Steven Pinker: Tips on Writing with Style


Writing is nothing like speaking. People’s brains are wired to produce speech and the process of language acquisition starts immediately after the baby is born. All it takes is exposure to linguistic input. From babbling to fully articulated sentences, we can count on a time span of some four or five years. It’s an effortless and innate ability. An instinct. Writing, on the other hand, is a recent invention in the history of the species. It requires much harder work. It’s a learned skill; it takes more time to master and can be seriously improved through life if you set your mind to it. It will never be complete, though.

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In his brilliant new book, The Sense of Style: The Thinking Person’s Guide to Writing in the 21st Century, Steven Pinker does not aim at beginners. He takes for granted that you can already produce a decent piece of writing and are willing to hone your skills. He claims he will help you do that not by providing a reference guide which you can look up whenever you have a question about punctuation, spelling or grammar. Pinker’s intent is to make the reader reflect on how to improve his writing style.

And why would you want to do that? He comes up with three reasons a writer of any kind – although he focuses on non-fictional texts in the examples he provides – would wish to develop his writing skills:

  1. To achieve clarity (you can make the meaning of your message more rigorous, unambiguous, easier to grasp. Your written instructions, for example, will become less dangerous in certain contexts, if you enhance your style);
  2. To gain trust (readers rely on writers who present themselves as someone who knows his language, its nuances and limitations);
  3. To convey beauty (writing and reading are two of the greatest pleasures of a civilized person: expressing yourself with more precise words, being able to make use of a tad of poetry in your descriptions, coming up with original and impactful metaphors will enchant your reader).

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To accomplish these objectives, Pinker advocates the adoption of what he calls classic style, which replicates the easiness and directness of a conversation and makes the reader see the world as if watching a movie. Classic style avoids abstractions by using examples and concrete language. It shows instances of the phenomena being analyzed, making it as tangible as possible for the reader. Classic style maintains that the purpose of writing is “presentation and its motive is disinterested truth.”

Classic style involves the cooperation of the reader, who will try to fill in the blanks and work to understand what the writer wishes to convey. The reader will contribute his knowledge of the world to complement what the writer is saying, so the latter won’t need to over-contextualize the point he’s trying to get across.‘’Classic writing…makes the reader feel like a genius. Bad writing makes the reader feel like a dunce.”

In addition to classic style, another tenet of Pinker’s theory of good writing is that authors need to balance prescriptive norms and descriptive uses of the language. Only by doing that a writer will sound sophisticated, attentive, intelligible to a larger audience, and, yet, avoid pomposity, fundamentalism and the danger of becoming a stickler for unreasonable norms dictated by orthodox stylistic guides.

What are prescriptive norms? These are traditional and condoned ways of expressing oneself in a language. It’s a set of rules that any good writer must know and, possibly, follow. However, the writer must be aware that these rules were not created by an omnipotent guardian who concocted these norms and keeps them in an inexpugnable fortress. Rules are a product of what past writers and (usually) educated people handed down to the newer generations. But language is in constant evolution, and often, creative writers will bend the rules to achieve specific effects or to avoid misinterpretations that were not taken into consideration before.

Descriptive linguistics, contrastively, deals with how people actually write and speak in real life in a determined place at a certain moment in time. Language is a dynamic and shape-shifting organism. It’s alive. It changes to accommodate new realities and ideas. It cannot and will not be straitjacketed to please the inflexibility of purists.

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Nevertheless, writing cannot be a free for all, where anything goes. Sense is the key word. A consultation of the experts – recognized and trusted writes of present and past, people who express themselves with clarity and beauty – needs to take place. Established rules must be taken into consideration and reflected upon. A consensus is necessary. Pinker’s suggestion of replacing “dogma about usage with reason and evidence” nails the solution to the dilemma.

Therefore, good writers, according to Pinker, are the ones who pay attention and look up. They learn, either systematically or through reading good authors, what are the best ways to express oneself. However, they will not hesitate to bend those rules, coin words, or challenge the linguistic status quo, if they feel this is needed to convey an original thought.

These principles are, in summary, what Steven Pinker champions in his elegant book. However, I will not have time to discuss in this blog post how he does that. I won’t be able to cover his humor, the irony and the encyclopedic knowledge of the English language he imparts in this essential manual. Neither will I mention the delightful examples he picks to make his points; to say nothing of the fact, that, contrary to the objective he stated in the introduction to the book, it will definitely work as a helpful reference guide for most readers.

