Project write up

I hope you were prepared for a long one....The pictures, video and formatting are missing from this version, but will be included in a final version submitted to the professors tomorrow.

Turkish Life and Language in Berlin
Rachel Schlechty
Honors Berlin 2008
Project Write Up

Project Question:
For my studies in Berlin, I chose to focus on the lives of Turkish Germans in order to better understand the changes that Germany is going through as it recognizes its status as a nation of migrants. Because of the number of Turkish speakers in Berlin and the governmental policy surrounding language, my original project proposal focused on the question of German-Turkish linguistic integration. For a variety of reasons, including the fact that I was unable to make extended contact with a Turkish family and the difficulty of interviewing people about how they speak, my overall topic shifted to Turkish life and culture in Berlin with a specific emphasis on language. My guiding question then became “What defines Turkish life and culture in Berlin and how do the Turkish and German languages fit within this culture?” Rather than addressing the German opinion of Türkendeutsch, as I had originally planned, I chose to approach the issue of language from a self-evaluative perspective, focusing on the relationship of immigrants and their families to the languages they speak.

Background:

“Man fears that which he does not understand”

The preceding quote, taken from our group research, represents one of the main justifications for studying immigration to Berlin and the lives of immigrants. Every country struggles with issues of immigration and integration, especially those that do not want to see themselves as immigrant nations. Both political and social expectations in all walks of life must adapt for the common good of both immigrants and natives. This is something that Germany in particular has struggled with as the number of Turkish immigrants and permanent residents increases. Although the politics of this issue are vastly important and continuously changing, my personal interest lies within the less obvious means of integration.
Because language has been used as both a personal and national identifier for years and is something that is undeniably built into a person’s identity, as well as my own person background in linguistics, I was interested in the linguistic developments in Berlin. For Turkish immigrants to Germany leaving their homeland gave them two linguistic possibilities: to integrate by learning German or to create a parallel Turkish speaking society. For many years Turkish immigrant chose the latter, resulting in older generations that speak very little German and a thriving Turkish community in Kreuzberg, Neukölln and Prinzlauerberg. However the tide has begun to change as more families decide to stay in Germany. Younger generations know more German, readership of Turkish papers is dropping, and the use of a mixed language “Türkendeutsch” or “Kanak Sprak” is increasing. These changes have brought language to the forefront of German and European Union politics, as well as bringing Türkendeutsch to the attention of linguists. Because language in Berlin has become such a dynamic topic and is an integral part of migrant culture, I choose to study it as my research topic during my month in Berlin.

Methods of Investigation:

Rather than sticking strictly to one method of investigation, I chose to pursue my project from several avenues in order to enhance my understanding of Turkish life in Berlin. The research methods that proved the most useful for my project were library research, surveys, observation, and extended interviews. Within each of these methods, I attempted to stay true to my subjects, while meeting my project goals, by explaining my personal interests in the topic, the group project that Mary-Grace, Angela, and I were pursuing, the final composition, and the overall approach of the program.

Library Research

Because my project is a newly developing academic topic, library research was an important, wide-ranging and illusive resource. I attempted to integrate many things into my project through library research, most of which I finished before my arrival in Berlin. An essential part of my library research was developing an understanding of European Union and German policy related to linguistic integration. After spending a significant amount of time researching these policies, which were generally positive in regards to minority languages, I tried to base my in-city research around them. This included asking personal opinion questions about German linguistic practices and laws, as well as attempting to observe these laws in action. Additionally I researched topics like language and German nationality, the decline of Turkish language newspapers in Berlin and the reasons believed to be behind the decline in readership, as well as upcoming Turkish cultural events in Berlin. While my library research was limited in terms of both scope and depth, it acted as the central foundation for my project in Berlin. Without a basic understanding of the cultural and linguistic policies, I wouldn’t have been able to develop either of my surveys or prepare any interviews. Overall library research acted as a stepping stone for my project, preparing me for my in-city research.

