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Paris the most beautiful city in the world, was captured and frozen in time by the great master of photojournalism, Henri Cartier-Bresson, who brought beauty and a new dimension to an ordinary street scene. Photography, he once wrote is a spontaneous impulse which comes from perpetually looking, and which seizes the instant and its eternity.

Henri elevated “snap shooting” to the level of a refined and disciplined art. He exclusively used the Leica 35mm rangefinder cameras equipped with normal 50mm lenses or occasionally a telephoto for landscapes. He was one of the first photographers to shoot in the 35mm format and helped to develop the photojournalistic “street photography” style that influenced generations of photographers to come. He was the father of “the decisive moment,” when everything in a picture was entirely balanced.

He often spoke of the geometry of photography. “Change your position by a millimetre and the geometry changes,” he said. “This cannot be calculated but needs to be instinctive, when I start thinking, everything’s lost. What counts in a shot is its plenitude and its simplicity.”

During his boyhood, Henri experimented with a 3 X 4 view camera. However, his main interest lay in painting. When he was 19, he went to study painting with Andre Lhote, the Cubist master. There he learned about angles, walls and the way things tilt. His still-lifes and Paris street scenes are indicative of his subtle and sensitive eye for composition.

In 1931, at the age of 22, Cartier-Bresson spent a year as a hunter in the West African bush. Catching a case of backwater fever, he returned to France to convalesce. It was at this time, in Marseille, that he first truly discovered photography. He obtained a Leica and began snapping a few pictures, and within a decade, he was famous. “The only thing about photography that interests me is the aim, the taking aim.” “Nothing is lost,” he says. “All that you have ever seen is always with you.”

After World War II, he resumed his career as a photojournalist and helped form the Magnum picture agency in 1947. Assignments for major magazines would take him on global travels, across Europe and the United States, to India, Russia and China. Many books of Cartier-Bresson photographs were published in the 50’s and 60’s, the most famous being ‘The Decisive Moment’ (1952). A major milestone in his career was a massive, 400-print retrospective exhibition, which toured the United States in 1960.

As a journalist, Henri Cartier-Bresson felt an intense need to communicate what he thought and felt about what he saw, and while his pictures often were subtle, they were rarely obscure. He had a high respect for the discipline of press photography, of having to communicate a story meaningfully in one picture. His journalistic grappling with the realities of men and events, his sense of news and history, and his belief in the social role of photography all pushed his work beyond the usual boundaries.

His work and his approach have exercised a profound and far-reaching influence. His pictures and picture essays have been published in most of the world’s major magazines during three decades, and Cartier-Bresson prints have hung in the leading art museums of the United States and Europe (his monumental ‘The Decisive Moment’ show being the first photographic exhibit ever to be displayed in the halls of the Louvre.)

No one captured the language of Paris so profoundly. The incredible grace and movement he bestowed on all his subjects, his attention to detail and powers of observation all came together in one ‘defining moment.’ Photographs of men in bowler hats, the abattoir workers, the lovers, the drunks, the refugees, the tarts, the judges, the picnickers, the animals and the kids. “Not art,” he once commented when someone referred to him as an artist, “just gut reactions to moments happened on.”

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Are you students sometimes bored in spite of your best efforts? Are you looking for some new and different techniques? Could you use a learning activity that would really wake them up? Would you like to get and keep the students’ interest? Even have them helping you? Then try this classroom-tested technique by using student-selected songs to teach listening comprehension.

Almost everyone loves music. It is a part of our language and life from before birth onwards. As babies, we hear lullabies. As young children we play, sing and dance to a myriad of nursery rhymes. As adolescents, we are consumed by the beat of popular music artists worldwide. As adults, every form of advertising we hear, every special event we experience, is in part, music. Music pervades television, movies, theater, and even the nightly news. When we exercise, when we work, when we play, when we worship and even when we die, music is there to reinforce or alter or every mood and emotion. A catchy tune is played, hummed or sung, at times in our head, as we go about our everyday lives. So, why not include music and songs in language learning as well?

Factors Contributing to Listening Comprehension of Song

• Use of new vocabulary, idioms and expressions – You’ll need to address the new material offered in each song. This includes grammar, vocabulary and usage.

• Pronunciation and accent of the singer – Every native speaker doesn’t pronounce or sing with the same accent. Students may be exposed to an accent which is outside the realm of what they might normally hear in context.

• Use of new grammar and structure Song writers and singers are notoriously “loose” when it comes to use of grammar, structure, pronunciation, stress and other language factors applied to songs. The teacher must prepare for this.

Three Principal Song Selection Criteria

1. Use songs that are popular with the students whenever possible. Unfortunately, students frequently select songs for classroom use which are objectionable in some way making the song unusable.

2. Songs MUST have clear and understandable lyrics. Nothing is worse than a song almost nobody can understand. If you have trouble understanding the lyrics by listening, then another song needs to be selected.

3. Songs should have an appropriate theme. There’s enough bad news, negativity and violence in the world already. Songs with any type of negative theme should be avoided. There are plenty of positive, upbeat, even humorous songs available. Use these.

Music pervades virtually every aspect of our lives

Music pervades virtually every aspect of our lives. Students adore it. It contains numerous useful elements for language teaching and it’s fun for both the teacher and students. So, why not include music and songs in your language learning classes as well?

