Hair - Lyric analysis - Easy to be hard

All lyrics were written by Gerome Ragni, Jim Rado, all music composed by Galt MacDermot.

Lyric analysis - Easy to be hard

Legend

Green: Exophoric
Red: Anaphoric
Orange: Addition
Purple: Repetition
Blue: Elipsis

How can people be so heartless

How can people be so cruel
Easy to be hard
Easy to be cold
How can people have no feelings
How can they ignore their friends
Easy to be proud
Easy to say no
And especially people
Who care about strangers
Who care about evil
And social injustice
Do you only
Care about the bleeding crowd?
How about a needing friend?
I need a friend
How can people be so heartless
You know I'm hung up on you
Easy to give in
Easy to help out
And especially people
Who care about strangers
Who say they care about social injustice
Do you only
Care about the bleeding crowd
How about a needing friend?
I need a friend
How can people have no feelings
How can they ignore their friends
Easy to be hard
Easy to be cold
Easy to be proud
Easy to say no

Beverly D'Angelo

D'Angelo was born in Columbus, Ohio in Noverber, 1951. She is an American singer an actress. She began work in the theatre, appearing on Broadway in 1976 in Rockabye Hamlet, a musical based on Shakespeare's Hamlet. Although the production was a failure, running less than a month, D'Angelo's performance as Ophelia attracted positive attention.

After gaining minor roles in movies including Annie Hall, D'Angelo had a string of hit movies in the late 1970s, appearing in Every Which Way But Loose, Hair and Coal Miner's Daughter.

In the movie Hair, she was Sheila Franklin. A girl who was in love with Berger and Claude loves her too.  She is a rich girl and lives in the opposite society. But when she knows the group of hippies, she was interested in their life and decided to follow them. Then, she knows Claude.

Hair

Hair is a 1979 film adaptation of the 1968 Broadway musical of the same title about a Vietnam war draftee who meets and befriends a tribe of long-haired hippies on his way to the army induction center. The hippies introduce him to their environment of marijuana, LSD, and unorthodox relationships.


The film was directed by Milos Forman, who was nominated for a César Award for his work on the film. Cast members include Treat Williams, John Savage, Beverly D'Angelo, Don Dacus of the rock band Chicago, Annie Golden, Dorsey Wright, Nell Carter, Ellen Foley, Charlotte Rae as well as Johnny Maestro, Jim Rosica and Fred Ferrara of the rock group The Brooklyn Bridge, and The Stylistics. Dance scenes were choreographed by Twyla Tharp and performed by the Twyla Tharp Dance Foundation. The film was nominated for a Best Picture Golden Globe Award, and Williams was nominated for a Golden Globe as New Star of the Year in a Motion Picture - Male.
In this adaptation of the hit Broadway musical, a naive farm boy from Oklahoma named Claude Hooper Bukowski (John Savage) heads to New York City to enlist in the Army and serve in the Vietnam War. In Central Park, he meets a troupe of free-spirited hippies led by a young man named George Berger (Treat Williams), who introduce him to a debutante named Sheila Franklin (Beverly D'Angelo). Inevitably, Claude is sent off to boot camp in Nevada, but Berger and his band of merry pranksters including Woof Daschund (Don Dacus), LaFayette "Hud" Johnson (Dorsey Wright) and Jeannie Ryan (Annie Golden) do what they can to rescue Claude from a tour of duty in Vietnam.

Arguably, the most extreme change is Berger's death in the finale. In the original play it is Claude who dies in Vietnam. The film was shown out of competition at the 1979 Cannes Film Festival.

Diamonds and Rust by Joan Baez

Diamonds and rust is a 1975 song written and performed by Joan Baez. In the song, Baez recounts an out-of-the-blue phone call from an old lover, which sends her a decade back in time, to a seedy hotel in Greenwich Village. She recalls giving him a pair of cuff links, and summarizes that memories bring "diamonds and rust" (time both turns dirty charcoal into beautiful diamonds and shiny metal into ugly rust).

