. I am thinking about that one.
Many wrote they wanted to talk about German food. I am thinking about that one.
Wednesday, October 17, 2012
October 24 and 25 conferences LH 116
Tuesday, October 16, 2012
German industry
Deutsche Welle has a Business Category. Check the Media Center also.
Culture and creative industries in Germany. UNESCO document: here.
Big cities have Chambers of Commerce. Here's Hamburg., Berlin, Munich
Historical development
Quote: "By 1900, Germany's economy matched Britain's, allowing colonial expansion and a naval race. Germany led the Central Powers in the First World War (1914–1918) against France, Great Britain, Russia and (by 1917) the United States. Defeated and partly occupied, Germany was forced to pay war reparations by the Treaty of Versailles and was stripped of its colonies as well as Polish areas and Alsace-Lorraine. The German Revolution of 1918–19 deposed the emperor and the kings, leading to the establishment of the Weimar Republic, an unstable parliamentary democracy." (Wikipedia article "German History"; http://en.wikipedia.org/wiki/History_of_Germany)
Manufacturing in Germany since 1200
Needle production
Textile production
Print production
etc. trailing England and its inventions around weaving and spinning.
"Germany
Based on its leadership in chemical research in the universities and industrial laboratories, Germany became dominant in the world's chemical industry in the late 19th century. At first the production of dyes based on aniline was critical.[77]
Germany's political disunity—with three dozen states—and a pervasive conservatism made it difficult to build railways in the 1830s. However, by the 1840s, trunk lines linked the major cities; each German state was responsible for the lines within its own borders. Lacking a technological base at first, the Germans imported their engineering and hardware from Britain, but quickly learned the skills needed to operate and expand the railways. In many cities, the new railway shops were the centres of technological awareness and training, so that by 1850, Germany was self-sufficient in meeting the demands of railroad construction, and the railways were a major impetus for the growth of the new steel industry. Observers found that even as late as 1890, their engineering was inferior to Britain’s. However, German unification in 1870 stimulated consolidation, nationalisation into state-owned companies, and further rapid growth. Unlike the situation in France, the goal was support of industrialisation, and so heavy lines crisscrossed the Ruhr and other industrial districts, and provided good connections to the major ports of Hamburg and Bremen. By 1880, Germany had 9,400 locomotives pulling 43,000 passengers and 30,000 tons of freight, and pulled ahead of France"[78]
end clip. Source: http://en.wikipedia.org/wiki/Economic_history_of_Germany
First Industrial Revolution 1750-1850
clip starts: "...The introduction of steam power fuelled primarily by coal, wider utilisation of water wheels and powered machinery (mainly in textile manufacturing) underpinned the dramatic increases in production capacity.[7] The development of all-metal machine tools in the first two decades of the 19th century facilitated the manufacture of more production machines for manufacturing in other industries. The effects spread throughout Western Europe and North America during the 19th century, eventually affecting most of the world, a process that continues as industrialisation. The impact of this change on society was enormous.[9]
The First Industrial Revolution, which began in the 18th century, merged into the Second Industrial Revolution around 1850, when technological and economic progress gained momentum with the development of steam-powered ships, railways, and later in the 19th century with the internal combustion engine and electrical power generation. ..." Source wikipedia
Second Industrial Revolution
begin quote: "The Second Industrial Revolution, also known as the Technological Revolution, was a phase of the larger Industrial Revolution corresponding to the latter half of the 19th century until World War I. It is considered to have begun with Bessemer steel in the 1860s and culminated in mass production and the production line.
The Second Industrial Revolution saw rapid industrial development in Western Europe (Britain, Germany, France, the Low Countries) as well as the United States and Japan. It followed on from the First Industrial Revolution that began in Britain in the late 18th century that then spread throughout Western Europe and North America.
The concept was introduced by Patrick Geddes, Cities in Evolution (1910), but David Landes' use of the term in a 1966 essay and in The Unbound Prometheus (1972) standardized scholarly definitions of the term, which was most intensely promoted by American historian Alfred Chandler (1918–2007). However some continue to express reservations about its use.[1]
Landes (2003) stresses the importance of new technologies, especially electricity, the internal combustion engine, new materials and substances, including alloys and chemicals, and communication technologies such as the telegraph and radio. While the first industrial revolution was centered on iron, steam technologies and textile production, the second industrial revolution revolved around steel, railroads, electricity, and chemicals.
