This dissertation examines the eighteenth-century English georgic in the broader context of the didactic epic. Reading "georgics" through the schema of didactic epic, I provide an alternative trajectory for understanding developments in and experiments with genre during the long eighteenth century. More than swapping parallel terminology my use of didactic epic imports the scholarship of Classical and neo-Latin scholars to reinvigorate a genre hampered by defining the "georgic" as poems about farming, derived exclusively from Virgil's Georgics. Within the framework of didactic epic, I reinterpret peripheral works such as John Gay's Trivia, Eliza Haywood's Anti-Pamela, and James Grainger's The Sugar Cane claiming these queer, fascinating texts represent critical experimentation with literary form in the eighteenth century. I contend that the incorporation of didactic epic elements into these texts demonstrates the plasticity and persistence of the genre thereby making the study of these foundational English texts and their Classical and neo-Latin sources an integral part of English literary studies. I argue the essays, poems, and novels of Joseph Addison, John Philips, John Gay, Eliza Haywood, and James Grainger dialogue with Classical and neo-Latin poems in addition to Virgil's Georgics such as Manilius's Astronomica, Fracastoro's Syphilis, and more-canonical Classical didactic epics from the Ars Poetica of Horace to Lucretius's De Rerum Natura. Because the separation of didactic and narrative epic derived from reliance on "georgic" has promoted a too-easy separation between the natural world (georgic) and the human world (epic), scholarship has approached English didactic epics as poems that have little bearing on humans and culture. However, analyzing the formal modulations I describe how eighteenth-century texts showcase radical experimentation with narrative persona and polyphonic registers thereby magnifying the presence of human beings in the natural world as organizers and consumers of the landscape and useable land. In the experimentations evident in eighteenth-century English texts, I locate innovations and modulations of the didactic epic that demonstrate the authors variously dissecting and critiquing ideologies of labor and imperialism and offering new paradigms of gender and labor that anticipate modern approaches to literary forms and modern concerns with the interrelation of humans and nature.

The essay discusses the moral lessons that are conveyed in C.S. Lewis´ The Lion, the Witch and the Wardrobe. The didactic lessons are examined from a biographical point of view and with a New Critical close reading. The essay argues that the lessons can be interpreted in two different ways: from the secular and the Christian perspective. The focus is on the five most important lessons: forgiveness, self-sacrifice, friendship, compassion, and temptation. The essay concludes by stating that the lessons of the novel are possible to interpret both from the secular and the Christian perspective and that the novel is complex and multidimensional.

Inaug.-dis.--Halle. / Vita. "Liste de textes se rattachant à mon sujet, publiés après 1550": p. [235]-238.

Inaug.-dis.--Halle. / Vita. "Liste de textes se rattachant à mon sujet, publiés après 1550": p. [235]-238.

Dissertation (Summos in Philosophia)--Friedrich-Wilhelms-Universität Berlin, 1885. / Includes bibliographical references (p. 2).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. Includes bibliographical references.

No description available.

Beacuse of the lack of research in concrete music didactical tools, this study will focus on developing a new way to teach children music, especially tones and melodies. There is also a requirement from the curriculum of preschool that every child has to be given a chance to develop their ability to express themselves in music. Boomwhackers is an instrument that has been used for some time in educational purposes. With this instrument you can introduce both notes and rhytm to children, however this study will be focusing on notes. The aim of the study is to examine and analyze from a music didactic perspective signs of childrens developed knowledge in tones and melodies after music education with boomwhackers. The method of the study is arts-based research. With this method I will have three active roles as an artist, reseacher and teacher, which is a very practical way of reseach. The empirical material will be analyzed through a music didactical perspective and terms. Through this analysis the results of the study is that the children shows several signs of developed knowledge in tones and melodies after the music educational sessions. They are able to name all of the notes in C major scale and their position in the stave. They also show sign of understanding how notes together create melodies. Finally, it will be a discussion of how to futher develop practical tools of music education in preschool. This study shows how much children long for more knowledge which means that it is necessary to develope the didactics of music in preschool.

This work presents an investigation done on the book Caminando de nuevo 3 that is adopted in some Swedish schools for the Spanish course they offer. The hypothesis explored whether the content of the book could create wrong stereotypes based on incorrect used of didactic content.Other related worked in line with this investigation were investigated. Furthermore, twenty students that had used this book were surveyed. The data collected was analyzed. This analysis is in line with the hypothesis of this work. A great majority of the students reported not to be motivated, they were not particularly enthusiastic toward the book, and were surprised by the content of the book related to the exercises, the text itself and the pictures used in the book.In conclusion this work suggests that this type of textbooks should be revised and present a better alternative for its text, visual and grammatical content.Finally, some recommendations are given both to teachers and students in order to reach the goals that have been defined by their curriculum.

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [210]-215).