Diamonds And Rust - Lyric Analysis
Legend
Green: Exophoric
Red: Anaphoric
Purple: Pronominalização
Black: Comparison
Orange: Contrast
Blue: Elipsis
Yellow: Condition 
Pink: Addition


Well I'll be damned
Here comes your ghost again
But that's not unusual
It's just that the moon is full
And you happened to call
And here I sit
Hand on the telephone
Hearing a voice I'd known
A couple of light years ago
Heading straight for a fall
As I remember your eyes
Were bluer than robin's eggs
My poetry was lousy you said
Where are you calling from?
A booth in the midwest
Ten years ago
I bought you some cufflinks
You brought me something
We both know what memories can bring
They bring diamonds and rust
Well you burst on the scene
Already a legend
The unwashed phenomenon
The original vagabond
You strayed into my arms
And there you stayed
Temporarily lost at sea
The Madonna was yours for free
Yes the girl on the half-shell
Would keep you unharmed
Now I see you standing
With brown leaves falling around
And snow in your hair
Now you're smiling out the window
Of that crummy hotel
Over Washington Square
Our breath comes out white clouds
Mingles and hangs in the air
Speaking strictly for me
We both could have died then and there
Now you're telling me
You're not nostalgic
Then give me another word for it
You who are so good with words
And at keeping things vague
Because I need some of that vagueness now
It's all come back too clearly
Yes I loved you dearly
And if you're offering me diamonds and rust
I've already paid

Joan Baez

Joan Chandos Baez (born January 9, 1941, in Staten Island, New York) is a folk singer, songwriter and activist. She is known for her highly individual vocal style. Many of her songs are topical songs and deal with social issues.

She remains known for her long relationship with Bob Dylan and her lifelong passion for activism, notably in the areas of nonviolence, civil and human rights and, more recently, the environment.

Social and political involvement

In 1956, Baez first heard a young Martin Luther King, Jr. speak about nonviolence, civil rights and social change, the speech brought tears to her eyes. Several years later, the two became friends, later marching and demonstrating together on numerous occasions.

Civil Rights

The early years of Joan Baez's career saw the civil-rights movement in the U.S. become a prominent issue.

She was a frequent participant in anti-war marches and rallies, including:

• numerous protests in New York City organized by the Fifth Avenue Vietnam Peace Parade Committee, starting with the March 1966 Fifth Avenue Peace Parade;

• a free 1967 concert at the Washington Monument in Washington, D.C., that had been opposed by the Daughters of the American Revolution and which attracted a crowd of 30,000 to hear her anti-war message,

• the 1969 Moratorium to End the War in Vietnam protests,

Human rights

Her experiences regarding Vietnam's human-rights violations ultimately led Baez to found her own human-rights group, Humanitas International, whose focus was to target oppression wherever it occurred, criticizing right- and left-wing régimes equally.

Gay and lesbian rights

Baez has also been prominent in the struggle for gay and lesbian rights. In 1978, she performed at several benefit concerts to defeat Proposition 6 ("the Briggs Initiative"), which proposed banning all gay people from teaching in the public schools of California. Later that same year, she participated in memorial marches for the assassinated San Francisco city supervisor, Harvey Milk who was openly gay.

Environmental causes

On Earth Day 1998, Baez and her friend Raitt were hoisted by a giant crane to the top of a redwood tree to visit environmental activist Julia Butterfly Hill, who had camped out in the ancient tree in order to protect it from loggers.

Nowadays she lives in California (EUA).

Woodstock

Woodstock Music was a music festival, billed as "An Aquarian Exposition: 3 Days of Peace and Music", held at Max Yasgur's, dairy farm near the hamlet of White Lake in the town of Bethel, New York, from August 15 to August 18, 1969.

Woodstock was initiated through the efforts of Michael Lang, John Roberts, Joel Rosenman, and Artie Kornfeld. It was Roberts and Rosenman who had the finances. They placed the following advertisement in The New York Times and The Wall Street Journal under the name of Challenge International, Ltd.: “Young men with unlimited capital looking for interesting, legitimate investment opportunities and business propositions.”

