The channel broadcasts programming that is geared toward women or features women in lead roles. The station started on August 1, For the first year of broadcasting, TVN Style was broadcast free of charge. From August It launched on August 1, and is a …. TVN Style. Followers: K. Toggle navigation Fbscan. Home Extension Pricing Policy About-us. Keyword Research: People who searched tvn style also searched.
Frequently Asked Questions. What does tvtvn style mean? Janowska I. Majkowski G. Marganiec B. Sak M. Stokoe W. Szczepankowski B. Tomaszewski P. Laws Konstytucja Rzeczypospolitej Polskiej z dnia 2 kwietnia r. Abstract Teaching Polish sign language as a foreign language to people who can hear Didactics of foreign phonic languages in Europe is often based on the Common European Framework of References for Languages.
Teaching Polish Sign Language PSL to hearing people is substituted by teaching them Signed Polish, which results in many obstacles in the communication process between deaf and hearing. This article concentrates on different measures to make communication possible and emphasizes the need of teaching PSL to hearing people using standards of Common European Framework of References for Languages.
Keywords: Deaf, sign language, Polish sign language, signed Polish, teaching sign language, Common European Framework of References for Languages, linguistic minority, inculturation, deaf culture. It involves engaging all the senses. He adds that visual, audio and kinaesthetic stimuli must be used simultaneously. The senses are engaged through music, rhythm, images, touching, feelings and action, and therefore it brings fast and lasting results.
The three modalities of learning style have been summarized by the acronym VAK for: Visual sight , Auditory hearing , and Kinaesthetic movement. Using this approach while teaching a foreign language to young learners means helping them to learn through more than one of the senses. Most teaching at schools is done using either sight or hearing visual or auditory channel. In the case of teaching English young learners there is a need to take into account linguistic competence such as nasal consonants realization in oral and written communication, see G.
The sense of hearing is used in listening to what the teacher says3. Multisensory teaching is simultaneously visual, auditory, and kinaesthetic to enhance memory and learning. Links are consistently made between the senses in the process of learning a foreign language. Teachers who use this approach teach children to link the sounds of the letters with the written symbols.
Children also link the sounds and symbols with the way of forming the letters. As pupils learn a new letter or a pattern, they carefully trace, copy, and write the letters while saying the corresponding sound. The sound may be made by the teacher and the letter names given by the student. Stu- dents then read and spell words, phrases, and sentences using these patterns.
Teachers and their students rely on all three pathways for learning rather than focusing on a sight-word or a memory method, a tracing method, or a phonetic method alone. Bogdanowicz, M. Specific tasks that involve all the senses allow the assimilation of information received from all routes covered in the sensory process of acquiring new knowledge: — through the visual channel eyes students reach all the visual information, — through the auditory channel ears students reach all the auditory information, — through the channel of touch hands students reach all the tactile information, — the kinaesthetic channel provides a learner with information through the physical movement of the whole body — organs of speech move while speaking, hands move while writing, eyes move while reading.
How does the child remember? Multisensory Teaching Method — a sample lesson plan Subject: Getting familiar with Four Sisters — introduction of the seasons of the year. Forms of work: the whole class, individually, in groups of varying degrees of difficulty. The lesson plan: I. The welcome song: Hello! The children sing the song while walking in a circle and waving their hands: Hello!
At the end they bow together to each other and imitate the trumpet fanfare. The imitating game. Get up and run, run to school Knock! Come in! School is cool! The children pretend to sleep on the carpet, the teacher plays the song: Get up and run — they get up and run in one direction, Run to school — run in the opposite direction, Knock!
The teacher says different colours in turn. The children look for the proper colour around the classroom and touch it. The teacher specifies the topic of the lesson and explains its main purpose. She introduces the context of the lesson to children while telling a short story about Four Sisters who quarrel about which of them is the most important in the world; policeman Bob helps them solve the problem by explaining the value of each of them.
The presentation of new vocabulary items. The teacher presents four big posters of the seasons of the year. The children are sup- posed to spot the differences in the illustrations and explain them in Polish. The teacher names each season of the year in English. The teacher uses realia — the symbols of each season of the year: a fresh fragrant hyacinth in the pot spring , a yellow lamp turned on summer , a dried rusting leaf autumn , a frozen lump of ice in a plastic bag winter.
First, each child has an opportunity to get familiar with the realia touch, smell. After that, the teacher divides children into four groups and conducts the substitution drill with touching of the realia by the particular group of the children.