A must-read for writers or anybody who is either interested in English or works with it (teachers, language students, editors, marketers, academics…), The Sense of Style is a mandatory item in your library.

Jorge Sette.

 

 

Five Takeaways from the Book TED Talks – The Official TED Guide to Public Speaking


Founded by Richard Saul Wurman and Harry Marks in 1984, the TED conferences originally featured talks focused on Technology, Entertainment, and Design. Under the catchy tagline Ideas Worth Spreading, the range of these talks has since expanded to include academic, scientific and cultural topics.

If you have ever watched any of these talks, you will have noticed that they are not the usual boring PowerPoint-based presentations we get in conferences of all kinds. Storytelling techniques – long a proven method for grasping and keeping listeners’ attention – prevail in most TED talks. Another obvious key to their success in the succinctness; speakers have 18 minutes to tell a compelling narrative.

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In his engrossing book, TED Talks – The Official TED Guide to Public Speaking, published last year, Chris Anderson, who took over the conferences in the early 2000s, offers the reader a truckload of useful and practical suggestions on how to put together and deliver a memorable presentation. A must-read for everyone who needs to speak in public these days (and who doesn’t?)

To whet your appetite, we have selected five of the most stimulating presentation tips we found in the book. See below.

1.What is the takeaway?

As you organize your talk, decide on what is the point you are trying to make. There must be an overarching theme connecting all the elements of the story. This is called a throughline in movies, plays, and novels. As a planning exercise, make sure you specify a concrete objective in no more than 15 words. What is your goal? What do you want to accomplish? What do you want the audience to do, how do you want them to feel after you leave the stage?

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2. Get personal

Speakers need to connect to the audience, break the ice and build trust. A talk is much more than mere words. You need to engage the audience on many levels. There are different ways to do that. Making eye contact with the audience, for example, is always effective. Showing some kind of vulnerability, such as admitting that you are nervous, may also work. Using humor at the beginning – through a personal anecdote, presenting funny visuals, or by playing with irony and sarcasm – may do the job. Don’t try to be funny if you are not comfortable with it, though.

3. Visuals

We all know the staggering amount of technology available out there to help public speakers: slides showing graphs, photography, infographics, animations; video, audio, etc. Yet, it may come as a surprise that at least one third of the most viewed TED talks do not make use any of these tools. So maybe you should ask yourself: do I really need to use them? And how much of it is really necessary? Most people are extremely familiar with these so-called innovations by now anyway, so it’s hard to make an impact based only on them. Besides, visuals may distract the audience, taking their attention from you! Then again, great slides may add to the presentation, especially when they do not only repeat and highlight what is being said verbally. Ideally, visuals should reveal (show something that can not be easily described by words); explain (make concepts clearer: a picture is worth a thousand words!); and delight (give the talk aesthetic appeal).

4. To memorize or not to memorize

Although most TED speakers have their presentations scripted out beforehand and memorize them, this approach does not work for everyone. There’s beauty and power in variety. You need to discover your own natural style. Possible options: you can write and memorize your talk; use in-the-moment language to talk about something you are familiar with (it helps to have a mental structure of the points to cover, though); or even read your piece! Whatever makes you more comfortable and confident. However, remember that preparation is essential for any format you choose.

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5. Traps to avoid

There are some speaking styles TED organizers do not recommend. The sales pitch: trying to sell products or services directly through your talk may damage your reputation as a speaker. The main job of a speaker is to give not to take. So be careful. Find out if this is the kind of talk your audience is expecting. The ramble: to be under-prepared or not to have a set objective is insulting to the audience; the org bore: talks that focus on the greatness of an organization or on how amazing their staff is will probably bore the audience to death – they don’t work there after all. The inspirational performance: despite the fact that great TED talks deeply inspire and move the listeners, this effect cannot be manipulated through tricks and gimmicks. It needs to feel real. So avoid copying the so-called “inspirational” talks, where the speaker is full of self-praise and despicably phony.

For more tips, I strongly recommend you get the book now and make sure your next presentation is a hit.

