This week we continue our series on career profiles. We hear from Daniel Milnes, who studied German and Russian at Somerville College and graduated in 2011. Orginally from Leeds, Daniel now works as a Curator for modern and contemporary art at the Hamburger Bahnhof Museum for Contemporary Art in Berlin. Daniel tells us how his languages have fed into his career path…
After graduating from Oxford in 2011 I completed a Master’s degree in Art History at the Albert-Ludwigs-Universität Freiburg with a research period at the European University at Saint Petersburg (2011-2013). This proved to be the first step toward my current career as a curator for contemporary art. After graduation I completed a two-year traineeship in curatorial practice at the Kunstmuseum in Stuttgart where I served as assistant curator on two large-scale exhibition projects as well as curating my own exhibition with the artist Raphael Sbrzesny. This led to my next position as Assistant Curator at Haus der Kunst, Munich, a leading international institution for the display and discussion of contemporary art and culture.
At Haus der Kunst I served as assistant curator for the project “Postwar: Art between the Pacific and the Atlantic, 1945-1965” which redefined the art historical canon of the postwar period from a multifocal and global perspective, deconstructing the traditional narrative that has until recently been dominated by the work of white male artists from the West. For this project I was responsible for the selection of art from the Soviet Union, liaising with artists, curators, theoreticians, and museum workers in Russia. My contact to the contemporary Russian art world was further strengthened through the development of a solo exhibition with media artist Polina Kanis, who works between Moscow and Amsterdam. In addition, I curated two further exhibition projects which analysed how models of identity have changed since digital forms of mediation have come to dominate daily life.
Since 2018 I am working as Assistant Curator at the Hamburger Bahnhof Museum for Contemporary Art in Berlin, where I am currently organizing the exhibition of the winner of the National Gallery Prize, Agnieszka Polska.
In my day-to-day working life I am constantly travelling and shifting between languages in order to coordinate exhibitions, write academic articles, proofread catalogues, give tours through exhibitions, deliver presentations and speeches, and liaise with artists. This would all be unthinkable without my training in Modern Languages and the sensibility for the nuances of language and culture that it fostered.
Alannah Burns, a fourth-year Philosophy & German student at Lady Margaret Hall, loved teaching English at a secondary school in Berlin on her Year Abroad. Here she tells us why.
‘Too many choices of what to do on a Year Abroad?! But one obviously stands out…’
Nine months. One city. One school. One job. One language.
Today, it’s the game ‘werewolves’ in English for Grade 8 at 12pm.
Tomorrow, it’s one-to-one English speaking exam practice with Grade 10 at 2pm – this will be the first time they are learning what the exam is really like.
This morning it was going through the answers to the English class test from last week with Grade 8 step-by-step.
Tonight I’ll have to look up the lyrics to a Disney song and create a gap-fill exercise from it to help Grade 7 students practise listening to and understanding American accents.
For nine months I was paid to assist Grade 7, 8 and 10 English lessons at a ‘community school’ [Gemeinschaftsschule] in Berlin. I worked at the school for just over 12 hours a week (that’s right! Only 12 hours a week minimum and 20 hours a week maximum are required of you!). I did this as part of the British Council’s English Language Assistant programme. This is a very popular choice for those doing a Year Abroad, and I’m here to show you why.
I had never been to Berlin before I started my Year Abroad. I lived in nine different flats in eight (very different) areas of Berlin, for periods ranging from only five days, to four months straight (try doing the maths on that one!). I saw so much of the city this way, and experienced so many different kinds of city environments. I was paid 850 Euros a month for the teaching and (amazingly) never paid a cent more than 500 Euros for an entire flat to myself in Berlin with all bills included… Student life certainly does not get better than that! Teachers I worked with let me stay with them at the start of my time in Berlin, and helped me open a bank account, register my addresses, and find new places to live. The English Language Assistant placement with the British Council is also part of the Erasmus+ Scheme (which most universities are signed up to), meaning that you have access to extra funding and can continue to receive your maintenance loan from Student Finance as usual! I even still received funding, as I do every year, from Oxford University’s Moritz-Heyman Scholarship which is for students from backgrounds with a low household income. Put all these things together and see just how quickly my financial worries about a year of moving to a new country by myself were extinguished!
