A villain and a monster : the literary portrait of Richard III by Thomas More and William Shakespeare

The process of vilification of Richard III started at the end of the fifteenth century, when a well-planned policy of Tudor propaganda was set in motion by Henry VII himself, who commissioned a series of historiographical writings, mainly aiming at the solidification of the newly founded dynasty. One of the strategies, probably the major one, consisted in the definitive annihilation of the last Plantagenet king of England, whose defeat and death on the battlefield should not by any means transform him into the York victimised hero of the Wars of the Roses. Thus, various historiographers delineated Richard of Gloucester as a vile, wicked, monstrous creature. But the hyperbolic process of vilification undoubtedly reached its highest climax with two major early modern authors. The Life written by Thomas More – The History of King Richard the Third (ca. 1514) – and the play written by William Shakespeare – King Richard III (ca. 1591) – may be considered the epitomes of the tradition that has forever shaped the king as a monster. In this text, I focus on the way More and Shakespeare exploit and amplify the vituperative historiographical tradition, though mostly based on rumour, uncertainties and legendary elements. Within this widely accepted tradition, both authors manage to shape a solid portrait of Richard III, an exemplum not to be imitated or followed, but whose performance, built through a set of powerful rhetorical devices, is masterful, both in the Life and in the play

The road to rulership : Henry Tudor, King of England

At the close of the Wars of the Roses, a new dynasty was founded by a man lacking a prince’s education; moreover, his weak claim to the throne of England gave rise to a set of serious problems. These two crucial, interrelated elements are central in Francis Bacon’s biographical account of Henry VII. The literal road leading Richmond from exile to victory in Bosworth Field, in 1485, is eventually transformed into a metaphoric path that prefigures the long, deep process of learning undertaken during his 24-year reign. This fundamental process carried out by the king will be approached mainly through the passages focused on the Lambert Simnell/Perkin Warbeck affairs, the most difficult probelms the monarch had to face in a time and in a kingdom of many uncertainties. The Simnell/Warbeck menaces embodied Henry Tudor’s greatest dilemmas, continually emphasised in Bacon’s work – the essence of legitimacy and the essence of royalty

Metaphors of opulence and power in the life of Thomas Wolsey, the King’s Cardinal

This essay approaches the display of power and rulership both through the art of writing and the art of painting by focusing on George Cavendish's biographical account of Thomas Wolsey

On righteousness and dignity : two challenging issues since early modern times

Concepts such as righteousness, equality, tolerance and freedom are nowadays considered fundamental issues that should prevail in any society. Balance and righteousness thrive however on a very thin layer. We are, in fact, living in an era of duality and antithetical paradigms. This essay approaches two Renaissance authors who dealt with the same matters in their works, at a very different time and through different ways of reflection: Thomas More and Sir Walter Raleigh

Beholding a ‘Brave New World’: Sir Walter Raleigh’s The Discovery of Guiana and William Shakespeare’s The Tempest

During the 15th and 16th centuries, the idea of the world was broadened on an unprecendented scale. The Portuguese and the Spaniards dominated a first stage in the maritime expansion and even divided the planet into two halves. Those times were primarily characterized by a need to overcome the fear of the unknown, to explore and cross the oceans, to reach coast after coast and to register in maps and charts the new found lands. In the wake of the first explorers and benefiting from the extraordinary advancements in the art of navigation, the English, the French and the Dutch, particularly motivated by mercantile interests, started dominating a second stage of sea voyages. Beyond circumstances and motivations, both moments involved unparalleled events in the field of mentality and worldview: fragile ships managed to cross the vast oceans and arrive in unknown lands inhabited by unimaginable human races, plants and animals. From then on, an immense variety of works on voyages, discoveries and adventures was produced. After a brief approach to the general context of the time, I explore the broad dichotomy ‘Civilization versus Nature’ in two Renaissance English texts that, in very different ways, tell of sea voyages and behold a ‘Brave New World’: Sir Walter Raleigh’s The Discovery of Guiana (1595) and William Shakespeare’s The Tempest (1623).info:eu-repo/semantics/publishedVersio