The teacher presents the gestures connected with each season of the year and the chil- dren imitate them several times: spring — picking and smelling flowers with loud sneezing, summer — wiping the sweat from foreheads and drinking cold drinks, autumn — imitating trees being moved by astrong wind and leaves falling, winter — imitating snowflakes falling on the ground and showing how cold it is in winter.
Matching pictures to the words heard The teacher shows four pictures singing birds, a swimsuit, wellingtons, a sledge and says the names of seasons in turn. The learners are supposed to point to the right picture connected with the particular season and repeat the name of it after the teacher. Matching colours to the seasons The teacher says the colours in turn rhythmically. At the same time the learners are supposed to give the proper name of the season that matches the colour heard.
Production Goals: — to assess whether students understand, pronounce correctly and are able to use the new vocabulary items, — to assess whether further work with children will require more training with regard to the material exercised.
The children are divided into two teams and are given a large picture of: an autumn tree or a snowman. They have to decide which season it is and colour the picture with the proper colours. Each person has to add one more thing to the illustration which should be connected with the season of the group.
Listening activity: discovering the sounds of the seasons. The teacher provides the children with a sheet of paper with four symbols of the seasons and crayons.
Then, she plays a CD with the following sounds: squeaky snow, singing birds, the mur- mur of a river, a buzzing bee, splashing water in the swimming pool, rustling leaves, cracking ice, the wind moving the trees. The learners are supposed to draw pictures of the information heard on their work sheets.
They are suppo- sed to find two similar flowers in the picture of the spring meadow and colour them with their favourite spring colours. Firstly, they are sup- posed to match pictures in pairs. Secondly, the children are to draw the missing parts of the small illustrations. Finally, they are supposed to colour pictures colours provi- ded by the teacher. The teacher provides each learner with worksheet 3: an illustration of two storks.
The children are supposed to find six differences in the pictures and mark them with a coloured pencil in the illustrations. The Mind the traffic lights! The red block means: stop, the yellow one means: get ready, the green one means: go. The children must obey the road rules explained to them by the policeman. Checking the register. The learners draw lots — they each choose a little paper ball from of balls of different colours connected with the particular season of the year.
Singing the song: One! At the end everybody falls down. The goodbye song: Goodbye! Goodbye and see you soon! Appendices Appendix 1. Worksheet 2 Appendix 3. The findings of the introduced lesson study support- ed the assumption considerably. The result was expected in the light of the lesson plan composed by the author of the study on the key factors of The Multi-Sensory Teaching Method.
It is strongly believed by the teachers that the most important of them is the di- rect impact on all the senses of each learner, therefore the plenty of exercises of this type were included to the lesson plan. To start with, well chosen meaningful and motivating context that is helpful in maintaining the goals of the lesson appears during the lessons with The Multi-Sensory Teaching Method, whereas it is not very frequent during the standard classes.
Moreover, the teacher systematically provides children with effective classroom routines and rules, supports the lesson with useful classroom discussions, exercises and visual aids, as well as sets high but achievable challenges for pupils, which seems to be important while working with very young learners.
On the other hand, the well-structured lesson with all well-organized stages was expected on the basis of the methodology of the subject. It appeared in the lesson with The Multi-Sensory Teaching Method and made children really engaged in the exercises introduced by the teacher. What is more, the constant movement The Total Physical response Method , e.
Finally, during both types of the lesson it was easy to notice that the teacher has a good contact with all learners effective eye-contact, body language, voice intonation, gestures. As far as the evaluation of conducted lessons and exercises included in them are concerned, the learners suggest an increased use of The Multi-Sensory Teaching Method chosen by the teacher. The teacher is the main person responsible for creating an atmosphere conducive to learning and for conducting the lesson in an effective and interesting way.
The Multisensory Teaching Method seems to be of great importance and help while working with the youngest children7. This can be observed in the table presented above.
Szpotowicz, M. Szulc-Kurpaska, Teaching English to young learners, Warszawa , p. Bogdanowicz M. Dale E. Gryz I. Iluk J. Komorowska H. Kotarba M. Maas V. Wprowadzenie do teorii integracji sensorycznej, Warsza- wa Maley A. Odowska-Szlachcic B. Przetacznik-Gierowska M. Szpotowicz M. Abstract Trying to activate all senses while teaching lower primary school children This article deals with the practical application of the multisensory method in teaching English language to lower primary school children.