Surveys

Kepler School (Survey #1)
After my initial library research, I feel that my surveys best addressed my research questions and so I will now analyze them. My first survey was developed for a group of ninth and tenth graders at the Kepler-Oberschule in Neukölln. Ideas for this survey were roughly based upon a professional linguistic survey that I came across during the library research stage of project, but were written by me and translated into German with the help of a native speaker. The questions posed in this survey are as follows , :

1. What languages do you speak other than German?
2. Where do you speak these languages? (church, home, with friends, shopping, school)
3. Are there situations in which you can only use German? If so, which?
4. Are there situations in which you can only use a different language? If so, which?
5. If your school offered Turkish, would you want to take it? Why or why not?

These questions provided me with a general understanding of how this particular group of students viewed their own interactions with language. However there were many questions that were not included in this survey in order to keep it standardized and relevant for all speakers. Ideally I would have liked to interview those students, who spoke more than one language in order to better understand their social and family backgrounds, but such interviews were beyond the scope of our invitation to the Kepler school.

The results from my brief visit to the Kepler school were extremely helpful in understanding the linguistic interactions taking place between Turks and Germans. Although the students were not focused on entering college, most spoke at least two languages, with a few speaking many world languages. (I define world languages as languages other than Turkish or German.) I also found that one of my most interesting survey questions was the question referring to people’s desire to learn Turkish. The chart below provides a basic analysis of the results.

Of particular interest to me were the reasons for or against learning Turkish. Many students, already knowing some Turkish, wanted to improve their language skills, while some desired to learn Turkish in order to talk with their friends or for frequent trips to Turkey. In comparison, those that had no interest in learning Turkish gave very few reasons for their choice. The fact that few Germans had interest in learning Turkish came as no surprise, as the German attitude towards Turkish culture seems to be one of general ambivalence, with some Germans choosing to participate in Turkish cultural activities while others abstain.
These interviews also provided me with a window into Turkish life in Berlin. Because most of the students that I interviewed had migration backgrounds, I felt that our discussion provided me with valid insight into the lives of Turkish Germans. Many of the students expressed a longing for their family culture, as well as a very personal and often “love/hate” relationship with their German home in Berlin. Based on the issues we discussed, one thing was made clear to me—the German education system and job market is not working for the generations of immigrants. Linguistic and economic opportunities are passing them by, which does not go unnoticed.

Survey #2

My second survey was developed for German intellectuals and was directed mainly towards Turks and the Turkish language in the education system. Unfortunately I was unable to widely circulate this survey, leaving me with too few results to draw solid conclusions. Based on what I did receive, there is a general consensus that the German school system does little to enable Turkish youth to succeed, hindering their chances at continuing to university, echoing the sentiment from the Kepler School.

In terms of the general German reaction to Turks, my results were inconclusive. Based upon my own observation and the few surveys I was able to collect, it seems that the German sentiment is one of apathy. Many Germans see Turkey as a vacation destination, while a select few believe that Turkish should be taught in school as a foreign language. However there are those who take great interest in Turkish culture. The main sense I got from this survey was that interest in Turkish culture, although low in Germany is dependant upon the individual: some choosing to engage while others do not.

Observation

Although it is not technical, my third research method, observation, was an important tool for my project. I attempted to pay close attention to the speech that I heard around me in the subway, at the store, at the Turkish market, during interviews, and wherever else I happened to venture. I was able to hear many Turkish and Germany youths speaking a mix between Turkish and German, which is what I expected to see after completing my library research and talking with a few professional linguists (from the University of Washington). However, I failed to make field notes of my findings, as they were collected very informally.
I was also careful to document, with my camera, any Turkish and German signs that I came across. Living on the border of Kreuzberg, these were almost a daily occurrence in stores and restaurants run by Turks. However I was unable to find a single official sign (police, fire, etc) that was written in Turkish and German. (The registration office for foreign nationals does represent an exemption to this statement.) I take this as a sign of Germany’s reluctance to accept the Turkish language as part of German culture. While I recognize that my own observations are limited due to the amount of time we spent in Berlin and my inability to read every sign or ask questions at every official office, I was surprised that my predictions were true. In analyzing my observations I find it hard to believe that Turkish has not acted like Spanish in the United States.