Vaclav Smill called the period 1867–1914 "The Age of Synergy" during which most of the great innovations were developed. Unlike the First Industrial Revolution, the inventions and innovations were science based.[2]" end quote ibid Wikipedia
German educational systems shifted from a focus in the Humanities (Wilhelm von Humboldt, founder of Berlin's first university) in the 19th century, and the phase of exploration (Alexander von Humboldt) to primary research in the natural sciences, primary research in chemistry, physics, and engineering. Students had access to these fields not only in universities, but also in applied engineering training programs in Universities of Applied Sciences. A similar process is currently under way in the USA where traditional curricula are focused on STEM fields (Scienes, Engineering, Technology, Mathematics) in an attempt to increase graduates from programming, engineering and natural sciences programs.
Let's now see what the three groups for the 18th, the 19th, and the 20th century can tell us.
Culture and creative industries in Germany. UNESCO document: here.
Big cities have Chambers of Commerce. Here's Hamburg., Berlin, Munich
Historical development
Quote: "By 1900, Germany's economy matched Britain's, allowing colonial expansion and a naval race. Germany led the Central Powers in the First World War (1914–1918) against France, Great Britain, Russia and (by 1917) the United States. Defeated and partly occupied, Germany was forced to pay war reparations by the Treaty of Versailles and was stripped of its colonies as well as Polish areas and Alsace-Lorraine. The German Revolution of 1918–19 deposed the emperor and the kings, leading to the establishment of the Weimar Republic, an unstable parliamentary democracy." (Wikipedia article "German History"; http://en.wikipedia.org/wiki/History_of_Germany)
Manufacturing in Germany since 1200
Needle production
Textile production
Print production
etc. trailing England and its inventions around weaving and spinning.
"Germany
Main article: Economic history of Germany
Germany's political disunity—with three dozen states—and a pervasive conservatism made it difficult to build railways in the 1830s. However, by the 1840s, trunk lines linked the major cities; each German state was responsible for the lines within its own borders. Lacking a technological base at first, the Germans imported their engineering and hardware from Britain, but quickly learned the skills needed to operate and expand the railways. In many cities, the new railway shops were the centres of technological awareness and training, so that by 1850, Germany was self-sufficient in meeting the demands of railroad construction, and the railways were a major impetus for the growth of the new steel industry. Observers found that even as late as 1890, their engineering was inferior to Britain’s. However, German unification in 1870 stimulated consolidation, nationalisation into state-owned companies, and further rapid growth. Unlike the situation in France, the goal was support of industrialisation, and so heavy lines crisscrossed the Ruhr and other industrial districts, and provided good connections to the major ports of Hamburg and Bremen. By 1880, Germany had 9,400 locomotives pulling 43,000 passengers and 30,000 tons of freight, and pulled ahead of France"[78]
end clip. Source: http://en.wikipedia.org/wiki/Economic_history_of_Germany
First Industrial Revolution 1750-1850
clip starts: "...The introduction of steam power fuelled primarily by coal, wider utilisation of water wheels and powered machinery (mainly in textile manufacturing) underpinned the dramatic increases in production capacity.[7] The development of all-metal machine tools in the first two decades of the 19th century facilitated the manufacture of more production machines for manufacturing in other industries. The effects spread throughout Western Europe and North America during the 19th century, eventually affecting most of the world, a process that continues as industrialisation. The impact of this change on society was enormous.[9]
The First Industrial Revolution, which began in the 18th century, merged into the Second Industrial Revolution around 1850, when technological and economic progress gained momentum with the development of steam-powered ships, railways, and later in the 19th century with the internal combustion engine and electrical power generation. ..." Source wikipedia
Second Industrial Revolution
begin quote: "The Second Industrial Revolution, also known as the Technological Revolution, was a phase of the larger Industrial Revolution corresponding to the latter half of the 19th century until World War I. It is considered to have begun with Bessemer steel in the 1860s and culminated in mass production and the production line.