Au revoir

Jorge Sette

Impressionism – A Cautionary Tale


Impressionism is one of the most popular movements of Western Art. It took place between 1870 and 1880, mainly in France, and suffered a lot of resistance at the beginning, since critics, art dealers and the public in general were more used to the academic and “serious” kinds of paintings that would hang from the walls of the official Salón, a very popular government-sponsored art exhibition that took place every year in France.

The typical paintings you would see at the Salón would feature religious, historic or mythological subjects. They would follow the guidelines of realistic art set by the Renaissance and followed by most masters for almost 500 years. The paintings looked subdued in the use of color, valued good draftsmanship and had strict rules of perspective. In addition to that, they were perfectly finished and varnished.

The impressionists started to systematically deconstruct these rules.

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Coquelicots (Poppies At Argenteuil) by Monet, Claude, 1873.

The artists

Monet is considered the quintessential Impressionist painter. The one who practically set the rules and followed them to the very end of his long and productive career. Other famous impressionists were Renoir, Degas, Sisley, Morisot, and Pissarro. They had been heavily influenced by pre-impressionists, like Manet and Courbet, whose art was already moving away from the standards of classic realism.

The technique

Today you will hardly come across someone who does not like Impressionism. The main reason is that Impressionist paintings are usually uplifting, colorful and full of light. They are cheerful works that make most people feel good. Composed of short, broken, brush strokes, in unmixed bright colors, Impressionist art works conveyed how reality appears to us under different light conditions. They avoid rigid contours or lines, drawing was secondary to the use of color. Shadows were never black, but painted in darker hues of colors, which varied throughout the day and in accordance to the season of the year. For more traditional eyes, the paintings can sometimes look rather unfinished.

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Two Sisters (On the Terrace) by Renoir, Pierre-Auguste, 1881.

The origin of the name

In a 1874 exhibition, Monet presented a painting called Impression: Sunrise (see image below). All it showed was a couple of solitary boats on the sea in Le Havre under a red sun reflected on the water. It was painted in quick, diffused, brush strokes. The art critic Louis Leroy, from the magazine Charivari, was not happy with what he saw. He fiercely mocked the artists that painted like Monet and used the very title of the painting to criticize their style, claiming they were mere impressionists. His paintings, Leroy said, looked more like sketches than finished works of art. Despite the derogatory use of the word, Monet and his friends boldly appropriated the name and started to use it officially to define their revolutionary new style. Impressionism had been born.

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Impression, soleil levant (Impression, Sunrise) by Monet, Claude, 1872.

Where the paintings were made

Usually impressionists would paint en plein air, meaning the outdoors. This is where they could best capture the effects of the changing light on trees, flowers, people and water. Some of them would sometimes finish their work indoors, but hardliners, such as Monet, would work outside every day, under different weather conditions, completing their works there.

 The subject matter

Impressionists would do landscapes, seascapes , portraits and still life paintings. But they hardly included anything outstanding. Their themes were scenes and items of everyday reality: moments of contemporary Parisian life, flowers, boats, expanses of water, sunsets…The simpler, the better. Their point was to study and convey how color worked under light. You need to step back from an impressionistic painting at a museum to fully appreciate what it’s all about as a whole. The closer you get, the more the image gets fragmented into singular dabs and brush strokes without specific forms or meaning.

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Sand Heaps by Sisley, Alfred, 1875.

Impressionism is at the very beginning of what we call Modern Art. Those painters influenced strongly all the art movements that followed them, such as fauvism, cubism and surrealism. Impressionist paintings sell for millions of dollars today. It’s hard to believe that they were once discriminated against and frowned upon. Monet lived in poverty for great party of his life until he was recognized as a great innovator.

There’s perhaps a cautionary tale there. The value and importance of contemporary art is almost never acknowledged at its inception. So, perhaps we should hold our judgment when confronted with some new form of Art and try to understand what it really means and learn to identify the possible seeds of radical transformation we are witnessing.

How do you feel about Impressionism? Do you have any favorite painters or works in the movement? Please, let us know.

Au revoir

Jorge Sette.

 

 

Teaching English with Art: Winslow Homer


Teaching English with Art: Winslow Homer.  This eighth volume of our successful series of eBooks combining ENGLISH TEACHING AND ART is a wonderful supplement to any coursebook or extra materials your students may already be using in the English class. It contains 30 vocabulary,  speaking and writing activities for classroom use, based on some of the most striking works by the best American artist of the XIX century.

