Gautier journaliste : Articles et chroniques by Théophile Gautier

By Théophile Gautier

Poète de "l'art pour l'art", dédicataire des Fleurs du Mal, Théophile Gautier est resté célèbre pour le culte qu'il vouait à los angeles beauté. Mais on forget about souvent que c'est dans los angeles presse qu'il a mené, jour après jour, sa réflexion sur les lettres et les arts. De ses premiers pas au Mercure de France, à l'âge de vingt ans, jusqu'à sa mort en 1872, il a fait paraître près de three 000 articles; feuilletoniste dans différents quotidiens, responsable de los angeles rubrique littéraire de l. a. Presse, rédacteur en chef de los angeles revue L'Artiste, il fut l'un des opinions les plus talentueux de son temps. Ses articles, dont ce quantity suggest une sélection, offrent une vue imprenable sur l. a. construction artistique française du XIXe siècle. automobile Gautier fut de toutes les représentations théâtrales, de tous les live shows, de tous les spectacles de danse, de tous les Salons de peinture. Qu'il chronique les dernières prestations des cantatrices à los angeles mode ou retrace le parcours de personnalités récemment disparues - Rachel, Vigny, Rossini -, qu'il raille l. a. légèreté d'un vaudeville ou se réjouisse d'un numéro de saltimbanques, qu'il évoque son goût pour Ingres et Delacroix ou sa réticence face aux toiles de Courbet, qu'il rende compte d'un roman de Balzac ou d'une traduction de liante, c'est toujours avec panache, ardour et humour. Et, sous sa plume virtuose, c'est toute une époque d'effervescence artistique et littéraire qui revit, pour notre plus grand plaisir.

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19) An early 1990s survey from the American Society of Newspaper Editors showed that 64 percent of newspaper editors reported “their top priority for the improvement of journalism schools would be to see more media professionals on the faculty” (Gaunt, 1992, p. 33). These professionals not only deliver skills and mentoring but also socialize students into the norms and traditions expected of them when they arrive at their fi rst jobs. During periods of incremental change, this model works well.

A focus on socializing students for particular types of newsrooms rather than how to engage in critical inquiry These educational emphases artificially separate theory from practice, emphasize best practices more than new practices, and reduce the ability of students to be fully prepared for a rapidly changing environment. A fuller explanation of each point follows. Educating Professionals Journalism education at the university level was initially an American invention, developed at the end of the nineteenth century as a reaction to the excesses of the Penny Press (O’Dell, 1935).

Following Jim Carey as he follows John Dewey, I can say we need to experiment with a new alignment between journalism education and the university; between the J-school and the society, especially the media; and between the teaching of journalism and practicing journalists. INDUSTRY-CENTERED JOURNALISM EDUCATION From its earliest conceptions, journalism education has been about training students to work in professional news organizations. Initially, the training was to equip students to work in newspapers (O’Dell, 1935; Dickson, 2000; Becker, 2003).

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