Scarica testi reading between the lines e più Schemi e mappe concettuali in PDF di Lingua Inglese solo su Docsity! The rise of apocalyptic novels The passage discusses the increasing popularity of apocalyptic novels, particularly those centered around climate disasters, in our current era of uncertainty. These novels, unsettling as they may be, also provide a strange sense of comfort. One prominent example is Rumaan Alam's "Leave the World Behind," which tells the story of a family on holiday in a remote Long Island rental who face an unexpected crisis. Strangers arrive with news of a power outage in New York City, the internet is down, phone service is severed, and all TV channels show a blank screen. The family's uncertainty and fear are palpable, reflecting broader anxieties about the unknown. This novel, which hints at a climate event as the cause of the disaster, has not only made the US National Book Award shortlist but also become a bestseller. In the midst of the pandemic, people have turned to "cli-fi" or climate fiction for comfort. These novels focus on environmental disasters that thrust protagonists into apocalyptic scenarios or trap them in a world on the brink of collapse. One classic example is JG Ballard's "The Drowned World," written at a time when such events were still speculative. More recently, authors like Margaret Atwood and Cormac McCarthy have helped bring cli-fi into the mainstream with their contributions to the genre. Several notable cli-fi novels were published in 2020. Diane Cook's "The New Wilderness" is about a mother and daughter trying to survive as nomads in one of the last remaining wild landscapes. This debut novel was shortlisted for the Booker Prize, highlighting its critical acclaim. Jenny Offill's "Weather" explores the tension between everyday chores and the looming threat of global doom. Carys Bray's "When the Lights Go Out" depicts a marriage strained by differing responses to impending ecological catastrophe. The trend shows no signs of slowing down, with more cli-fi novels set to be released soon. One example is Rosa Rankin-Gee's "Dreamland," which envisions Britain 20 years into the future, a place where rising sea levels and populist movements have drastically altered the landscape. Despite their often grim subject matter, these novels offer readers a form of catharsis, a degree of hope, and sometimes even humor. They seem to provide a guide on how to handle crises, deal with calamity, and muddle through challenging times. Alam's "Leave the World Behind," for instance, mirrors the experience of lockdown during the COVID-19 pandemic, capturing the feeling of being trapped and uncertain about the future. This relatability has made the novel particularly resonant. Alam, who began writing his novel in 2018, aimed to address climate change metaphorically through the story of six people trapped in a house, reflecting our relationship with the planet. The real-life lockdown measures during the pandemic brought an unexpected layer of relevance to his metaphor. Alam believes that art's role is not to prompt action but to make people reflect on themselves. He hopes his novel makes readers feel uncomfortable about their perceived heroism and goodness, challenging them to confront who they truly are. Why a long-awaited Artemisia Gentileschi exhibition is so significant? The passage highlights the significance of the London National Gallery's first major exhibition dedicated to a female artist, Artemisia Gentileschi, a Baroque painter. The exhibition, running from October 3, 2020, to January 24, 2021, marks a historic moment in the gallery's 196-year history. Often referred to as “the Beyoncé of art history,” Gentileschi is celebrated for her powerful and evocative works. Initially postponed due to the Covid-19 pandemic, the long-awaited exhibition has garnered rave reviews. Critics have praised it as a brilliant showcase of female empowerment and a thrilling exploration of vengeance. The exhibition was inspired by the gallery's acquisition of Gentileschi's "Self-Portrait as Saint Catherine of Alexandria" (1615–17) in December 2018, the first of her works to enter a public collection in the United Kingdom. This painting is also only the 21st piece by a female artist in the museum’s collection. During a virtual press conference, the gallery's director, Gabriele Finaldi, noted that the challenges faced in organizing the exhibition mirrored Gentileschi’s own life struggles. He expressed hope that visitors would draw inspiration from the exhibition, seeing it as a testament to overcoming adversity, much like Gentileschi did in her lifetime. Artemisia Gentileschi, born in Rome in 1593, was trained by her father, Orazio, a court painter for Charles I of England. Recognizing her talent early, he praised her skills, noting her rapid advancement. By 1616, she became the first woman to join Florence’s Academy of Design. However, her