The Second Industrial Revolution saw rapid industrial development in Western Europe (Britain, Germany, France, the Low Countries) as well as the United States and Japan. It followed on from the First Industrial Revolution that began in Britain in the late 18th century that then spread throughout Western Europe and North America.
The concept was introduced by Patrick Geddes, Cities in Evolution (1910), but David Landes' use of the term in a 1966 essay and in The Unbound Prometheus (1972) standardized scholarly definitions of the term, which was most intensely promoted by American historian Alfred Chandler (1918–2007). However some continue to express reservations about its use.[1]
Landes (2003) stresses the importance of new technologies, especially electricity, the internal combustion engine, new materials and substances, including alloys and chemicals, and communication technologies such as the telegraph and radio. While the first industrial revolution was centered on iron, steam technologies and textile production, the second industrial revolution revolved around steel, railroads, electricity, and chemicals.
Vaclav Smill called the period 1867–1914 "The Age of Synergy" during which most of the great innovations were developed. Unlike the First Industrial Revolution, the inventions and innovations were science based.[2]" end quote ibid Wikipedia
German educational systems shifted from a focus in the Humanities (Wilhelm von Humboldt, founder of Berlin's first university) in the 19th century, and the phase of exploration (Alexander von Humboldt) to primary research in the natural sciences, primary research in chemistry, physics, and engineering. Students had access to these fields not only in universities, but also in applied engineering training programs in Universities of Applied Sciences. A similar process is currently under way in the USA where traditional curricula are focused on STEM fields (Scienes, Engineering, Technology, Mathematics) in an attempt to increase graduates from programming, engineering and natural sciences programs.
Let's now see what the three groups for the 18th, the 19th, and the 20th century can tell us.
Monday, October 15, 2012
Industry and business - topic 1
for one century or the overvThree groups will present on the three centuries. An overview of the past few hundred years will start out the meeting.
What should a presentation look like? Up to you. My guess is: at least 10-12 slides, a resource list, a handout, and a lively presentation. 5-15 minutes should give you all the time you need. Think how you would like to include the class into the presentation. Be sure to involve all group members.
The topic of politics was'nt chosen by anyone. So it is dead.
The second topic is Health and Sports. We did not cover this on 10-17 and will address it after the conferences.
The third topic will be health.
Number 4 would be the Role of women.
What's expected of you now? That you peruse all the listings and select one that interested you. Write a blog post about the one that caught your attention. Why did you like it? Was it the topic that attracted you? The presentation? After a paragraph of that, now expand on the topic yourself. Obviously this is now limited to the first topic (business and industry) and the general overview, the 18th, the 19th, or the 20th century.
-- Create a new post with the topic as header and the names of the previous "specialists" who presented in class in the body of text.
-- Research and expand on one aspect of the topic.
-- Add 300-500 words of your own research.
This is due October 24.
Be prepared to step in front of the class to explain and relate your expansion of the topic.
And for each line, have 5-6 sentences of explanation. Post everything, please.
What should a presentation look like? Up to you. My guess is: at least 10-12 slides, a resource list, a handout, and a lively presentation. 5-15 minutes should give you all the time you need. Think how you would like to include the class into the presentation. Be sure to involve all group members.
The topic of politics was'nt chosen by anyone. So it is dead.
The second topic is Health and Sports. We did not cover this on 10-17 and will address it after the conferences.
The third topic will be health.
Number 4 would be the Role of women.
What's expected of you now? That you peruse all the listings and select one that interested you. Write a blog post about the one that caught your attention. Why did you like it? Was it the topic that attracted you? The presentation? After a paragraph of that, now expand on the topic yourself. Obviously this is now limited to the first topic (business and industry) and the general overview, the 18th, the 19th, or the 20th century.
-- Create a new post with the topic as header and the names of the previous "specialists" who presented in class in the body of text.
-- Research and expand on one aspect of the topic.
-- Add 300-500 words of your own research.
This is due October 24.
Be prepared to step in front of the class to explain and relate your expansion of the topic.