Lang and Kornfeld noticed the ad, and the four men got together originally to discuss a retreat-like recording studio in Woodstock, but the idea evolved into an outdoor music and arts festival, although even that was initially envisioned on a smaller scale, perhaps featuring some of the big name artists who lived in the Woodstock area (such as Bob Dylan and The Band). There were differences in approach among the four: Roberts was disciplined, and knew what was needed in order for the venture to succeed, while the laid-back Lang saw Woodstock as a new, relaxed way of bringing business people together.There were further doubts over the venture, as Roberts wondered whether to consolidate his losses and pull the plug, or to continue pumping his own finances into the project.

Woodstock Ventures made Warner Bros. an offer to make a movie about Woodstock. All Artie Kornfeld required was $100,000, on the basis that "it could have either sold millions or, if there were riots, be one of the best documentaries ever made," according to Kornfe

The late change in venue did not give the festival organizers enough time to prepare. At a meeting three days before the event organizers felt they had two options. One option was to improve the fencing and security which might have resulted in violence, the other involved putting all their resources into completing the stage which would cause Woodstock Ventures to take a financial hit. The crowd which was arriving in greater numbers and earlier than anticipated made the decision for them.[15] The fence was cut the night before the concert by UAW/MF Family[16] prompting many more to show up.

Performing artists

Friday, August 15

• Richie Havens

• Swami Satchidananda - gave the invocation for the festival

• Sweetwater

• The Incredible String Band

• Bert Sommer

• Tim Hardin

• Ravi Shankar

• Melanie

• Arlo Guthrie

• Joan Baez

Saturday, August 16

• Quill, forty-minute set of four songs

• Keef Hartley Band

• Country Joe McDonald

• John Sebastian

• Santana

• Canned Heat

• Mountain

• Grateful Dead

• Creedence Clearwater Revival

• Janis Joplin with The Kozmic Blues Band 

• Sly & the Family Stone

• The Who began at 4 a.m., kicking off a 25-song set including Tommy

• Jefferson Airplane

Sunday, August 17 to Monday, August 18

• The Grease Band

• Joe Cocker

• Country Joe and the Fish

• Ten Years After

• The Band

• Blood, Sweat & Tears

• Johnny Winter featuring his brother, Edgar Winter

• Crosby, Stills, Nash & Young

• Paul Butterfield Blues Band

• Sha-Na-Na

• Jimi Hendrix

Intrinsic and Extrinsic Motivation

Intrinsic Motivation

Refers to motivation that comes from inside an individual rather than from any external or outside rewards, such as money or grades.

The motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task.
An intrinsically motivated person will work on a math equation, for example, because it is enjoyable. Or an intrinsically motivated person will work on a solution to a problem because the challenge of finding a solution is provides a sense of pleasure. In neither case does the person work on the task because there is some reward involved, such as a prize, a payment, or in the case of students, a grade.
Intrinsic motivation does not mean, however, that a person will not seek rewards. It just means that such external rewards are not enough to keep a person motivated. An intrinsically motivated student, for example, may want to get a good grade on an assignment, but if the assignment does not interest that student, the possibility of a good grade is not enough to maintain that student's motivation to put any effort into the project.


Extrinsic Motivation

Motivating students by extrinsic or external means; encouraging on-task behavior with promise of reward, praise, or avoidance of punishment.

Extrinsic motivators or rewards are frequently used in schools. Candy, homework passes, or field trips may be offered to reward good behavior or performance; withholding or denying rewards serves to punish students whose behavior or performance does not meet expectations. Students may be drawn to extrinsic motivation because it rewards "good" or "best" behavior. Teachers may be drawn to rewards because they result in improved behavior in the short term.
Opponents of extrinsic rewards argue that they undermine learning by bribing or coercing desired behaviors from students. In their view, pursuit of learning or knowledge is properly motivated by enjoyment or curiosity rather than by recognition, reward, or fear of negative consequences.

