I don't go to premieres. I attend film openings I'm in, and that's about it. Fame and celebrity doesn't matter to me. The longevity of my career does.
quote by Eva Mendes
Added by Veronica Serbanoiu
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Related quotes
Fame
Fame, (fame) makes a man take things over
Fame, (fame) lets him loose, hard to swallow
Fame, (fame) puts you there where things are hollow
Fame (fame)
Fame, its not your brain, its just the flame
That burns your change to keep you insane (sane)
Fame (fame)
Fame, (fame) what you like is in the limo
Fame, (fame) what you get is no tomorrow
Fame, (fame) what you need you have to borrow
Fame (fame)
Fame, nien! its mine! is just his line
To bind your time, it drives you to, crime
Fame (fame)
Could it be the best, could it be?
Really be, really, babe?
Could it be, my babe, could it, babe?
Could it, babe? , could it, babe?
Is it any wonder I reject you first?
Fame, fame, fame, fame
Is it any wonder you are too cool to fool
Fame (fame)
Fame, bully for you, chilly for me
Got to get a rain check on pain (pain)
(fame)
Fame, fame, fame, fame, fame, fame, fame, fame, fame, fame ,fame, fame, fame, fame, fame, fame, fame, fame, fame, fame, fame, fame, fame
Fame
Whats your name?
Feeling so gay, feeling gay
song performed by David Bowie
Added by Lucian Velea
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Fame '90 (Gass Remix)
Fame 90
David Bowie
words and music by David Bowie, John Lennon and Carlos Alomar
Fame, makes a man take things over
Fame, lets him loose, hard to swallow
Fame, puts you there where things are hollow
Fame
Fame, it's not your brain, it's just the flame
That burns your change to keep you insane
Fame
Fame-f-fame
Fame, what you like is in the limo
Fame, what you get is no tomorrow
Fame, what you need you have to borrow
Fame
Fame, "Nien! It's mine!" is just his line
To bind your time, it drives you to crime
Fame
(What's your name?)
Fame
Could it be the best, could it be?
Really be, really, babe?
Could it be, my babe, could it babe?
Really, really?
Is it any wonder I reject you first?
Fame, fame, fame, fame
Is it any wonder you are too cool to fool
Fame
Fame-f-fame
Fame, bully for you, chilly for me
Got to get a rain check on pain
Fame
Fame, fame, fame, fame, fame, fame, fame, fame, fame, fame
Fame, fame, fame, fame, fame, fame, fame, fame, fame, fame
Fame, fame, fame
Fame
What's your name?
(whispered)
Feeling so gay, feeling gay
song performed by David Bowie
Added by Lucian Velea
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Fame
As recorded by david bowie
Fame, makes a man take things over.
Fame, let's him lose, hard to swallow.
Fame, puts you there where things are hollow.
Fame.
Fame,
It's not your brain, it's just a flame,
That burns your change to keep you insane.
Fame.
Fame, what you like is in the limo.
Fame, what you get is no tomorrow.
Fame, what you need you have to borrow.
Fame.
Fame,
Now it's mine, it's just his line
To bind your time it drives you to crime.
Fame.
Is it any wonder
I reject you first?
Fame, fame, fame, fame.
Is it any wonder
You are too cool to fool?
Fame.
Fame,
Bully for you,
Chilly for me,
Got to get a raincheck on pain.
Fame.
Fame, fame, fame, fame, fame, fame, fame, fame, fame, fame,
Fame, fame, fame, fame, fame, fame, fame, fame, fame, fame,
Fame, fame, fame, - fame.
What's your name?
(fame, fame)
(fame, fame)
song performed by Yoko Ono
Added by Lucian Velea
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Fame
As recorded by david bowie
Fame, makes a man take things over.
Fame, let's him lose, hard to swallow.
Fame, puts you there where things are hollow.
Fame.
Fame,
It's not your brain, it's just a flame,
That burns your change to keep you insane.
Fame.
Fame, what you like is in the limo.
Fame, what you get is no tomorrow.
Fame, what you need you have to borrow.
Fame.
Fame,
Now it's mine, it's just his line
To bind your time it drives you to crime.
Fame.
Is it any wonder
I reject you first?
Fame, fame, fame, fame.
Is it any wonder
You are too cool to fool?
Fame.
Fame,
Bully for you,
Chilly for me,
Got to get a raincheck on pain.