- Quick Example:
- I was interested in the business topic and expanded in the direction of German trade with China. Here is an outline of that topic expansion:
- 1. History of China- German relations
- 1.1 The importance of the Silk Highway for Germany
- 1.2 Steady increase of trade volume after Marco Polo's stay in China
- 1.3 German colonialism
- 2. Reversal of previous patterns of trade
- China buys German factories in the 1980ies
China expands into German markets as investors
Chinese management moves into German boards of directors
- 2.1 German car makers are the first to build factories in China
- 2.2 Legal interactions remain difficult
- 2.3 China's law enforcement for public cases os underdeveloped for the volume
- 2.4 A few German companies give up production in China
- 2.5 The majority of companies stays and expands
- 3. Political interactions
- 3.1 ...
And for each line, have 5-6 sentences of explanation. Post everything, please.
Sign-up sheet for student-teacher conferences
Please sign up here.
https://docs.google.com/spreadsheet/ccc?key=0ArUxtu8S7Ta8dHRhQlYta2I5SV9rWGl0MEZMMHd2THc
Please arrive on time. Please be sure not to erase any time slots taken by class mates. I am offering enough options to fit schedules.
https://docs.google.com/spreadsheet/ccc?key=0ArUxtu8S7Ta8dHRhQlYta2I5SV9rWGl0MEZMMHd2THc
Please arrive on time. Please be sure not to erase any time slots taken by class mates. I am offering enough options to fit schedules.
Tuesday, October 9, 2012
Optimists hoped there would be no class after 5PM Wed 10-10-12 ... but we will meet.
Here is what the University calendar tell u
Evening Class Registration
Fall 2012
| No. of Meetings | |
| Monday evening classes will meet August 27 through December 17 excluding September 3 (Labor Day) and November 12 (Veterans Day) | 15 |
| Tuesday evening classes will meet August 28 through December 18 | 17 |
| Wednesday evening classes will meet August 29 through December 19 excluding November 21 (Thanksgiving break) | 16 |
| Thursday evening classes will meet August 30 through December 20 excluding October 11 (fall break) and November 22 (Thanksgiving break) | 15 |
| Friday evening classes will meet August 31 through December 21 excluding October 12 (fall break) and November 23 (Thanksgiving break) | 15 |
Notes:
- Three-credit evening classes meeting 14 or 15 times will meet from 5:00 p.m. to 7:45 p.m. or 6:00 p.m. to 8:45 p.m. This time includes one 10-minute break.
- Three-credit evening classes meeting 16 or 17 times will meet from 5:00 p.m. to 7:40 p.m. or 6:00 p.m. to 8:40 p.m. This time includes one 10-minute break.
- Evening classes will not meet fall break (10/11 and 10/12) [classes will meet 10/10], Veterans Day (11/12), Thanksgiving break (11/21, 11/22 and 11/23 and spring break (3/11, 3/12, 3/13, 3/14 and 3/15).
- For courses with other than 3-credits instructors should make appropriate adjustments in meeting times at 50 minutes per credit.
- Precinct caucuses will not occur in spring 2013.
Sunday, October 7, 2012
Day 7 coming Wednesday - normal class
There are three things you need to have completed before noon next WednesdayOct.10:
1. Create a blog with five talking points (bullets and text) about the five most important thoughts you want to convey about the novel and movie "All quiet..."
My own talking points might look like this:
You need to have posts on the chapter group work, the character post, and the talking points. These are mandatory homework posts.
2. Select a topic and a century in the sign-up sheet. Groups will start presenting next week Oct. 17. Your group needs to have the presentation ready by that day. Sign up in the post below.
3. Do not forget the blog post about one of the characters of the novel.
See you on Wednesday. We may have a little quiz on the novel. Know your characters!
1. Create a blog with five talking points (bullets and text) about the five most important thoughts you want to convey about the novel and movie "All quiet..."
My own talking points might look like this:
• a transnational novel that shows human suffering on all sides of a war
• a young generation of women and men who were mislead by their elders
• a novel and movie without a happy end - a rare choice in today's media circus
• Erich Maria Remarque, an early playboy of sorts, became famous and famously wealthy on a single publication. Is there such a thing as being touched by a genius once?
• Simplicity and honesty of dialogue and narration make "All quiet on the Western front" an excellent read.
You need to have posts on the chapter group work, the character post, and the talking points. These are mandatory homework posts.
