David Hopkins – författare

The avant-garde movements of Dada and Surrealism continue to have a huge influence on cultural practice, especially in contemporary art, with its obsession with sexuality, fetishism, and shock tactics. In this new treatment of the subject, Hopkins focuses on the many debates surrounding these movements: the Marquis de Sade's Surrealist deification, issues of quality (How good is Dali?), the idea of the 'readymade', attitudes towards the city, the impact of Freud, attitudes to women, fetishism, and primitivism. The international nature of these movements is examined, covering the cities of Zurich, New York, Berlin, Cologne, Barcelona, Paris, London, and recenlty discovered examples in Eastern Europe. Hopkins explores the huge range of media employed by both Dada and Surrealism (collage, painting, found objects, performance art, photography, film) , whilst at the same time establishing the aesthetic differences between the movements. He also examines the Dadaist obsession with the body-as-mechanism in relation to the Surrealists' return to the fetishized/eroticized body. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.

This volume is a study of how the poetry of Chaucer continued to give pleasure in the eighteenth century despite the immense linguistic, literary, and cultural shifts that had occurred in the intervening centuries. It explores translations and imitations of Chaucer's work by Dryden, Pope, and other poets (including Samuel Cobb, John Dart, Christopher Smart, Jane Brereton, William Wordsworth, and Leigh Hunt) from the early eighteenth to the early nineteenth centuries, as well as investigating the beginnings of modern Chaucer editing and biography. It pays particular attention to critical responses to Chaucer by Dryden and the brothers Warton, and includes a chapter on the oblique presence of Chaucer in Samuel Johnson's Dictionary. It explores the ways in which Chaucer's poetry (including several works now known not to be by him) was described, refashioned, reimagined, and understood several centuries after its initial appearance. It also documents the way that views of Chaucer's own character were inferred from his work. The book combines detailed discussion of particular critical and poetic texts, many of them unfamiliar to modern readers, with larger suggestions about the ways in which poetry of the past is received in the future.

David Hopkins analyses the extensive network of shared concerns and images in the work of Marcel Duchamp and Max Ernst, the greatest names associated with Dada and Surrealist art. This book covers a broad period from c.1912 to the mid-1940s, during which the emergence of Dada and Surrealism in Europe and the United States challenged earlier movements such as Cubism and Expressionism, creating scope for the expression of the unconscious fears and desires of artists acutely sensitive to the troubled nature of their times. Examining Duchamp's and Ernst's subversion and manipulation of religious and hermetic beliefs such as Catholicism, Rosicrucianism and Masonry, David Hopkins demonstrates the ways in which these esoteric concerns intersect with themes of peculiarly contemporary relevance, including the social construction of gender and notions of ordering and taxonomy. This detailed comparison of components of Duchamp's and Ernst's work reveals fascinating structural patterns, enabling the reader to discover an entirely new way of understanding the mechanisms underlying Dada and Surrealist iconography.

This volume is designed to celebrate and re-assess the work of John Dryden (1631-1700) in the tercentenary year of his death. It assembles specially-commissioned essays by an international team of scholars who address Dryden's political writing, drama, and translations, his literary collaborations, contemporary reputation, and posthumous reception. Much of Dryden's work was written in response to contemporary events and issues, and several of the essays in this volume discuss the personal and public circumstances in which his works were composed and received, exploring his responses to popular politics, and his relations with Congreve, Milton, Purcell, and Shadwell. But Dryden's intellectual and imaginative world was also shaped by the work of his literary predecessors, and so the collection charts his creative engagement with classical poetry, especially Homer and Virgil. Other essays attend to his poetic self-representation, his philosophical vision, and the problem of editing Dryden's poetry for a modern readership. The collection as a whole presents him as a writer not only for an age, but for all time.