Fame.
Fame, fame, fame, fame, fame, fame, fame, fame, fame, fame,
Fame, fame, fame, fame, fame, fame, fame, fame, fame, fame,
Fame, fame, fame, - fame.
What's your name?
(fame, fame)
(fame, fame)
song performed by Yoko Ono
Added by Lucian Velea
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The Temple of Fame
In that soft season, when descending show'rs
Call forth the greens, and wake the rising flow'rs;
When op'ning buds salute the welcome day,
And earth relenting feels the genial day,
As balmy sleep had charm'd my cares to rest,
And love itself was banish'd from my breast,
(What time the morn mysterious visions brings,
While purer slumbers spread their golden wings)
A train of phantoms in wild order rose,
And, join'd, this intellectual sense compose.
I stood, methought, betwixt earth, seas, and skies;
The whole creation open to my eyes:
In air self-balanc'd hung the globe below,
Where mountains rise and circling oceans flow;
Here naked rocks, and empty wastes were seen,
There tow'ry cities, and the forests green:
Here sailing ships delight the wand'ring eyes:
There trees, and intermingled temples rise;
Now a clear sun the shining scene displays,
The transient landscape now in clouds decays.
O'er the wide Prospect as I gaz'd around,
Sudden I heard a wild promiscuous sound,
Like broken thunders that at distance roar,
Then gazing up, a glorious pile beheld,
Whose tow'ring summit ambient clouds conceal'd.
High on a rock of Ice the structure lay,
Steep its ascent, and slipp'ry was the way;
The wond'rous rock like Parian marble shone,
And seem'd, to distant sight, of solid stone.
Inscriptions here of various Names I view'd,
The greater part by hostile time subdu'd;
Yet wide was spread their fame in ages past,
And Poets once had promis'd they should last.
Some fresh engrav'd appear'd of Wits renown'd;
I look'd again, nor could their trace be found.
Critics I saw, that other names deface,
And fix their own, with labour, in their place:
Their own, like others, soon their place resign'd,
Or disappear'd, and left the first behind.
Nor was the work impair'd by storms alone,
But felt th' approaches of too warm a sun;
For Fame, impatient of extremes, decays
Not more by Envy than excess of Praise.
Yet part no injuries of heav'n could feel,
Like crystal faithful to th' graving steel:
The rock's high summit, in the temple's shade,
Nor heat could melt, nor beating storm invade.
Their names inscrib'd, unnumber'd ages past
From time's first birth, with time itself shall last;
These ever new, nor subject to decays,
[...] Read more
poem by Alexander Pope
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Merlin And Vivien
A storm was coming, but the winds were still,
And in the wild woods of Broceliande,
Before an oak, so hollow, huge and old
It looked a tower of ivied masonwork,
At Merlin's feet the wily Vivien lay.
For he that always bare in bitter grudge
The slights of Arthur and his Table, Mark
The Cornish King, had heard a wandering voice,
A minstrel of Caerlon by strong storm
Blown into shelter at Tintagil, say
That out of naked knightlike purity
Sir Lancelot worshipt no unmarried girl
But the great Queen herself, fought in her name,
Sware by her--vows like theirs, that high in heaven
Love most, but neither marry, nor are given
In marriage, angels of our Lord's report.
He ceased, and then--for Vivien sweetly said
(She sat beside the banquet nearest Mark),
'And is the fair example followed, Sir,
In Arthur's household?'--answered innocently:
'Ay, by some few--ay, truly--youths that hold
It more beseems the perfect virgin knight
To worship woman as true wife beyond
All hopes of gaining, than as maiden girl.
They place their pride in Lancelot and the Queen.
So passionate for an utter purity
Beyond the limit of their bond, are these,
For Arthur bound them not to singleness.
Brave hearts and clean! and yet--God guide them--young.'
Then Mark was half in heart to hurl his cup
Straight at the speaker, but forbore: he rose
To leave the hall, and, Vivien following him,
Turned to her: 'Here are snakes within the grass;
And you methinks, O Vivien, save ye fear
The monkish manhood, and the mask of pure
Worn by this court, can stir them till they sting.'
And Vivien answered, smiling scornfully,
'Why fear? because that fostered at THY court
I savour of thy--virtues? fear them? no.
As Love, if Love is perfect, casts out fear,
So Hate, if Hate is perfect, casts out fear.
