Владимир Аракин - Практический курс английского языка 3 курс [calibre 2.43.0]

18. Discuss the text in pairs. One partner will take the optimistic view and insist that popular arts should be included in the art curriculum. The

other will defend the opposite point of view.

Consider the following

F o r :

responsive to the forms of art which the teacher wishes to

1. The differences between popular and fine art are often

introduce.

matters of classification.

2. Popular art facilitates the aesthetic experience and therefore

A g a i n s t :

is appropriate for study in the field of art education.

1. Fine arts in each epoch supplied the models from which the

3.The content of the popular arts is of relevance to the

rules and principles were derived.

students and, through art criticism, can lead to a more

penetrating analysis of these and other art forms.

2. Fine arts are more noble, more worthy than all the other

opportunities available for visual aesthetic experience

4.The popular arts allow students to talk about

around us.

emotionally meaningful experiences.

3.Tastes should be developed through images of high artistic

5.They can aid the student's understanding of his culture as

culture, whereas works of popular culture as a rule meet

well as the cultures of other peoples.

consumer's tastes.

6.Once the teacher is able to establish a trusting relationship

4.Excellent, or fine art is better than poor art for providing

and a rapport with his students, the students might be more

students with a strong personal and cultural awareness.

5.A lot of popular art is debased and meretricious.

7.The habit of looking at good pictures is in itself a means by

which taste can be formed.

6.We have no right to "condemn" students to the easily

comprehensible forms of popular art. Any student can

develop an appreciation of the fine arts.

19. Role-Playing.

The Thing They Need

S i t u a t i o n : A group of students from a teacher training institute now on school practice and their instructor are discussing

what sort of social event to organize for the pupils of form 9 "A". In the course of the discussion opinions differ. You must decide

whose arguments sound more convincing.

C h a r a c t e r s :

1. Anna K., aged 23, is fond of pictorial art and suggests visiting the town's art gallery where the works of M.Vrubel are on

display at present ("Pan", "The Swan Princess", "Seated Demon" among them). The harmonious combination of the fantastic and the

real, the gorgeous colour schemes are sure to appeal to the pupils of form 9 "A". What they want is something noble and worthy, an

uplifting experience.

2. Victor M., aged 25, does not share Ann's enthusiasm for classical art. He has nothing against it personally but thinks that teen-

agers need a different kind of artistic experience, something that they can possibly share in. He wants to take the pupils to a pop

concert to be held in the near future not far from the school. According to him young people prefer pop to the classical arts. It is

closer to their own experience of life, and provides an emotional outlet and release. Picture galleries are for elderly spinsters with

nothing to do.

3. Katherine L., aged 51, resents Victor's outburst and tells of her own school days: they used to visit the Tretyakov Gallery

every week and studied the art of the famous Russian painters of the 18th and 19th centuries. A professional artist showed them

round the Gallery. It was all thanks to this very artist that she fell in love with classical art. She remembers as if it were yesterday the

joy of listening to his lively descriptions of the subtleties of the composition and colour combinations. It is unacceptable to her that

the younger generation should be allowed to remain indifferent to such a wealth of classical heritage.

4. Marina K., aged 24, listened with pleasure to the views of her supervisor K. L. and couldn't agree more. She suggests invit ing

a specialist from the Museum of Fine Arts to give a lecture on the history of English painting. She had been present at the lecture on

the French impressionists and loved every minute of it. The slides were a dream. "English painters" might be great fun too. She

knows the telephone number and offers to do it herself.

5. Alexandra T., aged 23, is rather sceptical about Marina's project. Experience tends to show that pupils from 9 "A" make a

point of not participating in any of the schools activities, they are unlikely to be attracted to something so sophisticated and dry as a

lecture on art, slides or no slides. She puts forward the idea of a film, perhaps even about a painter, but not on any account a lecture.

6. Helen B., aged 23, admits she is no great art specialist herself, nevertheless she believes in handing down one's cultural her-

itage from one generation to the next. Why not take the pupils on an excursion to Abramtsevo, the former estate of the famous art-

patron Mamontov, where Korovin and Vrubel worked on stage decorations and Valentin Serov painted his famous "Girl with

Peaches". Even if the pupils fail to appreciate the works of art, a day in the open air is sure to do them a world of good.

7. Lucy B., aged 24, does not care for fine arts and is not ashamed to admit it. 9 "A" has worked hard all year. How can one expect

them at the end of term to continue taking an active interest in serious, heavy subjects such as classical art. What they need now is

diversion, relaxation, a chance to unwind. Why not organize a picnic, perhaps on bicycles. She knows some fine woods not too far

away where they could escape from the bustle of the city and play volleyball, badminton or whatever.