The objective of the eBook is to expose the students to art while teaching English, fulfilling therefore one of the tenets of effective language acquisition: providing a realistic context for the language to be learned and practiced as a means to an end. Your students will love to exercise their English discussing the works of Winslow Homer. This is a proven way to make language acquisition fun and effective by creating in the classroom an atmosphere of interest, motivation and emotion. Each activity is clearly correlated to the COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR), and the level is stated next to it.

IMPORTANT NOTE. CUSTOMIZATION: if you wish to change the cover of any of the ebooks, add your school logo, negotiate a special price for a determined number of students, or make other suggestions of customization, do not hesitate to talk to us. We are VERY FLEXIBLE. Make your ebook UNIQUE!

Click on the image below to download the ebook:

Click on the image above to get your copy from the Kindle Store.

Click on the image above to get your copy from the Kindle Store.

Check out the video clip on the ebook TEACHING ENGLISH WITH ART: WINSLOW HOMER: https://vimeo.com/142028606

For other books of our series, click here: http://wp.me/p4gEKJ-1lS

Teaching English with Art

Teaching English with Art

Au revoir

Jorge Sette

How to Buy Any of the eBooks of the series TEACHING ENGLISH WITH ART


To buy any of the eBooks of the series TEACHING ENGLISH WITH ART, please follow the steps below. Click on the image to be directed to the KINDLE STORE.

Click on the image above to be directed to the KINDLE STORE.

Click on the image above to be directed to the KINDLE STORE.

 

 

 

 

 

Vincent van Gogh: meet the man behind the legend


Vincent van Gogh was born in the village of Groot-Zundert, south of the Netherlands on March 30, 1853, to upper middle class parents. His father was a protestant pastor and the family lived in the parsonage near the border with Belgium. His family: father, mother, and five siblings were very important to the artist all his life. He had a love-and-hate relationship with them, especially his father Dorus, breaking up with him a number of times, but always patching things up and trying to reconcile with them. Reliving the peace and harmony of his childhood days in the Zundert parsonage, when the whole family lived together remained an obsession and an impossibility throughout van Gogh’s life.

Before he launched his career as an artist in 1880, van Gogh worked as an art dealer in the business of richer members of his family (Goupil and Cie), a teacher and an evangelist, never quite managing to succeed in any of these jobs. He was not lucky at love either, having been rejected by a cousin, which caused him, heartbroken, to decide to live with a prostitute, Sien, and her son for a couple of years. He claimed it was his duty to rescue her.

Vincent van Gogh, self-portrait

Vincent van Gogh, self-portrait

He considered himself a failure for not being able to find a place in society and to follow a proper career, blaming sometimes himself and other times the lack of support and vision of his family and acquaintances for not finding a professional role. His parents were in fact ashamed of his lonesome and difficult eldest son. In spite of all this, he spent most of his life living off the financial support of his father and, then, his brother Theo, 6 years his junior, with whom he developed a strong bond and carried out an extensive written correspondence. It’s through these letters that we know so much about the convoluted life and inner feelings of this artist.

Vincent van Gogh lacked interpersonal skills, was awkward in society, and full of contradictory feelings. Having trouble getting along with people in general was perhaps the main reason he was not able to keep the many jobs he held. He was eccentric, explosive and reclusive. Under the advice of his brother Theo, he finally found his true path as an artist. But, at the beginning he refused to produce anything commercial, so he could not live off his craft and talent. He focused on painting the human figure, especially members of the lower classes. And he didn’t like to use color. His drawings were mostly in black and white, made with pen or charcoal, or paintings in drab colors. He only drew and painted what he wished, never making any concessions to the market’s taste, which made his financial life very hard.

As we mentioned before, his favorite subject at the time was the human figure, and he was always striving to hire models among the common people of the various towns he lived in: peasants, miners, weavers and prostitutes. Most of them found it very hard to work with him, and he was always requiring more money from Theo to be able to hire more professional models in places like Antwerp, where he lived for a while.

Fishing Boats on the Beach at Saintes-Maries-de-la-Mer by Gogh, Vincent van

Fishing Boats on the Beach at Saintes-Maries-de-la-Mer by Gogh, Vincent van

Only when he moved to Paris in the late years of his short life, sharing a space with Theo, he started to fully develop as an artist, incorporating in his painting traits of the Impressionists – which were becoming very popular at the time – Japanese art, the social works of Manet and Courbet, features of the English landscapist John Constable, the pointillism of Seurat, among other influences. It was then that he started to use bright colors, leaving the drabness and the gloominess of his previous drawings and paintings behind.

