Monday, September 29, 2008

Sept.29th class- Catharsis

*Know this for test:
The Five Phases of Symbols:

Literal- motif
Descriptive- sign
Formal- image
Archetypal- myth
Anagogical- monad

This list should be circular. (Tautology) Literal and anagogical will look alike.

Stopping by Woods...Literal meaning is the poem.
Cannot just read as an idiot, but must come back to reading just for the poem.

Theory of modes is circular too.  When irony is present, than it is nothing more than myth.  "It's all Groundhogs Day"

Matt's Batman blogs.  Comic books like Don Quixote, about fictional people who are realistic. "It's real to me."
Back story to batman: Parents killed as a kid. Raised by butler. Name: Bruce Wayne. 
 Archetype of hero.
 
Aristotle's idea of heroes.

Sir Phillip Sydney's Apology: Imitation where of poetry is...those things which in themselves are horrible...in literature are delightful....

We desire to imitate.

*Mark in DQ when someone repeats Chelsea's comment.  About giving up on un-realistic beliefs.

How does Aristotle counter Plato's treatment of poetry?   Categorization.  
Comedy: Phallic rites. 
The Name of the Rose. A book on Aristotle's lost book on comedy.
Tragedy: Six elements.

*Know ch. 6 on test.
Aristotle said: Poet is one who selects the most important things to imitate.
Tragedy is an imitation, mimesis, of an action, praxis, which is a serious completion of a certain 

"Imitation is an insight into the truth of something. The poet gives truth because the poet is not interested in giving the bed.  Poet gives bedness." (Sexson)

Instead of making you want to go out and imitate what you read about, Aristotle argues that it has been done in literature, so people don't have to. Catharsis-purging self of...
Ex: Football.
Ex: Oedipus Rex.
Censorship.
Gone in sixty seconds- Car theft went up thirty percent.
V- for Vendetta- vandalism.

Aristotle rescues the poet.  He made realistic less important than philosophy.

*Don't forget to use innuendo quotes.



Friday, September 26, 2008

Sept. 26th class-Palin Speaking







Good job on blogs everybody!!!

Homework: How did Aristotle defend the poet?

"Sometimes a cigar is just a cigar" 
Pg. 116-119 NF
Still center of the moving world. convergence.
Still center of words.
Step back. 
Anagogical..."Nature becomes not the container, but the thing contained."
Mirror of art becomes the thing that creates nature.
Fairy tales are very close to myth and popular literature. 
Most productive ones have "converging lines of significance"
The word realistic needs to be re-examined.
Why does Matt love Batman? Is it realistic?
What are the patterns that still remain? 

tautology-circular answers
Difference between literal and oral culture. Sarah Palin. Plain speaking.
"Reduction of taxes must be accompanied by reduced taxes"
Children use tautology.  And so do politicians. Conjunctions. 
Obama has to dumb down his language.
In this class, we must look at it as rhetorical.

Plato: against the poet. 
Poet banished because he/she is a liar. Imitation of an imitation.
Plato taught that things aren't what they seem, and everyone should rely on philosophers to live.
"I like the way the steak tastes!" (Said Chris)
*Biggest tautology is the word realistic.

Wednesday, September 24, 2008

Pregnancy of Poems

I'm still thinking about Frye's idea that poems are born, not made.  This profound comment has stuck with me throughout the semester thus far, for many reasons.

If poems are born, than than the conversation of literary theory becomes much more complicated.  We have to think about language.  If poems are born, then there must be a universal poetic language. And what is that?  We know that English is not the language of the poet, and we cannot measure a poem without it's exact words.  Hence, the problem with translations. 

(When we look at Harold Blooms translation of the Pentateuch in The Book of J, the first five books of the Bible's meaning varies greatly from the commonly known King James translation. And when we take Sexson's Biblical foundations, the story of Eve eating of Adam's fruit means something very different than the translation at E-Free bible study.)

In each case, the meaning varies greatly, giving translators, and then the readers the choice to chose where they want the text to go.   

But Frye would argue that the meaning is already there, and the writer needs to divorce himself or herself from the text, in order for the true and ideal poem to show itself. And from there, the poem takes on its own life, becoming better, because it can get better.  Perhaps Frye is speaking only in terms of literary criticism.