Conversing with Antiquity collects, in a substantially revised and updated form, studies of the reception of the classics by English poets of the seventeenth and eighteenth centuries by one of the leading scholars in the field. A new Introduction locates the book's investigations within the context of current debates between aestheticians and cultural historians about the reception of classical culture. Where some recent studies have regarded English poets' dealings with the classics as acts of 'appropriation', or even 'colonialization', David Hopkins emphasizes the element of dialogic give-and-take in the relationship between these poets and their classical peers. He argues that, rather than simply 'updating' or 'assimilating' the classics to their own cultural norms, poets such as Abraham Cowley, Lucy Hutchinson, Thomas Creech, John Milton, John Dryden, and Alexander Pope engaged in trans-historical conversation with Greek and Roman poets, in which self-discovery and self-transcendence were as important as any simple 'accommodation' of ancient texts to modern tastes.

The Oxford History of Classical Reception (OHCREL) is designed to offer a comprehensive investigation of the numerous and diverse ways in which literary texts of the classical world have been responded to and refashioned by English writers. Covering the full range of English literature from the early Middle Ages to the present day, OHCREL both synthesizes existing scholarship and presents cutting-edge new research, employing an international team of expert contributors for each of the volumes.OHCREL endeavours to interrogate, rather than inertly reiterate, conventional assumptions about literary 'periods', the processes of canon-formation, and the relations between literary and non-literary discourse. It conceives of 'reception' as a complex process of dialogic exchange and, rather than offering large cultural generalizations, it engages in close critical analysis of literary texts. It explores in detail the ways in which English writers' engagement with classical literature casts as much light on the classical originals as it does on the English writers' own cultural context.This 5-volume history is one of the largest, and potentially most important projects, in the field of classical reception ever undertaken. This third volume covers the years 1660-1790.

Contemporary art can be baffling and beautiful, provocative and disturbing. This pioneering book presents a new look at the controversial period between 1945 and 2015, when art and its traditional forms were called into question. It focuses on the relationship between American and European art, and challenges previously held views about the origins of some of the most innovative ideas in art of this time. Major artists such as Jackson Pollock, Robert Rauschenberg, Andy Warhol, Joseph Beuys, Gerhard Richter, Louise Bourgeois, Cindy Sherman, Jeff Koons, and Shiran Neshat are all discussed, as is the art world of the last fifty years. Important trends are also covered including Abstract Expressionism, Pop Art, Minimalism, Conceptualism, Postmodernism, and Performance Art.This revised and updated second edition includes a new chapter exploring art since 2000 and how globalization has caused shifts in the art world, an updated Bibliography, and 16 new, colour illustrations.

The Oxford History of Classical Reception (OHCREL), of which the present volume is the first to appear, is designed to offer a comprehensive investigation of the numerous and diverse ways in which literary texts of the classical world have been responded to and refashioned by English writers. Covering the full range of English literature from the early Middle Ages to the present day, OHCREL both synthesizes existing scholarship and presents cutting-edge new research, employing an international team of expert contributors for each of the volumes. OHCREL endeavours to interrogate, rather than inertly reiterate, conventional assumptions about literary 'periods', the processes of canon-formation, and the relations between literary and non-literary discourse. It conceives of 'reception' as a complex process of dialogic exchange and, rather than offering large cultural generalizations, it engages in close critical analysis of literary texts. It explores in detail the ways in which English writers' engagement with classical literature casts as much light on the classical originals as it does on the English writers' own cultural context.When completed, this 5-volume history will be one of the largest, and potentially most important projects, in the field of classical reception ever undertaken. This third volume covers the years 1660-1790.

Volume 3 of the Oxford History of Literary Translation in English, the first of the five to appear, lies at the chronological centre of the History, and explores in full breadth both the rich tradition of translated literature in English, and its centrality to the 'native' tradition. Quite independently of their wider impact, the translations of the age of Dryden and Pope, Behn and Smart, Macpherson and Smollett in themselves command the fullest attention, and Volume 3 explores their intrinsic interest as fully-fledged English literary works. In this period, translation - particularly from Latin, Greek, and French - acts as a constant point of reference and a crucial shaping force in English writing. It is an era in which key literary innovations - the heroic couplet, the sublime, primitivism - are fostered, and sometimes directly occasioned, by translation as a discipline and by translations as models. This volume also attends, therefore, to the influence of translation on forms and styles used in the wider literary arena, and its contribution to conceptions of the English literary canon (for which this period was formative). Volume 3 draws on the work of thirty-two contributors from six countries in order to deal adequately with the prolific and diffuse nature of the translation phenomenon in the 1660-1790 period, and the challenge it presents to literary scholarship as traditionally organized. To the audience it will find among scholars of English Literature and elsewhere, this complete version of a story hitherto told only piecemeal will be a revelation. This volume proposes a map of the period completely different from those drawn in other modern literary histories, a map in which boundaries between 'original' and translated work in publishers' output, in readers' experience, in writers' oeuvres, and in the English literary achievement as a whole are redrawn - or erased - at a stroke. What is more, it demonstrates that such a view of English literature was predominant within the period itself.