‘Living abroad for a year?! But how will I finance this?! How will I make friends?!’
Another scary part of spending a year in a new place and new country is how to get to know new people. The British Council run training sessions before your placement which are usually (but not always) in the country you will be spending your Year Abroad. This training lasts for a few days (for which they usually provide you with accommodation etc.) and during it you work closely with the other people from different universities who are also going to be teaching English at schools in the same city/region as you. This means that you know a circle of interesting people straight away who will be doing the same job, and build good friendships with them early-on while learning how to prepare lessons, work with teachers, teach different age groups etc.
Now to the job itself. The idea behind the British Council’s English Language Assistants programme is to foster an environment of joyful learning and incredible cultural exchange abroad, with a native English speaker supporting and encouraging people abroad to enjoy learning English and about English-speaking countries.
My experience was pretty unique: I never prepared my own off-curriculum lessons on British culture (or indeed anything), and never spoke German to the students… Here’s why: Most students at the school were from migrant or economically-disadvantaged backgrounds, with many students having diagnosed behavioural problems or learning difficulties. Some students had weak levels of German, let alone English. Not knowing I can speak German thus encouraged them to practice English with me – great for the students, but not for my spoken German… We followed the curriculum strictly as the students’ English levels generally were too weak to diverge from the textbook with exams/class tests always looming.
‘You don’t have to be crazy to work here. But it helps tremendously!’
As an enthusiastic native English speaker, I was told I had become a very valuable asset to this school. I led whole lessons, supported students in one-to-one speaking sessions, ran lunchtime English clubs, explained grammar, produced my own worksheets, and marked tests and homework. This experience was perfect for me as I hope to become an English teacher abroad in future. but my experience was certainly not typical! I know some people who worked at schools in Spain which asked them to teach science or other subjects in English, and others in different countries who were always preparing their own English lessons about British culture or their own background. The teaching experience is what you make of it and what you want it to be. There is always so much scope to talk with your school about what they want to get out of having a lively native English speaker in their classrooms, and what you want to learn from the experience and gain skills in. Every key skill you could ever need to show-off on your CV (such as leadership, teamwork, confidence, independence, reliability, punctuality, commitment, etc.) is what you can gain from this Year Abroad placement with the British Council. I cannot recommend it enough!
After leaving Berlin I gained a TEFL qualification through doing around 250 hours of volunteer English teaching to Polish children/teenagers in Warsaw and London, and German business professionals in Frankfurt. The English Language Assistant programme with the British Council certainly prepared me well for this.
You can find out more about the British Council programme here.
Calling all Germanists and aspiring Germanists: the Oxford German Network (OGN) is pleased to announce the launch of this year’s German Olympiad – a prize for German learners aged 9 and up. The theme this year is Tiere und Monster [Animals and Monsters]. There are a range of activities to take part in, depending on your age, and you can submit an entry as an individual or as a group. This year there are also some activities for those of you who might be new to German. Read on for more details, and please consult the full guidelines on the OGN website.
Years 5 and 6 (age 9-11):
Draw a monster and label its parts.
Draw a picture of your home from the perspective of an animal or insect living there. Label the things in it and include a title indicating the type of creature it is.
Find a German fairytale about animals and draw a comic strip retelling it.
Years 7 to 9 (age 11-14):
‘Gibt es wirklich Monster?’ Write a dialogue between two people who disagree about whether monsters really exist.
Create an advertising brochure for a zoo or wildlife sanctuary.
Research the history of the Krampus figure and Krampusnacht, and create a poster explaining them.
Years 10 and 11 (age 14-16):
Research the roles played by animals in the First World War and present your findings in an article.
Paint or draw an animal or animals in the style of the artist Franz Marc and write about the work of art that inspired it.
Retell a story (originally in any language) featuring animals and/or monsters.