2. Select a topic and a century in the sign-up sheet. Groups will start presenting next week Oct. 17. Your group needs to have the presentation ready by that day. Sign up in the post below.
3. Do not forget the blog post about one of the characters of the novel.
See you on Wednesday. We may have a little quiz on the novel. Know your characters!
Sunday, September 30, 2012
The next activity: Research cultures and centuries
Update on Monday, noon: I am off the hook since all cases settled in court. No need for jury members! We will have class Wednesday, and I expect work on WWI, the film, and group results will keep us busy.
The next activity, as described below, is next after we have concluded WWI.
I have no news on my jury duty yet. The courthouse asked to call again on Monday at noon. I have a low call in number, so I am likely to be called - they tell me. So I am preparing the next topic for our class: a research activity. Read on...
Wed. Oct 3
Since our discussion of the World War, book and movie, will happen when we'll meet again, here is the next activity to keep your involved in case we do not meet on Wednesday. I am posting this now so that you can select a topic and start researching.
Select one topic, one century, write in your name and start researching with the two other students who picked the same topic and time.
Create a presentation on your blog. Have at least ten slides or screens of information. Do not copy text. Write text. Citations are allowed. Name your sources at the end of the post. Have a handout for 50 people where you show the main points on a single sheet of paper.
Sign up sheet
The class research project on eight topics relating to German culture. 1. Each student picks a topic and a century. Fill in your name. Do not erase names already present, please. One topic, one century for now. 2. Research the topic in your group. Create a blog post with a 6-7 minute class presentation on your topic. Each student shows the same presentation in their blogs. 3. Present in class, have a handout for 50 participants, show no less than ten slides in your presentation. topics
18th century 19th century 20th century
Industry and business group of three students group of three students group of three students
1 Jacob Mackedanz Jessica Hall jon wegeleben
2 Robert Backes Will Wacholz Industry and business
3 tom louiselle Scott Reid David Colbert
Fine Arts, Music, Theater, Dance group of three students group of three students group of three students
1 Mackenzie Branch John Beuning Cody Kvamme
2 Amanda Goedeke Joe Albers Tess Hamre Fine Arts, Music, Theater, Dance
3 Brittany Hofstater Marissa Navarro Haitam Aldaij
Literature group of three students group of three students group of three students Tom Louiselle - find a diff. group.
1 Matt Mosolf Jake Mueller
2 Kelly Jones Literature
3 A.J. Ray mustafa al abbad
Media (from books, newspapers to electronic) group of three students group of three students group of three students
1 Mike Neslund Maythem Alabbad
2 Dillon Anderson Ry Hammond Media (from books, newspapers to electronic)
3 Sapphire A Ashley Ogaja
Role of women group of three students group of three students group of three students
1 "
Ryan Anderley"
2 Jason Janzen Role of women
3 Kari Anderson
Politics in the center of Europe (German lands and bordering states) group of three students group of three students group of three students
1
2 Politics in the center of Europe (German lands and bordering states)
3
Health (from medicines to pharmaceutical developments) group of three students group of three students group of three students
1 Nicole Nelson John De-Souza James Kreiman
2 Cara Lamers Matt Kinzer Kayla Rardin
3 Matt Bliss Patrick Biernat Brendan Pucel Health (from medicines to pharmaceutical developments)
Kindra Pfaff
Sports and Health movements group of three students group of three students group of three students
1 Xianzhi Yu
2 Kristian Helgeson Sports and Health movements
3 Jialun Shen
Tuesday, September 25, 2012
Groups for All quiet...fill in your name behind the chapter
Task1 for next week, Oct. 3 : With the help of group members, distill the essence of the chapter you are signed up for. Put that text on your blog. 350-500 words.
Task 2 for Oct. 3: Pick one of the five main characters and describe his role throughout the novel. 350-500 words in a second blog entry.
