Mark, Philly and Andy Toubob have no physical stage presence, reflecting the ‘dehumanisation’ of them in the narrative, and epitomising their ‘facelessness’. They are represented by: Lighting – Various lighting techniques show the toubob actions upon their captives Sound effects – the sounds of their actions are played across the stage Voices – indistinguishable accents/ dialects in distorted voices to demonstrate the alien nature of their language from the perspective of the African captives.
From Duco's blog: As I am now writing in Bart House, 4 students are huddled around 4 huddle boards, 3 are sitting around, books open and looking at text in detail, and one is trying to put it all together in a screen play. Not only are the group dynamics exciting, the entire atmosphere is one of collaboration, ideas spilling over, trying to restructure into some actuality, a lot of discussion and thinking.
From sports lit evals: CILASS room added a lot— able to do far more than simply discuss in a large group.
I suppose it did help me to search for instances of forced and restrained articulation, but I did not enjoy this assignment; I gave up writing poetry when puberty finished its work.
This has again helped add depth to my reading of the chapter as it enabled me to get within the character and consider his feelings. The creativity allowed myself to focalize on the area and feelings that I want to highlight to the reader. Leaving room for interpretation from others whilst portraying my own take on the chapter.
From Richards’ blog (written while students were working: Why should writing about someone else’s work be ‘serious’ but not writing your own? Some writers feel that only other writers have a right to comment on their work. How about that?
From Duco’s evaluations: Helpful Feedback One to one feedback very useful Feedback was okay, with good explanation of where I went wrong/right etc.
From bulletin board: After searching for how the novel was received, we found that Haley had been sued by Harold Courlander for 'unintentionally' taking the ideas from another novel 'The African': http://www.papillonsartpalace.com/al ex.htm http://www.papillonsartpalace.com/al ex.htm we were starting to look into this when we ran out of time!
Our first line of investigation was through google, however little information came up which was specific to West Africa in the 1700's. We then looked for information on j-stor, where Margaret Jean Hay wrote about women's prominent roles in society. However, interestingly, she commented on how there is a lack of information on their specific roles. ('Queens, Prostitutes and Peasants: historical perspectives on African women".)
We then found several references from Ester Boserup's "Women's Role in Economic Development" which informed us of their prevelance in African rice cultivation; "rice production in the Gambia River Basin was primarily the domain of Mandinka women.“This idea is used by Haley in chapter 3, where he describes women's working roles, "the women worked even harder than the men for they not only had to help their husbands, but also tend both the rice fields and the vegetable gardens."
The changing social role of women in 1970's America would have also influences Haley's writing, whereby women were given more rights (equal pay acts, civil rights act, legalisation of abortion.) Finally, as an aside we came across possible plagiarism by Haley, taking information from two particular texts: "Jubilee" (Margaret Walker- Alexander) and "The African" (Harold Courlander.)
Student comment about voices: I think the second voice is the most appropriate here. Initially before listening to any of the clips, I thought that a black, African male voice would be most suitable. However I didn't really like the third clip. Perhaps it's because the American accent would make more sense...Saying that though, the second clip did kind of irritate me! The first clip on the other hand I found completely irrelevant.
Hi, I would like to ask what exactly what the term 'endzone' is in football. We've just discussed the De Lillo book in our tutorial, and a lot of the language he used went straight over my head I'd also like to know how students are selected for university- is a talent for sport really of major importance at Maine? I hope you can sort me out!
Yes it's true that some athletes are stupid. There's always a little truth to a stereotype or generalization or there wouldn't exist. Being an athlete, along with two others in our group, I feel we are acceptions. Being an athlete in college is sometimes difficult. For one, you have more responsibilities than the average student. You have the responsibility of a scholar and of an athlete. So you have to be discipline in both areas. Yes, some athletes lack brain power, but you cannot generalize over the whole population.
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