20. Group Discussion.

Topic 1. Is the appreciation of pictures a special faculty which only a few can possess?

T a l k i n g p o i n t s :

1. The excellency of style is not on the surface, but lies deep. It is the florid style which strikes at once. There is no need to be

ashamed of one's apparent dullness.

2. The habit of looking at good pictures is in itself a means by which taste can be formed and the scope of one's enjoyment wid-

ened and developed.

3. The acquisition of good taste is a matter of time. Painting in

this respect does not differ from other arts (poetry, music).

*

Topic 2. A great painting enriches our experience of life, just as a great poem does or a great musical composition

T a l k i n g p o i n t s :

1. The more we look at it the more it reveals and this is not necessarily because of the amount of detail and incident it contains.

2. Great painters make us see and think a great deal more than the objects before us, they teach us to look at a scene through their

eyes, with something of their own imagination.

The masterpieces of painting, like the masterpieces of music and poetry transform experience; they are an inexhaustible source of

beauty which derives from the originality of the artist's outlook, his capacity for combining form and colour into a harmonious unity.

Topic 3. "Aesthetic effects" make art especially engaging and illuminating

T a l k i n g p o i n t s :

1. Mood: Often works of art project powerful moods, the moods of people or animals, or even the moods of landscapes,

buildings. The viewer who misses this paradoxical capturing of character in mere paint loses much of the value that art offers.

2. Motion: This includes not only renderings of objects in motion — the horse race, a hunting scene but also qualities of motion

in a metaphorical sense. Novice viewers see the energy of depicted action in a Delacroix but not the equal energy in the brush strokes

of a Van Gogh, or the upyearning of the elongated figures in an El Greco.

3. Symptoms and reinforcers: These are tactics that intensify an effect without really having anything to do with the effect. For in-

stance, an artist might arrange the light in a painting so that shadows fall upon the face of a sad person; a bright background might

intensify a figure's sadness by contrast, or a dark one intensify it by concordance.

Unit Six

SPEECH PATTERNS

1. Youtricked that blockhead out of them.

George always managed to trick Tom out of some money. At the market I was cheated out of three roubles.

2.I am not to be trifled with.

I am not to be shouted at. He is not to be interfered with. She is not to be laughed at.

3. Lady(giving way to her temper).

Never give way to your despair. She gave way to her tears. Don't give way to panic.

Who are you that you should presumeto speak to me in that coarse way?

4.Who are you that you should shout at me? Who is she that we should wait for her? Who is he that he should order

us about?

5. The moment he takes them,she hurries across to the other side of the room.

The moment he saw Jane, he rushed to her. The moment she turns up, send for me. The moment you need me, I'll

come.

6.It will cost you nothing to give it to me.

It cost him a lot of trouble to help us. It required me much effort to move the furniture. It will take you little time to do

the job.

7.It has been sent to you out of sheer malice.

I did it out of despair. She acted out of fear. He contradicted her out of sheer

spite.

8.Then why not send itto her husband?

Why not go there at once? Why not open the window? Why not tell her the truth?

EXERCISES

1. Complete the following sentences using the Speech Patterns:

1. Why did you give Ann the tickets? — She tricked .... 2. It was only when I came home that I noticed that I had been .... 3. Why on

earth are you shouting? I'm not ... . 4. It's no concern of yours. I'm not.... 5. She was making every effort not.... 6. It was the first time

he ... . 7. She must have realized she was wrong. She just stuck to her point ... . 8. She isn't really interested in my affairs. She

asked ... . 9. You're in no condition to speak to her now. Why not ...? It's a splendid opportunity for us to get together. Why not...?

2. Suggest the beginning matching the end using the Speech Patterns:

1. ... that you should shout at me? 2. ... that he should interfere in my affairs? 3. ... I'm free, I'll let you know. 4. ... he comes, tell

him I'm in the library. 5. ... an hour or so to do the job. 6. ... about 2,000 roubles.

3. Paraphrase the following using the Speech Patterns:

1. She made me give her the letter saying that she already had your permission to read it. 2. It was the first time he lost his temper

with her. 3. She hated crying in public. 4. Why does she think that she can keep everyone waiting? 5. Why does he think that every-

one should always stand up for him? 6. As soon as he stirred, the dog growled. 7. As soon as George started playing the banjo,

Montmorency began howling. 8. I should never have thought you'd be so long about answering my letter. 9. One must have skill to

make a fire in the rain. 10. I did it because I was sorry for her.

1 1 . You needn't stay just to be polite. I'll be perfectly all right alone. 12. Don't you think you should be frank if you want my ad vice?