In February 1888, he moved to Arles, in the south of France, to make use in his paintings of the bright colors under the Provence sun. There, he rented and lived in what became the famous Yellow House of his biography, initiating one of the most productive periods of his career, painting from day to night, sometimes finishing 3 works a day. Vincent dreamed of turning the place into a utopian community for modern artists – the Studio of the South – where they could work together, exchange ideas and create something unique, based on the strong influences of the past masters and yet innovating painting radically. He aimed for a new Renaissance.

In October 1888 the French painter Paul Gauguin came to Arles to live and work with van Gogh. They had a very tense and tumultuous relationship, though, which ended up with Gauguin leaving the house a couple of months after his arrival. Vincent was left in such an unstable mental state after the quarrel with Paul that he allegedly cut off part of his ear and sent it to a prostitute. He was committed to mental institutions twice after that.

Despite all the external influences van Gogh incorporated in his work, his paintings and drawings remained true to his deep feelings and notions of art. He developed idiosyncratic traits as an artist and imbued his landscapes, portraits, and still lives with his own very unique style, characterized by the use of bright and sometimes unusual combination of colors, large brushstrokes, and fine draftsmanship, which turned his works into effective channels to express his innermost feelings. The seeds of the XX’s century expressionism have been identified in van Gogh’s final and most famous woks.

His most famous paintings were produced during the last two years before his suicide on July 29t, 1890, at age 37. Out of more than 900 pieces of work he put out throughout his short but productive career, only one painting – The Red Vineyards Near Arles – was sold while he was still alive.

He never foresaw how successful he would become, although he was fully aware of how powerful his work was and never doubted his talent and vision as an artist. Today, his paintings sell for tens of millions of dollars, and he’s one of the most famous and beloved artists of Western culture. Among his most recognized paintings, we can list masterpieces such as The Potato Eaters, The Yellow House and Starry Night.

If you wish to a have a chance to discuss and practice English vocabulary, speaking and writing skills based on some of the invaluable works of this unique artist, please check out our series of supplementary materials TEACHING ENGLISH WITH ART, featuring, works not only by van Gogh, but also by Matisse, Picasso, Caravaggio, Monet and Norman Rockwell so far. New materials are scheduled to come out in the near future, watch this space.

Click on the link below to know more about the eBooks: http://wp.me/p4gEKJ-1lS

Teaching English with Art

Teaching English with Art

 

Watch our promo video on the eBook TEACHING ENGLISH WITH ART: VICENT VAN GOGH:

What’s your favorite artist? Let us know so we can feature him/her in our series.

Au revoir

Jorge Sette

 

Teaching English with Art: Vincent van Gogh


Teaching English with Art: Vincent van Gogh.  This seventh volume of our successful series of eBooks combining ENGLISH TEACHING AND ART is a wonderful supplement to any coursebook or extra materials your students may already be using in the English class. It contains 30 speaking and writing activities (now including specific vocabulary exercises) for classroom use, based on some of the most striking works by one of the most beloved  and controversial  artists of Western Culture, VINCENT VAN GOGH.

The objective of the eBook is to expose the students to art while teaching English, fulfilling therefore one of the tenets of effective language acquisition: providing a realistic context for the language to be learned and practiced as a means to an end. Your students will love to exercise their English discussing the works of van Gogh. This is a proven way to make language acquisition fun and effective by creating in the classroom an atmosphere of interest, motivation and emotion. Each activity is clearly correlated to the COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR), and the level is stated next to it.

Click on the image below to download the ebook:

Click on the image above to get your copy from the KINDLE STO

Click on the image above to get your copy from the KINDLE STORE.

Check out the video clip on the ebook TEACHING ENGLISH WITH ART: VINCENT VAN GOGH

For other books of our series, click here: http://wp.me/p4gEKJ-1lS

Teaching English with art

Teaching English with art

5 Books Kids Used to Love Reading


I was lucky to grow up in a house packed with books. Both my mother and father loved reading. However, a dear aunt who lived with us for the most part of our lives was the real family bookworm. She wouldn’t stop buying books. This is the kind of environment that fosters the taste for reading in a kid. We wanted to know what the fuss was all about. Why do these grown-ups keep their eyes glued to those pages when the rest of us are having such a great time in front of the television watching Lost in Space? I had to find out.

