[Milton-L] Even more ug teaching for Rich DuRocher
Angelica Duran
duran0 at exchange.purdue.edu
Wed Mar 5 14:21:12 EST 2008
Dear all,
I was just so pleased that a 20-ish student knew about the song. I usually
get more contemporary songs, which work very well too. Turns out the mother
of the student who brought in ³Come fly with me² suggested the song because
they were chatting (wonderfully, surprisingly!) about her classes. That
selection came in an undergraduate methodologies course, and we weren¹t
focusing on source-research. So, I have no direct answer to your question.
Pedagogically, great for talking about vocab words ³intention² and
³meaning,² and also ³influence.² You can hear a rendition of ³Ol¹ Blue
Eyes² on You Tube -- the reciter of this particular entry pulled up one
version.
Adios,
Angelica Duran
Associate Professor
English and Comparative Literature
Purdue University
500 Oval Drive
West Lafayette, Indiana 47907
USA
(765) 496-3957
<duran0 at purdue.edu>
<http://www.cla.purdue.edu/english/directory/?personid=80>
> From: HANNIBAL HAMLIN <hamlin.22 at osu.edu>
> Reply-To: John Milton Discussion List <milton-l at lists.richmond.edu>
> Date: Wed, 05 Mar 2008 13:14:44 -0500
> To: John Milton Discussion List <milton-l at lists.richmond.edu>
> Subject: Re: [Milton-L] Even more ug teaching for Rich DuRocher
>
> I love the idea of "Come fly with me" as a response to Marlowe-Raleigh. Is
> there a real basis to this? Who wrote the lyrics (former English major?)?
>
> Hannibal
>
>
> Hannibal Hamlin
> Associate Professor of English
> The Ohio State University
> Book Review Editor and Associate Editor, Reformation
>
> Mailing Address (2007-2009):
>
> The Folger Shakespeare Library
> 201 East Capitol Street SE
> Washington, DC 20003
>
> Permanent Address:
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> Dear colleagues,
>
> Let me share my =B3seduction poem=B2 sequence that works very well for clas=
> sroom
> teaching:
>
> Marlowe=B9s =B3Passionate Shepherd=B2
> Raleigh=B9s =B3Nymph=B9s Reply=B2
> Milton=B9s =B3L=B9Allegro=B2 and =B3Il Pensero=B2 (mock-seduction)
> Emily Dickinson=B9s =B3Poem 64: I cannot come live with you=B2
> William Carlos Williams=B9s =B3Raleigh Was Right=B2
> Lawrence Ferlinghetti=B9s =B3Come Lie with me and Be My Love=B2
> John Updike=B9s =B3To an Usherette=B2 (nice for discussions of the vocab wo=
> rds
> =B3doggerel=B2 and =B3poetry=B2
>
> After we go over the characteristics of seduction poems, each student must
> bring in a seduction poem or the lyrics of a seduction song. This year=B9s
> winners that then became our assigned reading were Frank Sinatra=B9s hilari=
> ous
> =B3Come Fly with Me,=B2 Donne=B9s =B3The Flea,=B2 and Marvel=B9s =B3To His =
> Coy Mistress.=B2
> I have groups of 4-5 students memorize and recite the poems for the class
> (we divided in half =B3To His Coy Mistress=B2), which helps speaker and aud=
> ience
> alike see how brave and bold these kinds of poems are. (Other groups
> memorize and recite sonnets, invocations, etc.)
>
> Adios,
>
> Angelica Duran
> Associate Professor
> English and Comparative Literature
> Purdue University
> 500 Oval Drive
> West Lafayette, Indiana 47907
> USA
> (765) 496-3957
> <duran0 at purdue.edu>
> <http://www.cla.purdue.edu/english/directory/?personid=3D80>
>
>
>
>
>
>
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> <HEAD>
> <TITLE>Even more ug teaching for Rich DuRocher</TITLE>
> </HEAD>
> <BODY>
> <FONT FACE=3D"Verdana, Helvetica, Arial"><SPAN STYLE=3D'font-size:12.0px'>D=
> ear colleagues,<BR>
> <BR>
> Let me share my “seduction poem” sequence that works very well =
> for classroom teaching:<BR>
> <BR>
> Marlowe’s “Passionate Shepherd”<BR>
> Raleigh’s “Nymph’s Reply”<BR>
> Milton’s “L’Allegro” and “Il Pensero” (=
> mock-seduction)<BR>
> Emily Dickinson’s “Poem 64: I cannot come live with you”<=
> BR>
> William Carlos Williams’s “Raleigh Was Right”<BR>
> Lawrence Ferlinghetti’s “Come Lie with me and Be My Love”=
> <BR>
> John Updike’s “To an Usherette” (nice for discussions of =
> the vocab words “doggerel” and “poetry”<BR>
> <BR>
> After we go over the characteristics of seduction poems, each student must =
> bring in a seduction poem or the lyrics of a seduction song. This yea=
> r’s winners that then became our assigned reading were Frank Sinatra&=
> #8217;s hilarious “Come Fly with Me,” Donne’s “The =
> Flea,” and Marvel’s “To His Coy Mistress.” I =
> have groups of 4-5 students memorize and recite the poems for the class (we=
> divided in half “To His Coy Mistress”), which helps speaker an=
> d audience alike see how brave and bold these kinds of poems are. (Other gr=
> oups memorize and recite sonnets, invocations, etc.)<BR>
> <BR>
> Adios,<BR>
> <BR>
> Angelica Duran<BR>
> Associate Professor<BR>
> English and Comparative Literature<BR>
> Purdue University<BR>
> 500 Oval Drive<BR>
> West Lafayette, Indiana 47907<BR>
> USA<BR>
> (765) 496-3957<BR>
> <duran0 at purdue.edu><BR>
> <a href=3D"http://www.cla.purdue.edu/english/directory/?personid=3D80"><=
> <http://www.cla.purdue.edu/english/directory/?personid=3D80>>
">http://www.cla.purdue.edu/english/directory/?personid=3D80></a><BR>
<http://www.cla.purdue.edu/english/directory/?personid=3D80>>
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> <BR>
> <BR>
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