At the beginning the author briefly explains the essence of the multisensory method, and stresses the importance of the method in working with new vocabulary during foreign language classes. Next, the author presents a sample lesson for pupils of the second class of primary school in connection with using the multisensory method. In addition, the author introduces the detailed observation sheet where it is clearly visible that activating all the senses while working with the youngest children during foreign language lessons brings great results.
Keywords: Multisensory Teaching Method i. It is a symbol of two worlds: the disappearing world characterized by the veneration of religious values as core constituents of what it means to be American, and the emerg- ing world of secularisation and religious diversification which calls for schools to be religion-free-zones.
The former interprets religious freedom as the liberty to exercise religious practice in public space and to promote religion as a unique entity, while the latter understands religious liberty as the complete separation between church and state.
Although a thorough examination of the ongoing interplay between these two extremes and its impact on shaping religious freedom in public education goes beyond the scope of this article, the author will attempt to present the major transformations that occurred during this process by discussing debates about prayers at school.
Prayer as a component of education until the mids Puritans, Pilgrims, Quakers and a plethora of other early settlers on American soil placed great emphasis on prayer. The presence of prayer in school life not only stemmed from the assumption that a relationship with God secures access to the ultimate truth and provides for successful education; but it was also determined by a deep conviction that faith is supposed to encompass an entire human life. The priority was evidenced by the practice of both starting and ending a school day with prayer.
The salience of prayer was emphasized by the very practice of prayer and its initial position in the school schedule, but was not limited to it. The theme of prayer appeared in other educational contexts, such as textbooks that included both prayers and the ex- hortation to pray. As an example of a pro-prayer curriculum James Harper and Thomas Hunt mention McGuffey Readers, one of the most popular textbooks from the second half of the 19th century into the first half of the 20th century.
From the time of the Revolutionary War until the early s, schools would have a teacher-led prayer just before the beginning of classes.
An alternative to that practice was a student or a succession of students leading others in this religious exercise. Initially, it was oriented towards the common type of prayer that would satisfy the needs of diverse Protestant denomina- tions.
One of the strongest proponents of a pan-Protestant foundation in public education was Horace Mann, the founder of the first public education system of common schools.
New York state superintendents were among those who opposed sectarianism in prayer. They recognised that sectarianism had a high cost on minorities. As a result, from the year forward, they declared that prayers should either be erased from school exercises or done before the beginning of school in the morning. The declaration did not delegalize religious practices per se during instructional time, however, and they were recognized as illegal only when someone objected.
Carper, T. Hunt eds. Dierenfield, The Battle…, op. Prayer was an official practice in schools, and thus was state-mandated and state-sponsored as it utilized the public school system with its premises, instructional time and school officials.
With the establishment of the common school system, the pan-Protestant type of prayer became more popularized as non-sectarian and thus a less divisive replacement for those belonging to particular Protestant denominations.
The pan-Protestant model of school prayer was soon to be challenged by incoming waves of immigrants of non-Protestant faith, predominantly Roman Catholics. As their numbers more than quadrupled to 4 million between and , anti-Catholic sentiment peaked, resulting in self-defensive efforts to utilize the public school system as a means of protestantization or Americanization of the newcomers so that they may become loyal citizens, sharing the common faith and moral heritage with the Protestant majority.
However, in the early 20th century, when the number of Catholic and Jewish children in schools in major cities reached 60 per cent, the pressure to Americanize the immigrant population via public schooling grew even more intense. Garnett, A. Koppel- man eds. Until the incorporation of the Bill of Rights in , school prayer disputes were solely settled by state and local governments on the grounds of state constitutions. When the First Amendment religious clauses started to be utilized in religion-school matters, however, each state could no longer regulate religious practices according to their own rules and preferences.
School-religion cases put before either federal or state courts had to be decided in accordance with the First Amendment religious clauses. Regardless of which court decides on the case, the ruling can be appealed to the U.
Supreme Court. Carper and Thomas C. Hunt14 identify six main principles of religious liberty incorporated in the First Amendment by the Founding Fathers, namely: 1 liberty of con- science; 2 freedom of religious exercise; 3 religious pluralism; 4 religious equality; 5 separation of church and state; and 6 no federal establishment of religion. The protection of the liberty of conscience of an individual by a.
The prohibition of coercion to profess belief or disbelief in any religion. The prohibition of punishment for entertaining or professing religious beliefs or disbeliefs.