But it seems to me that Frye is saying that in language, there is the ever-present possibility of improvement, and that poets are not capable of achieving the perfection that poems are.  Which means that there is a divine dialogue that exists on its own.

Plato believed that poets were deranged.  But he also believed in a perfect ideal. His ideal was what inspired a copy in everything.  So if Plato was a literary critic, then he would have to have believed that there was an ideal poem, also. 

I wonder what the two critics' poems would look like in relation to each other.


Sept. 24th class- Invoke the Muses

*Friday Oct. 24th class dismissed!...But...
*Thursday Oct. 23rd, go to the Emerson cultural center auditorium at 7:00 P.M.  We will watch a film that the Sexsons have been creating!  

Literal
Descriptive
Formal
Archetypal
Anagogical

We have changed since we became literate!  "In Adam's fall, we sinned all"

What does this word mean in poem?  It  "It was more than that" 
Ramon Fernandez.  Did Steven's really just pick the name, or was it intentionally taken from an old, dead literary critic.

Thematic Myth: Inspired by the divine. (Metaphorical) scripture.

Mythos- Stories with plots.
Ethos- Characterization
Dianoia- Theme/Idea

Incantatory- sound alone. 
definition: a use of spells or verbal charms spoken or sung as a part of a ritual of magic ; also : a written or recited formula of words designed to produce a particular effect.

Invoke the muses, and you will get an A! (Mnemosyne-muse of memory) Oh the irony that no-on can remember how to spell it!

Pg.56. NF

PLato created dialog. (dialogic imagination- Baktin) 
Ch. 10 of The Republic- the perfect state- art doesn't have a place-Imitation.
Plato- Imitation is not as good as real thing-  
Bed, cat (Travis the cat)
But...even a real bed or cat is an imitation of an ideal bed or cat. 
Believed poets were deranged.
The Ion of Plato (a dialogue)

Aristotle's Poetics. Plato, his tutor, was making fun of poetry....so Aristotle rebutted
How does Aristotle respond? 
Term paper: How do you respond?

Tuesday, September 23, 2008

Idea of Order disected

I think the best way for me to do this is to build a chart, and then fill in the boxes with the poem. As I get older, my mind needs more ORDER.  Yikes. What would Stevens do with that?


Monday, September 22, 2008

I am Mikhail Bakhtin


Mikhail Bakhtin died three years before I was born.  1895-1975 (Lived for eighty years)
Was born in Russia- old nobility
Taught school when revolution began.
Lived through the Revolution
Exiled by Stalin
Thought of himself as an intelligentsia, whose job was to interpret his society for his society.
Looked for meaning in text.
Was considered an invalid since 29 years old due to leg disease
Believed that art was orientated towards communication
Popular humor and folk tradition. 
Identity is shared by all
Philosopher.

First published works:  Toward a Philosophy of the Act
Decentralized the work of Kant
*architectonic model of the human psyche which consists of three components: “I-for-myself”, “I-for-the-other”, and “other-for-me”.
1. I both actively and passively participate in Being.
2. My uniqueness is given but it simultaneously exists only to the degree to which I actualize this uniqueness (in other words, it is in the performed act and deed that has yet to be achieved).
3. Because I am actual and irreplaceable I must actualize my uniqueness

Second published works: Art and Responsibility
*Dialogism: emphasizes the relation between an author and his work, the work and its readers, and the relation of all three to the social and historical forces that surround them.
*Unfinalizability- People can not be fully understood, or labeled. (Finalized)old
*Polyphony- many voices
(it is the unfinalizability of individuals that creates true polyphony).Polyphonic truth

Bakhtin was accused of participating in the Russian Orthodox Church's underground movement. The truthfulness of this charge is not known, even today. Consequently, during one of the many purges of artists and intellectuals that Stalinconducted during the early years of his rule, Bakhtin was sentenced to exile in Siberia but appealed on the grounds that, in his weakened state, it would kill him. Instead, he was sentenced to six years of 'internal exile' in Kazakhstan. (Wikipedia)


Third work to be published was misplaced: On the Question of the Methodology of Aesthetics in Written Works
And the next manuscript that he wrote was destroyed during a German invasion.
 Osteomyelitis- 29. lost a leg 53 years old.