Years 12 and 13 (age 16-18):
‘Was tun Zoos für den Artenschutz?’ Write an article using the information on the website of the Berlin Zoo and at least one other German, Austrian or Swiss zoo.
Create a comedy sketch retelling Kafka’s Die Verwandlung. Submit it as a script or a filmed performance.
Write a short story about a female monster.
Open Competition for Groups or Classes (4+ participants)
Create a film or PowerPoint presentation about Tierversuche.
Write and illustrate a short book for children about an animal or a monster.
‘Unser Leben mit einem Monster.’ Create a film or song on this theme.
Discover German – Taster Competition (1-3 participants with no prior experience of studying German)
Years 7 to 9: find words used for animal noises in German, and film yourself saying them together with the equivalent English word.
Years 10 and 11: rewrite (in English) the story of Hänsel and Gretel, setting it in a real modern German city and including 15 German words.
Years 12 and 13: choose three of the following animal nouns: Hund, Katze, Schwein, Pferd, Kuh, Schaf, Hase, Vogel. Find compound words (e.g. Osterhase – Easter Bunny) and idioms (e.g. Schwein haben – to be lucky) that contain them. Write a blog post about how you found them and what differences from English you discovered.
Please spread the word to your Greman-speaking friends. The deadline for submissions is noon on 15th March 2019. If you have any questions please contact the Co-ordinator of the Oxford German Network at firstname.lastname@example.org . We look forward to receiving your entries.
This post was written by Dr Alex Lloyd, a lecturer in German at Magdalen College & St Edmund Hall. Dr Lloyd is a key member of the team behind the Oxford German Network, and a convenor of the Oxford Song Network. Today she tells us about when German and song come together…
How do you translate the words of a song into another language so that it still fits the music when it’s sung in the new version? This was the challenge my students set us when we offered to translate Friedrich Schiller’s poem ‘An die Freude’ [Ode to Joy] for the collaborative translation collection, The Idea of Europe: Enlightenment Perspectives.
Schiller’s poem is well known in the setting by Beethoven in his Ninth Symphony. My second-year students suggested we attempt a translation which rhymed and scanned like the original and which could be sung to Beethoven’s tune. I had done translation workshops with students in the past which involved working with song texts (you can listen to some examples of German World War One texts here), and had also started to explore the theory behind producing singable or ‘vocal’ translations. So, we decided to try and fit our text to Beethoven’s music. Each student took responsibility for one or more verses of the text, and we discussed their ideas and solutions in our weekly translation class. The students enjoyed the collaborative aspect of the experience (it’s one thing translating by yourself, but quite another to have to reach compromises and negotiate!), as well as the challenge of thinking about text and music. One student reported: ‘It was great fun collaborating for this translation, as we realised we all emphasised different aspects of the original poem and had different interpretations of some of the images, so we had to pitch our ideas against each other to come up with a final version.’ When we were translating, we had to take a number of factors into account: the style and structure of the text, the register (formal or informal?), the literal meaning of words as well as the associations they have within society and culture. The first few lines of the first verse will show you what I mean:
Freude, schöner Götterfunken
Tochter aus Elysium,
Wir betreten feuertrunken,
Himmlische, dein Heiligtum!
[Joy, the gods’ own spark of beauty
daughter of Elysium,
Fire-drunk pilgrims’ solemn duty
to your kingdom we shall come!]
This is not the sort of thing that comes up in everyday conversation.
Often, it’s actually quite difficult to translate a text without losing something of the original – references, sounds made by the position of words in a sentence – and to say just exactly what the original text did. To translate a text so that it also fits the rhythms of a song is a very tall order. Indeed, this kind of translation has been called impossible. We had to think about the style and structure of the music as well as the text: phrasing, rhythm, stress, range, word painting. We also needed to think about the needs of the singers (not putting awkward vowel sounds on a very high note, for example), as well as the function of the song (the tune is used as the European Union’s anthem though performed without words), and the needs of the audience members who are listening to it. To use a technical term from translation studies, we had to ‘compensate’, by trying to introduce things elsewhere to achieve the same effects overall. Vocal translation encourages us to ask questions about the dynamic relationships between text and music. Perhaps have a go at translating your favourite song from English into German. Can you make it fit the music without sounding really strange?