Religious pluralism and equality protected by the prohibition of preferential treatment of one religion, all religions or one religion over another; 3. The separation of church and state and no federal establishment of religion by the pro- hibition of passing laws that would aid religion by levying tax to support religious ac- tivities, or institutions, regardless of the form they adopt, to teach or practice religion.
The first prayer case ruled by the Supreme Court was Engel v. Vitale An opt-out policy was devised for non consenting students. Even though the measures that were considered sufficient guardians of the liberty of conscience up to that point: the absence of direct coercion i.
DelFattore, The Fourth R. Furthermore, the state sponsorship of religion was also established by the provision of pupils, premises and instructional time. A year after Engel v. Vitale, another school-prayer case reached the Supreme Court. In two cases, School District of Abington Township v. Schempp and Murray v. Curlett, the Court ruled the practice unconstitutional.
The Court decided that the statute in ques- tion breached the liberty of conscience since its requirements were found subjected to the rule of majority religions. Religious pluralism and equality rules were not satisfied either as the practice showed favouritism to one religion over another or over no religion.
Even though there had occurred instances of banning prayer because of its sectarian and coercive character and potential for divisiveness, a reasonable solution appeared to be the implementation of an appropriate opt-out policy for dissenting students. The non-coercion requirement in all three cases ruled on by the Court was approached from a strict separationist position.
The Court invalidated the role of the educational system as a means of enhancing the religious education received at home and shaping morals Engel v.
Vitale, U. In so doing the Court invalidated all forms of entanglement of school and religion: the provision of students, the teaching staff, as well as the facilities in instructional time for religious purposes. Any form of school involvement was perceived as an act of establishment of indirect coercion on the part of school officials.
Freedom not to participate offered by opt-out policies was declared insufficient. Another crucial issue was the problem of the sectarianism of pan-Protestant prayers.
What seemed to be easily solved by designing a form of prayer that would appeal to the needs of Protestants, Catholics and Jews alike, was rendered by the Supreme Court as showing favouritism and preference of majority religions over other non-monotheistic religions and nonreligion.
Regardless of its strict separationist position, the Court made it clear that by no means did the ruling mean to exclude voluntary prayer initiated by a student — an argument of- ten overlooked by the critics of the ruling, and school officials. As a result, by the mids the practice of prayer declined significantly, dropping from 33 percent in to only 8 per cent in The moment of silence: when silence speaks volumes The forms of school prayer discussed so far have included school-mandated and school-sponsored vocal prayers initiated and run by school officials.
Contrary to explicit invitations to silent prayer, it seemed to be a neutral and not inherently reli- gious activity. Despite its widespread popularity, the idea faced criticism both from the side of vocal prayer proponents and from its opponents.
The former saw silence as a means of departing from American religious heritage and embracing atheism, while the latter pointed out that the only purpose of formal moments of silence would be to signal a government-approved moment of prayer.
Due to substantial opposition, numerous statutes establishing a moment of silence were challenged in the lower courts. Jaffree, reached the Supreme Court. Ishmael Jaffree, a lawyer, and a father of a five-year- old-boy, filed a lawsuit against a school in Mobile, Alabama, complaining that his son was learning Christian prayers in his public school-kindergarten class. DelFattore, The Fourth…, op. Even though the wording of the statute may be overtly neutral, with no mention of prayer, as was the case with the New Jersey statute,21 they would be disqualified due to the lack of a clear secular purpose.
In each case, however, the Court insisted that the verdict was the result of the history and the intention of this particular policy and was not aimed at the condem- nation of the activity as such.
The logic shifted from disqualifying the exercises for their religious nature to outlawing those that were not intentionally secular in nature. Religious pluralism ceased to be a question of setting various religions on a par, and became a question of not favoring religion over nonreligion. Prayer beyond instructional time The cases discussed thus far were all related to prayer or activities that carried the potential of accommodating prayer, all of them exercised during instructional time. The first activity challenged was prayer at graduation.
In Lee v. Unlike in s prayer cases, school officials neither led students in prayer nor coerced them to recite the prayer. Nevertheless, the Court ruled that the very fact that the aforementioned 20 J. Cooperman, F. Weisman, U. Another court case related to prayer during non-instructional time that shaped the interpretation of religious freedom constitutional provisions was Santa Fe Independent School District v.
Doe At issue was a student-led and student-initiated nonsectar- ian, nonproselytizing prayer before each home varsity football game. The authorization of prayers and the selection of the spokesmen to deliver the prayers were decided in two separate elections held by students. The Presidential guidance regulating the school prayer issue The separationist line of interpretation of the religious clauses with regards to prayer met with powerful and widespread opposition,25 but on the other hand instilled fear in the minds of school officials who would rather turn their schools into religion-free-zones than risk a costly lawsuit.