My father died in battle against the King,
My mother on his corpse in open field;
She bore me there, for born from death was I
Among the dead and sown upon the wind--
[...] Read more
poem by Alfred Lord Tennyson
Added by Poetry Lover
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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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Fame
(d.bowie, j.lennon, c.alomar)
Performed by david bowie
Fame, makes a man take things over
Fame, lets him loose, hard to swallow
Fame, puts you there, where things are hollow
Fame
Fame, its not your brain, its just the flame
That burns the change to keep you insane
Fame
Fame, what you like is in the limo
Fame, what you get is no tomorrow
Fame, what you need you have to borrow
Fame
Fame, nien! its mine! is just his line
To bind your time, it drives you to, ah, crime
Fame
Could it be the best, could it be?
Really be, really, babe?
Could it be, my babe, could it, babe?
Really be, really, babe?
Is it any wonder
I reject you first?
Fame, fame, fame, fame
Is it any wonder
Youre too cool to fool
Fame
Fame, bully for you, chilly for me
Got to get a rain-check on pain
Fame
{vocoder}
Ba ba be
Ba be ba be
Ba be ba be
Ba ba ba ba
Ba ba
Baby, baby
Baby
Fame
Whats your name?
song performed by George Michael
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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The Aeneid of Virgil: Book 11
SCARCE had the rosy Morning rais’d her head
Above the waves, and left her wat’ry bed;
The pious chief, whom double cares attend
For his unburied soldiers and his friend,
Yet first to Heav’n perform’d a victor’s vows: 5
He bar’d an ancient oak of all her boughs;
Then on a rising ground the trunk he plac’d,
Which with the spoils of his dead foe he grac’d.
The coat of arms by proud Mezentius worn,
Now on a naked snag in triumph borne, 10
Was hung on high, and glitter’d from afar,
A trophy sacred to the God of War.
Above his arms, fix’d on the leafless wood,
Appear’d his plumy crest, besmear’d with blood:
His brazen buckler on the left was seen; 15
Truncheons of shiver’d lances hung between;
And on the right was placed his corslet, bor’d;
And to the neck was tied his unavailing sword.
A crowd of chiefs inclose the godlike man,
Who thus, conspicuous in the midst, began: 20
“Our toils, my friends, are crown’d with sure success;
The greater part perform’d, achieve the less.
Now follow cheerful to the trembling town;
Press but an entrance, and presume it won.
Fear is no more, for fierce Mezentius lies, 25
As the first fruits of war, a sacrifice.
Turnus shall fall extended on the plain,
And, in this omen, is already slain.
Prepar’d in arms, pursue your happy chance;
That none unwarn’d may plead his ignorance, 30
And I, at Heav’n’s appointed hour, may find
Your warlike ensigns waving in the wind.
Meantime the rites and fun’ral pomps prepare,
Due to your dead companions of the war:
The last respect the living can bestow, 35
To shield their shadows from contempt below.
That conquer’d earth be theirs, for which they fought,
And which for us with their own blood they bought;
But first the corpse of our unhappy friend
To the sad city of Evander send, 40
Who, not inglorious, in his age’s bloom,
Was hurried hence by too severe a doom.”
Thus, weeping while he spoke, he took his way,
Where, new in death, lamented Pallas lay.
Acoetes watch’d the corpse; whose youth deserv’d 45
The father’s trust; and now the son he serv’d
With equal faith, but less auspicious care.
Th’ attendants of the slain his sorrow share.
