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Saturday, January 16, 2021

Suggested translation - mock exam agrégation, Rouen, December 2020

 

Agrégation Mock exam December  2020

Translation into English






First of all, initial comment on some of the difficulties of translating this passage : line numbers are counted from 1 « Le coeur d’Adelaïde » to line 38 « le repas».

 

Most of the verbs are in the present, but will be translated as preterite, since narratives in the present are so extremely rare and strange in English. We understand from this passage that we are going to visit a series of events, and the events on later pages will take place after the ones on this page (her setting up her new home). Translating the whole passage in the present is extremely dangerous. Do not hesitate to consult several grammar books on this question if you find it confusing. See also, here : http://johncmullen.blogspot.com/2021/01/theme-agregation-translating-narrative.html

The style is not very formal, as we can see from such structures as « Ce qui.... c’est ... » (lines 4-5), « c’est dans le tribunal que... » (lines 6). However, it is certainly not highly informal and no verbal contractions will be acceptable.

The story is set  less than forty years ago, and no doubt much more recently, because the Billy bookcase was first sold in 1979 and only became popular in France a number of years later. The novel was published in August 2020, and received the Prix Medicis in November (this is a prize for up and coming writers).

There are a number of sentences where, in French, two main clauses are separated only by a comma (line 4, and lines 6-7 for example) so we have to remember that a comma can almost never do this in English.

There are some sentences in French with no verb in them (line 22 for example). We will almost always have to add a verb in English.

There are some words (« autonome » and « conjugal » for example), which have latinate or Greek-based equivalents in English (autonomous, conjugal). We will be trying to find words which do not come from Greek or Latin to use instead.

 

I did not include the title of the novel in the marking, because they generally do not do this in the real exam. It is a reference to a long essay by Virginia Woolf, published in 1929, A Room of One’s Own.[1]

Re-reading

Candidates often lose points unnecessarily. I recommend when you finish translating to re-read for particular points.

1) Look at each verb. What tense is this? Why did I choose this tense?

2) Re-read again – are there any places I should have added a verb?

3) Re-read again – is any of the vocabulary I chose too formal, too intellectual, or too informal or even slangy?

4) Re-read again for punctuation.

4) Re-read again… you can invent other specific re-reads. Continue until there is no time left. Never leave the exam room before the end.

 

Adélaïde’s heart was thumping[2] painfully[3], as if it had been rubbed[4] with sandpaper. Even so,[5] she was smiling[6] as she unpacked[7] her cardboard boxes. She had her own space;[8] she was out on her own.[9] This would be her kingdom: this one-bedroom flat was perfect, if tiny[10]. What was scraping at her heart was the effect[11] of the divorce, even though it had been her[12] who had asked for it. It had started in the courtroom, [13] and since then her ventricles had not stopped peeling. Adelaïde could feel this and thought her heart was moulting[14], losing the last shreds of the love she had had for Elias. Beneath was a whole new skin, ready for other thrills. The outside layer[15] was raw from exposure to the emptiness. No-one was thinking of her, and there was no-one in her thoughts: this was the first time that had been the case since she was fifteen years old. Previously she had always left one man for the arms of another: Adélaïde had always been in love. She had been, these last seven years, in love with Elias, until routine wore out her soul and her nerves.

Adelaide unpacked[16] and was surprised to see that her whole life[17] took up so little space. She was forty-six[18] years old and had no possessions other than a pile of clothes and seven bookcases. These were Billy[19] bookcases  from Ikea, which she decorated with tinsel,[20] framed butterflies, Mexican ornaments[21] and[22] Japanese lanterns. Between two bound volumes of the Pléiade literary editions was displayed a pair of stilettos ; those were the two things she was passionate about in life : books and shoes. In her previous[23] flat, Adélaïde had had a guest room[24] which had served as a walk-in wardrobe.[25] And she had had a double living room[26] and a place to sit and read. She owed all that to Elias[27], who owned the flat. With only her own salary, Adélaïde could rent 350 square feet in the twentieth  arrondissement of Paris.[28]

She had chosen a three-quarter bed[29] and as little furniture as she could. There was[30] a table, four chairs, but no settee.[31] Everywhere, clothes rails bent under the weight, trunks overflowed, and the few cupboards there were imploded. There were books on every wall, taking over the floorspace, appearing here and there in piles, as extra tables or in stacks. Then there were boots, ankle boots and trainers[32], piled in a pyramid in the hallway., while in the corners of the bedroom there were more mounds,[33] of sandals, ballet shoes and high heels.