Thus, teachers and school administrators, when acting in those capacities, were considered as [P]rohibited by the establishment clause from both soliciting or encouraging religious 24 Santa Fe Independent School Dist.
Doe 99—62 U. Zimmerman, Whose America? Teachers and administrators are also prohibited from discouraging activity because of its religious content, and from soliciting or encouraging antireligious activity. Whatever the form and time of prayer, the engagement has to be conducted in a truly voluntarily, nondisruptive, noncoercive and nondiscriminatory manner, i.
Teachers and school adminis- trators are obliged to ensure that no student should be in any way coerced to participate in prayer nor may they structure or administer any rules to discriminate against prayer. As far as graduation is concerned, school officials were not authorized to mandate or organize prayer at these events.
If necessary, students may be excused from class to take part in prayers. Under this provision, e. Muslim students may be briefly excused from class to fulfill their religious obligations to pray during Ramadan. However, to satisfy the requirement of school non-entanglement in religion, the school has to stay neutral in matters of religion and make sure that religious actions are not attributable to the state institution.
The provision for student prayer is largely based on the rule of equal treatment of religious and non-religious speech or action, which stresses that religious action or speech may not be subjected either to discrimination or to favoritism, just as non-religious student speech. Online by G. Pe- ters and J. This problematic issue is addressed by more recent governmental directives that constituted a part of the No Child Left Behind Act of What is significant, un- like the presidential guidelines, the new Act introduces strict measures —the withdrawal of federal funding —for all schools that violate the guidelines.
At the same time the document introduc- es several measures to ensure that the provision of school neutrality is fully guaranteed. Firstly, the speakers for such events may not be selected in a way that favors prayer. Conclusion The issue of school prayer has been one of the most representative landmarks in a long and often turbulent transformation to which the ideal of religious freedom has been subjected in North American society.
In spite of government efforts to introduce more clearly-defined and binding regula- tions with each consecutive dissemination of presidential guidelines, the issue of religious liberty in general and the issue of school prayer in particular remain highly controversial and divisive.
Fearing civil action lawsuits from anti-prayer organizations, prayer advo- cates resort to enhancing the governmental provisions by passing state laws. Several 32 Ibidem. South Carolina, ; Mississippi, to ensure that students are allowed to pray at assemblies, athletic events and other school functions or express their religious viewpoints when they speak Texas, References Berg T. Koppelman eds. Carper J.
Clinton W. Peters, J. DelFattore J. DeNisco A. Dierenfield B. Haynes Ch. Murray B. Zimmerman J. Over the years, however, the status of this religious practice has undergone a significant transformation, including a complete ban on school prayer.
The article discusses the factors that have had a decisive impact on the status of school prayer, including increasing religious diversity of the American population as well as tensions between dominant and minority religions and non-religion. Both old controversies over state-sponsored and school-run prayer as well as more recent ones surrounding graduation prayer and prayer before sports games will be discussed in more detail on the basis of landmark Supreme Court and lower court cases as well as government regulations, including presidential guidelines and other administrative documents.
Situate AGZ t. Czvnyow AGZ t. Bizior, D. Suska, t. Czestynie, kam. Tarzymiechy SG t. Tatomir, F. Liske, A. Prochaska, t. BrSE — A. XVI na w. Karput, t. Suli- mierski, B. Chlebowski, W. Walewski, t. SGP — J. Sieradzkiego, O. Klickiego z lat: —, ABMK mkf. Czapla A. Makarski W. Szewelow J. Zaleski J. In the studies on the area of the former Republic of Poland they occur as completely or partly ambiguous, therefore it is attempted to authenticate the proposed clarification.
Skorupki1 i S. Dziamskiej, J. I—II, Warszawa Dziamska, J. LXVII, red. Lewicki, A. Nie omawiam systemowych cech gwarowych tutejszego obszaru.
Lewicki A. Skorupka S. Treder J. Skorupka — S. Treder — J. Abstract About phraseological dictionary of north-eastern region of Wielkopolska dialect This article discusses original slang collocations and slang equivalents of phraseologisms in the general language.
Fixed collocations are rooted in everyday life and cultural experiences. In the local dialect in a wider range than in the general language they expose those life situations that relate to harsh conditions of human existence and resulting relationships.