Singable translation might be difficult, but it’s something we can encounter without thinking about it. Many people at Christmas sing the carol ‘Silent Night’ which is actually a translation of a German song, ‘Stille Nacht’. Or, take David Bowie’s famous song ‘Heroes’ which he also performed in German and in French. One of the students who worked on the translation is now doing an extended project on the way hymns change between languages, and another will be taking a course on advanced German translation next year. A group of students and I performed the singable English translation of the ‘Ode to Joy’ at the launch of the book, The Idea of Europe: Enlightenment Perspectives, in November. ‘It was a lovely surprise to be a sent a video months later of our translation being sung at the relay reading event in the Taylorian!’.
And you can see a clip of Dr Lloyd and her students singing ‘An die Freude’ here…
Last week, we heard an overview of German at Oxford from Prof. Henrike Lähnemann. This week, Hannah Hodges, a current second-year undergraduate of French and German at St Peter’s College, tells us what motivated her to study German from scratch or ‘ab initio’.
The popular YouTube videos “German compared to other languages” didn’t really help me when justifying my decision to choose German as my ab initio language. Who would rather commit to four years studying the language whose word for butterfly is Schmetterling and not papillon or farfalla ?
Now in my second year of the ab initio German course, I stand by my decision to take up German as part of my degree. Why? Well, despite its reputation for being complicated, German is actually quite a logical language (at least compared to the endless list of French grammar exceptions anyway!). I may still stressfully pause before I say anything in order to figure out which translation of the I am going to use, but I can (kind of) see the logic behind the dreaded cases. Moreover, after spending seven years trying to decide when to use the passé composé, imparfait, passé simple or passé antérieur (what even is this?) in French, you can imagine my relief that in German there are only two commonly used past tenses and it’s not (too) important which you use in speech. And future? No need to worry about verb stems: with German you can use the present tense and just add a word like morgen (tomorrow) or nächstes Jahr (next year) which makes it pretty obvious you’re talking about a point in the future – logical, right?
Joking aside, the thought of reading Thomas Mann’s paragraph-long sentences does at times make me question my own choice, but the usefulness of German in understanding the development of modern European thought and being able to read seminal texts in their original language such as Immanuel Kant’s Beantwortung der Frage: Was ist Aufklärung? (Answering the Question: what is Enlightenment) is rather rewarding. But perhaps the best thing is that German has the reputation of being a difficult language. Therefore, when you casually drop into conversation that you only started learning it a year and a half ago and someone asks you what the longest German word you know is, you can confidently roll off the compound noun Kraftfahrzeughaftpflichtversicherung. Moreover, you can explain why the word is logically constructed. Trust me, people will think you’re amazing. So, don’t be put off just because the word for daisy is Gänseblümchen.
In February we ran an open day for prospective students of German at Oxford. In the recording below, Prof. Henrike Lähnemann gives an overview of German at Oxford.
We offer German at a variety of entry levels, from post-A Level to beginner. The first-year course is designed to provide a structured introduction to the areas of the subject which will then be explored in depth later on. It is closely tailored to the entry level in order to equip all students with the necessary knowledge and skills. Whatever the starting-point, students study the same course for the second, third and fourth years.
In the first year, you will consolidate and improve your language skills while exploring issues of twentieth-century German society and developing an appreciation of German language and literary culture. A key element for post-A-level students is a course entitled Deutsche Gesellschaft und Kultur seit 1890. This is taught in German, in lectures and small classes, and is the basis for an integrated study of modern German language and literature. In tutorials and classes students on all of the first-year pathways will explore a range of literary texts and develop their oral and
written presentation skills in both English and German. The emphasis is on literature from 1890 to 1933 – a period of huge social change and industrial advance, and of the redefinition of the modern German nation through politics and war.