Extended Interviews

Because I was unable to do a case study with a multi-generation family as I had originally proposed, I pursued extended interviews. There were interviews or interactions that were several hours long and set outside of the university setting. My contacts for this component of my research came from the shorter lecture sections that we held for the class. In these interviews my main goal was to actually see how Turks in Berlin lived their lives, rather that simply asking questions and receiving cut and dry responses. By undergoing this project, I was able to actually experience Turkish life in Berlin and form my own opinions. However I was unable to learn much about linguistic integration, because I was experiencing culture rather than asking direct questions regarding speech patterns. Although this method has it limitations, I feel that it was one of my best methods of research because of the personal involvement. I would really encourage future students to adapt similar methodology.

Şehitlik Mosque

Another important component of our overall research into Turkish culture in Berlin, especially for Mary-Grace, was religion. After our tour of the mosque our research group was invited to the mosque’s Koran study sessions and to join in the shared Ramadan dinner. Taking part in two of these sessions allowed us to gain a better understanding of Islam and Turkish practices during Ramadan. At this particular mosque each individual is asked to read the entire Koran during Ramadan, resulting in prayers that can last more than an hour. Additionally each mosque member is asked to view their fasting as a reminder of Allah’s generosity and grace, and is encouraged to do positive community work or give to the poor. The Muslim and (mostly) Turkish community of this mosque was eager to welcome individuals from different religious backgrounds and sought only to be understood, (although one girl did attempt to convert me).

Aside from the cultural experience, I did gain a small amount of linguistic knowledge from these visits. Listening to the Arabic was at first a bit of a shock to me, having never really heard any similar languages. After talking to several individuals, the reasoning behind the use of Arabic in the religion became extremely clear. The Muslim community, especially in an ethnically diverse area like Berlin, needs a way to communicate. One particular instance really reminded me of the linguistic diversity in this community. Our host was asked a question and could only respond with “I don’t speak Turkish”. I couldn’t imagine being part of a community in which I was unable to communicate with my peers. This incident really stuck with me and is one that I feel defines the Turkish community in Berlin—between being fully understood and completely ignored by the Germans.

Turkiyemspor

Our group also conducted an extended interview with the manager from Turkiyemspor. During this interview we were introduced to many aspects of Turkish life including Turkish hospitality, the ancient Turkish celebrations of Ramadan, the decision to stay in Germany or to return to Turkey, life as an ethnically diverse family in Berlin, and many other topics we had discussed in our lectures. For me it was particularly interesting to meet someone who had struggled with the issues that we were simply trying to understand. For this particular family, the decision to return to Turkey remains partially undecided, while language does not. (German was clearly the language of their home and there appeared to be no pressure or serious need to learn Turkish.) As one can see, this particular interview took my earlier library research from a formal theoretical base into an active, vibrant topic.

The Performance Aspect:

Having never done experiential based group research or created my own performance pieces, I was extremely nervous to undertake such a task, but as time progressed my anxiety subsided. The added aspect of performance did help shape the way I viewed my research and the people I encountered. By observing my subjects in both formal and informal settings in order to create characters, I was able to perceive more of their body language and obtain a better understanding of what it meant to be that specific person. This also allowed me to include more people in my research. Rather than simply observing those that I met with or interviewed, everyone— from the Turkish teenagers on the subway to the mother working at the Döner Kebab while watching her children—became part of my research. In this sense my project was given a more holistic approach appropriate for an immersion program such as this. However my discomfort with the artistic component of the project never fully dissipated. I felt the need to explain to people that we were to present our research as a performance. After some degree of explanation the addition of the artist component was well received and many people expressed interest in our final performance. Some of our subjects wanted to contribute material to our final composition and took us to places of artistic or performance value. An example of this can be seen in the video below of Turkish whirling dervishes. (Unfortunately we were unable to incorporate this into our final composition.) Despite the discomfort, I feel that by including the composition aspect into this project, I was given a different, fuller and richer view of my topic and the people I was studying. I also felt that this aspect helped people connect with our group research and contribute directly to it, rather than as a passive subject.