Klemensiewicza5 i A. Morfologia, Warszawa , s. Doroszewski, z. Puzynina, z. Klemensiewicz, T. Reichana t. Bibliografia Cyran W. Grochowska A. Grzegorczykowa R. Morfologia, Warszawa Klemensiewicz Z. Krupianka A.
Grochow- ska. Pluta F. Szymczak, Warszawa Abstract The functions of the verbal prefix prze- in the dialect of Lubola near Sieradz This paper presents a derivative-sementic analysis of prefixial verb formations using the prefix prze- that occur in the dialect of Lubola village near Sieradz. A portion of the words has been subjected to lexicalization e. Among the collected examples there are also some characteristic of the dialect: some formative suffixes in the dialect replace standard Polish formative suffixes za-, e.
Sudolski, Warszawa Drygalski, J. Sinielnikoff, E. W tych A. Kr; Serdeczny przyjaciel J. Kraszewski; Wasz wierny J. Bachtin, Problemy poetyki Dostojewskiego, Warszawa , s. Drygalski Z. Dubisz S. Marcjanik M. Miller S. Olma M.
Sinielnikoff R. Sudolski Z. Abstract Initial and final politeness formulas in nineteenth and twentieth-century traditional letters and contemporary electronics letters The article compares the indicated formulas used in personal letters in times when other indirect forms of written dialogue were not known with the formulas used in modern personal electronics letters. The aim of the paper is to answer the question what pragmalinguistic changes except for formal linguistic occurred in relation between the sender and the addressee of the letter.
To what extent have epistolary conventions changed and how it is related to the evolution of politeness customs. Among the changes of customs I would like to emphasize the forms of distance and community created by the correspondents. Idea przemiany. Kwestia dotyku jest obecna w medycynie i leczeniu od dawna. Dobaczewski, Zjawiska percepcji wzrokowej: studium semantyczne, Warszawa Gramatyka, semantyka, pragmatyka, red.
Kowalska, G. Siwiec, Warszawa , s. Znaczenie dotyku w medycynie opisali m. Poradnik medyczny paramedyczny jako realizacja dyskursu poradnikowego. Chochowska, J. Ficek, Poradnik. Model gatunkowy i jego tekstowe aktualizacje, Katowice Ursel, O. Bargiel-Matusiewicz, G. I, red. Sierakowska, J. Lewko, C. Rysunek 1. Ashkenazy, Leczenie…, dz.
Rysunek 2. W dziele prof. Co istotne, w odpowiedniej pozycji. Bibliografia Ashkenazy Z. Badyda E. Bargiel-Matusiewicz K. Bronikowska R. Bugajski M. Chochowska M. Dobaczewski A. Dyszak A. Ficek E.
Grabias S. Kargulowa A. Mielczarek M. Kargulowa, Warszawa Mitrenga B. Siwiec, Warszawa Tokarski R. Akty i gatunki mowy, red. Szadura, Lublin This phenomenon has not been the subject of lingual studies yet, however it has been only a few articles about this.
The sense of touch plays an important role in contemporary world. It comes to be the most important way to build doctor- patient relation. Cognitive classification of speech acts was helpful in to show, which directive acts are present in old medical guides e.
First of all there are obliging acts in the pragmalingual analysis. It is worth noting that in the material show directive acts too. These acts cause pressure to recipient and have to get to do something by him e. Albo: — To nie twarz to potwarz! Iwanowska, Serdecznie…, dz. W utworze pt. Nauka przez nich uprawiana jest dziurawa, wymaga naprawy.
W wierszu pt. W liryku pt. Twardowski, Patyki i patyczki, Warszawa , s. Iwanowska A. Twardowski J. Zaworska H. Abstract Humor and wit language in the poetry of Jan Twardowski One of the main determinants of the poetic style Jan Twardowski are humor and wit language. The poet often used mechanism paradox and contrast, surprise and mild, humorous irony.
Thanks to the wit avoided pathos and celebration of religious poetry. Often a form of language contrasts with the metaphysical reflection. Twardowski through a kind of joke refreshed pompous, hieratic, serious religious language. Introduction Jacob Lawrence — is one of the most celebrated African-American artists. Inspired by his family story of migration, the young artist spent long hours at the th Street Branch of the Public Library researching materials on black experience.
He examined a number of scholarly works by such historians as Carter G. Wood- son and William E. Du Bois. Lawrence had access to the largest collection of writings on black history and culture in the U.
