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From Villon to Voltaire, Online Nathan L. Love Western Kentucky University www.wku.edu/~nathan.love (19-April-2008). KFLC 2008. From Villon to Voltaire, Online.
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From Villon to Voltaire, Online Nathan L. Love Western Kentucky University www.wku.edu/~nathan.love (19-April-2008) KFLC 2008
From Villon to Voltaire, Online The syllabus for French 325, Survey of French Literature I (beginnings of French literature through the 18th century), is online and interactive. Students see the Digby 23 manuscript of the Chanson de Roland as displayed by the Bodleian Library, follow French versification with a PowerPoint, sample at any point in the course various authors and literary movements by clicking on an esquisse de l’histoire de la littérature française, listen online to a recitation of Du Bellay’s Heureux qui, comme Ulysse, hear François Villon’s Ballade des Dames du temps jadis sung by Georges Brassens, consider Rodin’s visualization of another Villon ballade, Les Regrets De La Belle Heaulmière, and find themselves challenged, perhaps, by an interactive exercise concerning some of the Lumières of the 18th-century France, Montesquieu, Voltaire, and Rousseau. The thrust of all this interactivity is to appeal to the senses and infuse the course with energy.
Outline of Content I II III IV V Literature courses recently taught Challenge 1 Challenge 2 Challenge 3 Challenge 4
Literature courses taught recently French 314 Introduction to French Literature French 325 Survey of French Literature I French 426 French Literature of the 20th Century
Literature courses taught recently French 314 Introduction to French Literature French 325 Survey of French Literature I French 426 French Literature of the 20th Century
Challenge 1 convince students that they want to read texts proposed explain all the course objectives Nos objectifs principaux: Familiarité avec les grandes lignes de l’histoire de la littérature française jusqu’au 19e siècle. Connaissance et appréciation approfondies de plusieurs chefs d’oeuvre littéraires, lus en entier. Compétence en la lecture et la compréhension de textes rédigés en français (moderne). Connaissance de quelques notions générales de la critique littéraire traditionnelle. Élargissement de vocabulaire français. Amélioration de l’expression orale et écrite en français. Préparation linguistique permettant à l’apprenant de suivre des cours de français avancés.
Challenge 1 convince students that they want to read texts proposed orient students within some frame of context esquisse de la littérature française
Challenge 2 show students the relevance of the readings of many centuries ago ? indicate how concerns of the past resemble concerns of the present
Challenge 2 show students the relevance of the readings of many centuries ago indicate readings of the past are relevant firstly to their own past relate readings to historical stages of language, situation of the writer in the society of each literary period, and the like.
Challenge 3 provide students with some critical concepts and terminology have numerous handouts and then quiz over them list of terms used in literary criticism
Challenge 3 provide students with some critical concepts and terminology demonstrate them and create interactivities literary terminology activity powerpoint on French versification exercise on some of the Lumières of 18th-century France
Challenge 4 play up and illustrate the beauty of literary texts as memorable artistic achievement use extensive quotations from subsequent authors about those authors who preceded. ? quote what Voltaire says of Molière
Challenge 4 play up and illustrate the beauty of literary texts as memorable artistic achievement use images, visual art (e.g., Rodin : Belle Heaulmière) use images, visual art (e.g., la commedia dell’arte) use images, visual art (e.g., la chanson de Roland & Chartres) use sound (e.g., Charles d’Orléans > Wheaton College Vive Voix) use sound (e.g., Brassens: Ballade des Dames du temps jadis) OUI!
Conclusion Perhaps the sounds, images and interactivities engage the senses and challenge the mind enough to induce the student to explore texts that otherwise fail, seemingly, to reach out from their foreignness and remoteness to speak to the reader.