Further Research:

Overall I found this topic fascinating and rich. It is something that one could spend years researching; we unfortunately had a month. In further pursuing this topic, I would first develop a survey similar to the one I used at the Kepler school and present it to Gymnasium students with German or western European heritage. I believe that such a survey would balance out the results that were seen at the Kepler school. However there is also a chance that such a survey would demonstrate a change in the German perception of Turkish language and culture. Additionally, I would meet with the group Kanak Attak. This group, which has been active since the 1980s, is a strong advocate for immigrants’ rights in all areas of life, with a particular emphasis on language. I feel that this group would be able to give me passionate answers to most of my questions, which often went unanswered while I was in Berlin—particularly regarding the language requirement for Turkish immigrants. Without talking to this group or a similar minded group I feel that my project lacks, through no fault of my own, a certain degree of completion, because this is a Turkish group attempting to define what language requirements and expectations are valid. The final and most advanced course of study for this project would be to ask Turks to describe their lives in Berlin using their own dialects on tape and undergo detailed linguistic analysis. Unfortunately I am not a linguist and therefore lack the ability to make more than simple distinctions in speech patterns. However many linguists are interested in this topic, providing the rest of us for quality library research.

Concluding Thoughts:

Although I encountered several setbacks in my research, which caused me to change course, I am happy with my overall outcome. I believe that my extended interviews gave me better insight into the Turkish community than my intended case study could have done because of their overall diversity. My library research gave me a sound theoretical base for my interviews and observations, which allowed me to see, understand, and take part in Turkish life and language in Berlin. The addition of my colleagues’ work in the form of our collaborative group composition added yet another dimension to an already involved project, moving from research to performance art, a concept which was once foreign.


Appendix
Kepler School Survey Questions—German
1. Weclche Sprachen sprichst du, außer Deutsch?
2. Wo sprichst du welche Sprache am meisten? (Kirche, zu Hause, mit Fruenden, beim Einkaufen, in der Schule)
3. Gibt es Situationen, in denen du nur deutsch gebrauchen kannst? Wenn ja, für welche Situationen trifft das zu?
4. Gibt es Situationen, in denen du nur eine andere Sprace gebrauchen kannst? Wenn ja, für welche Situationen trifft das zu?
5. Wennn deine Schule einen Türkischkurs anbieten würde, könntest du vorstellen daran teilzunehmen? Warum ja oder warum nicht?

ein Tag in Berlin

Trying to look for the naturalization test

So I'm in Berlin right now, trying to get a hold of the German naturalization test, which is a little trickier than I thought it would be. This project is a little frustrating, because I don't really know who to talk to and we don't have a ton of time. I have gone to the Turkish market, the Kreuzberg museum and a few other places. I'm about to go with my group to a Turkish community group and see if anyone would be willing to helps us out.

Anyway, here are some things that I've come across today.

http://www.guardian.co.uk/world/2006/mar/16/germany.lukeharding

http://www.thelocal.de/12425/20080611/

This is an article about the controversy of the standardized test naturalization test. Here's a quote from it:
"The multiple choice tests covering geography, history, politics and society were developed by the Humboldt University in Berlin, and will be obligatory beginning September 1, 2008, the Interior Ministry said Tuesday."

I found it interesting, if you're interested in immigration policy, you should check it out.

http://www.thelocal.de/13251/20080723/ This is about the mosque that they're building a few blocks from our apartments.

This is apparently the test that they give in Hessen. It's pretty hard, but I passed.

http://www.ftd.de/politik/deutschland/56873.html?

German 423 Final

http://youtube.com/watch?v=qZfHsk-mWsk

Research Proposal

Research Question:

The question that I will be attempting to address is two fold; what has been the overall linguistic effect of the mass migration of Turks to Berlin, with respect to Türkendeutsch, and how do both the Turkish and the Germans view this change?

This question relates to our larger group topic of immigration by addressing the varied perceptions and views of integration through one of its most pivotal components, language.

