{"id":1269,"date":"2023-06-01T09:48:25","date_gmt":"2023-06-01T09:48:25","guid":{"rendered":"https:\/\/4t.lauder.hu\/?p=1269"},"modified":"2023-06-01T09:54:06","modified_gmt":"2023-06-01T09:54:06","slug":"confessions","status":"publish","type":"post","link":"https:\/\/summacum.lauder.hu\/index.php\/2023\/06\/01\/confessions\/","title":{"rendered":"Confessions"},"content":{"rendered":"\n

Detailed course outlines from <\/strong>Hanna S\u00e1rdi<\/strong> <\/em>– Elective modules<\/strong><\/p>\n\n\n\n

Edited by\u00a0Suzie Noe<\/em><\/strong><\/p>\n\n\n\n

Years taught<\/strong>: 10th (11th in the past). Not advised for students under 16.<\/p>\n\n\n\n

Objective:<\/strong> To introduce students to the concept of confessional art and behaviours towards confessions throughout the past to contemporary days. The module concludes with each student creating their own creative project (details not included here).\"vangoghmuseum-p1494V2000-800.jpg\"<\/p>\n\n\n\n

Subject areas:<\/strong> literature, art history, history, philosophy<\/p>\n\n\n\n

Key skills: <\/strong> communication, reading comprehension, critical thinking, close analysis, creativity<\/p>\n\n\n\n

Length<\/strong>: 8- 25 weeks. (note: Not all topics are covered each year, I have considerably expanded the curriculum this year because it ran all year, not just for one trimester)<\/p>\n\n\n\n

Language level:<\/strong> C1 <\/p>\n\n\n\n

Topics covered<\/strong>:<\/p>\n\n\n\n

  1. Introduction: <\/strong>Legal, religious and literary associations. Introduction to identifying confessional texts. History of sin and confession in the middle ages\u00a0 (Lateran Council), iconology of cardinal sins.\u00a0<\/li>
  2. Rousseau and the invention of the autobiography.<\/strong> Introducing key concepts of Rousseau’s philosophy and attitude towards education through two extracts: ‘The ribbon incident ‘ and the ‘comb incident’ from Confessions. focus on Rousseau’s relationship with guilt and childhood.<\/li>
  3. The reinvention of self: comparison of Sylvia Plath’s Lady Lazarus and Taylor Swift’s song and music video Look What You Made Me Do. <\/strong>Introduction to the idea of taboo. A comparative analysis of the themes of the reinvention of self, death and rebirth in the two pieces. Students carry out close analysis of written text as well as visual media as they are introduced to a “classical” confessional poet and the genre’s presence in popular culture.<\/li>
  4. \u00a0Confession in the visual arts. <\/strong>An overview of self-portraits in art history, using examples from Van Gogh, Frida Kahlo, among others. Discussion on self portraits vs. modern \u201cselfies\u201d on social media. A close examination of Sophie Calle\u2019s <\/strong>\u00a0exhibition:\u00a0 Take Care of Yourself<\/em>. Students are invited to respond to Calle\u2019s original prompt and respond to her email, with no context. Looking at collective art as a form of confession. Then, close examination of the work of contemporary british artist Tracey Emin<\/strong>, focusing on Everyone I Have Ever Slept With <\/em>\u00a0and My Bed<\/em>. Students are invited to design their own gallery space\/art piece focusing on the topicof loss of friendship\/relationship. The aim here is to make students aware of exhibition space and broaden their focus from canvas to room in art.<\/li>
  5. Shame and Guilt: Introduction to Michel Foucault<\/strong>. A closer look at the definition and difference between the two words. Students are invited to reflect on the societal power dynamics created by the reinforcement of shame and guilt.\u00a0 Students read extracts from Michel Foucault\u2019s History of Sexuality. <\/em>This is a more discussion-based part of the curriculum that introduces teenagers to Foucault\u2019s theory. Students are invited to look at examples of confessions posted on social media by celebrities, influencers, and everyday people.<\/li>
  6. Identity politics: <\/strong>Defining the meaning of \u201cidentity\u201d and \u201c politics\u201d. Introducing students to key concepts of intersectionality, performativity, activism, oppression<\/strong>. Historical\u00a0 overview of human rights movements and protests in the US: Combahee River Collective, Stonewall riots with discussion of\u00a0 Black Lives Matter, Pride, and protests of the present day. Looking at Coal <\/em>by Audre Lorde <\/em><\/strong>as a combination of political and confessional poetry.<\/li>
  7. Performance poetry: <\/strong>Brief introduction of Slam poetry through historical context of beatniks and the Harlem Renaissance Students watch recordings of slam poetry and discuss the effects of performance art. Discussion on the audience\u2019s role in confession, authenticity, and social taboos.\u00a0<\/li>
  8. \u201cBad\u201d Poetry: <\/strong>an overview of the works of Rupi Kaurr<\/strong> and others, and the phenomenom of \u201cinstagram poetry\u201d. Students are invited to write their own purposefully bad poem. A discussion on poetic devices (metaphor, simile, enjambment, metre, etc)\u00a0 and what makes poetry \u201cgood\u201d or \u201cbad\u201d. Students are given examples of modern and contemporary confessional poems and identify literary devices in their work to then workshop their own poems and rewrite them. Poets mentioned among others: Anne Sexton, Warsan Shire, Sharon Olds, Audre Lorde<\/strong><\/li><\/ol>\n\n\n\n

    Photo credit: The confession (le confiant) – van gogh museum. F\u00e9lix Vallotton – The Confession (Le confiant) – Van Gogh Museum. (n.d.). https:\/\/www.vangoghmuseum.nl\/en\/prints\/collection\/p1494V2000?v=1<\/a>\u00a0<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

    Detailed course outlines from Hanna S\u00e1rdi – Elective modules Edited by\u00a0Suzie Noe Years taught: 10th (11th in the past). Not advised for students under 16. Objective: To introduce students to the concept of confessional art and behaviours towards confessions throughout the past to contemporary days. The module concludes with each student creating their own creative project (details not included here). Subject areas: literature, art history, history, philosophy Key skills:  communication, reading comprehension, critical thinking, close analysis, creativity Length: 8- 25<\/p>\n","protected":false},"author":3,"featured_media":1270,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[244,308,302,271],"tags":[15,305,307,303,304,306],"_links":{"self":[{"href":"https:\/\/summacum.lauder.hu\/index.php\/wp-json\/wp\/v2\/posts\/1269"}],"collection":[{"href":"https:\/\/summacum.lauder.hu\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/summacum.lauder.hu\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/summacum.lauder.hu\/index.php\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/summacum.lauder.hu\/index.php\/wp-json\/wp\/v2\/comments?post=1269"}],"version-history":[{"count":2,"href":"https:\/\/summacum.lauder.hu\/index.php\/wp-json\/wp\/v2\/posts\/1269\/revisions"}],"predecessor-version":[{"id":1274,"href":"https:\/\/summacum.lauder.hu\/index.php\/wp-json\/wp\/v2\/posts\/1269\/revisions\/1274"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/summacum.lauder.hu\/index.php\/wp-json\/wp\/v2\/media\/1270"}],"wp:attachment":[{"href":"https:\/\/summacum.lauder.hu\/index.php\/wp-json\/wp\/v2\/media?parent=1269"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/summacum.lauder.hu\/index.php\/wp-json\/wp\/v2\/categories?post=1269"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/summacum.lauder.hu\/index.php\/wp-json\/wp\/v2\/tags?post=1269"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}