A troop of Trojans mix’d with these appear,
And mourning matrons with dishevel’d hair. 50
[...] Read more
poem by Publius Vergilius Maro
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As A Matter Of Fact
Written by s. garrett & d. boyette
Blow daddy, aww, yeah
Here we are, standing at the hard line
We made it last this long
The two of us, together since the first time
And I believe our love is still strong
Seems love has a funny way
Well, it can come or go or it can choose to stay
But love says what it has to say
(chorus)
Matter of fact (ooh, as a matter of fact)
I love you (oh, as a matter of fact)
And I love that you love me back
As a matter of fact (ooh, as a matter, a matter)
Some said we wouldnt make it this far
But they dont talk no more (no more)
The love we share is precious as a big star
And what we haves what others hope for
Seems love has a funny way
Well, it can come or go or it can choose to stay
But love says what it has to say
(chorus)
Matter of fact (ooh, as a matter of fact)
I need you (oh, as a matter of fact)
And Im glad that you need me back
As a matter of fact (ooh, as a matter, a matter)
Mm, matter of fact, yeah (ooh as a matter of fact)
I want you (yeah, as a matter of fact)
And I cant tell you more than that
As a matter of fact, (ooh, as a matter) yeah (matter)
Aww, blow, daddy
Musical interlude
Yeah, yeah, yeah
Seems love has a funny way
Well, it can come and go or it can choose to stay
But love says what it has to say
(repeat chorus)
Matter of fact (ooh, as a matter of fact)
I love you (oh, as a matter of fact)
Yeah and I love that you love me back
As a matter of fact (ooh, as a matter of fact)
Ooh, ooh, baby
Matter of fact (ooh, as a matter of fact)
I need you (yeah, as a matter of fact)
And Im glad that you need me right back
As a matter of fact
(ooh, as a matter) yeah (a matter)
song performed by Natalie Cole
Added by Lucian Velea
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Frame
Whoa-oh, fame
They're takin' ev'rything an' twistin' it
Whoa-oh, 'fame' they're sayin'
Yeah, I never could have resisted it
What's in a name
And ev'rybody's jadded by fame
Whoa, fame again
The press has gone an' made another mess of it
Ho-oh, just because they've got so much invested in it
But they say you're to blame, it's your own fault
'Cause you've got mixed up in fame
Whoa, no don't believe all that
Old Andy Warhol guff!
It takes a lot more than ten or fiften minutes
That's just not enough
To qualifiy you for fame
Ya went beyond the boundaries of sanity
And ev'ryday you defy all the laws of gravity
Ya ain't got no shame
'Cause you're just addicted to fame
Alright
(Instrumental and guitar)
Whoa no, don't ya buy
None of that old Andy Warhol stuff-a
It takes a lot more than ten or fifteen minutes
That's just not enough
To qualify you for fame
They're already settin' up your own Watergate
Whoa-oh, fame
That stalker out there is just filled with hate
You'll never be the same
'Cause ev'rybody's corrupted by fame
Whoa-oh-oh-oh, fame
You took away all my humanity
Oh-oh, fame
Got to fight ev'ry second of the day for my dignity
You're suspectator's game
And there ain't nothin' fair about fame
Do it again
Whoa-oh
(Fame)
Whoa-oh
(Fame)
Say it again
Whoa-oh
(Fame)
Say it again
Fame
(Fame)
They say you're to blame
[...] Read more
song performed by Van Morrison
Added by Lucian Velea
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English Bards and Scotch Reviewers: A Satire
'I had rather be a kitten, and cry mew!
Than one of these same metre ballad-mongers'~Shakespeare
'Such shameless bards we have; and yet 'tis true,
There are as mad, abandon'd critics too,'~Pope.
Still must I hear? -- shall hoarse Fitzgerald bawl
His creaking couplets in a tavern hall,
And I not sing, lest, haply, Scotch reviews
Should dub me scribbler, and denounce my muse?
Prepare for rhyme -- I'll publish, right or wrong:
Fools are my theme, let satire be my song.
O nature's noblest gift -- my grey goose-quill!
Slave of my thoughts, obedient to my will,
Torn from thy parent bird to form a pen,
That mighty instrument of little men!
The pen! foredoom'd to aid the mental throes
Of brains that labour, big with verse or prose,
Though nymphs forsake, and critics may deride,
The lover's solace, and the author's pride.
What wits, what poets dost thou daily raise!
How frequent is thy use, how small thy praise!
Condemn'd at length to be forgotten quite,
With all the pages which 'twas thine to write.
But thou, at least, mine own especial pen!
Once laid aside, but now assumed again,
Our task complete, like Hamet's shall be free;
Though spurn'd by others, yet beloved by me:
Then let us soar today, no common theme,
No eastern vision, no distemper'd dream
Inspires -- our path, though full of thorns, is plain;
Smooth be the verse, and easy be the strain.
When Vice triumphant holds her sov'reign sway,
Obey'd by all who nought beside obey;
When Folly, frequent harbinger of crime,
Bedecks her cap with bells of every clime;
When knaves and fools combined o'er all prevail,
And weigh their justice in a golden scale;
E'en then the boldest start from public sneers,
Afraid of shame, unknown to other fears,
More darkly sin, by satire kept in awe,
And shrink from ridicule, though not from law.
