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I use cinematic things in a theatrical way on stage, and in film I use theatrical techniques in a cinematic way.

quote by Julie Taymor
Added by Lucian Velea
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The Rosciad

Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.

Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,

[...] Read more

poem by Charles Churchill
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Girls On Film (Night Version)

See them walking hand in hand
Across the bridge at midnight
Heads turning as the lights flashing out
Are so bright
And walk right out to the four line track
There's a camera rolling on her back
On her back
And I sense a rhythm humming in a frenzy
All the way down her spine
Girls on Film
Girls on Film
Girls on Film
Girls on Film
Lipstick cherry all over the lens as she's falling
And miles of sharp blue water coming in
Where she lies
The diving man's coming up for air
'Cause the crowd all love pulling Dolly by the hair
By the hair
And she wonders how she ever got here
As she goes under again
Girls on Film (Two minutes later)
Girls on Film
Girls on Film (Got your picture)
Girls on Film
Wider, baby, smile and you've just made a million
Fuses pumping live heat twisting out on a wire
Take one last glimpse into the night
I'm touching close
I'm holding bright, holding tight
Give me shudders in a whisper,
Take me up til I'm shooting a star
Girls on Film (she's more than a lady)
Girls on Film
Girls on Film (Two minutes later)
Girls on Film
Girls on Film (see you together)
Girls on Film
Girls on Film (see you later)
Girls on Film

song performed by Duran Duran
Added by Lucian Velea
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Girls On Film

See them walking hand in hand across the bridge at midnight
Heads turning as the lights flashing out are so bright
Then walk right out to the fourline track
Theres a camera rolling on her back on her back
And I sense the rhythms humming in a frenzy
All the way down her spine
Girls on film
Girls on film
Girls on film
Girls on film
Lipstick cherry all over the lens as shes falling
In miles of sharp blue water coming in where she lies
The diving mans coming up for air
Cause the crowd all love pulling dolly by the hair, by the hair
And she wonders how she ever got here
As she goes under again
Girls on film (two minutes later)
Girls on film
Girls on film (got your picture)
Girls on film
Wider baby smiling youve just made a million
Fuses pumping live heat twisting out on a wire
Take one last glimpse into the night
Im touching close Im holding bright, holding tight
Give me shudders with a whisper take me high
Till I Im shooting a star
Girls on film (shes more than a lady)
Girls on film
Girls on film (see you together)
Girls on film
Girls on film (see you later)
Girls on film
Girls on film (two minutes later)

song performed by Duran Duran
Added by Lucian Velea
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Get Off The Stage

Oh, you silly old man
You silly old man
Youre making a fool of yourself
So get off the stage
You silly old man
In your misguided trousers
With your mascara and your fender guitar
And you think you can arouse us ?
But the song that you just sang
It sounds exactly like the last one
And the next one
I bet you it will sound
Like this one
Downstage, and offstage
Dont you feel all run in ?
And do you wonder when they will take it away ?
This is your final fling
But then applause ran high
But for the patience of the ones behind you
As a verse drags on like a month drags on
Its very short, but it seems very long
And the song that you just sang
It sounds exactly like the last one
And the next one
I bet you it will sound
Like this one
So, get off the stage
Oh, get off the stage
And when we get down off of the stage
Please stay off the stage - all day !
Get off the stage
Oh, get off the stage
And when weve had our money back
Then Id like your back in plaster
Oh, I know that you say
How age has no meaning
Oh, but here is your audience now
And theyre screaming :
Get off the stage
Oh, get off the stage
Because Ive given you enough of my time
And the money that wasnt even mine
Have you seen yourself recently ?
Oh, get off the stage
Oh, get off the stage
For whom, oh ...
For whom, oh ...
For whom, oh ...
For whom, oh ...
Get off the stage

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song performed by Morrissey
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Experimental Film