After the initial suc- cess of his Migration Series, the artist created visual narratives of black heroes involved 1 The th Street Branch of the Public Library is now known as the Schomburg. Center for Research in Black Culture. He also documented the development of Harlem as a black neighbour- hood, for instance in such painting as This is Harlem or Brownstones After long debates they compromised to share the series.
The first museum acquired the even-numbered panels, while the second one purchased the odd-numbered ones. The exhibition was organized on the sixtieth anniversary of the Civil Rights Movement in America. The Migration of the Negro, Panel 3, — Casein tempera on hardboard, 12 x 18 in The Phillips Collection, Washington, D. It is claimed that between the s and the early s over 6 million African-Americans left the impoverished southern states in search of a better life in the northern industrial cities.
There were three streams of the migration. Those from the most southern states headed for the Midwest, mainly Chicago and Detroit.
The black inhabitants of Texas and Louisiana went to California or even further up to Seattle. The migrants fled from their homes for economic as well as political reasons. Most of them suffered from Jim Crow laws regulating the segregation system in the South.
Despite the fact that slavery was not legal any more, many black people working as sharecroppers were still exploited by white landowners and once they resisted the system they risked being lynched.
Thus many of them were leaving the South secretly to find a more free life in the North. In The Migration Series Lawrence combines the rich historical context of the Great Migration that he learnt from literary sources with the individual stories of its partic- ipants. The African-American oral tradition of passing down stories from generation to generation is particularly vivid in his visual narratives as they are reflective of the sto- ries of migration Lawrence heard from his family and friends.
Lawrence had never visited the South before the com- pletion of The Migration Series. Then he spent most of his life in Harlem, where he could observe black migrants from the South on a regular basis. However, in most of his paintings he simply reconstructed what others told him about their lives in the South and their journeys to the North.
The earlier paintings, in which the artist explains the reasons for the Great Migration, illustrate what blacks experienced in the South: segregation Panel 19 , lynchings Panel 15 , ar- rests Panel 22 , poverty Panels 10—11 and plague Panel 9. The paintings are followed 3 J. Lawrence immediately dispels the beliefs of a perfect life in the North by providing a number of images illustrating the social and economic problems connected with the urban life in the northern states, which are partly reflective of his own experience.
The artist does not fail to mention the existence of segregated institutions in the North Panel 49 , the practice of lynchings Panel 50 and the race riots aimed at the new black workers Panels 51— Several panels illustrate the disillusions of many blacks with their new location. Paradoxically the situation of many blacks in the North was not different from what they experienced in the South. They were still forced to the margin of the American society, once again denigrated and deprived of opportunities.
The Migration of the Negro, panel 49, — Casein tempera on hardboard, 18 x 12 in The artist dispels the image of the American North as the Promised Land, proposed by many white scholars and artists. Instead he finds similarities between the living conditions of African-Ameri- cans in the southern states regulated by Jim Crow laws and their new lives in the North.
The process of moving to a new place seems to be the most important theme of the collection. Except for the panels focusing on the passage agreements, transpor- tation issues or the role of black press, the artist repeatedly portrays crowds of people migrating to the North with their own stories of lynchings, lack of employment and other social injustices. Analyzing the relationship between verbal and visual elements of The Migration Series is essential to the right interpretation of the story.
In most cases the pictures are more telling than the short texts. There is also a counterpointing relationship between several paintings and captions, which can arouse ambiguous feelings about the migration6.
Was it a good change to move from the rural areas to large industrial centres, from quiet country houses to overcrowded apartments? Did the migrants benefit from the change in terms of equal opportunities? Panels 47 and 48 show the poor living conditions, with limited space, no light and scarce furniture. However, 4 Ch. Lorensen, Between…, op. Nikola- jeva, C. Thus they can be analyzed as historical materials in the same way as verbal narratives or journalistic accounts consisting of both text and images.
The way the artist combines the visual and the verbal narrative resembles photojournalism, which emerged in America in the s. The captions accompanying the paintings, like news reports, convey information in a very concise way.
If there were no words, the viewing process would probably take up more time and lead to varied interpretations of the depicted scenes. Lawrence relies on a limited palette of colours used in a repetitive mode throughout the entire collection. In fact he was painting several pictures simultaneously, putting one color after another on the following canvasses.
One can find a regular pattern in his system of colours. The largest elements of the paintings, such as trains, factories or fields, are usually painted black, dark green or brown, thus adding a kind of drama to the whole story of migration.