Such is the force of wit! but not belong
To me the arrows of satiric song;
The royal vices of our age demand
A keener weapon, and a mightier hand.
[...] Read more
The Columbiad: Book VII
The Argument
Coast of France rises in vision. Louis, to humble the British power, forms an alliance with the American states. This brings France, Spain and Holland into the war, and rouses Hyder Ally to attack the English in India. The vision returns to America, where the military operations continue with various success. Battle of Monmouth. Storming of Stonypoint by Wayne. Actions of Lincoln, and surrender of Charleston. Movements of Cornwallis. Actions of Greene, and battle of Eutaw. French army arrives, and joins the American. They march to besiege the English army of Cornwallis in York and Gloster. Naval battle of Degrasse and Graves. Two of their ships grappled and blown up. Progress of the siege. A citadel mined and blown up. Capture of Cornwallis and his army. Their banners furled and muskets piled on the field of battle.
Thus view'd the Pair; when lo, in eastern skies,
From glooms unfolding, Gallia's coasts arise.
Bright o'er the scenes of state a golden throne,
Instarr'd with gems and hung with purple, shone;
Young Bourbon there in royal splendor sat,
And fleets and moving armies round him wait.
For now the contest, with increased alarms,
Fill'd every court and roused the world to arms;
As Hesper's hand, that light from darkness brings,
And good to nations from the scourge of kings,
In this dread hour bade broader beams unfold,
And the new world illuminate the old.
In Europe's realms a school of sages trace
The expanding dawn that waits the Reasoning Race;
On the bright Occident they fix their eyes,
Thro glorious toils where struggling nations rise;
Where each firm deed, each new illustrious name
Calls into light a field of nobler fame:
A field that feeds their hope, confirms the plan
Of well poized freedom and the weal of man.
They scheme, they theorize, expand their scope,
Glance o'er Hesperia to her utmost cope;
Where streams unknown for other oceans stray,
Where suns unseen their waste of beams display,
Where sires of unborn nations claim their birth,
And ask their empires in those wilds of earth.
While round all eastern climes, with painful eye,
In slavery sunk they see the kingdoms lie,
Whole states exhausted to enrich a throne,
Their fruits untasted and their rights unknown;
Thro tears of grief that speak the well taught mind,
They hail the æra that relieves mankind.
Of these the first, the Gallic sages stand,
And urge their king to lift an aiding hand.
The cause of humankind their souls inspired,
Columbia's wrongs their indignation fired;
To share her fateful deeds their counsel moved,
To base in practice what in theme they proved:
That no proud privilege from birth can spring,
No right divine, nor compact form a king;
That in the people dwells the sovereign sway,
Who rule by proxy, by themselves obey;
[...] Read more
poem by Joel Barlow
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The Aeneid of Virgil: Book 9
WHILE these affairs in distant places pass’d,
The various Iris Juno sends with haste,
To find bold Turnus, who, with anxious thought,
The secret shade of his great grandsire sought.
Retir’d alone she found the daring man, 5
And op’d her rosy lips, and thus began:
“What none of all the gods could grant thy vows,
That, Turnus, this auspicious day bestows.
Æneas, gone to seek th’ Arcadian prince,
Has left the Trojan camp without defense; 10
And, short of succors there, employs his pains
In parts remote to raise the Tuscan swains.
Now snatch an hour that favors thy designs;
Unite thy forces, and attack their lines.”
This said, on equal wings she pois’d her weight, 15
And form’d a radiant rainbow in her flight.
The Daunian hero lifts his hands and eyes,
And thus invokes the goddess as she flies:
“Iris, the grace of heav’n, what pow’r divine
Has sent thee down, thro’ dusky clouds to shine? 20
See, they divide; immortal day appears,
And glitt’ring planets dancing in their spheres!
With joy, these happy omens I obey,
And follow to the war the god that leads the way.”
Thus having said, as by the brook he stood, 25
He scoop’d the water from the crystal flood;
Then with his hands the drops to heav’n he throws,
And loads the pow’rs above with offer’d vows.
Now march the bold confed’rates thro’ the plain,
Well hors’d, well clad; a rich and shining train. 30
Messapus leads the van; and, in the rear,
The sons of Tyrrheus in bright arms appear.