Conversing with Antiquity collects, in a substantially revised and updated form, studies, by one of the leading scholars in the field, of the reception of the classics by English poets of the seventeenth and eighteenth centuries. A new Introduction locates the book's investigations within the context of current debates between aestheticians and cultural historians about the reception of classical culture. Where some recent studies have regarded English poets' dealings with the classics as acts of 'appropriation', or even 'colonialization', David Hopkins emphasizes the element of dialogic give-and-take in the relationship between these poets and their classical peers. He argues that, rather than simply 'updating' or 'assimilating' the classics to their own cultural norms, poets such as Abraham Cowley, Lucy Hutchinson, Thomas Creech, John Milton, John Dryden, and Alexander Pope engaged in trans-historical conversation with Greek and Roman poets, in which self-discovery and self-transcendence were as important as any simple 'accommodation' of ancient texts to modern tastes.

This text represents the experiences from six English speaking countries in the field of school development planning. There are chapters discussing staff development, quality reviews and school organization and effectiveness.

'Every school a great school' is not just a slogan, but an aspiration for the next stage of education reform, in which each student has the opportunity to reach their full potential.

The book argues that, for 'every school a great school' to become a reality, requires a move from individual school improvement efforts and short term objectives to a sustainable system-wide response that seeks to re-establish a balance between national prescription and schools leading reform.

Achieving this goal requires strategies that not only continue to raise standards, but also build capacity within the system. David Hopkins identifies four key educational 'drivers' that, if pursued, have the potential to deliver 'every school a great school':

Personalized learningProfessionalized teaching Networking and innovation Intelligent accountabilityThe author believes that it is the responsibility of system leaders to mould the four drivers to fit individual school contexts. It is this leadership that enables systemic reform to be generic in terms of overall strategy and specific in adapting to individual and particular situations.

Every School a Great School is inspirational reading for head teachers, senior leaders and managers, researchers, lecturers and those with a passionate interest in improving education for all.

Review of the previous edition:

"This powerful book makes many of its points through the use of case studies and examples. Rarely, if ever, has discussion of so wide a variety of approaches to learning been gathered together in a single volume." British Journal of Educational Technology

The new edition of this bestselling text provides a comprehensive and accessible introduction to an array of models of teaching and learning.

Written in a clear, engaging and accessible style, the authors offer a wide range of teaching strategies that have been developed, polished and studied over the last thirty years. Rather than being formulas to be followed word-for-word, each model draws teachers into the study of how students learn, promoting reflective action research in the classroom.

Some of the models have been proven not only to accelerate learning, but also to allow pupils to engage in alternative modes of inquiry, which have been almost impossible to generate through traditional chalk-and-talk teaching.

Updated features include:

A foreword by Estelle Morris A new chapter on teaching adolescents with disabilities to read A wealth of new scenarios and examples with clear guidelines for implementation A new synectics study New research and illustrations A revised Picture Word Inductive Model Revisions and updates to ten chapters Updated appendix on Peer Coaching Guides Models of Learning, Tools for Teaching is an essential text for trainee teachers, practitioners, advisors, inspectors and teacher educators.

This book is based on the largest and most extensive empirical study of contemporary leadership in primary and secondary schools in England. The results demonstrate that heads of successful schools improve the quality of student learning and achievement through who they are – their values, virtues, dispositions and competencies – as well as their timely use of change and improvement strategies.