My Mom decided to buy a collection of juvenile books which had just come out. Each volume came out quarterly and was sold from newsstands. It was basically through this collection that I made the acquaintance of some of the  great storytellers of all time: Dickens, R. L. Stevenson, Jules Verne, Mark Twain, Victor Hugo and Jack London to name just a few. J. K Rowling was not among them, but I must confess I find Harry Potter’s The Prisoner of Azkaban a very sophisticated and clever book. The dementors, strange creatures that look after the magic prison featured in the story, are prone to inspire all kinds of psychological metaphors which can be disturbing even to adult readers.

In this post I’m going to list some of the books I loved when I read them as a child or a teenager and try to explain the power they exerted on my imagination, making me become an avid reader for life.

The Bookworm by Spitzweg, Carl 1850

The Bookworm by Spitzweg, Carl 1850

1. Treasure Island by R. L. Stevenson: this was probably the first “real” book I’ve ever read (as opposed to the toy-books and comics I read before). It had a hard cover and it was thick by a 11-year-old’s standards. My brother and I read it around the same time and we couldn’t stop talking about Jim, the kid hero, who finds a map to a hidden treasure, after a mysterious captain dies at his parents’ inn by the sea. This is basically a coming-of-age tale, as Jim embarks on a perilous journey to find the treasure. Of course it has all the clichés  we associate with pirate tales today.  But I believe it must have been among the very first books to create and develop those same clichés in the first place.  Whenever my brother and I would go to desert beaches for a day or the weekend – they’re a lot more common on the northeastern coast of Brazil, where we lived,  than in the rest of the country – we relived in our imagination, as we ran up and down dunes and rocks,  Jim’s adventures and challenges. We were Jim ourselves.

2. The Adventures of  Tom Swayer by Mark Twain: who can forget Tom and Huck, best buddies, having fun, playing games and pranks in a small town by the Mississipi river in the early 1840s? Tom lived with a little bother, Sid, and a cousin, Mary, under the strict surveillance of Aunt Polly, who was always harassing the poor boy on matters of religion, cleanliness and good manners. Huck, on the other hand, was a boy of the streets, son of a drunk hobo, free to do whatever he pleased. Tom was the leader of the gang of the boys in the area, playing pirates and robbers, traveling to islands and exploring caves. The book is also about a boy’s first love and, although for most of us this was not so interesting, Twain made us care a lot about Becky, Tom’s sweetheart, by having them get lost in a maze-like cave, persecuted by a wanted criminal in the thrilling climax of the book. Unforgettable. This book is continued on a much more sophisticated work, The Adventures of Huckleberry Finn, considered Twain’s masterpiece. But I only got to read that a lot later in life.

3. The Call of the Wild by Jack London: the progressive inner journey of Buck – a domesticated dog kidnapped by an unscrupulous farmer employee, and sold to work as a sled dog in Alaska- into his wild self is beautiful and liberating. The story is boldly told from the point of view of the animal itself, so we get a whole new perspective. The story is so powerful that makes one wonder whether we ourselves should not follow a similar path in the search of our truest soul, shedding all the masks and disguises imposed by a false concept of civilization.

4. Oliver Twist by Charles Dickens: of course the possibility of losing my mother was the worst nightmare I had growing up. My father died in an accident when I was very young, so I grew up in constant fear that my Mom might leave me too. Reading Oliver Twist was a great cathartic way to put myself in the character’s shoes and deal with the horrible situations I feared the most, with the relief that, whenever I put the book down, all the horrors I had been through remained pure fantasy and my Mom would still be safely living with me. It was reassuring to realize I’d never had to beg for food as the poor hero after being served a meager meal in one of the most heart-wrenching passages of the book: “Please, sir, I want some more.”

5. Journey to the Center of the Earth by Jules Verne: if you read it today, it will feel a bit dated and definitely unbelievable. But at the time I first read it, I was fascinated by the trip to Iceland to reach the right volcano crater which would lead the characters down to the center of the planet. Some of the images branded forever in my brain by the powerful storytelling are, for example, the huge lake in the depths of the earth where we watch a fascinating fight between aquatic Cambrian monsters; the enormous caves jammed with stalagmites and  stalactites (I bet you don’t know the difference between them!)  the characters had to walk across on their way down, or the narrow halls and passageways along which they crawled down on their mission to get to the center of our planet.  However, it was hard to keep the suspence of disbelief during the passage at the end of the book, when the characters are implausibly ejected to the surface of the planet by riding a flimsy raft on rising boiling magma, traveling up a volcano channel. No way!