life was marked by personal tragedy, including a traumatic rape by her mentor Antonio Tassi when she was 18. Despite a brutal trial, Tassi faced minimal consequences. Gentileschi's paintings are renowned for their complex female subjects, who display a full range of emotions from fear to fierce vengeance. One of her most famous works, "Judith Beheading Holofernes" (c. 1612–13), powerfully depicts the biblical heroine Judith decapitating the Assyrian general Holofernes. This portrayal is unique for its visceral intensity, likely reflecting Gentileschi’s own traumatic experiences, with art historians suggesting she used herself as the model for Judith. The exhibition highlights Gentileschi’s ability to find her voice and achieve success in a male- dominated 17th-century art world. Her extraordinary talent, innovative style, and strategic connections with patrons allowed her to gain autonomy and recognition. The exhibition, "Artemisia," offers a comprehensive view of her remarkable career and resilience, underscoring her significance in art history. The uses of poetry The passage explores the value of poetry in learning, development, and its uses in education today. It addresses how poetry can contribute to both formal education and personal development, and discusses how teaching practices might be adapted to leverage these benefits. Poetry is a powerful tool for exploring and understanding human experiences, giving shape and meaning to our lives. As highlighted in the passage, the Department for Education and Science (1987) emphasizes that poetry helps us navigate and step beyond our known world. Poet Meena Alexander describes poetry’s task as reconciling us with the world, not by accepting it at face value but by reconnecting us with the scope of our mortal lives through imagination. Despite the recognized significance of poetry, its specific benefits are often not clearly articulated. This can lead to poetry being overshadowed by literature in general within educational curricula. Fecho, Amatucci, and Skinner (2007) suggest that poetry helps expand our understanding of self and society, yet their argument often merges with broader literature, failing to pinpoint what makes poetry unique. The lack of a distinct case for poetry’s role in education can result in a reduction of poetry's presence in the curriculum. Many teachers, particularly in primary and secondary schools, feel uncomfortable teaching poetry and prefer other forms of literature (Benton 1999; Cremin et al. 2008). This discomfort, combined with the lack of a strong argument for poetry’s inclusion, raises concerns about its future in education (Dymoke 2001, 2012, 2015; Xerri 2014). Where poetry’s distinctiveness is recognized, it is often as a tool for language development and literacy skills. Poetry can help students identify features of language such as rhyme, word families, and alliteration (Stickling, Prasun, and Olsen 2011). However, focusing solely on these aspects can overlook other significant benefits of poetry, such as its ability to explore experiences and emotions (Ofsted 2007). Beyond the classroom, poetry has therapeutic uses, aiding personal development and self- expression. It is used in treatments for conditions like dementia, depression, and schizophrenia, as well as in prisons and elderly care (Billington, Davis, and Farrington 2013; Gregory 2011; Heimes 2011). For instance, in a reading group for women prisoners, Henry Davies’s poem "Leisure" elicited moving discussions about "prison time" and the opportunity to reflect deeply, showing how poetry can provide crucial thinking spaces for personal reflection (Billington and Robinson 2013). To maximize poetry's benefits in education, it is essential to articulate what makes poetry unique and valuable. This involves recognizing its role not just in language development, but also in personal and emotional growth. By doing so, we can ensure that poetry maintains its place in the curriculum and continues to enrich students' lives both inside and outside the classroom. Music can change the world The passage discusses the significant impact of music on our emotions, society, and its potential for creating social change. It begins by questioning whether listeners have ever been moved deeply by a song or inspired by music, emphasizing music's power to affect us profoundly. However, the passage notes that modern music often lacks the earth-moving, society-shaping impact that it had in the past. Historically, musicians like Bob Dylan, Miriam Makeba, and Fela Kuti used their music to protest against war, apartheid, and government corruption. Today, their powerful messages are often replaced with themes of partying and wealth. Despite this, music remains an integral part of our lives, accompanying us in various activities and settings. While fewer people seem inspired to protest because of music today, some musicians still aim to inspire change.