Take a look on this explanation:

Motivation - Question 7

Teaching by Principles - An interactive approach to language pedagogy

By H. Douglas Brown – 1994

Answer – Question 7 – Page 45

The school curriculum is dictated by institutions that can be far removed from even teacher’s choice. Parent’s and society’s values and wishes are virtually forced onto pupils, whether they like it or not. The consequence of such extrinsic motivators is that schools all too often teach students to play the “game” of pleasing teachers and authorities rather than developing an internalized thirst for knowledge and experience.

Examples:

• Asking the students to bring lyrics of musics that they like;
• Group work and teaching English with videos and cartoons;
• Viewing the class as a team;
• Using conversation to improve the pronunciation;
• Teaching writing as a thinking process in which learners develop their own ideas freely and openely.

Interactive Questions for Piauí Students

Hello,

I would like to talk to you a little about you and your course...


1. What kind of subject about this course do you like to study?


2. Do you like to use pen-pal or another kind of interactive talking?


3. If you had to choose another prefession, what would you choose?


Se vocês preferirem podem responder em Português...

Thank you so much!!

Across the Universe

Across the Universe is an American musical film directed by Julie Taymor.It incorporates 33 compositions of the band The Beatles.


The story begins in Liverpool with a young boy called Jude. Against the wishes of his mother and his girlfriend, Jude decides to go to the United States to search his father. After meeting his father, Jude has nowhere to go. He knows Max and they bacome best friends. When Max goes home to visit his parents, he brings Jude with him. Then, Jude meets Max's sister Lucy.
After that, Max moves to New York and Jude goes with him. After Lucy's boyfriend, Daniel is killed in Vietnam, she goes to New York to visit Max. Her parents are againt this idea, but she goes.


A relationship starts between Jude and Lucy. When Max is sent to Vietnam, Lucy becomes involved in the anti-war movement, while Jude starts in a apolitical movement . Jude becomes unhappy with the time that Lucy spends with a political group. So Jude's art and his relationship with Lucy both start to be destroyed. In the end of the movie the couple stay together again.

The six main characters:

· Evan Rachel Wood as Lucy Carrigan
· Jim Sturgess as Jude Feeny
· Joe Anderson as Maxwell "Max" Carrigan
· Dana Fuchs as Sadie
· Martin Luther McCoy as Jojo
· T. V. Carpio as Prudence

33 compositions of The Beatles:

1. "Girl"
2. "Hold Me Tight"
3. "All My Loving"

4. "I Want to Hold Your Hand"

5. "With a Little Help from My Friends" —

6. "It Won't Be Long"

7. "I've Just Seen a Face" ax

8. "Let It Be"

9. "Come Together"

10. "Why Don't We Do It in the Road?"

11. "If I Fell"

12. "I Want You (She's So Heavy)"

13. "Dear Prudence"

14. "Flying"

15. "Blue Jay Way"

16. "I Am the Walrus"

17. "Being for the Benefit of Mr. Kite!"

18. "Because"

19. "Something"

20. "Oh! Darling"

21. "Strawberry Fields Forever"

22. "Revolution"

23. "While My Guitar Gently Weeps"

24. "Across the Universe"

25. "Helter Skelter"

26. "And I Love Her"

27. "Happiness Is a Warm Gun"

28. "A Day in the Life"

29. "Blackbird"

30. "Hey Jude"

31. "Don't Let Me Down

32. "All You Need Is Love"

33. "Lucy in the Sky with Diamonds

This film shows us the power of people. When we want something we can achieve. But nowadays there aren´t people like the movie characthers, because people are interested only in themselves. They don´t care of the world problems.

