History of Martin Guerre<\/p>\n
Your name<\/p>\n
Institution<\/p>\n
Instructor\u2019s name<\/p>\n
Course title<\/p>\n
Date of submission<\/p>\n
Introduction<\/p>\n
The rising popularity of mobile learning devices (electronics and media), together with the mounting quantity of e-books, learning and teaching have been given a new look over the recent past. Learning of history and other related principles must be reviewed urgently. This (uprising of electronic and media use) is pushing the educators to have a re-look at the education curriculum and instructional philosophy. Median and electronics have re-animated debates regarding the study nature of learning literature and history in the modernized world. However, the reverse does not seem to loose value regardless of the great impact that electronics have caused. Books are still valid and are employed. The paper in-depth reviews the merits and demerits that are associated with both the \u2018book learning technique\u2019 and the electronics. In the aid and achievement of the above objective, one story is used \u201cThe return of Martin Guerre\u201d. The paper compares the history perspectives that are depicted by the two methods. Both the advantages and disadvantages aspects of learning about the history depicted in the text and film versions are illustrated. At the end, the best method (among the two) that can be used in achieving desirable outcomes of learning and education is brought out. This is based on the review of history as depicted in the text \u201cThe return of Martin Guerre\u201d and the film. The conclusion might not be valid in other fields. <\/p>\n
Text: merits and demerits<\/p>\n
The outdated as some people say that this is not always true. In \u201cThe return of Martin Guerre\u201d text, the history is well illustrated and the aspects look at in depth. In the actual reading of the text, on which the whole preceding action is anchored, both the learner and the educator will have a good opportunity and hence will have the ability to reveal and understand elements of literary that are used in the setting. He\/she will quick connote and appreciate the use of plot, characters, point of view, tone, subject matter, conflict, metaphor, and mood in the text. These can be used in expressing of the feelings and experiences that the early people underwent; history of the past. The reader will have the ability and interest to articulate the efficiency of the author\u2019s employ of the above mentioned elements and how they assisted in developing the scenes and actions in the text. The writer can be felt as a woman. In the text, the influences that the women had in the past and roles in the community are brought out clearly as opposed to film. The voice she uses in describing the actors seems to some extent, maternal and becomes polite to the women in the play. Bertrande is portrayed as being extremely kindly. <\/p>\n
This is absent in the film version. The inheritance custom that are used in comprehending the cultural background and chronological era in which \u201cThe return of Martin Guerre\u201d is rooted can be best understood when one reads the text. The reader will automatically assess the helpfulness of the author\u2019s approach, and he\/she will take pleasure in the literary knowledge and additionally build up enduring reading routine. By going through the play (text) the learner will view the past ages as they are clearly explained unlike the film. By looking at a variety of aspects of the play the reader gets an image of the times, experiences, atmosphere through which the charters underwent. And also the student will have knowledge of the effects of rulers during those times and easily compare them to the present life situation. The learners will be motivated to read and look for more information regarding a given character. One of the problems associated with the learning of history through book techniques is that in case the student to not like reading, the book will be boring and hence the history aspects not looked at. Very few students will have interest in reading \u201cThe return of Martin Guerre\u201d. <\/p>\n
The film: merits and demerits<\/p>\n
There exist several reasons to say that using films in history learning will better the learning and maintenance of allied textual material. <\/p>\n
From the watch of the film, visual and verbal explanations are employed and this makes learning more effective. This brings that great importance of media. The implication that one obtains and benefits when watching the film is that he\/she will appreciate the use of \u2018current moment\u2019 and images that will present the actual scene. The readers is thrown but to the times and moments in which the setting took place. The images and sceneries can tell more about the economical times during that era. It is impossible to give the actual pictures of the court, the transport method used-the horse-pulled-cats- cannot be pictured as they are in the film. As a consequence, with the pictures and sceneries identified, the viewer will create associations which will make comprehension easy. The film will act as a clue that learner uses to remember and it also assist in the creating schema. There are a lot to be done with the images, scenes, people and their dressings in the learning of history. The film acts as a window into the Martin\u2019s experience at those times are illustrated. The charter as well as the places are seen and hence can be related. The other importance of watching the film is that the actual characters help to develop the connections and relations amid them. The nature of learner\u2019s interaction with the educational contents is changed frequently. This makes it less boring as compared in cases