Successful School Leadership provides a comprehensive analysis of the values and qualities of head teachers. It assesses the strategies they use and how they adapt these to their particular school context in order to ensure positive increases in the learning, well being and achievement of their students. The authors:

Identify a basic set of leadership practices resulting from their findings Analyse and describe the leadership values, qualities and behaviours related to different phases in schools’ improvement journeysProvide illustrative case studies of primary and secondary schools that highlight context sensitive strategies Provide a contemporary overview of international research and thinking about successful school leadershipRecognize similar and distinguishing features between schools in different socio-economic groupsThis book is valuable reading for…school leaders and senior teachers, educational policy makers and advisors, as well as anyone involved or interested in education and its leadership.

A Teacher's Guide to Classroom Research 5E is a great 'one-stop' guide for trainee or qualified teachers looking to undertake classroom research.

Through its friendly, supportive and authoritative approach, A Teacher's Guide to Classroom Research 5E tackles the big issues and questions of education research and offers a clear framework for doing classroom research. The updated fifth edition retains all the features that have made it so popular over the past thirty years - such as a rich range of insightful case studies demonstrating successful classroom research in practice - whilst offering expanded coverage of research methods and techniques.

Key features include:

How to get started on classroom researchThe principles and methods of classroom research for professional learning Interpreting and analyzing data Reporting classroom researchLinking to teaching and learningWhether you are a trainee teacher undertaking some form of classroom-based research as an essential element of your teacher training course, or a qualified teacher doing research to explore and improve your practice, this classic and seminal text guides and supports you throughout the entire process from initial research idea to final dissemination.

The Routledge Anthology of Poets on Poets collects together writings by all the major poetic figures from Chaucer to Yeats demonstrating their vivid responses to each other, ranging from elegiac eulogy to burlesque and satire.The anthology is arranged in two sections.Part One contains poets' writings on the nature, qualities and purpose of poetryPart Two is a chronological collection of poets' writings on their peers, with an individual entry for each poet.Each extract is presented in modernized spelling and punctuation, and is carefully annotated to provide full explanations of unfamiliar phrases and references. The index has been fully revised for this paperback edition.The Routledge Anthology of Poets on Poets will be stimulating and enjoyable for anyone interested in the history of English poetry, but will also be an invaluable collection of primary source material for students and their teachers.

The disciplines of school effectiveness research and school improvement practice and research have been apart for too long. This book is the first major attempt, by leading writers and practitioners in these fields, to bring the areas together in a coherent way.Existing knowledge about the characteristics of `good' schools is outlined, together with the knowledge base about how to `make schools good schools'.The book also makes an entirely original contribution to re-thinking practice in school improvement that can revolutionise our thinking in the late 1990s, and which can be of use to academics, to policymakers and to the practitioners which much existing work has neglected.

The disciplines of school effectiveness research and school improvement practice and research have been apart for too long. This book is the first major attempt, by leading writers and practitioners in these fields, to bring the areas together in a coherent way.Existing knowledge about the characteristics of `good' schools is outlined, together with the knowledge base about how to `make schools good schools'.The book also makes an entirely original contribution to re-thinking practice in school improvement that can revolutionise our thinking in the late 1990s, and which can be of use to academics, to policymakers and to the practitioners which much existing work has neglected.

As societies continue to set educational goals that are, on current performance, beyond the capacity of the system to deliver, strategies for enhancing student learning through school and classroom intervention have become increasingly important. Yet, as David Hopkins argues in his book, many of the educational initiatives recently developed under the umbrella of school improvement are inadequate or unhelpful. Simply blaming teachers and delegating financial responsibility, he maintains, has little positive impact on classroom practice. This is the bleak context within which school improvement has to operate today.School Improvement for Real offers a genuine alternative: a strategy for educational change that focuses on student achievement by modifying classroom practice and adapting the management arrangements within the school to support teaching and learning. It outlines an approach to school improvement that has a medium term, systemic orientation, providing both principles and suggestions for better practice. The author's experience in the field of school improvement ensures that the text is informed by a practical wisdom that is so often lacking from the more typical managerial texts on improvement and effectiveness.