But students are also introduced to texts from other periods of German cultural history, from the medieval to the contemporary. The second and final years permit you to choose from a wide array of subjects, including the study of literary texts and cultural history from 800AD to the present day, modern linguistics and linguistic history, and a constantly evolving range of special authors and special subjects, including: Old Norse Sagas, Yiddish, women’s writing, medieval Minnesang, Nietzsche, cinema studies, the literature of the GDR, contemporary writing, advanced translation.
One of the great attractions of the Modern Languages course is the year abroad. Many students go as language assistants to schools in Germany, Austria or Switzerland. This offers an excellent opportunity for becoming integrated in a German-speaking community, and it is well-paid work which leaves time for you to continue your studies, travel and pursue other interests. Students of
German have also worked for international companies, in art galleries and museums, and at dance or theatre school. Others have studied at one of the many German universities with which Oxford has ties. Immersion in the language and society is an enormous benefit to our students. The key is to enjoy and to learn.
Most students at Oxford study German with another language, but it is also possible for post-A-level students to take “German sole” – in which case the first year course includes film, and medieval
and philosophical texts. Alternatively post-A-level students can combine German with Classics, English, History, Linguistics, a Middle Eastern Language, or with Philosophy.
This post was written by Dr Richard McClelland, a stipendiary lecturer in German and St Hugh’s and New Colleges. Dr McClelland gives an overview of this year’s Taylor lecture, by Neil MacGregor. You can watch the lecture here.
On Tuesday 13th February 2018 we were thrilled to welcome Neil MacGregor for the annual Taylor lecture. An alumnus of the university, MacGregor is the former head of the British Museum and the instigator of the popular exhibition, radio series and book ‘Germany: Memories of a Nation’. His lecture, ‘The Humboldt Forum: Two Brothers, a Palast and a Schloß’ outlined the background to his current position as Founding Director of the Humbodlt Forum in Berlin. When completed, the Forum will occupy a cluster of buildings and will contain museums, teaching rooms for the nearby Humboldt University and public spaces open to all. The Forum will be located at the eastern end of Berlin’s Unter den Linden, the long imperial boulevard that stretches across Berlin to the Brandenburg Gate. And, as MacGregor states, it has caused quite a stir…
This isn’t, after all, just any building site, but one that is redeveloping what MacGregor describes as ‘the most contested of all of Berlin’s “sites of memory”’: the former site of the Hohenzollern Stadtschloss. Completed in the middle of the 17th century and exuding Baroque opulence, the Schloss was located on the famous Museuminsel. A deliberate choice, this site represented the bringing together of influential strands of public life as a physical embodiment of the Prussian and subsequently Imperial German crown: power in the palace, knowledge in the museums and, thanks to the nearby Berlin Dom, religion.
Following heavy damage in the Second World War, the authorities of the German Democratic Republic (GDR) decided to tear the palace down. This decision was met with public outcry because it could have been saved; indeed, the similarly damaged museums were spared demolition. But the imperial grandeur did not project the correct image for the newly-founded workers’ state. In its place the authorities constructed the Palast der Republik, a people’s palace that housed the Volkskammer, the parliament of the GDR, and recreational facilities including a bowling alley. In 1990 it even became the home of the first democratically elected parliament in East Germany. Following Unification, however, it was left empty, the decaying shell an uneasy reminder of the communist past right in the heart of Germany’s new capital. In a decision that echoes the one taken some fifty years earlier, authorities demolished the building in 2008 because it contained asbestos. Or so runs the official line; again, the building didn’t project the right image for the new Republic.
In developing the Forum, then, MacGregor and the other directors must negotiate the legacy of imperial Germany, and the legacy and memory of the GDR – and address the questions, debates and often visceral reactions that each legacy provokes. The Forum, then, is an engagement with multiple strands of Germany’s history. Furthermore, it also embodies a very public debate on the legacy and impact of the nation’s past. It raises questions of how Germany remembers its past, and what this mean for the future image of Germany being projected globally. And, as MacGregor said, it also represents a very different narrative of the past than typically addressed in Britain.