Teaching Methodologies

Grammar Translation

• Develop literary mastery of the second language.
• Memorization
• Memorization of paradigms, patterns and vocabulary.
• Nowadays is still popular.
• Language as a code
• Reading, writing, translations, grammar rules

Direct Method

• Develop the using of language using no translation.
• Communicating
• Question and answer dialogues
• L1 is not allowed
• Learn as a child
• No translation
• Natural environment

Audio Lingual Method

• Develop speaking ability through audio.
• Dialogue memorization and pattern drills.
• Repetition
• Rarely used in nowadays
• Behaviorist
• Based on linguistic and psychological theory.
• Students are conditional to respond correctly and immediately.

Communicative Language Method

• Seeks to produce communicatively competent language learners.
• If the students interact with second language speakers using real life subject matter, the language will acquired subconsciously.
• Many approaches involved.

My conceptions

• Develop the using of language using the certain method, according to the student abilities.
• Dialogues, communicating and writing.
• Reading

Motivation

Motivation is defined as the learner’s orientation with regarded to the goal of learning a second language.

Instrumental motivation

Wanting to learn a language for the purpose of obtaining some concrete goals such as a job, graduation, or the ability to read academic materials. This form of motivation is thought to be less likely to lead to success than integrative motivation.

Integrative motivation

When students want to learn a language to become part of a speech community (integrate). People who immigrate to new countries are some examples of people who may want to identify with the community around them. An important aspect of this form of language learning is using language for social interaction. This form of motivation is thought to produce success in language learners. This is often compared to instrumental motivation.

Motivation is an important factor in L2 achievement. For this reason it is important to identify both the type and combination of motivation that assists in the successful acquisition of a second language. At the same time it’s necessary to view motivation as one of a number of variables in an intricate model of interrelated individual and situational factors which are unique to each language learner.

References

http://boggleswordels.com/glossary
http:faculty.uccb.ns.ca/pmacintyre/research_pages/journals/motivation_language1991.pdf

Journal 1

In our classes, we´ve been working with musics. For me it´s a good way to improve the vocabulary and the critical sense. I think it can help us to understand the musics and notice what is through the lyrics.  


Doing parodies can awake in ourselves the humor sense and creativeness. This kind of activity help me a lot, because I can enriche my vocabulary and develop my imagination.

The Boxer - Simon and Garfunkel

I´am just a poor boy and my story is seldom told

I´ve squandered my resistance for a pocketful of mumbles, such are promises
All lies and jest, still the man hears what he wants to hear
And disregards the rest, hmmmm
When I left my home and my family, I was no more than a boy
In the company of strangers
In the quiet of the railway station, runnin scared
Laying low, seeking out the poorer quarters, where the ragged people go
Looking for the places only they would know

Li la li...

Asking only workmans wages, I come lookin for a job, but I get no offers
Just a comeon from the whores on 7th avenue
I do declare, there were times when I was so lonesome
I took some comfort there
Now the years are rolling by me, they are rockin even me
I am older than I once was, and younger than Ill be, thats not unusual
No it isnt strange, after changes upon changes, we are more or less the same
After changes we are more or less the same

Li la li...


And Im laying out my winter clothes, wishing I was gone, goin home
Where the new york city winters arent bleedin me, leadin me to go home
In the clearing stands a boxer, and a fighter by his trade
And he carries the reminders of every glove that laid him down or cut him
Til he cried out in his anger and his shame
I am leaving, I am leaving, but the fighter still remains
Yes he still remains

Li la li...

Characters

• Family
• Strangers
• Whores
• Ragged People

Another Brick in the Wall - Pink Floyd

We don't need no education
We don't need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey! Teachers! Leave them kids alone!
All in all it's just another brick in the wall.
All in all you're just another brick in the wall.

We don't need no education
We don't need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey! Teachers! Leave those kids alone!
All in all it's just another brick in the wall.
All in all you're just another brick in the wall.

We analysed this lyric and noticed that are so much metaphors like:

•  Pigs - Politicians
• A hammer and a billhook - Comunism Symbol
• People - Used to show that human being don´t have any importance. We can see it in this part of the lyric: " All in all you're just another brick in the wall."
• Wall - Berlim Wall
• Kids - Revolt