6.0557 Rs: Year 0; Humanities Active Learning (3/44)
Elaine Brennan (EDITORS@BROWNVM.BITNET)
Thu, 25 Feb 1993 14:36:36 EST
Humanist Discussion Group, Vol. 6, No. 0557. Thursday, 25 Feb 1993.
(1) Date: Wed, 24 Feb 1993 08:31:14 (10 lines)
From: koontz@alpha.bldr.nist.gov (John E. Koontz)
Subject: Re: 6.0550 Rs: Year 0 (3/71)
(2) Date: Tue, 23 Feb 1993 15:11 EST (10 lines)
From: "Peter Graham, Rutgers U., (908) 932-2741"
<GRAHAM@ZODIAC.BITNET>
Subject: Re: 6.0550 Rs: Year 0 (3/71)
(3) Date: Tue, 23 Feb 93 15:27:17 PST (24 lines)
From: robert_judd@csufresno.edu
Subject: Re: humanities active learning
(1) --------------------------------------------------------------------
Date: Wed, 24 Feb 1993 08:31:14
From: koontz@alpha.bldr.nist.gov (John E. Koontz)
Subject: Re: 6.0550 Rs: Year 0 (3/71)
In regard English-speaking students' confusion over the base event in the
various Christian (European) dating schemes, I suspect that misanalysis of
A[nno] D[omini] as A[fter] D[eath] may have something to do with it. It is
a bit confusing that AD is based on a Latin phrase, while B[efore] C[hrist]
is based on an English phrase (in English usage!).
(2) --------------------------------------------------------------16----
Date: Tue, 23 Feb 1993 15:11 EST
From: "Peter Graham, Rutgers U., (908) 932-2741" <GRAHAM@ZODIAC.BITNET>
Subject: Re: 6.0550 Rs: Year 0 (3/71)
From: Peter Graham, Rutgers University Libraries
Minor point: I think the confusion about the calendar starting from Jesus'
putative death arises from childhood; for what it's anecdotally worth, I
remember in my school the confusion being that A.D. stood for After Death.
I remember my teacher in 4th grade enlightening me. --pg
(3) --------------------------------------------------------------32----
Date: Tue, 23 Feb 93 15:27:17 PST
From: robert_judd@csufresno.edu
Subject: Re: humanities active learning
The active learning scenario a few days ago struck a chord with me as
music teacher. It is common in this discipline to promote active
learning by "pastiche" composition, i.e. writing (e.g.) a string
quartet in the style of Mozart; not to create a fine work of art but
to force one to study Mozart's quartets (and Haydn's and Beethoven's)
in order to achieve the immediate goal, and thereby come to a greater
understanding of Mozart's work (the "real" goal).
What about the analogy? I would disagree with those who suggest that
trying to convince students to read "great poetry" for its own sake is
a matter of telling them to sit and read. An active-learning scenario
analogous to music would be pastiche poetry: write a "Shakespeare
sonnet", e.g. To do the assn. effectively one has to know the real
things pretty well. The goal isn't to produce replicas of great
poetry, but to get students to learn the real things.
Has anyone done such a "pastiche" experiment?
Bob Judd
robert_judd@zimmer.csufresno.edu