Research Methods:

An essential part of my research will be developing an understanding of official European Union and German policy related to linguistic integration. The need to understand these laws and regulations is of the utmost importance because I will be asking people how these policies have affected them and what they think about them. If I wish to question people about these policies, I have to know what they are and be able to explain them if need be. I intend to acquire the needed knowledge for this aspect of the project before leaving for Berlin. This includes reading both the European Union policy on minority language and linguistic integrations, as well as reading published laws and articles produced within Germany.

In terms of determining the linguistic effects of the Turks in Berlin, I intend to undertake two courses of study. I hope to contact the department of linguistics at the Berlin universities and see if any faculty members are examining Türkendeutsch. There is also a professor at the Universität Hannover who I know is working on such a project, but I would prefer working with someone in Berlin, rather than communicating through e-mails or the phone. Through this contact, I hope to be referred to academic articles and other resources that detail the linguistic interaction taking place in Berlin. The second aspect of answering this question is observation. My observations will be done in two main ways: interviews, which I will explain later and direct observation. Direct observation for me will entail spending a significant amount of time in areas of high migrant population including Kreuzberg and Prinzlauerberg. I have seen several academic and news articles about Türkendeutsch and I would like to experience it first hand. Because I have an advanced understanding of German, I hope to be able to both listen for anomalies in people’s speech and have some conversations with Turkish Berliners.

In terms of surveys, I plan to develop two surveys in order to discover the different perceptions of the linguistic change occurring in Berlin. Both surveys will be oral with an oral consent script explaining who I am, the goals of my project, and that no names are being recorded. One survey will be directed towards Turks addressing their use of multiple languages, their feelings on official policy and their opinion of German. I have begun to compile a list of possible questions for this survey in both English and German. (Please see attached.) The second survey will be used to obtain the German perspective on linguistic integration, focusing specifically on the changing qualities of German. As of now, I have been unable to develop questions for this survey, but I intend to have an outline of my intended interviews before leaving for Germany.

In terms of gathering opinions on linguistic integration, the age of my subjects will differ tremendously in order to look for a pattern, but I do not intent to survey individuals under the age of 18. Based on what I’ve encountered so far, these surveys should reveal, that young people are the most willing to integrate speaking multiple languages or showing an obvious preference for German over Turkish. I intent to recruit my subjects mostly through social groups, community organizations, and face-to-face encounters at local hang out spots. I hope that visits to the Turkish markets and Marzahn will give me a good perspective on the possible groups of subjects that I could interview.

The final avenue I would like to pursue is doing a case study. I feel that having some sort of extended interaction with a multi-generation migrant family would provide our group with a better understanding of the impact of integration and immigration policies. Our group has found a few organizations in Berlin that may be able to facilitate a case study for us, as both approaching individuals and explaining our project may be a daunting task. I hope to ask our German contact at Humbolt how to approach this task. Ideally we would be able to spend extensive amounts of time with one family so that they would feel comfortable openly expressing their feelings with us. This could include having dinner with the family, spending some time at their home, or any other activities they would feel comfortable with. I intend to ask our case study family, should we be successful in finding one, questions similar to those that I have created for my interviews and surveys.

Fragen für das Gespräch mit einem Türken

• Seit wann sind Sie in Deutschland?
• Welche Generation Migrant(in) sind Sie?
• Welche Generation Migrant(in) sind Sie?
• Wie fühlen Sie sich auf Deutsch?
• Ist es ihnen lieber, ihre Muttersprache zu benutzen oder Deutsch?
• Gibt es Situationen in denen Sie nur ihre Muttersprache betnutzen können oder wollen? Ist das auch so für Deutsch?
• Wie haben Sie Deutsch gelernt? War es schwierig? Haben Sie das gerne gemacht? Ist es ihnen wichtig, gut Deutsch zu können? Glauben Sie, dass andere Leute auch ihrer Meinung sind?
• Ist es Ihnen wichtig, dass ihre Kinder ihre Muttersprache lernen?
• Was denken Sie über die Sprachpolitik? Sollen die Schulen ihre Türkish lehren?