The color of infinity
Inside an empty glass
I'm squinting my eye
And turning off and on and on
and off the light
It's for this experimental film
Which nobody knows about and which
I'm still figuring out what's going to go
In my experimental film
Yeah, you're all gonna be in this experimental film
And even though I can't explain it
I already know how great it's
I already know the ending
It's the part that makes your face implode
I don't know what makes your face implode
But that's the way the movie ends
And in my experimental film
Which nobody knows about but which
I'm still figuring out your face implodes
At my experimental film
Yeah, you're all gonna be in this experimental film
And even though I can't explain it
I already know how great it--
Even though I can't explain it
I already know how great it's
The color of infinity
Inside an empty glass
It's for this experimental film
Which nobody knows about and which
I'm still figuring out what's going to go
In my experimental film
Yeah, you're all gonna be in this experimental film
And even though I can't explain it
I already know how great it's gonna--
Yeah, you're gonna be in this experimental film
And even though I can't explain it
I already know how great it--
Even though I can't explain it
I already know how great it's

song performed by They Might Be Giants
Added by Lucian Velea
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Child Molester

Note- I wanted to write something something darker and deeper then what I currently have been.

This is what came out.

Dark Rewrite of Britney Spear's Womanizer

Storyline-One woman takes the stand that no one else will to save her street from the unthinkable

Perverted neighbor
I know where you're from
I think it's best you get your twisted... going
Got more then just a clue what you're up to
You can play squeaky clean tp all the others gathered here
But I know what you really are, what you really are sickie

Look at you
Tryin' to act so on the up and up
Sickie, you
Got everyone else here fooled
But not me, oh no, not me
Fakin' like deep down you're a good one
Let's just lay our cards out on the table
Get it all out now
Call 'em like we both know 'em

Child molester, child-child molester
You're a child molester
Oh, child molester, oh you're a child molester, sickie
You-you know-you know you are
You-you know-you know you are
Child molester, child molester, child molester

Sicko, don't try stage that front
Oh no, no, not with me
Cos I know just-just what you are, ah, ah, what you are
Sicko, don't try to stage that front
Oh no, no, not with me
Cos I know just-just what you are, ah, ah, what you are
(Spoken) You got some kind of twisted game goin'
You got them all believin' you're so charmin'
But I won't let you keep on doin' it
You child molester

Sicko, don't try stage that front
Oh no, no, not with me
Cos I know just-just what you are, ah, ah, what you are
Sicko, don't try to stage that front
Oh no, no, not with me
Cos I know just-just what you are, ah, ah, what you are
(Spoken) You say I'm crazy

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poem by Ramona Thompson
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The Film Of My Love

Co-starring you
And co-starring me
Starring us both together
The film of my love
Will travel the world
Forever and ever and ever
A back lot romance
A scripted affair
The screenplay a blessing from heaven
Were gone with the wind
On the orient express
To join the magnificent seven
The film of my love
Will travel the world
And travel the whole world over
The film of my love
Will travel the world
Over and over and over
The film of my love
Will travel the world
Over and over and over
Over and over and over again
Over and over and over
A close-up of yours
A long shot of mine
Superimposed together
Ill zoom in on you
With a love that is true
In cinemascope forever
A clapper board kiss
Theres an oscar in this
A hit or a miss whatever
A box office wedding
A premier for two
Well be on location forever
When pathe recall
The thrill of it all
Theyll edit us both together
A legend a classic
An epic of love
Captured on film forever
A lasting embrace
That time cant erase
Let them censor the wind
Or the weather
The film of my love
Will conquer the world
Forever and ever and ever
The film of my love
Will travel the world

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song performed by 10 Cc
Added by Lucian Velea
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Girl And Gun

“All that you need is a girl and a gun
if you making a film, ” said Jean-Luc Godard.
In the dark with a girl you can have as much fun
as a guy who’s been laid in a film that is noir,
but if, when you switch on the light, you discover
the girl isn’t loaded, walk out of the trailer,
and if she complains that you’ve been a bad lover,
take out a revolver with which you can nail her.

