Kirjahaku

From a two-time winner of the National Poetry Series competition, a bold new collection of poems lamenting the state of the world--and offering poetry that might save it "Civil twilight" occurs just before dawn and just after dusk, when there is still light enough to distinguish the shapes and contours of objects but not the richness of their detail.Beginning with the idea that nothing can be seen clearly in the light of the present, the poems in Civil Twilight attempt to resuscitate lyric's revelatory impulse by taking nothing for granted, forming their materials under the light of a critical gaze. If there is any chance left for a humane world, a world in which poetry might become as transparent and evocative as it has always longed to be, these poems desire nothing but to find hints of that chance, and to follow them as far as they might lead. Jeffrey Schultz brings his distinct voice to bear on the stuff of twenty-first-century America--languishing FOIA requests, graffiti-covered city walls, the violent machinery of the state--without abandoning hope that the language of poetry might transport us to some better and as-yet-unimaginable world. Turning a call to be "civil" on its head, this collection nudges the reader toward revolution.

The poems in What Ridiculous Things We Could Ask of Each Other comb through the rubble of everyday life in search of the shards of beauty and hope that might still be found there. At the same time, these poems struggle to conceive of the beautiful and the hopeful in some way that can escape the purely naive. They confront loss and wrong, but because “Elegy / is stupid, if you can avoid it,” they seek, so much as is possible, not to offer consolation in exchange for what ought not to have happened in the first place. If making the world right with itself would be simultaneously the simplest and the most difficult thing, these poems try to imagine the moment right before that change would become possible and try to imagine the questions we’d be confronted with then, in hope of opening the possibility of imagining the answers.

W obecnej erze odpowiedzialności edukacyjnej i testowania na wysokim poziomie w szkolach publicznych wielu czlonk w spoleczności edukacyjnej zastanawia się nad ograniczeniami programowymi, ponieważ coraz więcej czasu nauczania poświęca się na przedmioty, kt re są testowane. Jeśli standaryzowane testy mają potencjal do ograniczenia oferty programowej, uczniowie prawdopodobnie doświadczają zmniejszenia ekspozycji na sztukę w swojej edukacji, a co za tym idzie, ograniczeń w rozwoju i osiągnięciach umyslu. Ta książka bada, jak ekspozycja i udzial w sztuce w edukacji dziecka są dotknięte w obecnym klimacie standard w i odpowiedzialności napędzania szk l publicznych. Wykorzystując metodologię narracyjnych dociekań, historie lider w edukacyjnych rzucają światlo na presję odpowiedzialności, ważne aspekty rozwojowe edukacji artystycznej i aspekty przyw dztwa edukacyjnego niezbędne do promowania, utrzymywania i rozwijania program w edukacji artystycznej w szkolach. Analiza tych historii powinna byc szczeg lnie przydatna dla profesjonalist w w dziedzinie przyw dztwa edukacyjnego, a także dla edukator w sztuki, zwolennik w sztuki i nauczycieli przedmiot w og lnoksztalcących.

A era actual da responsabilidade educativa e dos testes de alto risco nas escolas p blicas tem muitos na comunidade educativa a interrogarem-se sobre as limita es curriculares, uma vez que cada vez mais tempo de instru o dedicado a disciplinas que s o testadas. Se os testes padronizados t m o potencial de limitar a oferta curricular, prov vel que os estudantes estejam a experimentar uma redu o na exposi o s artes na sua educa o e, portanto, restri es no seu desenvolvimento e realiza o mental. Este livro explora como a exposi o e a participa o nas artes na educa o de uma crian a est o a ser afectadas dentro do actual clima de normas e responsabilidade que impulsiona as escolas p blicas. Utilizando a metodologia de investiga o narrativa, hist rias de l deres educacionais lan am luz sobre as press es da responsabiliza o, aspectos importantes do desenvolvimento de uma educa o art stica e aspectos da lideran a educacional necess rios para promover, manter e fazer crescer programas de educa o art stica nas escolas. A an lise destas hist rias deve ser especialmente til aos profissionais no campo da lideran a educativa, bem como aos educadores art sticos, defensores das artes e professores de educa o em geral.