Análise

Coesão

Por Elipse: Young people speaking their minds (young people/ they are)
Getting so much resistance from behind


Coesão lexical
Antonimos: nobody- everybody

Por Repetição : It starts when you’re always afraid
You step out of line, the man come and take you away

Pronominalismo:There’s something happening here
What it is ain’t exactly clear

Referencia exoforica: I think it’s time we stop, children, what’s that sound

Coesão sequencial
Paralelismo :I think it’s time to stop

Questions:

1.Whose message is this? Who created or paid for? Why
Anti-war message, showing that there are some people against the war’s idea, and it is better to stop at that moment. The music was created by a band named Buffalo Springfield, a folk-rock band with a lot of songs which talk about politics; they were in the united states during the Vietnam war’s time.

2. Who is the target audience?
People like them, people against the war fighting for a new world and against all the traditions.

3. What part of the story is not being told?
The war is not clear, but the idea of the war is there when they say that battle lines is being draw and there is a man with a gun in his hand. It also do not say clearly that they are against the war but is possible to see it when they talk about people in the street singing songs and carrying signs( which make us remember the movement against the war made by some young people at that time) and that is time to stop!

4. What are the positive and negative messages presented?
Negative: the historical moment they are living: a war where people died.
Positive: they could stop and change that reality

5. Is presented any kind of lifestyle? Which one is presented?
Yes, young people expressing their opinion, going to the street to sing and to protest and also the war lifestyle where the panic and terror are installed and if somebody do something ”wrong” he/she could be taken away.

6. What values is expressed?
Anti-war , peace, and freedom values

7. Change the point of view, how could it be if other person tells the same text?
If it was a government member speaking like the president, he would say the war is good because they were saving the world against the communism and everybody should help the USA army, going to the war or helping with it.

Conclusion

The song shows us a universe during the Vietnam War where there were people resisting and taking attitudes to show they did not agree with that war. The song shows the atmosphere of changes and conflicts, it incentivizes the Young protests .It shows the fear and the courage of the people that were fighting against the traditional ideas of the capitalism system.
It also shows the government had ways to combat them using violence : a man with a gun saying be aware and another who can take you away.

Buffalo Springfield – For What it’s Worth

There’s something happening here
What it is ain’t exactly clear
There’s a man with a gun over there
Telling me I got to beware
I think it’s time we stop, children, what’s that sound
Everybody look what’s going down
There’s battle lines being drawn
Nobody’s right if everybody’s wrong
Young people speaking their minds
Getting so much resistance from behind
I think it’s time we stop, hey, what’s that sound
Everybody look what’s going down
What a field-day for the heat
A thousand people in the street
Singing songs and carrying signs
Mostly say, hooray for our side
It’s time we stop, hey, what’s that sound
Everybody look what’s going down
Paranoia strikes deep
Into your life it will creep
It starts when you’re always afraid
You step out of line, the man come and take you away
We better stop, hey, what’s that sound
Everybody look what’s going down
Stop, hey, what’s that sound
Everybody look what’s going down
Stop, now, what’s that sound
Everybody look what’s going down
Stop, children, what’s that sound
Everybody look what’s going down

Hair: peace, love, sex, drugs and rock'n'roll

Hair is a movie version of the play written by James Rado and Gerome Ragni, the movie is directed by Milos Forman in 1979. This is a musical movie and it reproduces the scenery of the American youth in the Second World War named counterculture.
The story is about a group of young hippies whom criticize the individualist and technocratic society they lived in, they dare this model of society living the free love, the free sex, using drugs, long hairs, and so on.
These youngs - George Berger, Lafayette Johnson, Jeanie Ryan, Woof Dashund – are happy, lovely, sympathetic and try to be free in the relationships they have to make an opposition against the American way of life. Claude Bukowki, a young man who lived in the country and comes to New York to try to go to the army and to Vietnam war, and Sheila Franklin, a young girls who comes from a traditional family, join this group.
In the movie we can see them in the parks and publics spaces singing and dancing with others hippies. During the story Lafayette’s fiancé and her son join the group.
The movie central story is about Claude’s draft to Vietnam and his relationship with Sheila; intending to give a last meeting between this couple, Berger pretends to be Claude in the military quarter and unintentionally he goes to Vietnam and dies.
The others characters show different ways of the hippie proposal in 1960.
We can notice in the songs played in this movie the counterculture’s ideology, these songs are about the racial segregation, the police, the militaries, the private lands and the traditional family.
The movie’s title summarizes what was the most evident hippie symbol: the longs and uncared hairs, in a society where the men should have short hair, the fact of using this kind of hair was a way to show they didn’t agree with the rules in the society, and that they were against those rules, laws and traditions, as we can see on the song:

(…)Hair, hair, hair, hair, hair, hair, hair
Flow it, show it
Long as God can grow it
My hair
I want it long, straight, curly, fuzzy
Snaggy, shaggy, ratty, matty
Oily, greasy, fleecy
Shining, gleaming, streaming
Flaxen, waxen
Knotted, polka-dotted
Twisted, beaded, braided
Powdered, flowered, and confettied
Bangled, tangled, spangled, and spaghettied!(…)

In this way the movie Hair shows us how the counterculture idea was made of many symbols and themes.
The pacifism had the Vietnam war as a target, and it we can see it in the beginning of the movie when Claude leaves his home and goes with his father to the bus which will bring him to New York, and when he arrives in the city he is reading the letter he received ordering him to enter to U.S. army and the letters says if somebody change or damage that paper could be arrested for five years or pay ten thousand dollars; showing the opposition of the idea the hippie group burn the letter.
Psychedelics experiments and Astrological elements are shown when the hippies are dancing in Central parks with the song about Aquarius Age.
The relations between the people of these group are frequently shown as an disinterested relations, they are there because they are friends, and that is all. By the way, the affections theme shows the love free from the marriages, the dates, and the monogamy situation by the Jeanie and Sheila, Jeanie is pregnant and she doesn’t know who the father is, but they are all happy. Here we can see the breakup with the social conventions, they are just living the moment.
It is impossible to say about hair without comment the drugs experiences, in the movie we see a big music festival in the country which make us remind the Woodstock; in this festival there were a lot of hippies, hare Krishnas, rock bands, kids, and in the middle of these people a young man is distributing LSD to people whom receive the drug like the saint bread.
The connections between spiritual and psychedelic experience is evident, not only for the act that remember the catholic experience, but the presence of Claude’s vision that is very religious. The movie shows the hippie’s research for the perception’s expansion and the sacred conducted by the drugs.
Concluding the counterculture ideas the places where the story happen like the parks, are there to show many socials segments like: bourgeoisies, hippies, black people, children, polices and the Country man Claude, we cannot forget that these spaces represents open spaces where everyone (despite if they are men, women, black, white, old, young, etc.), the public space offers the diversity and the way the collectivity is interlocked.

Character analysis

George Berger: the leader of the hippie group, a symbol of uncorformism, the voice of counterculture’s ideas like: the war opposition, the free love, freedom, the use of drugs looking for another perception, the disinterested relation for his friend, for whom he cut his hair, goes to the army, and unfortunately to the war and death.

Motivation- Douglas Brown and answer 7 about the text

Motivation in the classroom

In the classroom, as in most areas of life, motivation is essential for a person to succeed. It is important for a teacher to have some understanding of what motivation is and how it will affect each and every student and their learning progress. Douglas Brown has a cognitive view of motivation includes factors such as the need for exploration, activity, stimulation, new knowledge, and ego enhancement.

Extrinsic motivation is caused by any number of outside factors, for example, the need to pass an exam, the hope of financial reward, the possibility of future travel, having a gift as consequence of an attitude, and so on.

Intrinsic motivation, by contrast, comes from within the individual. Here a person might be motivated by the enjoyment of the learning process itself or by a desire to make themselves feel better.

By the knowledge of the motivation theory the teacher can greatly affect the success of the student in so far as how lessons are presented, and also how the teacher in fact presents themselves to their students. The students will be influenced by the attitude of the teacher. It is very important for students’ success that the teachers has an obvious enthusiasm for teaching and a positive ‘can do’ attitude.So the teachers must be conscient of their role and the kind of motivation he/she is workingh with.


Answer about the text
Question number 7:

Parent’s and society’s ideas, values and wishes are forced into pupils, they make the institutions that dictates the school curriculum, teachers have almost any or none choices about this curriculum and students can’t chose if they want or like it. In this way the students are taught that the life is praise the teachers, authorities, families and then they can get something good as consequence like: good job, good gifts, some money and so on. The consequence of this game is that the students prefer to praise the ones whom have a good place in the society (priests, parents, authorities, bosses, etc.) instead of developing and wish of having some knowledge, experiences, good values and have their own opinion.