Possible Interview Questions

• How long have you lived in Germany?
• What generation immigrant are you?
• What languages do you speak?
• How do you feel speaking German?
• Do you prefer your native language or German?
• Are there situations in which you can only use your native language or situations that you only want to use your native language in? Is this true of German too?
• How did you learn German? Did you find it hard? Did you want to learn it or where you resistant? Do you think it’s important to know German? Do you think others agree with your opinion?
• Is it important to you that your children learn your native language?
• What do you think about the politic of language? Should Turkish and east European languages be supported in German schools?

Rachel’s Work Cited (MLA)

“Common European Framework of Reference for Languages. ” Wikipedia. 2008. Wikimedia Foundation, Inc., 20 May 2008 .

"German courses for Turkish spouses. " Turkish Daily News [Ankara] 9 Feb. 2008, National ed.: 1. ProQuest Newsstand. ProQuest. University of Washington Libraries, Seattle WA. 20 May. 2008

"German politicians criticize Turkish premier's call for Turkish schools. " BBC Monitoring European 12 February 2008 1. ProQuest Newsstand. ProQuest. University of Washington Libraries, Seattle WA. 20 May. 2008 .

“Türkendeutsch.” Studipedia. 2008. 1 June 2008 .

Watzinger-Tharp, J. "Turkish-German Language: An Innovative Style of Communication and Its Implications for Citizenship and Identity." JOURNAL OF MUSLIM MINORITY AFFAIRS. 24 (2004): 285-294.

“Wie Jugendliche redden: Türkendeutsch als Szenesprache” RP Online. (2007): .

"Working hard in language courses to be eligible to reside in Germany. " Turkish Daily News [Ankara] 28 Apr. 2008, National ed.: ProQuest Newsstand. ProQuest. University of Washington Libraries, Seattle WA. 20 May. 2008 http://www.proquest.com/>.

"Younger Turkish generation in Germany driving force for integration - poll. " BBC Monitoring European 13 February 2008 1. ProQuest Newsstand. ProQuest. University of Washington Libraries, Seattle WA. 20 May. 2008 .

Todesfuge

Paul Celan's Todesfuge (death fugue)

Black milk of daybreak we drink it at evening
we drink it at midday and morning we drink it at night
we drink and we drink
we shovel a grave in the air where you won't lie too cramped
A man lives in the house he plays with his vipers he writes
he writes when it grows dark to Deutschland your golden hair Margareta
he writes it and steps out of doors and the stars are all sparkling he whistles his hounds to stay close
he whistles his Jews into rows has them shovel a grave in the ground
he commands us play up for the dance

Black milk of daybreak we drink you at night
we drink you at morning and midday we drink you at evening
we drink and we drink
A man lives in the house he plays with his vipers he writes
he writes when it grows dark to Deutschland your golden hair Margareta
Your ashen hair Shulamith we shovel a grave in the air where you won't lie too cramped

He shouts dig this earth deeper you lot there you others sing up and play
he grabs for the rod in his belt he swings it his eyes are so blue
stick your spades deeper you lot there you others play on for the dancing

Black milk of daybreak we drink you at night
we drink you at midday and morning we drink you at evening
we drink and we drink
a man lives in the house your goldenes Haar Margareta
you aschenes Haar Shulamith he plays with his vipers

He shouts play death more sweetly this Death is a master from Deutschland
he shouts scrape your strings darker you'll rise up as smoke to the sky
you'll then have a grave in the clouds where you won't lie too cramped

Black milk of daybreak we drink you at night
we drink you at midday Death is a master aus Deutschland
we drink you at evening and morning we drink and we drink
this Death is ein Meister aus Deutschland his eye it is blue
he shoots you with shot made of lead shoots you level and true
a man lives in the house your goldenes Haar Margarete
he looses his hounds on us grants us a grave in the air
he plays with his vipers and daydreams der Tod ist ein Meister aus Deutschland

dein goldenes Haar Margarete
dein aschenes Haar Sulamith

http://www.nortonpoets.com/ex/celanp.htm

Schwarze Milch der Frühe wir trinken sie abends
wir trinken sie mittags und morgens wir trinken sie nachts
wir trinken und trinken
wir schaufeln ein Grab in den Lüften da liegt man nicht eng
Ein Mann wohnt im Haus der spielt mit den Schlangen der schreibt
der schreibt wenn es dunkelt nach Deutschland dein goldenes Haar Margarete
er schreibt es und tritt vor das Haus und es blitzen die Sterne er pfeift seine Rüden herbei
er pfeift seine Juden hervor läßt schaufeln ein Grab in der Erde
er befiehlt uns spielt auf nun zum Tanz