As societies continue to set educational goals that are, on current performance, beyond the capacity of the system to deliver, strategies for enhancing student learning through school and classroom intervention have become increasingly important. Yet, as David Hopkins argues in his book, many of the educational initiatives recently developed under the umbrella of school improvement are inadequate or unhelpful. Simply blaming teachers and delegating financial responsibility, he maintains, has little positive impact on classroom practice. This is the bleak context within which school improvement has to operate today.School Improvement for Real offers a genuine alternative: a strategy for educational change that focuses on student achievement by modifying classroom practice and adapting the management arrangements within the school to support teaching and learning. It outlines an approach to school improvement that has a medium term, systemic orientation, providing both principles and suggestions for better practice. The author's experience in the field of school improvement ensures that the text is informed by a practical wisdom that is so often lacking from the more typical managerial texts on improvement and effectiveness.

In a complex and multi-layered world, the conventional idea of great leadership being the result of the efforts of a single individual is rapidly becoming redundant. This book takes up the challenge of finding an alternative method of leadership in educational contexts, and looks at how this can help achieve sustained improvement in schools.The authors acknowledge that there are no simple solutions to school improvement. They argue that the effective leaders of the future will be those who are able to share responsibility, build positive relationships and offer stakeholders - teachers, parents and students - an opportunity to work together to improve their schools.The book is based around four key areas of concern: the changing context of leadership, leadership and school improvement, building leadership capacity, and future direction and implications. In each section, the authors discuss current theories and issues, and put forward alternative ideas and perspectives.This important book will make valuable reading for headteachers, principles, deputies and other senior teachers, particularly those undertaking leadership qualifications and training. It will also be of interest to postgraduate students and school governors.

In a complex and multi-layered world, the conventional idea of great leadership being the result of the efforts of a single individual is rapidly becoming redundant. This book takes up the challenge of finding an alternative method of leadership in educational contexts, and looks at how this can help achieve sustained improvement in schools.The authors acknowledge that there are no simple solutions to school improvement. They argue that the effective leaders of the future will be those who are able to share responsibility, build positive relationships and offer stakeholders - teachers, parents and students - an opportunity to work together to improve their schools.The book is based around four key areas of concern: the changing context of leadership, leadership and school improvement, building leadership capacity, and future direction and implications. In each section, the authors discuss current theories and issues, and put forward alternative ideas and perspectives.This important book will make valuable reading for headteachers, principles, deputies and other senior teachers, particularly those undertaking leadership qualifications and training. It will also be of interest to postgraduate students and school governors.

This collection is a facsimile reprint of the initial publication of the Tonson miscellanies (in the first four of which Dryden played a prominent role as contributor, editorial adviser, and recruiter of contributors).In 1679 the enterprising young publisher Jacob Tonson entered into a business relationship with John Dryden, the most eminent English poet of the late seventeenth century. This was to last until Dryden’s death in 1700, by which time Tonson was well established as the major English literary publisher of his day. Jacob Tonson (the Elder) has been called ‘the first modern publisher’. One of the keystones of his publishing enterprises was the series of verse miscellanies of which the first editions appeared between 1684 and 1709. Unlike some later collections, these were not compilations of previously-published material, but of new work commissioned or collected expressly for these volumes by Tonson and – until his death – Dryden. As the label implies, their appeal was partly that of variety: they each contained many (50-110) mostly short poems in a wide range of genres, including topical satires, theatrical prologues and epilogues, songs, personal poems, and especially translations from the more accessible Latin and Greek classics (see sample contents lists in Appendix). They achieved immediate success, long-term popularity, and an extremely influential role in forming the tastes of readers and the practices of writers. Today, the miscellanies provide crucial insight into the development of English poetry at the beginning of the Long Eighteenth Century. Early volumes print work by such poets as Sir Charles Sedley, Rochester, Aphra Behn, and Thomas Rymer. The middle volumes see the emergence of a new generation of younger writers, many of them protégés of Dryden, including Joseph Addison, William Congreve, and Matthew Prior. The final volumes include some of the earliest work of Alexander Pope, Nicholas Rowe, and Jonathan Swift. The miscellanies represent a wide spectrum of political affiliations, and include work by, and addressed to, women. The Tonson miscellanies thus provide a unique decade-by-decade record of the complex transition between the ‘Restoration’ and ‘Augustan’ (or more neutrally seventeenth to eighteenth-century) phases of English literary culture.