This gave an impression of chaos[34] which could not be countered. It looked like a second-hand shop, it felt like living in one of the sections of an Emmaus[35] charity warehouse. Adelaïde had known what she was letting herself in for[36] when she left Elias: it meant she had to abandon the comfortable life and see her standard of living plummet. She saw herself as alone and free, now liberated from the shackles of marriage. It was ten to nine[37], and she was particularly pleased to have skipped dinner.

 

 

 

Tinsel

Japanese lanterns



[2] Not an easy verb to translate. “Beating » is what hearts normally do, so is not appropriate here.

[3] Adding a verb to replacethis adverb was also a good idea – « and it hurt ».

[4] I had a slight preference for “scraped”, but I needed that word a little later in the passage.

[5] « Nevertheless » or “nonetheless” would be too formal. “Yet” is good, but must not be followed by a comma.

[6] « She smiled » is also fine.

[7] This is a little better than « while unpacking… ». Otherwise, since we are not focussing on « l’action au cours de son déroulement » the verb « unpack » must not take a BE +ING.

[8] « Her own place is of course possible, but, since « her own place » is a common way of saying « her own home », I think the French is better rendered with « space ».

[9] It is good to avoid “autonomous”. This word comes from the Greek, and one would expect to see it written by a psychologist or a business manager.

[10] Again, « tiny » is much better than the latinate « minuscule ».

[11] « Effect » is often used more in the plural (« effects »), but here this would lead us to a slightly clumsy « what was scraping at her heart were the effects... »

[12] This is a good structure to focus correctly.

[13] More about divorce courts in England ; the law is different in Scotland. http://www.courtroomadvice.co.uk/about-the-divorce-court.html I would not expect the word « tribunal ». You can see from the collocation chart below that the word « tribunal » in British English generally refers to conflicts arising in the world of work.

[14] Or « shedding its skin ». We usually speak of dogs moulting, (https://en.wikipedia.org/wiki/Moulting ) and of snakes shedding their skin.

[15] It is not possible to translate with « envelope ». If I search on Google for « l’enveloppe de son cœur » I find 50 000 pages, if I search for « the envelope of her heart » I find one page !

[16] Since, as we put it in French, we are not particularly interested here in « l’action au cours de son déroulement », sonceit is not being interrupted nor is it characterized by a particular intensity, it is incorrect to use a BE + ING here. Not too late to read, or read again, the excellent book by Anne Trevise, Le Prétérit anglais. Freely available here : https://halshs.archives-ouvertes.fr/halshs-00732793/document

[17] This is better than « all her life » which tends to make one think of its duration and not its entirety.

[18] Writing figures (46) rather than words (forty-six) is even rarer in English than in French, so definitely use words here. Here is a very short guide from Hull University https://canvas.hull.ac.uk/courses/213/pages/writing-numbers

[20] Or « strings of lights » or even « garlands ».

[21] Or knick-knacks (more informal), or even « trinkets ». Trinkets is less good, because it strongly suggests jewellery.

[22] This « and » cannot be omitted.

[23] Not « her former flat » since the flat she used to live in is presumably still a flat.

[24] In two words : not *guestroom.

[25] « Dressing-room » is acceptable.

[26] Some dictionaries spell this « living-room » but it is very common to see it without the hyphen.

[27] Note that doubling the object (* « all this she owed it to elias ») is completely impossible. (This is a French contstruction).

[28] 1 100 euros a month, at 2020 prices (seloger.com).