Inspired by Manohla Dargis’s review of Gustav Deutsch’s “Film 1st, a Girl & an Gun” in the December 2,2009 NYT (“The Old Clips, A Paradise Found and Lost”) :
“To make a film, ” Jean-Luc Godard once memorably said, “all you need is a girl and a gun.” (A little money helps.) In “Film Ist. a Girl & a Gun, ” the Austrian director Gustav Deutsch complicates this witty, deceptively simple formula with a wealth of found footage (material shot by others for other purposes) borrowed from film archives from around the world. As the title suggests, there are girls (voluptuous, ecstatic, threatened) and there are guns (hard, phallic, threatening) along with something of a narrative. If the narrative that Mr. Deutsch has created is rather less thrilling than his mostly silent and often glorious images, this is nonetheless a story well worth considering, and watching. Using material gathered from the likes of the Imperial War Museum (in Britain) and the Kinsey Institute for Research in Sex, Gender and Reproduction (at Indiana University) , he has fashioned something of an origin story about cinema itself. It’s a tale that begins with an unidentified image of a woman in buckskin shooting at some targets and ends with a cowboy bandit pointing his gun at the camera, an image appropriated from Edwin S. Porter’s 1903 short, “The Great Train Robbery, ” one of the most famous in cinema history. Tucked between these loaded images, as it were, is a vision of cinematic paradise, found and lost.
Tumult of a kind pursues the shooting woman (nothing new there) in the form of a mesmerizing, mysterious shot of what looks like an archery target in flames and some text (“at the first Chaos came to be”) from “Theogony, ” an epic Greek poem by Hesiod about the origin of the world. The archery target gives way to fiery orange images of billowing smoke and some electronic thrumming. (The intermittent score tends to underscore the obvious.) The thrumming turns to droning, the smoke turns to lava, followed by more Hesiod (“wide-bosomed earth”) , a woman with bountiful breasts, “Paradeisos” (Greek for paradise) and naked beachfront frolickers…
Women turn out to be the fly in the ointment in “a Girl & a Gun.” (“Dead flies cause the ointment of the apothecary to send forth a stinking savor” or so it says in Ecclesiastes.) Among the many images that follow, many beautifully and floridly tinted, are sleeping, dreaming and fornicating clothed and unclothed women. In one early section, a woman drowsing in a steam room seems to dream of both an undulating jellyfish and a swimming man. In another section, a woman watches a man spin four strange dials hidden behind a cabinet, as if he were initiating her into a secret world. (On the soundtrack, you hear “she dies.”) A world, a subsequent shot suggests — of a woman reading a newspaper with the headline “Cine Monde” — that has been made from images…With “a Girl & a Gun, ” Mr. Deutsch brings in Eros and Thanatos to a seductive if familiar end.

12/2/09

poem by Gershon Hepner
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Sally Simpson

Outside the house mr. simpson announced
Outside the house mr. simpson announced
That sally couldnt go to the meeting.
That sally couldnt go to the meeting.
He went on cleaning his blue rolls royce
He went on cleaning his blue rolls royce
And she ran inside weeping.
And she ran inside weeping.
She got to her room and tears splashed the picture
She got to her room and tears splashed the picture
Of the new messiah.
Of the new messiah.
She picked up a book of her fathers life
She picked up a book of her fathers life
And threw it on the fire!
And threw it on the fire!
She knew from the start
She knew from the start
Deep down in her heart
Deep down in her heart
That she and tommy were worlds apart,
That she and tommy were worlds apart,
But her mother said never mind your part...
But her mother said never mind your part...
Is to be what youll be.
Is to be what youll be.
The theme of the sermon was come unto me,
The theme of the sermon was come unto me,
Love will find a way,
Love will find a way,
So sally decided to ignore her dad,
So sally decided to ignore her dad,
And sneak out anyway!
And sneak out anyway!
She spent all afternoon getting ready,
She spent all afternoon getting ready,
And decided shed try to touch him,
And decided shed try to touch him,
Maybe hed see that she was free
Maybe hed see that she was free
And talk to her this sunday.
And talk to her this sunday.
She knew from the start
She knew from the start
Deep down in her heart
Deep down in her heart
That she and tommy were worlds apart,
That she and tommy were worlds apart,
But her mother said never mind your part...
But her mother said never mind your part...

[...] Read more

song performed by Who
Added by Lucian Velea
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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Soccer Under 20

soccer teams close to pa
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soccer teams aurora co age 11
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soccer teams in dundee il

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poem by Rwetewrt Erwtwer
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King Is White & In The Crowd

Talking by the pool of light, language from america.
She puts on the film of him, king is white and in the crowd
They are not a melting pot, say no, say no tapestry
She puts on the film of him, king is white and in the crowd
She takes his hand and she says youll stay
Shes lost in the crowd
King
Wire them up, fire them up
The life and times, the art and talk
Wire them up, fire them up
The life and times, the art and talk
Lovers run camp africa, bars in town are civilised
She puts on the film of him, king is white and in the crowd
Panorama, citylife
Youths dance proud from the waist down
She puts on the film of him, king is white and in the crowd
Shot from where the action is, a rhapsody in black and blue
She puts on the film of him, king is white and in the crowd
Love lies under western eyes, powerful yet transient
She puts on the film of him, king is white and in the crowd
Words & music : simple minds (c) emi publishing ltd reproduced without permission

song performed by Simple Minds
Added by Lucian Velea
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King Is White And In The Crowd