Prof. Larry M. Lynch is a bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He lives in Colombia and teaches at a university in Cali. Want lots more free tips, help and information on learning English or another foreign language? Go now to: http://bettereflteacher.blogspot.com/

Star Trek has a wonderful device called the universal translator. It translates spoken and written alien languages into English, and would probably translate different human languages, if there were more than one in that specifically created future. Though it doesn’t know how to translate isolated foreign words like Russian or French, it is a truly marvelous technology. Almost never fails. Never loses power, even when the rest of the ship does, same as the artificial gravity. No moving parts, in fact, no parts at all. It is just ‘around’, always there, always doing its job without anyone having to think about it. A little like the Internet is becoming now, just a banal fact of life.

Sadly, it is based on the false premise that words in other languages have a one for one relationship with words in English. That Turkish doesn’t have two words for ‘know’, and Russian doesn’t have two words for ‘Blue’. It dictates that languages don’t have both an inclusive and an exclusive ‘we’. (We (inclus) = ‘Me, you, and maybe other people’. we (exclus) = ‘Me, and other person or people excluding you’.) There is a false belief that all languages have only singular and plural constructs, and not up to five categories. Some languages have dual as well as singular and plural, and different categories so ‘every computer’ clearly means either ‘every computer in sight’ or it means ‘every computer that exists, has existed, and ever will exist’, but the two forms of ‘every computer’ can’t be confused with each other.

We’ve started building our own ‘universal translators’ which naturally are on the Internet. I can have paragraphs translated into French or German, or from French to German. Or, I can get whole websites in other languages translated for me. I’ve never had a website translated, but I sometimes get phrases translated when I want a fictional character to say something in another language. I sometimes, just for fun, translate something through two other languages and then back into English to see how good online translations are getting. It is also to reassure myself that computers won’t completely replace humans in the next week or two.

This is my standard signature block after a computer has translated it into French (using http://translation2.paralink.com/):

Original English version: Allan T. Price is a creative writer working at M6.Net: ‘The web-hosting company for humans.’ M6.Net is working hard to help humanity experience the power and freedom to develop their own part of the Internet, to share their information and connect with anyone, anywhere, anytime.

Allan T. Le prix est un auteur créateur travaillant sur M6. Filet: ?la compagnie accueillante web pour les humains.? M6. Le filet travaille durement pour aider l’humanité connatre le pouvoir et la liberté de développer leur propre partie d’Internet, partager leurs renseignements et communiquer avec quelqu’un, n’importe o, anytime.

Now I get that French version translated into Spanish:
Allan T. El precio es un autor creativo que trabaja en M6. Red: ? la compaa acogedora web para los humanos. ? M6. La red trabaja duramente para ayudar a la humanidad a conocer el poder y la libertad de desarrollar su propia parte de Internet, compartir su informacin y comunicar con alguien, dondequiera, anytime.

Finally, that Spanish version back into English:
Allan T. The price is a creative author who works in M6. Network? The cozy web company for the human beings? M6. The network works hardly to help the humanity to know the power and the freedom of developing its own part of Internet, sharing his information and communicating with someone, anywhere, anytime.

So, I become ‘Le prix’, ‘El precio’ or ‘The Price’. Web-hosting becomes ‘cozy web’, and ‘anyone’ becomes ’someone’. On the whole, the meaning gets a little mangled, but still survives.

Let’s use two more famous pieces of text and see how they become after computer translation.

‘We consider these truths by itself to be understood, that all men are equally created, that they were subsidized with its founder the certain rights not a subject sale which are under this life, freedom and prosecution Gappiness. – that to guarantee these rights, the governments are constructed among men, its fair authorities of the consent adjusted allocating,’

‘We of people of the United States to form more perfect association, we appoint validity, we assure internal silence, we care of the general protection, we promote the general social security, and we guarantee approval of freedom to ourselves and to our future generation, you accept really and you base this structure for the United States America.’
They’re kind of close, but definitely not close to being exactly the same.

Thanks to the Internet, and improving translation programs, English speakers will soon realize the true diversity of other languages. It will become commonly understood that you can have an inclusive and an exclusive ‘we’, or dual and universal as well as singular and plural meanings. We’ll know that Turkish has two different words for the English word ‘know’, semek – to perceive or distinguish, and bilmek – to be informed of or be aware of, and no word covering both ‘perceive’ and ‘be informed’. So if someone tells you in Turkish ‘I know he stole it’, you always know whether or not they witnessed the crime, or were simply told who did it. Like English speakers for a millennium or more, people will quietly ‘mug’ these other languages, and ‘rummage around in their pockets’ adding what they find useful to English.

At the same time, people all around the word might ’smooth’ their language out to make them easier for translation software, choosing words that can be easily and clearly translated into other languages. Eventually this would create an easily shared, translated meta-language for International communication, at least when lawyers aren’t involved. Plus, comedies of the future can have people meet face-to-face for the first time and find they don’t speak a shared language. They could have the characters standing facing each other, sending auto-translated text messages via their palmtops while the audience laughs at the incredibly zany situation.

Allan T. Price
http://www.m6.net
Allan T. Price is a creative writer working at M6.Net: ‘The web-hosting company for humans.’ M6.Net is working hard to help humanity experience the power and freedom to develop their own part of the Internet, to share their information and connect with anyone, anywhere, anytime.