[29] I am confident no candidate would find this translation. https://www.prestigebeds.co.uk/2017/10/03/size-three-quarter-small-double-bed/

« A four-foot-wide bed » is excellent. Although using square metres to describe the size of a flat is almost acceptable, because renting flats is a commercial activity and so metres might have their place, describing a bed required everyday language and you should use feet. Note that in the adjectival form the plural is not used : a four-foot-wide bed, a ten-mile hike, a hundred-metre sprint, a three-week holiday, a six-inch nail. 

[30] You could probably get away without adding a verbal expression here, exceptionally.

[31] Or sofa. « Couch » is normally reserved for the psychiatrist’s.

[32] In US English : sneakers.

[33] There are many other possible translations here. However « …ballet shoes and high heels heaped up in the corners of … » is not possible : one must say « were heaped up » in the passive voice.

[34] [from wikipedia :] Capharnaüm ou Capernaüm est un village de pêcheurs de l'ancienne province de Galilée. Sous la dynastie des Hasmonéens, ce village faisait de 6 à 10 hectares et sa population avoisinait les 1 700 personnes1.

Ce mot est surtout utilisé au sens figuré pour qualifier un lieu de grande pagaille, renfermant beaucoup d'objets entassés pêle-mêle, un endroit en désordre et par métonymie un amas de ces objets. Ce sens, uniquement utilisé en français et beaucoup utilisé par Balzac, est justifié par Littré par le fait que Capharnaüm était lié à la lecture de l'évangile selon Saint-Marc, II, 2, sur l'attroupement lors de la venue de Jésus. Selon Larousse, il s'agit d'« une grande ville de commerce ». [Although other sources claim this use exists also in English, I am unconvinced]

[35] Emmaus was first set up in Paris by the well-known radical cleric, l’Abbé Pierre, in 1949. There are now 350 groups around the world, including 28 in the UK. Someone tried to translate with « Oxfam » which I thought was enterprising.

[36] Or « knew the risks she was taking ».

[37] I think this is the only translation. Not « eight fifty » and certainly not anything concerning twenty. The 24 hours clock is used for trains and planes and in a military context, but not in everyday language. So « Les infos de vingt heures » is « The Eight O’Clock news ».

Friday, January 15, 2021

Thursday, January 14, 2021

Agrégation BBC: journée d'étude en ligne mercredi prochain, organisée par l'Université de Poitiers.

mercredi 20 janvier 2021 de 13h30 à 18h, vous pourrez suivre en direct et en ligne la JE  "Censorship and Blind Spots: the BBC’s Silences (1922-1995)" en cliquant sur le lien suivant :


https://videotheque.univ-poitiers.fr/direct/jemimmoc


Le programme se trouve ci-dessous.



PROGRAMME

13h30:  Accueil et présentation 


13h45:  “Immovable object, irresistible force: Reith, Churchill and BBC 'impartiality'”, Trevor Harris


14h15: “The BBC and British Public Diplomacy: The Case of the Corporation’s Arabic Service”, Houcine Msaddek


14h45: "Women and the BBC", Kate Murphy


15h15: Questions & Coffee Break

 

16h00: “Silencing the silent majority: The BBC in letters of support to Enoch Powell”, Olivier Esteves


16h30: The BBC and the miners’ strike of 1984/85: coverage of the ‘Battle of Orgreave’”, Jeremy Tranmer


17h00: “‘This is not censorship’: the BBC and the Broadcasting ban (1988-1994)”, Élodie Gallet


17h30: Roundtable

Agrégation BBC Rouen: second class on essay methodology

 You will find here the Mp3 recording of this week's class, where I went over suggestions as to how to deal with a series of essay questions on the BBC.


Just click here

James Cook . Agrégation Rouen,, live class 1

 You will find here the mp3 recording of our first class. After introducing the course structure, I look at hagiography and the construction of a heroic narrative around "Captain Cook".