In the main battle, with his flaming crest,
The mighty Turnus tow’rs above the rest.
Silent they move, majestically slow, 35
Like ebbing Nile, or Ganges in his flow.
The Trojans view the dusty cloud from far,
And the dark menace of the distant war.
Caicus from the rampire saw it rise,
Black’ning the fields, and thick’ning thro’ the skies. 40
Then to his fellows thus aloud he calls:
“What rolling clouds, my friends, approach the walls?
Arm! arm! and man the works! prepare your spears
And pointed darts! the Latian host appears.”
Thus warn’d, they shut their gates; with shouts ascend 45
The bulwarks, and, secure, their foes attend:
For their wise gen’ral, with foreseeing care,
Had charg’d them not to tempt the doubtful war,
Nor, tho’ provok’d, in open fields advance,
But close within their lines attend their chance. 50
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poem by Publius Vergilius Maro
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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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Matterings
'All I want' she said' is to matter.'
'All I want' said the scientist 'is
to understand matter'.
'The problem of life' the philosopher said
'is figuring out what matters'
'The secret' the muse said 'to life
is figuring out what is to matter more
and to learn what matters less
The Lover said
'All that matters to me
is matters of the heart
and I did not matter to him enough.'
'What does it mean to matter
is an world of billions;
what tracings and scratchings
on the globe
can be identified
as mine engraved? ' said the nihilist.
'What if I matter to me and no one else? '
said the Lonely One
'We could all decide that we all matter
to one another in our community
and that would make mattering matter.'
said the preacher.
'Ideas matter' Plato said
'and they are the only thing real.'
'But alas' the writer said
'imagining is the only matter that matters
and besides what does mattering mean? '
Einstein thought all that mattered lived inside
the daydream and the thought experiment.
'What matters' the man of action said
'depends entirely upon circumstance'
What matters' she said 'is empathy
more even than love because the latter
is only inward looking toward The One:
empathy alone looks out to others.
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poem by Lonnie Hicks
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Fame
(Van Morrison)
Oh fame, they've taken everything and twisted it
Oh fame they say
You never could have resisted it
What's in a name
And everybody's jaded by fame
Oh fame again
The press has gone and made another mess of it
Oh just because they got
So much invested in it
But they say you're to blame it's your own fault
'Cos you got mixed up in fame
Oh no don't believe all that old Andy Warhol guff
It takes a lot more than 10 or 15 minutes
That's just not enough
To qualify you for
Fame, you went beyond the boundries of sanity
And every day you defy
All the laws of gravity
You ain't got no shame
'Cos you're just addicted to fame
Oh no don't you buy none of that old Andy Warhol stuff
It takes a lot more than 10 or 15 minutes
That's just not enough
To qualify you for
Fame, they're already setting up your own Watergate
Oh fame, that stalker out there is just filled with hate
You'll never be the same
'Cos everyone's corrupted by fame
Oh fame, they took away all my humanity
Oh fame got to fight
Every second of the day for my dignity
It's a spectator's game
And there ain't nothing fair about fame
Oh fame, oh fame
Oh fame say it again, fame
They say you're to blame
'Cos you got mixed up in fame
song performed by Van Morrison
Added by Lucian Velea
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The Judgment Of Paris
1
Far in the depth of Ida's inmost grove,
A scene for love and solitude design'd;
Where flowery woodbines wild, by Nature wove,
Form'd the lone bower, the royal swain reclined.
2
All up the craggy cliffs, that tower'd to heaven,
Green waved the murmuring pines on every side;
Save where, fair opening to the beam of even,
A dale sloped gradual to the valley wide.
3
Echo'd the vale with many a cheerful note;
The lowing of the herds resounding long,
The shrilling pipe, and mellow horn remote,
And social clamours of the festive throng.
4
For now, low hovering o'er the western main,
Where amber clouds begirt his dazzling throne,
The Sun with ruddier verdure deck'd the plain;
And lakes and streams and spires triumphal shone.
5
And many a band of ardent youths were seen;
Some into rapture fired by glory's charms,
Or hurl'd the thundering car along the green,
Or march'd embattled on in glittering arms.
6
Others more mild, in happy leisure gay,
The darkening forest's lonely gloom explore,
Or by Scamander's flowery margin stray,
Or the blue Hellespont's resounding shore.
7
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poem by James Beattie
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