música para todos

Fazer MÚSICA caracteriza-nos como espécie, faz parte da nossa essência. Gostamos de a fazer porque ela nos permite partilhar algo com os outros, fortalecendo e estabilizando a nossa personalidade. E todos somos capazes de a fazer. É verdade que quando nos comparamos com os instrumentistas poucos nos consideraremos músicos ou sequer “musicais”, no entanto todos já nos envolvemos em muitas e variadas atividades musicais. Na Escola, o debate sobre o que se deve aprender e a hierarquia dos saberes vem desde Platão, mas hoje sabemos que a MÚSICA dá contributos essenciais e únicos: o seu potencial criativo; é uma forma de comunicação emocional; as suas funções nas comunidades. Assim, o entendimento atual em vários Sistemas Educativos Ocidentais é o de ensinar MÚSICA a todos, de desenvolver as capacidades musicais de todas as crianças, numa perspetiva do desenvolvimento global das capacidades inatas do ser humano. Para isto, quem melhor que o professor da turma para integrar a MÚSICA com as outras áreas do saber

e-learning in the classroom?

As teachers, we are challenged everyday to solve pedagogical problems and we have to fight for our students’ attention in a media rich world. I will talk about how we use ICT in Initial Teacher Training and give you some insight on what we are doing. The most important benefit of using ICT in education is that it makes us reflect on our practice. There is no doubt that our classrooms need to be updated, but we need to be critical about every peace of hardware, software or service that we bring into them. It is not only because our budgets are short, but also because e‐learning is primarily about learning, not technology. Therefore, we need to have the knowledge and skills required to act in different situations, and choose the best tool for the job. Not all subjects are suitable for e‐learning, nor do all students have the skills to organize themselves their own study times. Also not all teachers want to spend time programming or learning about instructional design and metadata. The promised land of easy use of authoring tools (e.g. eXe and Reload) that will lead to all teachers become Learning Objects authors and share these LO in Repositories, all this failed, like previously HyperCard, Toolbook and others. We need to know a little bit of many different technologies so we can mobilize this knowledge when a situation requires it: integrate e‐learning technologies in the classroom, not a flipped classroom, just simple tools. Lecture capture, mobile phones and smartphones, pocket size camcorders, VoIP, VLE, live video broadcast, screen sharing, free services for collaborative work, save, share and sync your files. Do not feel stressed to use everything, every time. Just because we have a whiteboard does not mean we have to make it the centre of the classroom. Start from where you are, with your preferred subject and the tools you master. Them go slowly and try some new tool in a non‐formal situation and with just one or two students. And you don’t need to be alone: subscribe a mailing list and share your thoughts with other teachers in a dedicated forum, even better if both are part of a community of practice, and share resources. We did that for music teachers and it was a success, in two years arriving at 1.000 members. Just do it

The renaissance portraits of two kings and one cardinal

At a time when the word biography had not yet been coined, the written portraits were called 'Lives' and contain such an abundance of puzzling elements that one is led to wonder about the characters created by the authors and the intentions they had to shape them in such a way. The Renaissance concepts of history, literature, fiction and factual truth, as well as the authors’ special involvement in their narratives are substantially different from those ones prevailing in the precedent and posterior ages, and are in part responsible for the textual peculiarities. Bearing all these aspects in mind, the essay approaches the 'Lives' of Richard III, Henry VIII and Cardinal Wolsey, written by Thomas More, Francis Bacon and George Cavendish, respectively, and the elaborate ways the three authors approached and shaped their subjects

Sir Robert Sidney’s Poems Revisited: the alternative sequence

The essay approaches the lyric sequence written by Sir Robert Sidney (1563-1626) in the Elizabethan age, by mainly exploring its unique formal structure, which encloses an alternative sequence formed by a re-numbering of several poems