This post was written by Emma Gilpin, a third-year French and German student at Oriel College.
One of the most important elements of a modern languages degree is the year abroad. It’s not something you are generally thinking about when you’re first applying to university and it’s all so far into the future but it certainly comes around quickly! I am a third-year student of French and German at Oriel and I am currently on my year abroad, working as a languages assistant in Cologne, Germany.
Lots of people choose to be languages assistants when they are planning their year abroad because, honestly, it’s such a great option! There are lots of possibilities available when you start planning how you want to spend the third year of your course, especially if you are studying two languages. I personally thought it would be great to be a languages assistant in Germany for 6 months as it would leave me plenty of time to spend in France later in the year (writing lots of CVs and job applications turned out to be a great way to keep up with my French!) I also wanted to spend a little more time in Germany as I have always found German a bit more difficult than French, but I have improved lots and am now hoping I still remember how to speak French!
The great thing about the year abroad is that you have so much freedom to choose what you want to do, whether you want to be studying or working, as well as the freedom to live where you want to, travel, meet new people and learn new skills. At times, it can be hard being away from home but there is plenty to keep me busy. Working in a school is a lot of fun and I often feel like I am learning as much from the students as they are learning from me! Not having to work on weekends is also a revelation after 2 years studying at Oxford so I have enjoyed exploring Cologne, travelling to new places and making sure never to miss out on opportunities to try new food (it’s all part of the cultural experience).
I feel really grateful to have this opportunity as part of my degree (how cool is it that chatting to my flatmates basically counts as work here?) and have not only learned lots of German but other skills too, like how to find a flat to live in for 6 months, how to navigate the tram system in a foreign country and how to teach a class of rowdy year 8s about a topic I’ve never read about- I’m hoping finals will be a breeze after that!
This post was written by Martha MacLaren, a fourth-year German and History student at Somerville College.
Walking down Broad Street at the weekend, I was hit by the familiar smell of German sausages and mulled wine, and the hubbub of the Oxford Christmas market brought back memories from my year abroad. In Salzburg, a beautiful cathedral city on the edge of the Alps, I lived right on the central square where the Christkindlmarkt was held every year – that smell wafted through my window whenever I dared to open it to the below-freezing temperatures in frosty December!
Christkindlmarkt is the Austrian equivalent of the German Weihnachtsmarkt. The latter translates as Christmas market, but the Austrian reflects the tradition of the Christ Child who visits children with presents on 6th December. Christ means Christ, and Kindl is the diminutive of Kind (child) – so ‘little-Christ-child market’. In Austria, an “l” is often used instead of a German “chen” – “Mädel” instead of “Mädchen”, for example. You can see why it’s easier to yodel in Austrian German!
Sausages such as Bratwurst and Käsewurst (sausage with cheese inside – delicious) were sold for about half of the £6 you’d pay for them here – and not in a hot dog bun, but with a Semmel, a bread roll. They’d probably be served with Sauerkraut und Senf (pickled cabbage and mustard), which is as disgusting as it sounds! Glühwein (mulled wine) was a favourite, and you needed it to warm your hands, especially after ice skating on the outdoor rink on Mozartplatz. Kaiserschmarrn, thick and fluffy torn up pancakes, were cooked on a griddle and served with Apfelmus (apple sauce) or Zwetschkenröster (stewed plums). There’s another word – Zwetschke – that’s different from the German (Pflaume).
Beautiful decorations, organic chocolate and fancy soaps abounded, alongside the classic Mozart-themed touristy gifts. Salzburg is very proud of its most famous cultural export! The tasteful lights and Christmas tree topped off the scene, with the cathedral and fortress forming the backdrop. I can’t wait to go back, but this year I’ll content myself with Oxford’s buzzing market as term comes to an end.
A blog for students and teachers of Years 11 to 13, and anyone else with an interest in Modern Foreign Languages and Cultures, written by the staff and students of Oxford University. Updated every Wednesday!
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