Talking by the pool of light, language from Americ.
a
She puts on the film of him, King is white and in the crowd
They are not a melting pot, say no, say no tapestry
She puts on the film of him, King is white and in the crowd
She takes his hand and she says you'll stay
She's lost in the crowd
King
Wire them up, fire them up
The life and times, the art and talk
Wire them up, fire them up
The life and times, the art and talk
Lovers run camp Africa, Bars in town are civilised
She puts on the film of him, King is white and in the crowd
Panorama, Citylife
Youth's dance proud from the waist down
She puts on the film of him, King is white and in the crowd
Shot from where the action is, a rhapsody in black and blue
She puts on the film of him, King is white and in the crowd
Love lies under western eyes, powerful yet transient
She puts on the film of him, King is white and in the crowd

song performed by Simple Minds
Added by Lucian Velea
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This be the last time we use the phrase 'Slumdog

We, as Indians, have reasons
To be proud of having
Created history by the film
“Slumdog Millionaire”
At the same time, we, as human beings,
Have to have hung our heads for
Having created slums

Slum, as it means
An overcrowded area of a city,
Where the housing is in a very bad condition
And people live in unhygienic conditions
With no basic facilities

And who created slums,
Not the people residing there
But those whose greed has brought
These slum dwellers into these
Unfit-for-living conditions

The technicalities employed in
Filming this movie deserve all praise
While the different ways of living
Of the slum dwellers equally deserve attention
Of the entire human race
For correction and improvement

The film was declared to be
The best-directed
While the slum tribes have no directions
And they have no one to direct

The film was declared to be
The best film
While the slum where the film was shot
Is the worst place
For any human being

Let the recognition of the film
Bring to light the plight of slumdogs
To the fore
And let the human race do everything
Possible to move these people
Out of the slums, wherever they are,
And to help them live a decent, if not better, living

We shall be doing a great service
If this becomes the last ever time
We use this phrase “Slumdog”

poem by Bashyam Narayanan
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The Apology

ADDRESSED TO THE CRITICAL REVIEWERS.

Tristitiam et Metus.--HORACE.

Laughs not the heart when giants, big with pride,
Assume the pompous port, the martial stride;
O'er arm Herculean heave the enormous shield,
Vast as a weaver's beam the javelin wield;
With the loud voice of thundering Jove defy,
And dare to single combat--what?--A fly!
And laugh we less when giant names, which shine
Establish'd, as it were, by right divine;
Critics, whom every captive art adores,
To whom glad Science pours forth all her stores;
Who high in letter'd reputation sit,
And hold, Astraea-like, the scales of wit,
With partial rage rush forth--oh! shame to tell!--
To crush a bard just bursting from the shell?
Great are his perils in this stormy time
Who rashly ventures on a sea of rhyme:
Around vast surges roll, winds envious blow,
And jealous rocks and quicksands lurk below:
Greatly his foes he dreads, but more his friends;
He hurts me most who lavishly commends.
Look through the world--in every other trade
The same employment's cause of kindness made,
At least appearance of good will creates,
And every fool puffs off the fool he hates:
Cobblers with cobblers smoke away the night,
And in the common cause e'en players unite;
Authors alone, with more than savage rage,
Unnatural war with brother authors wage.
The pride of Nature would as soon admit
Competitors in empire as in wit;
Onward they rush, at Fame's imperious call,
And, less than greatest, would not be at all.
Smit with the love of honour,--or the pence,--
O'errun with wit, and destitute of sense,
Should any novice in the rhyming trade
With lawless pen the realms of verse invade,
Forth from the court, where sceptred sages sit,
Abused with praise, and flatter'd into wit,
Where in lethargic majesty they reign,
And what they won by dulness, still maintain,
Legions of factious authors throng at once,
Fool beckons fool, and dunce awakens dunce.
To 'Hamilton's the ready lies repair--
Ne'er was lie made which was not welcome there--
Thence, on maturer judgment's anvil wrought,
The polish'd falsehood's into public brought.