Just click here: 


Rouen agrégation concours blanc BBC commentaire

I received text commentaries on the speech by Tony Benn from the following people : Mr or Ms Amaranthe, Gay, Basilio, Andrade, Droval, Lecesne and Yzet. If anyone else sent one, I have mislaid it, so please send it again. I know you have some experience with writing text commentaries, but also that for some of you, this was ... some years ago. Here is a revision of the basics, which I wrote for an L3 class


If I had to pick one key phrase, I would say that the *objective* of the writer should be at the centre of the commentary. What are they trying to do? How are they trying to do it ? What is the context? Who is probably opposed to them ? What difference did they hope it would make? What difference did it make?

Wednesday, January 13, 2021

Agrégation 2021 James Cook post 62: Cook: bravery or imperialism?

 

James Cook, brave hero of the enlightenment, or harbinger of massacre and tragedy for great peoples ? The debate is carried on today, around the 250th anniversary of Cook’s expeditions. It is crucial to understand this disagreement and to reflect on why it gives rise to such high levels of anger. Here is a very recent defence of the pure hero story, from Australian television :

 

https://www.youtube.com/watch?v=Jx2fmu6WOYk


This very recent programme serves to remind us that there is no consensus (and there may not be for many many years) about the role of James Cook in history. The conflict of interpretations is probably "hotter" today than it has ever been.


Séminaire M1: "examen": vous avez six jours et demi.

 

Université de Rouen

UFR Lettres et Sciences Humaines

Contrôle de fin de semestre, janvier 2021

John Mullen

M1 recherche et M1 MEEF

Seminar : Introduction to historiography and to memory studies : Britain and the First World War

 

« For all historians, historiography remains anchored to an objective reality—the reality of what happened in the past. But historians start not with facts but with problems. »

[slightly adapted from]  Eric Hobsbawm, « Asking the Big Why Questions », Le Monde Diplomatique, 2004.

 

Write a structured essay discussing this, giving plenty of examples from the UK historiography of the First World War .

 

Send your paper to john.mullen@univ-rouen.fr by the 19th January at 11pm

Send it in doc, docx or odt, with your name as part of the file name.

Five pages maximum.

Monday, January 11, 2021

Thème agrégation : Translating the narrative present in French by the preterite in English

 I spoke about this in class. In 2020, the agrégation interne gave a passage in the present in French, and accepted either present tenses or the preterite in English. However, the report from the jury emphasize the exceptional nature of the passage, saying "Le présent simple est par ailleurs typique des indications scéniques et des synopsis de cinéma, auxquels le texte à traduire, avec ses descriptions laconiques, pouvait faire penser. " The passage we looked at about Adélaïde has no such "iconic" or "archetypal" representation: it is just one ordinary woman after one ordinary divorce...

Note for example "Il est 20h50 et elle est bien contente d'avoir sauté le repas". The actions are clearly placed one after another, not in a symbolic space where they represent something much wider.

[from the report]:

Temps et aspects Le présent de narration utilisé par l’auteur est tout à fait commun en français, mais il devient de plus en plus régulièrement une pierre d’achoppement pour le traducteur, et un point sur lequel le jury doit constamment revenir pour faire évoluer la réflexion. En effet, il a été longtemps préconisé de traduire le présent de narration par un prétérit en langue cible, mais les usages évoluent et il devient désormais tout à fait acceptable, voire parfois encouragé, de conserver un présent simple en anglais pour traduire ce présent de narration français. Les enjeux de ce vaste débat sont connus1 et le rapport 2015 soulevait déjà ce point en thème, notant que le présent de narration en anglais est « un choix stylistique plus marqué ». Mode stylistique éphémère considérée avec dédain par certains, il permet, pour d’autres, de donner plus de réalité et de rythme au récit, notamment dans les descriptions, tout en conservant une insistance sur la répétitivité de l’action ou sur les caractéristiques intrinsèques d’un personnage et donc la permanence de ces caractéristiques (voir par exemple l.10 : son cou reste gainé d’un cuir boucané). Le présent simple est par ailleurs typique des indications scéniques et des synopsis de cinéma, auxquels le texte à traduire, avec ses descriptions laconiques, pouvait faire penser. L’utilisation du prétérit n’a pas été pénalisée si le choix des temps restait cohérent tout au long de la traduction, mais le jury propose cette année une traduction au présent simple.