More vivid colours are reserved for the details of the visual narrative. The clothes or possessions of individual migrants are often marked with orange, red or yellow hues. This way of using colours emphasizes the fact that the Great Migration was not only a massive movement but a collection of individual stories.
Panel 6 of the Migration Series reveals one of such narratives. The painting pres- ents a train compartment packed with people travelling to the North. On one of the train seats one can recognize the figure of a woman nursing her child. It is not only the yellow dress that distinguishes the passenger from the crowd but an open suitcase located next to her. The artist does not make it clear what is inside the bag, but his use of a diverse palette of colours indicates a multitude of experiences the woman is carrying with herself to the North.
He painted the South the way people told him about the place. The artist drew inspiration from the ordinary surroundings he lived in. These were, among others, the colorful quilts made by his mother, simple home decorations or the vivid colors of clothes worn by many African-Americans living in Harlem. For Lawrence colors were not only a way of reflecting what he experienced visually but also what he heard or felt about his people. The Migration of the Negro, Panel 1, — Casein tempera on hardboard, 12 x 18 in, The repetitive 10 H.
Gates Jr. Turner ed. C , p. Myers, New York , p. The series opens and closes with paintings showing the people on the move. Panel 1 portrays crowds of people heading north through the station gates leading them to such places as Chicago, New York and St. Panel 60 echoes the opening image in the same way as several other panels Panels 18, 23, 40 throughout the entire sequence. Unlike other paint- ings of the series, those repetitive images focus on the Great Migration as a mass move- ment rather than a collection of individual stories.
The accompanying text is also different from the rest of the verbal narrative. These words indicate that the Migration Series is steeped in the oral tradition of passing down stories in African-American communities. In his portrayal of the Great Migration, Lawrence challenged the views of many renown scholars. It did not solve the problem of poverty or discrimination for many African-Americans.
Paradoxically blacks escaped to the North to face the same problems they faced while living in the South. The movement was beyond the control of white authorities though the artist portrays their attempts to prevent African-Americans from leaving the South.
It is most popular in the setting of the black church, but not limited to it. Capozzola, Jacob Lawrence…, op. In Ralph Ellison published Invisible Man, a novel con- centrating on the psychological and intellectual experiences of the migrants. The book examines the push and pull factors of the migration in the social, economic and cultural context.
It has triggered a wide public debate on race issues in America now and in the past. Like Lawrence, Wilkerson does not fail to mention the trouble many blacks experienced in the North, and hers is not a story of celebration. It tells the story of a young protagonist, Jake, who finds his new home in Harlem, where he stays with his mother, a migrant from the South. It is here that he discovers his artistic talent and experiments with transforming the rhythms of Harlem into a visual form.
He finds inspiration for his artistic work in ordinary things of the Harlem community, from home decorations made by his mother, to the vibrant street colours, smells and sounds. For instance, there are panels 32 and 40 of the Migration Series depicting crowds of African-Americans massively travelling to the North.
Two other pictures focus on the North offering blacks better educational opportunities Panel 58 and giving them a sense of community in the black church Panel The final one focuses on the difficult living conditions in the new northern homes Panel Jake Makes a World is the first literary and artistic attempt to address children with the topic of the Great Migration.
It stresses the fact that African-Americans are able to arrange their new homes and create a unique atmosphere within the bounds of the racist northern city. The book is a celebration of black skill and talent, frequently unrecognized by white historians and scholars of culture. Final remarks To conclude, Lawrence made a great contribution to the study of the frequently forgotten and ignored chapter of American history. For Lawrence the Great Migration has a double meaning.
The other one signifies struggle and resistance to racial inequalities. References Capozzola Ch. Duggleby J. C Lawrence J. Lemann N. Lorensen J. Nikolajeva M. Patton S. Rhodes-Pitts S. Myers, New York Smitherman G. Trecker J. Wilkerson I. Wilkin K. It also considers the series from the perspective of form with a view to reconfiguring the relation between words and images. Textuelle und visu- elle Informationen begleiten die menschliche Zivilisation und Kultur seit der Antike.
Holz- oder Steinschnitte. Jahrhunderts und die zweite audiovisuelle Periode des Jahr- hunderts bis heute. Jahrhunderts wird die Tendenz cha- rakteristisch, dass sowohl die Ikonografie als auch die audiovisuellen Darstellungsmittel nach gemeinsamen Darstellungsformen suchen. Die Symbiose zwischen Bild und Text findet ihre Anwendung in verschiedenartigen Kulturbereichen, insbesondere in der Lite- ratur.
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