where the teacher is boring or unfriendly. Undoubtedly, the films form vital part of chronological analysis. Normally, we do not just want to know what took place, but we as well desire to have knowledge on the reasons as to why they took place. This is better solved by film than the text. What motivating factors that leads people to perform as they are illustrated. Most scenes, pictures, people and actions that will go unwritten will be captured in the films. Not all the aspects can be written in the text but the film gives illustrations as the viewer is as if he\/she is present at that place at that particular time. By viewing the film, the learner will have the actual picture of the times. All the biasness that the author had about the charters as she favors other characters is not present in the film. The characters are given what they deserve and the actual picture brought out. No aspect of the setting can be hidden as in text that might not bring out the actual and real picture of the place. This is the advantage of using films. It is therefore true to say that in text, not all things are revealed as in the films. The court and its elements are not brought out clearly in text but the film brings out the clear picture. The two media in this case do not tell the same story. There are enough reasons to support the fact that they do not. <\/p>\n
Contrary, we have its (film\u2019s) demerits. Suppose the learner is third grader, he\/she might not understand the language used. The student will become a fun of the film and not learner. The play will not be followed and will be more confusing to such students. The entertainment then becomes the next alternative when he\/she is watching the film. The other demerits of utilizing films as educating method is that without proper guidance and directions, more aspects of the film will be majored into but not their intended education purposes. The film can be soothing or boring as well. <\/p>\n
Conclusion<\/p>\n
It is clear and evident from the two media that various media fail to illustrate the same story. One always becomes more detailed than the other in one aspect or the other. It all depends on the viewer and the aspect to be captured. When the historical aspect is to be studied, it becomes better when one employs the film rather than the text. The two mediums (text and film) do not have same citations. One another publishers a book and perceptions by other readers and performers tend to differ. The same story might mean two various things when the other aspects are considered rather than the history. The same script are at times misunderstood by the actors and this has caused most books to loose meaning with time as different performers have various perceptions to any given single idea in the original text. <\/p>\n
Now, as in the present moment, with the increase of the electronic use, information is being passed through methods that seem to be spectacular and are new, but minus any proposal that this can in the long run result to incomplete understanding or unsatisfactory closing answers. In cases where the material illustrated in a film relies with the related text, the two presentations of similar information results to improved as compared to single technique (either media or text). <\/p>\n
Presently, the learning of history has taken a new look. The learning methods have been varied to fit the new era and student interest. The principles to be learnt seems to be constant but the techniques and method used in teacher tend to differ. History however changes as new things are learnt over time and so the techniques used in learning and tutoring. All in all, trying to make the subject\/unit more realistic and appealing still remains the factors to be considered in attention retention. Suppose a student understand better by film than text, then that should be employed. In cases where the films are preferred, film should be used. At times both should be utilized.<\/p>\n
In actual sense not method can be preferred to the other. It all depends on the reader, viewer and the individual. All the two techniques of learning history have merits and demerits and the magnitude of merits or demerits of any technique is individual-dependent. As per my personal opinion, the use of books is more helpful than the employ of films in History learning. The books (as per my argument) give adverse information, analysis and can as well act for future reference. The books gives details about any given idea and matters in details not as the films. <\/p>\n
Recommendation<\/p>\n
I strongly recommend that in the learning and teaching of history, the majority of materials to be employed should be in written form but not film. The use if film should not be ignored as well. Though film is as well and better in some aspects, but the future and development of learning atmosphere is lacking. They (films) seem to be for the present alone and not for future and they are further more entertaining than educating. One can get entertained when watching \u201cThe return of Martin Guerre\u201d and fails to look at the educating aspects. The use of books\/texts on the other hand boosts the retention and enhances the students\u2019 reading interest. For great educational foundation and retention is the use of texts.<\/p>\n
Reference:<\/p>\n
Davis, N. (1983). \u201cThe Return of Martin Guerre\u201d. Cambridge, Mass.: Harvard University Press.<\/p>\n","protected":false},"excerpt":{"rendered":"
History of Martin Guerre Your name Institution Instructor\u2019s name Course title Date of submission Introduction The rising popularity of mobile<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-43596","post","type-post","status-publish","format-standard","hentry"],"yoast_head":"\n