[...] Read more

poem by Charles Churchill
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X-ray inferno

They called me to be an extra
They did not know I had a camera in my soul
For some all the worlds a stage
For some all the stage is the world
Wonder if the great one knew this
When he shook his spears
I was in between
Neither the real actor nor the real lifer
Perhaps this was each interpretation gave up
The stage I was standing on
I could not grasp the text even though I got it in time
Perhaps it was quite enough for a stage
Certainly not for a life

Act 1 and its main character

He had a face unto which
An invisible hand of law left the visible scars
A quite sufficient number of them for a drama
He had those eyes hesitating between comedy and tragedy
There was laughter in one eye and tears in another
He laughed the way the dramaturge ordered him to do
But he cried quite independently
He had those arms destroyed by uncreation
He never knew the text as he had no camera in his soul
Great words of great minds so frequently he stammered
Little did he understand even less did he rehearse
He was a great actor but on this stage
Under the spotlight all he did was stand frozen

Act 2 The Prompter

He was in collusion with the sky
The Hermes of a contemporary theatre
He flattered all the laws of life
He knew exactly how low to go down into his box
So as to avoid the knocks from the stage
He knew exactly what and when
To whisper the texts into whose ears
He had known the text by heart
Even before it was written
Great words of great minds he recited out of his underground darkness
And he always knew the right moment
Because he knew everything about time
He never acted but he was a real lifer
He made more than art out of whispering
And put enormous effort into his role
Up to the point of having vocal cords damaged

Act 3 Dramaturge

[...] Read more

poem by Miroslava Odalovic
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Aurobindo-15-Savitri-Book -2

An appreciation on Savitri-
Book II The Book of the Traveller of the Worlds
Canto I The World-Stair
Words within inverted commas are Aurobindo's

'A self-creation without end or pause
Revealed the grandeurs of the Infinite:
It flung into the hazards of its play
A million moods, a myriad energies,
The world-shapes that are fancies of its Truth
And the formulas of the freedom of its Force.'..Oh
On its hallucinatory screen visions my trivial mind
All cinematic..only cinematic incapable for the real..

'Here all experience was a single plan,
The thousandfold expression of the One.
All came at once into his single view; '
'He was one spirit with that immensity.'
'The voices of a thousand realms of Life
Missioned to him her mighty messages.'
'Tireless the heart's adventure of delight, '
'Unnumbered tones struck from one harmony's strings; '

'All was found there the Unique has dreamed..'
'Only was missing the sole timeless Word
That carries eternity in its lonely sound, '
..Perhaps OM it is, I guess and if wrong I'm
Means, in the grip of earthly dins illusioned
'In a mystical barrage of dynamic light
He saw a lone immense high-curved world-pile'
'Motionless under an inscrutable sky.'

'Alone it points us to our journey back
Out of our long self-loss in Nature's deeps'
'It is within, below, without, above.'
'Lifts mortal mind into a greater air,
Makes yearn this life of flesh to intangible aims,
Links the body's death with immortality's call: '...

............My consciousness this moment,
O'Guru, I'm in awe....in invincible heights
Ineffable Thee embellishing poetic creation
My inquisitive apprehension, erring Thee may opine
May thereso, let Savitri in my self arise
Aroused thereso be knowledge and fortune

poem by Indira Renganathan
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When I started in the late 1950s, every film I made - no matter how low the budget - got a theatrical release. Today, less that 20-percent of our films get a theatrical release.

quote by Roger Corman
Added by Lucian Velea
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First Encounter - Imamura Shohei

Imamura Shohei
that love of the orient
shines through his face

Imamura Shohei
our meet marked by
mutual love for the orient

The late Imamura Shohei won the Grand Prix Award for the Cannes Film Festival for the film Narayama Bushiko many years back. The film depicts the strange custom of a Japanese village where old folks were
sent to mountains to die to solve food problems. The most touching scene was that of an old woman waving to her reluctant son to go after he had brought her to the mountains. Imamura was in Malacca in the 80s to film his other film Zegen when we met up. He greeted me like a friend, an outpouring of his love for the orient. Zegen did not make it to the box office but his recognition as one of Japan best directors surivives.

poem by John Tiong Chunghoo
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Fifth Book

AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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