BBC 1922-1995 VIDEO CHAPTER THIRTEEN

Events, programmes, debates ,  the BBC in the 1970s


https://www.youtube.com/watch?v=frhFP2Y-_3g

Rouen Agrégation BBC: last week's live class

 If you were absent, or if you need to hear it again, here it is in mp3


Just click here

L3 "examen" civilisation - devoir maison en temps limité

 

« Examen » [devoir maison en temps limité]

L3 civilisation Rouen 11-12 janvier 2021. John Mullen.

Cette information est disponible sur la page UNIVERSITICE et sur mon blog enseignant.

Si vous êtes dans le groupe A (et vous aviez donc cours avec M Mullen le mardi après-midi), votre sujet de dissertation concernera la civilisation américaine – rendez-vous dans l’espace de M Benoit.

 

Si vous êtes dans le groupe C (vous aviez donc cours avec M Mullen le mardi matin), votre sujet de dissertation se trouve ci-dessous.

 

Ce devoir maison remplace ce qui aurait été un examen sur table de 3 heures (pour vous donner une idée de la longueur du travail attendue).

 

Il faut rendre les copies pour M Mullen avant 12h demain mardi 12 janvier, par mail, à john.mullen@univ-rouen.fr en format doc, docx ou odt.

 

Sujet dissertation groupe C

« Popular music is  far more than just words and music ». Discuss, using examples of British songs and genres in the second half of the twentieth century.

Saturday, January 09, 2021

Friday, January 08, 2021

L3 Homework assignment on visual art - my comments

Remember that for your January exam which is now going to be in the form of a homework essay, if it i son British civilization, it will be found here. IF it is on US civilization, it will be in M Benoit's space.


To help you prepare, here are some initial comments on your homework assignments. I will update this (probably by adding more sections, in a different colour), next week.

The question was:

 How have different British artists and British institutions attempted to ensure that visual art is not only for the elite ?


Comments on your homework assignment


Marking your work will take some time, and you have another exam soon (on either US or GB studies). So here are some comments and suggestions concerning the essays you produced. I prefer to give these comments to everyone rather than just to individuals, because more people can benefit from them. If I have mentioned your mistakes, this is to help other people. I will deal here with content difficulties and also with language and style difficulties. These comments will be updated with additional elements next week. 


First of all, make sure you show a precise understanding of the question. What are the visual arts? Because this was a homework assignment, you were able to look up the definition of visual arts. Oxford languages website gives


“creative art whose products are to be appreciated by sight, such as painting, sculpture, and film-making (as contrasted with literature and music)”.


The Encyclopedia britannica, an authoritative source, goes into some detail.


These are the arts that meet the eye and evoke an emotion through an expression of skill and imagination. They include the most ancient forms, such as painting and drawing, and the arts that were born thanks to the development of technology, like sculpture, printmaking, photography, and installation art, the latter a combination of multiple creative expressions. Though beauty is in the eye of the beholder, different eras in art history have had their own principles to define beauty, from the richly ornamented taste of the Baroque to the simple, utilitarian style of the Prairie School.”



You will notice that Oxford languages includes “film-making” whereas the Britannica does not. Sources differ on this, but everyone agrees that at the centre of visual arts are painting drawing and sculpture, so if you write about cinema it must nevertheless take a secondary place in your essay.


Say what institutions are the most important ones to  speak about. Museums, certainly, but also diverse committees and commissions : the Fourth Plinth organizers, the Turner Prize organizers were two we looked at in class. Schools are also important, but I said very little about them in class.


What did these institutions exactly do to make visual art more widely appreciated (and indeed, what did they do which went in the opposite direction?) Museums and art galleries are almost all free in the UK, so that is a key point. How accessible are the examples of art on the Fourth Plinth? Here you need to give your own opinion on that question, because accessibility is not easy to define precisely. Nevertheless, the contrast between the rather difficult and intellectual works which tend to win the Turner prize, and the popular works on the Fourth Plinth is difficult to deny.