Chapter One
---Joseph Albers
---John Beuning
---Mari Navarro
Chapter Two
---Xianzhi Yu
---Jialun Shen
---Ashley Ogaja
---Ry Hammond
Chapter Three
--- Sapphire A
--- Mike Neslund
---Hannah Olson
Chapter Four
---Jon Wegeleben
--- Brittany Hofstater
--maythem alabbad-
Chapter Five
-Robert b--
--Jake m-
---Jessica Hall
...Haitam Aldaij
Chapter Six
--- Kelly Jones
--- Matt Mosolf
---tom louiselle
Chapter Seven
---Will Wacholz
---Tess Hamre
---Cody Kvamme
....mustafa al abbad
Chapter Eight
---Patrick Biernat
---John De
---Matthew K
---David Colbert
Chapter Nine
---Matthew Bliss
---Nicole nelson
--- Cara Lamers
--Brendan Pucel
Chapter Ten
---Dillon Anderson
---A.J. Ray
---Kristian Helgeson
Chapter Eleven
---kari anderson
---ryan anderley
---Scott Reid
---Jason Janzen
---Jacob Anderson
Chapter Twelve
---Amanda Goedeke
---James Kreiman
---Mackenzie Branch
---Jake Mueller
Day 5 All quiet in the Western Front, Story line and Homework
Summary of the book's plot:
"The book tells the story of Paul Bäumer, a soldier who—urged on by his school teacher—joins the German army shortly after the start of World War I. Bäumer arrives at the Western Front with his friends and schoolmates (Tjaden, Müller, Kropp and a number of other characters). There they meet Stanislaus Katczinsky, an older soldier, nicknamed Kat, who becomes Paul's mentor. While fighting at the front, Bäumer and his comrades have to engage in frequent battles and endure the dangerous and often dirty conditions of warfare.
At the very beginning of the book Erich Maria Remarque says "This book is to be neither an accusation nor a confession, and least of all an adventure, for death is not an adventure to those who stand face to face with it. It will try simply to tell of a generation of men who, even though they may have escaped shells, were destroyed by the war." The book does not focus on heroic stories of bravery, but rather gives a view of the conditions in which the soldiers find themselves. The monotony between battles, the constant threat of artillery fire and bombardments, the struggle to find food, the lack of training of young recruits (meaning lower chances of survival), and the overarching role of random chance in the lives and deaths of the soldiers are described in detail.
The battles fought here have no names and seem to have little overall significance, except for the impending possibility of injury or death for Bäumer and his comrades. Only pitifully small pieces of land are gained, about the size of a football field, which are often lost again later. Remarque often refers to the living soldiers as old and dead, emotionally drained and shaken. "We are not youth any longer. We don't want to take the world by storm. We are fleeing from ourselves, from our life. We were eighteen and had begun to love life and the world; and we had to shoot it to pieces."
Paul's visit on leave to his home highlights the cost of the war on his psyche. The town has not changed since he went off to war; however, he finds that he does "not belong here anymore, it is a foreign world." He feels disconnected from most of the townspeople. His father asks him "stupid and distressing" questions about his war experiences, not understanding "that a man cannot talk of such things." An old schoolmaster lectures him about strategy and advancing to Paris, while insisting that Paul and his friends know only their "own little sector" of the war but nothing of the big picture.
Indeed, the only person he remains connected to is his dying mother, with whom he shares a tender, yet restrained relationship. The night before he is to return from leave, he stays up with her, exchanging small expressions of love and concern for each other. He thinks to himself, "Ah! Mother, Mother! How can it be that I must part from you? Here I sit and there you are lying; we have so much to say, and we shall never say it." In the end, he concludes that he "ought never to have come [home] on leave."
Paul feels glad to be reunited with his comrades. Soon after, he volunteers to go on a patrol and kills a man for the first time in hand-to-hand combat. He watches the man die, in pain for hours. He feels remorse and asks forgiveness from the man's corpse. He is devastated and later confesses to Kat and Albert, who try to comfort him and reassure him that it is only part of the war. They are then sent on what Paul calls a "good job." They must guard a village that is being shelled too heavily. The men enjoy themselves but while evacuating the villagers, Paul and Albert are wounded.
They recuperate in a Catholic hospital and Paul returns to active duty.