In recent years there has been a new mood in teacher education. The emphasis is on professional studies, on encouraging trainee teachers to think intelligently about how to tackle problems of the classroom.This book surveys the developments which are taking it further in both Britain and North America. It goes on to argue the case for consolidating the new approach in a thoughtful, structured and comprehensive way. It argues that teacher education should be regarded as a discipline in its own right; that teacher education should be increasingly school focused and problem-centered; that it needs to blend theory more effectively with practice. It argues that teacher training programmes should prepare teachers for an uncertain future in a changing world. This calls for an emphasis on process rather than content in programmes and the preparing of teachers who are self-directed.

Genius. Anti-artist. Charlatan. Impostor! Since 1914 Marcel Duchamp has been called all of these. No artist of the 20th century has aroused more passion and controversy, nor exerted a greater influence on art, the very nature of which Duchamp challenged and redefined as concept rather than product by questioning its traditionally privileged optical nature. At the same time, he never ceased to be engaged, openly or secretly, in provocative activities and works that transformed traditional artmaking procedures. Written with the enthusiastic support of Duchamp’s widow, this is one of the most original and important books ever written on this enigmatic artist, and challenges received ideas, misunderstanding and misinformation.With 172 illustrations in colour

This book, first published in 1993 and a celebration of the bimillennium of Horace's death and a successor to Ovid Renewed (Cambridge University Press, 1988), explores in a balanced and comprehensive way, the presence of Horace in English letters and culture from the Renaissance onwards, in the form of a series of critical essays. It shows that there has been a continuous interest in Horace throughout the modern period, whereas it is often supposed that Horace's influence was only of central importance in the eighteenth century. Horace indeed is a major (if often hidden) element in the English poetic tradition, both directly and through the imitation and appropriation of his works by Wyatt, Jonson, Dryden, Pope and others. The book also casts fresh light on the character and interpretation of Horace, things intimately connected with the historical 'reception' of his works, particularly by some of their most influential and sensitive readers, the great English poets. The collection is aimed at a wide and general readership.

Dryden has sometimes been regarded as a writer narrowly of his period, a Restoration satirist whose work is largely concerned with the personalities, debates, and tastes of his own age. In this study David Hopkins shows him to be both a man of his time and a writer for all times - a great philosophical poet, the author of penetrating and exhilarating verse of general and permanent interest about love, the natural world, and the laws of human life. Dr Hopkins also analyses the personal, commercial, political, literary, and religious influences on his writing, and discusses in detail his major poetry, prose, and drama - paying special attention to the often neglected verse translations of his old age. With its emphasis on Dryden as a poet - as opposed simply to topical commentator or controversialist - the book will prove an ideal introduction for students of his work.

Soil has generally been regarded as something of a 'black box' by ecologists. The importance of soil is obvious: it provides physical support for plants, and both the living and non-living components contribute to a variety of important environmental functions. Soil is a species-rich habitat, but many questions about the ecological significance of the soil's biological diversity, and in particular how it affects ecosystem function, have never been asked. The linkages between above-ground ecology, which is rich in ecological theory, and below-ground ecology, where investigation has been restricted by methodological difficulties, have not been made. Technical developments, including isotopic and molecular methods as well as experimental and modelling approaches, have led to a renaissance in soil biodiversity research. The key areas are reflected in this exciting volume which brings together many leading contributors to explore the role and importance of soil biota.

John Dryden was the greatest writer of Restoration England. This third volume in the five-volume edition of Dryden's poems results from a complete reappraisal of the canon, text and context of his work. The modernised text has been prepared from a fresh examination of the early printed editions and takes account of the large number of manuscript copies which survived. This volume cover the poems which Dryden published between 1686-1693. Throughout the volume Dryden's language is glossed in unprecedented detail, revealing the poetic precision of his vocabulary.