If you find yourself with not enough to say, it is good to make sure you have widened the question sufficiently (without going off at a tangent). So, if you can think of actions of artists or institutions which make it more difficult for the mass of the  population to appreciate art, you could include these in your essay as counter-examples, for instance.


Which artists have you chosen to write about? There are so many, it would be best to look at at categories who have a particular relationship with access. 


Street artists seem to have developed directly as an anti-elitist form. Other artists who produce work which can be seen and appreciated without entering an art gallery play a particular role in making art accessible to all. Some, such as Henry Moore, or Mark Wallinger with his “World Turned Upside Down”, make sculptures for public display. Land artists such as Andy Goldworthy, produce work outside (the Arch, for example), but often in places which are not very accessible - far from the big towns. 


Once you have presented some of the tactics and strategies used to make visual art accessible and perhaps even useful to wide layers of the population, it would be good to look at the limits of some of these tactics. Even free museums attract far more teachers than bus drivers or cleaners - why is this? Even street artists can be drawn in to the world of expensive galleries and art auctions - why might this be?



University writing

One or two people used forms of writing which are very popular in industry - lists of bullet points, headings in bold, sentences in abbreviated forms, etc. We do not do this in university work. On a similar topic, journalistic English often makes a paragraph with just one sentence. In a university essay, this is not sufficient - a paragraph should have at the very minimum three sentences. One more point is worth noting: putting key words in bold is not done in university writing.


On the other hand, I just corrected a script where the student had used a paragraph which was 35 lines long (489 words). This is much too long for a paragraph, and it could easily have been cut in three.


Beginning your essay.

There are many good ways to begin an essay. Avoid beginning with an extremely general sentence which does not show any specific knowledge. So do not begin with any of the following, or similar, as first or second sentence. Some of them also include mistakes about how society has developed.


*Art is very important for human beings.  

* Art has an important place in a country’s culture.

* For centuries, English people have loved art. 

* Culture has been part of our lives for centuries. [In fact, hundreds of thousands of years - JM]

* Since 1945, Britain has known numerous changes in its cultural world.” [There has never been a period when there were not numerous changes, so the sentence is too obvious -JM]



Good opening sentences included the following:


There has always been a tension between high culture and popular culture.


For a long time, visual art was seen as elitist.


British artists and institutions have tried to ensure that visual arts is available for everyone, that visual arts are not only a part of high culture.



Quotations

A number of students found quotations to begin their essay, or to contribute a point of view in the middle. Some of them were very interesting or appropriate, like this very harsh judgement on popular culture by Criss Jami:


      “Popular culture is a place where pity is called compassion, flattery is called love, propaganda is called knowledge, tension is called peace, gossip is called news, and auto-tune is called singing.”


Or this one which we saw in class:


“Culture is simply the ensemble of stories we tell ourselves about ourselves.” (C. Greetz)



Leaving the subject behind

The subject is visual art. This means that you are allowed to write a couple of sentences about music (opera, rap or whatever) if you want to include it in a comparison with what happens to visual art. But no more. If you write two paragraphs about music, however brilliant the paragraphs are, you have left the subject behind. Not good.


Examples

The question asks about “different British artists and British institutions” . You must use examples of a few artists and a few institutions. If there are no examples, this is a huge problem. Do not use American and French examples (or at most one or two, after the first ten British examples). If you use American and French examples you are saying “I cannot think of one single British example - I hope you don’t mind, Mr. Examiner”.



Spelling

Here is the correct spelling of some words which were incorrectly spelt

High

Height


Capitals

There are considerably more capital letters in English than there are in French (The Labour Party, the British Museum, the Tate Gallery, the Turner Prize, the Not the Turner Prize, Tate Britain,  the Second World War, the French Journal of British Studies, War and Peace, the Angel of the North, the Daily Mail, A Midsummer Night’s Dream...) However, there are quite strict rules. You will find here a excellent summary


http://www.sussex.ac.uk/informatics/punctuation/capsandabbr/caps 


If you do not know why you are using capitals, then do not use capitals. So, no capitals for any of these expressions (taken from student mistakes):


high culture

popular  culture

visual art

cultural hegemony

street art

highbrow 


Occasionally it is difficult to decide : do we need capitals for “fourth plinth”? On the one hand, it is just plinth number four, not a proper name, and so should not have capitals. On the other hand, it is an institution, an art project, and so should have capitals. And indeed, different newspapers have different responses in this case.