By now, the war is nearing its end and the German Army is retreating. In despair, Paul watches as his friends fall one by one. It is the death of Kat that eventually makes Paul careless about living. In the final chapter, he comments that peace is coming soon, but he does not see the future as bright and shining with hope. Paul feels that he has no aims left in life and that their generation will be different and misunderstood. When he finally dies at the end of the novel, the situation report from the frontline states, "All is Quiet on the Western Front," symbolizing the cheapness of human life in war.
When on leave from the front, Paul feels strongly isolated from his family and removed from daily life. Another topic concerns how soldiers' lives are put at risk by their commanding officers who seem unaware of the trauma of their charges.
Cover of first English language edition. The design is based upon a German war bonds poster by Fritz Erler.
Homework for next week, Oct. 2: Find two or three students with whom you form a group. The book has twelve chapters. Pick a chapter and write your own review of it. Coordinate your writing with the other two members. See me about groups and chapters. I may assign a different one to cover the book.
Secondly, pick one of the main characters. I copied their names from Wikipedia. Describe the character in a new blog post, tell what the character did, felt, wanted. Does that character display or represent any German cultural traits?
Soooo... two blog entries, group work, ...lots to do.
"The book tells the story of Paul Bäumer, a soldier who—urged on by his school teacher—joins the German army shortly after the start of World War I. Bäumer arrives at the Western Front with his friends and schoolmates (Tjaden, Müller, Kropp and a number of other characters). There they meet Stanislaus Katczinsky, an older soldier, nicknamed Kat, who becomes Paul's mentor. While fighting at the front, Bäumer and his comrades have to engage in frequent battles and endure the dangerous and often dirty conditions of warfare.
At the very beginning of the book Erich Maria Remarque says "This book is to be neither an accusation nor a confession, and least of all an adventure, for death is not an adventure to those who stand face to face with it. It will try simply to tell of a generation of men who, even though they may have escaped shells, were destroyed by the war." The book does not focus on heroic stories of bravery, but rather gives a view of the conditions in which the soldiers find themselves. The monotony between battles, the constant threat of artillery fire and bombardments, the struggle to find food, the lack of training of young recruits (meaning lower chances of survival), and the overarching role of random chance in the lives and deaths of the soldiers are described in detail.
The battles fought here have no names and seem to have little overall significance, except for the impending possibility of injury or death for Bäumer and his comrades. Only pitifully small pieces of land are gained, about the size of a football field, which are often lost again later. Remarque often refers to the living soldiers as old and dead, emotionally drained and shaken. "We are not youth any longer. We don't want to take the world by storm. We are fleeing from ourselves, from our life. We were eighteen and had begun to love life and the world; and we had to shoot it to pieces."
Paul's visit on leave to his home highlights the cost of the war on his psyche. The town has not changed since he went off to war; however, he finds that he does "not belong here anymore, it is a foreign world." He feels disconnected from most of the townspeople. His father asks him "stupid and distressing" questions about his war experiences, not understanding "that a man cannot talk of such things." An old schoolmaster lectures him about strategy and advancing to Paris, while insisting that Paul and his friends know only their "own little sector" of the war but nothing of the big picture.
Indeed, the only person he remains connected to is his dying mother, with whom he shares a tender, yet restrained relationship. The night before he is to return from leave, he stays up with her, exchanging small expressions of love and concern for each other. He thinks to himself, "Ah! Mother, Mother! How can it be that I must part from you? Here I sit and there you are lying; we have so much to say, and we shall never say it." In the end, he concludes that he "ought never to have come [home] on leave."
Paul feels glad to be reunited with his comrades. Soon after, he volunteers to go on a patrol and kills a man for the first time in hand-to-hand combat. He watches the man die, in pain for hours. He feels remorse and asks forgiveness from the man's corpse. He is devastated and later confesses to Kat and Albert, who try to comfort him and reassure him that it is only part of the war. They are then sent on what Paul calls a "good job." They must guard a village that is being shelled too heavily. The men enjoy themselves but while evacuating the villagers, Paul and Albert are wounded.
They recuperate in a Catholic hospital and Paul returns to active duty.
By now, the war is nearing its end and the German Army is retreating. In despair, Paul watches as his friends fall one by one. It is the death of Kat that eventually makes Paul careless about living. In the final chapter, he comments that peace is coming soon, but he does not see the future as bright and shining with hope. Paul feels that he has no aims left in life and that their generation will be different and misunderstood. When he finally dies at the end of the novel, the situation report from the frontline states, "All is Quiet on the Western Front," symbolizing the cheapness of human life in war.