The books mentioned above are commonly associated with boys’ taste for challenge, danger, violence and adventure. I suspect, however, that girls might derive the same pleasure from them. What do you think? Please leave your comment and rate this post as you leave the page. Don’t forget to tell us about your favorite books too.

Au revoir

Jorge Sette.

 

6 Myths about Art Most People Share


Art tends to be surrounded by awe and respect. Museums resemble cathedrals in the way people move around the halls speaking in hushed tones and looking humbly at the works on display. Art or Hight Art – as it’s sometimes called – should be regarded in a more natural and intimate way by the viewers. The lack of great museums in the region makes the contact with art a particularly formal  experience for us Latin Americans. But things are changing as more and more people go abroad, frequent museums, and substitute pleasure and fun for the old sense of respect infused in them when they stood in front of a famous painting or sculpture not many years ago. The myths we are outlining below concern more that kind of art you find in museums and galleries: the visual art produced by the great masters.

1. Art is usually spontaneous and organic. The legend says the talent lies dormant in the artist until it’s suddenly awaken by the muses. In fact, the development of artistic skills is a long and hard path, involving a lot of academic learning, Of course, there are more or less intuitive artists, and mentors may sometimes replace art schools. Formal learning, however, is integral to the process and only practice makes perfect.

2. The best art has idealized versions of  mythology, history or biblical themes as its subject matter. This tradition started being disputed around the time the pre-Impressionists, such as Manet with his mundane and realistic nudes, and the social art of Courbet. Their fight against tradition and academicism was taken to a whole new level by the Impressionists, especially by Monet, who understood art as the apprehension of fleeting moments in time such as the effects of light bouncing off trees, water and plain people in everyday situations. That was what mattered and deserved registering.Colors became bright and more vibrant.

Argenteuil, c. 1872-1875, by Monet.

Argenteuil, c. 1872-1875, by Monet.

3.  The best art is realistic. Fauvism, Cubism and Modern Art in general showed that there was not much point in replicating what film and photography had  started doing so well as of the XIX century. Art couldn’t and shouldn’t compete with them. So art needed to change. It should remain an expression of what is human, including reality, but as seen through the eyes, emotions, neuroses, and obsessions of the artistic self. Art was a personal way to express the artist’s inner world. Unlike previous painters,  the sense of perspective developed since the Renaissance and the concepts of beauty and balance taken as tenets by the artistic community underwent an earthquake which  shattered those ideals to pieces. This is still going on.

Young Girl Reading a Book on the Beach, by Picasso.

Young Girl Reading a Book on the Beach, by Picasso.

4. Art dealers and critics are the experts and they know it all about good and bad taste. We all know how the Impressionist group struggled to have their works exhibited in the tradition-dominated Salón in XIX century Paris. There are no absolutes in art and if you read Tom Wolf’s iconoclastic The Painted Word – which I strongly recommend – you will laugh widely and be infused by  a sense of liberation as he dissects and analyses ironically the American art of the XX century. There is also a hilarious chapter in  his latest book, Back to Blood,   which mocks merciless the Modern Art World of contemporary Miami, with its dealers, experts, artists and stupid billionaire clients. A must-read.

The Connoisseur: Rockwell's sarcastic take on Modern Art used as the cover for Tom Wolfe's THE PAINTED WORD.

The Connoisseur: Rockwell’s sarcastic take on Modern Art used as the cover for Tom Wolfe’s THE PAINTED WORD.

5. You have an innate predisposition to love, hate or be totally indifferent to art. Not so simple. Just like marmite – for those who have had a chance, like me, to live in he UK for a while and see this initially disgusting jam-like spread sitting on the breakfast table every morning,  or even Japanese food,  whose ever-present ripe odor coming out of restaurants may put you off getting in at first – art is an acquired taste. You don’t have to like it right away, but you may grow to love it by exposure. There is no need to enjoy every famous artist either.  Be selective. Art grows in people. And I strongly defend that by offering  history of art as a subject in the secondary and high school – not very common in most schools in South America –  or by parents exposing their kids to art books at home or visiting museums, young people’s taste will get more refined and we will see a growth in art appreciation over time.