Schwarze Milch der Frühe wir trinken dich nachts
wir trinken dich morgens und mittags wir trinken dich abends
wir trinken und trinken
Ein Mann wohnt im Haus der spielt mit den Schlangen der schreibt
der schreibt wenn es dunkelt nach Deutschland dein goldenes Haar Margarete
Dein aschenes Haar Sulamith wir schaufeln ein Grab in den Lüften da liegt man nicht eng

Er ruft stecht tiefer ins Erdreich ihr einen ihr andern singet und spielt
er greift nach dem Eisen im Gurt er schwingts seine Augen sind blau
stecht tiefer die Spaten ihr einen ihr andern spielt weiter zum Tanz auf

Schwarze Milch der Frühe wir trinken dich nachts
wir trinken dich mittags und morgens wir trinken dich abends
wir trinken und trinken
ein Mann wohnt im Haus dein goldenes Haar Margarete
dein aschenes Haar Sulamith er spielt mit den Schlangen
Er ruft spielt süßer den Tod der Tod ist ein Meister aus Deutschland
er ruft streicht dunkler die Geigen dann steigt ihr als Rauch in die Luft
dann habt ihr ein Grab in den Wolken da liegt man nicht eng

Schwarze Milch der Frühe wir trinken dich nachts
wir trinken dich mittags der Tod ist ein Meister aus Deutschland
wir trinken dich abends und morgens wir trinken und trinken
der Tod ist ein Meister aus Deutschland sein Auge ist blau
er trifft dich mit bleierner Kugel er trifft dich genau
ein Mann wohnt im Haus dein goldenes Haar Margarete
er hetzt seine Rüden auf uns er schenkt uns ein Grab in der Luft
er spielt mit den Schlangen und träumet der Tod ist ein Meister aus Deutschland

dein goldenes Haar Margarete
dein aschenes Haar Sulamith

Composition #2

I must say that I was really impressed with the compositions that the four groups came up with for last week. They encompassed a lot of themes that we have discussed in the class and people's own projects.

First, I'd like to start with my reaction to our composition. I really wish that I could have seen it, but alas I was in it! :-p I agree with Shanga that we could have done a lot better on our timing. Our composition had a lot of ideas that we were trying to bring out, but we didn't do them as well as we could have. I would like to do what Shanga keep suggesting and push one element as far as we can. In this particular composition I don't really know what element that could have been. I really liked that our overall composition came off as light spirited or playful. I think this really fits with our research and they way Germans are dealing with immigration. The society as a whole tries to treat it as a non-issue, but it's not--there are multiple issues and concerns that are bubbly below the surface. Our composition did this on a certain level, but it could have been portrayed a little better.

One thing that I really thought people would comment on was the fact that we were digging the graves up. This was an allusion to a very famous Paul Celan poem "Todesfuge". This is a poem about the German treatment of Jews during the holocaust. Celan was a concentration camp survivor, who had been enamored with German culture, prior to his ordeal. He later committed suicide . . . but back to our compositions. Our group sees certain connections between the German's past ignorance of issues with the Jews, which eventually lead to the Holocaust, and the issues that are brewing under the surface with the Turks and new foreign population.

On the other compositions: I was very impressed. I particularly enjoyed the arts and identity groups. The visual displays were very impressive and artsy. The identity group presented there ideas very well and it was easy to understand their topic. I enjoyed their text, especially the one about the zipper.

At first I didn't really understand the arts group's composition, but it was visually very powerful. I thought that the girl who died was crying, but it made sense both ways. I thought their use of levels was terrific, those stairs are great for what they did. I would like to encompass something similar in a later composition.