[edit] Themes
One of the major themes of the novel is the difficulty of soldiers to revert to civilian life after having experienced extreme combat situations. Remarque comments in the preface that "[All Quiet on the Western Front] will try simply to tell of a generation of men who, even though they may have escaped shells, were destroyed by the war." This internal destruction can be found as early as the first chapter as Paul comments that, although all the boys are young, their youth has left them.When on leave from the front, Paul feels strongly isolated from his family and removed from daily life. Another topic concerns how soldiers' lives are put at risk by their commanding officers who seem unaware of the trauma of their charges.
Main characters
Paul Bäumer [...]
Albert Kropp [...]
Haie Westhus [...]
Fredrich Müller [...]
Stanislaus Katczinsky [...]"
Source: Wkipedia, All quiet on the Western Front.Homework for next week, Oct. 2: Find two or three students with whom you form a group. The book has twelve chapters. Pick a chapter and write your own review of it. Coordinate your writing with the other two members. See me about groups and chapters. I may assign a different one to cover the book.
Secondly, pick one of the main characters. I copied their names from Wikipedia. Describe the character in a new blog post, tell what the character did, felt, wanted. Does that character display or represent any German cultural traits?
Soooo... two blog entries, group work, ...lots to do.
Saturday, September 22, 2012
Interludium Dance and Fine Arts
German culture from the artist's perspective
Wim Wender's tribute to Pina Bausch. How can a dancer represent German culture since WWII?
 |
| http://www.youtube.com/watch?v=cXpFD7gi8R0 Note: Be sure to skip any advertisements that utube places in front of the video. Just "SKIP"-- the advertisements are not part of the class curriculum. |
What role does rhythm play for people and their cultures?
What are they used for?
Who uses them?
For what purpose?
Is there a rhythm of life?
Wim Wenders speaks about the movie, Pina's sudden death. |
| Leni Riefenstahl, The victory of belief. |
Other famous German film directors. Rosa von Praunheim, Leni Riefenstahl, Werner Herzog. Volker Schlöndorff, Rainer Werner Fassbinder, to name a few.
How does Pina differ from the
Ride of the Valkyries from DIE WALKÜRE
Richard Wagner wrote four operas. Best known is ... this. And Adolf Hitler loved it. He made Richard Wagner a German art hero. Everything else that didn't make the nazi canon or list of acceptable art was stigmatized "entartete Kunst" deviant art. Wagner is a difficult case. But he died 50 years before Nazis ever took power who turned his musical leitmotifs into emotional terror and propaganda. |
| http://www.research-in-germany.de/fraunhofer |
Music inventions are not limited to musical scores The Fraunhofer Institute made music accessible and widely used: the case of digital formats and concurrent industrial developments along with musical and art creations. (Company website)
The written word
"The most respected German-language novelists of ... [the first half of the 20th] century are Franz Kafka, Thomas Mann and Robert Musil. Close to them in terms of status are Hermann Broch, Alfred Döblin, Hermann Hesse, Joseph Roth, Robert Walser and Stefan Zweig.Other German-language novelists writing in the first half of the 20th century include (in alphabetical order): Lou Andreas-Salomé, Vicki Baum, Elias Canetti, Veza Canetti, Hans Carossa, Hedwig Courths-Mahler, Hans Fallada, Robert Flinker, Anna Gmeyner, Oskar Maria Graf, Georg Hermann, Hans Henny Jahnn, Franz Jung, Ernst Jünger, Erich Kästner, Irmgard Keun, Heinrich Mann, Klaus Mann, Erik Reger, Erich Maria Remarque, Franziska zu Reventlow, Luise Rinser, Arthur Schnitzler, Annemarie Schwarzenbach, Gabriele Tergit, Clara Viebig, Jakob Wassermann, Franz Werfel, Arnold Zweig. Also worth mentioning is the Viennese short prose writer Peter Altenberg." (*source: https://sites.google.com/site/germanliterature/20th-century, viewed Sept. 20, 2012)
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