6. Art is for older people. The younger you are the more appealing iconoclastic  and unconventional art will look to you, especially if you have a rebel streak (who doesn’t?) in you. Therefore your initial interest for the drama and violence in Caravaggio,  as you grow more mature,  may be replaced by calmer Monets or a more contained Velàzquez later on in life.  Their beauty and absence of direct conflict can be refreshing as you grow more mature. I still love Janis Joplin, The Stones, Jim Morrison and Sid Vicious. Sometimes it was not even the quality of their music but their life style, perfomances and stage persona – some of them very short-lived, by the way – which captivated me. However,  as I grew more mature,  classical music started to show its charms and take over my musical taste.

We will be talking more about art in the next post. Watch this space.

If you are a language teacher and interested in art you may want to check out our new series of ebooks TEACHING ENGLISH WITH ART, available for download from the Kindle Store. We focus on vocabulary learning, speaking and writing skills in the series. Check it out by clicking here: : http://wp.me/p4gEKJ-1lS

Teaching English with Art, the series.

Teaching English with Art, the series.

Au revoir

Jorge Sette

Icarus: one of Matisse’s Most Famous Cut-Outs


In the early 1940s, Matisse underwent a serious and invasive surgery as part of treatment for intestinal cancer. After the operation, he was a very different person, lacking the energy and strength to be on his feet for long stretches of time at the easel painting on a canvas.

However, he was about to start a revolutionary new phase in his artistic life. Despite his physical weakness, his mind seemed to be ablaze with creativity and many say he was given a second life. This resurrection manifested itself mainly through a new art form he began to develop at the time: his famous cut-outs. Instead of painting, Matisse would now spend his days in bed or in a wheelchair, cutting out, with huge tailor scissors, abstract forms directly from gouache-painted sheets of paper, and then, with the help of assistants, pin them against a white background in striking and original compositions.

He would constantly move the pieces around until he was fully satisfied with the final result of these “collage-like” designs. The colors were vibrant and pure, lending the composition a life-affirming quality. Icarus  is one of the most famous works from this period.

Icarus. 1947. Illustration for the book Jazz.

Icarus. 1947. Illustration for the book Jazz.

The Legend of Icarus

 In Greek mythology, Icarus and his father Daedalus, a master craftsman from ancient Athens, were made prisoners on the island of Crete after helping Ariadne and Theseus escape from the Minotaur’s labyrinth, which Daedalus himself had designed for King Minus.

The Minotaur was a creature with the head of a bull and the body of a man who lived in the center of the labyrinth

Daedalus plotted to escape from his prison by making wings of feather and wax for himself and his son. However, he warned Icarus against flying too close to the sun because his wings would melt. Icarus, in the typical fashion of bold young men, disobeyed his father’s instructions and soared to the heights, coming dangerously close to the sun. His wings melted and he plunged to the sea, drowning. The story of Icarus is usually used as a cautionary tale against excessive ambition.

Many critics and viewers suspect that there is an alternative source of inspiration to the Icarus cut-out. What do you think it might be? What may this work represent if not necessarily the legend of Icarus?

Imagine that this work is about the horrors of war instead. After all, Matisse put it together soon after the end of the Second World War. In this case, what do you think each element of the cut-out stands for? Think about this interpretation and try to see the elements of the work in the light of this new context. It will add a lot to it.

If you wish to read more about Matisse’s cut-outs, please refer to our previous blog post: http://wp.me/p4gEKJ-1kq

For those of you who are English Teachers and love Matisse and art in general, we offer a wonderful collection of didactic eBooks for the students to practice vocabulary, speaking and writing, based on the works of famous painters: TEACHING ENGLISH WITH ART. The series is comprised of 7 books so far, and features works by Matisse, Picasso, Caravaggio, Monet, Norman Rockwell and Vincent van Gogh. For further information on how to download the materials, please click here: http://wp.me/p4gEKJ-1lS

Click on the image above to learn more about the advantages of TEACHING ENGLISH WITH ART.

Click on the image above to learn more about the advantages of TEACHING ENGLISH WITH ART.

Au revoir

Jorge Sette.