Register

You may well spend more time watching films and series in English than reading books on the history of art. The result is that language which is too informal can find its way into student essays. Here are some of the expressions and structures which are too informal for university work


  • Do not use contractions in university work.


Vocabulary


Class

Because we are looking at the effect of artists on society, we often have to look at the different classes in society. You need to be careful. If you are speaking about bus drivers, nurses and supermarket workers, (in general about people who do jobs with little prestige or money) you may see that in the United States, the expression “middle class” is used. (In French, you will often see the expression “classes populaires”). In Britain, it is more common to see “working class”, because “middle class” tends to mean teachers and doctors and lawyers and managers. You should not use the expression  “lower class”, because it means you think that people from this class are inferior and worth less.


Famous

All French students use the word “famous” too much. Zidane is famous, Madonna is famous. It is used to mean “universally known” and generally reserved for show business or similar (we do not say “Emmanuel Macron is a famous politician”.) Now people like Tracy Emin or Lucien Freud are people who half the class had not heard of before I mentioned them. They are not famous, but they are “well-known”. “Well-known” is often the word students need instead of “famous”.



A few mistaken ideas

The theory of cultural omnivorism

This is the theory that these days the elite does not consume only high culture, but they consume a wide variety of high and popular culture, unlike the situation fifty years ago. “Cultural omnivorism” is not an attempt to mix different kinds of culture, it is a theory about who consumes what these days.


Cultural hegemony

Cutural hegemony means the domination within society of certain cultural values or ideas. So today we might say that the idea of romantic love has cultural hegemony: the vast majority of people automatically accept its existence and importance. Cultural hegemony is not a particular grouping of people with specific ideas about what art should be.


Thursday, January 07, 2021

Wednesday, January 06, 2021

More History of the BBC video chapters - the 1960s

 

The BBC in the 1960s is dealt with in video chapters 11 and 12 which are now online

 

Chapter 11

https://www.youtube.com/watch?v=tOq39LFxeTQ

 

Chapter 12

https://www.youtube.com/watch?v=66nrU0w-C7s

...


Tuesday, January 05, 2021

Monday, January 04, 2021

Examen M2 thème janvier 2021

Happy New Year to one and all.

This semester's M2 exam is in the form of a translation to be done at home. You have one week. All the details are in the file here. If you have questions, do send me an email.


Just click here for the file

Agrégation Rouen, modification emploi du temps

Les cours de M Morel de restitution ne reprendront pas demain, mais le 19 janvier. Ces deux cours seront reportés plus trad dans le semestre.


BBC agrégation 2021 La BBC et le service public de l'audiovisuel. Post 51 : News... for children!

 Since 1972, the BBC has broadcast the children's programme Newsround, aimed at children (from six to eleven years old, perhaps). It attempts to explain to children certain aspects of the week's news. Defenders of public service television might argue that this is a good example of an innovative programme which would have difficulty surviving on a commercial channel. The fact that it has lasted so many years no doubt shows that it kept a certain number of viewers.

Judge for yourselves its quality (although remember that children were far less sophisticated than they are today).


Episode from 1973

https://www.youtube.com/watch?v=0oxEXAWAta0

Episode from 1977

https://www.youtube.com/watch?v=SnTJTyxHE8E

Episode from 1982

https://www.youtube.com/watch?v=L9CWMyBVRFo

BBC video chapter ten

 Events, themes and programmes up to the end of the 1950s:


https://youtu.be/LV6Isv0Tub8

Sunday, January 03, 2021

BBC video chapter nine

Themes events and programmes in the late forties and early fifties.


https://www.youtube.com/watch?v=1i47ZyJiPqc