1940- Lived in Moscow and wrote Rabelais and His World  during WWII
***He submitted a controversial dissertation on Rabelais , but couldn't get anything done with it until war was over.  His dissertation created a division in the scholars of Maxim Gorky Literary Institute
*Was refused his doctorate, and his book wasn't published until 1965.
Finally, he returned and became head of Russian and World Literature.

*Rabelais was a french writer who wrote Political Satires (Satires on Spanish Catholic virtues ...The Inquisition) Laughter.
* Rabelais was a major French Renaissancewriter, doctor and humanist. He is regarded as an avant-garde writer of fantasy, satire, the grotesque, dirty jokes and bawdy songs (Wikipedia).

Bakhtin's book on Rabelais is considered "A parable and a guide book for his time" and also, "A contribution to historical poetics" (Helene Iswolsky)

***Carnival-the concept in which distinct individual voices are heard, flourish, and interact together
For Bakhtin, carnival is associated with the collectivity. Those attending a carnival do not merely constitute a crowd; rather the people are seen as a whole, organized in a way that defies socioeconomic and political organization.[19] According to Bakhtin, “[A]ll were considered equal during carnival. Here, in the town square, a special form of free and familiar contact reigned among people who were usually divided by the barriers of caste, property, profession, and age”.[20] The carnival atmosphere holds the lower strata of life most important, as opposed to higher functions (thought, speech, soul) which were usually held dear in the signifying order. At carnival time, the unique sense of time and space causes individuals to feel they are a part of the collectivity, at which point they cease to be themselves. It is at this point that, through costume and mask, an individual exchanges bodies and is renewed. At the same time there arises a heightened awareness of one’s sensual, material, bodily unity and community.[21] (WIkipedia)


***Dialogical imagination- is a compilation of four essays concerning language and the novel.

The larger context in which Bakhtin situates his discussion of rhetoric suggests the possibility of a dialogized or dialogical rhetoric that views all human activity and all human discourse as a complex unity of differences. This dialogized or dialogical rhetoric is not only a multiplicity and diversity of voices, a "heteroglossia," but an act of (and an active) listening to each voice from the perspective of the others, a "dialogized heteroglossia." Its purpose is to test our own and others’ ideas and ourselves and thus to determine together what we should think and how we should live. Its characteristic forms are the expression, juxtaposition, or negotiation of our individual and our cultural differences. This dialogical rhetoric follows a line of development from Socrates rather than Plato and Aristotle through Bakhtin’s reading of Rabelais and Dostoevsky to contemporary African-American, feminist, and postcolonial theory. This rhetoric would bring to the rhetorical tradition several concepts developed in Bakhtin’s work and in contemporary cultural theory: context, utterance, and dialogue as a broad concept applicable to all human discourse; polyphony, heteroglossia, and carnival; and dialogue as a subset of human discourse distinct from monologue and from traditional rhetorical theory and criticism.(Zappen)

Sept. 22nd class- Innuendos



*Newest assignment-picture of self (your critic) on blog site, and begin to develop who you are.
*Continue to connect poem with Frye's chart and section of phases. Read with special care, the anagogical phase.

Pg. 142 DQ
Wanting to revive the romantic age. Reviving the golden age. Act as if you belong in age (quixotic figure).
Positive way of looking at quixotic- Ideals. Imagination and will.
Negative way of looking on quixotic- "chasing windmills." Fool. Nutcase. Mad as a hatter.
Humoring in Don Quixote.

Pg. 47 DQ
Burning of books.
Censorship.
criteria for which books are burned.
What percent of Americans don't read books!?

Poem:
Pleasure of "Innuendo"
Reality? are words dictative or suggestive?
Order? Lolita

Tragic Low Mimetic- Frankenstein. (A modern Prometheus) (Megan's choice)
Low mimetic tragedy shows the death or sacrifice of an ordinary human being and evokes pathos. (Wikipedia)
Effect of monster is pathos- having to do with feeling.
Scrooge (Tiny Tim).
Charlette's Web.
Tragic person is heroic.

Wikipedia on Anatomy of Criticism

Aristotle's Poetics: All the parts fit together
6 aspects of tragedy: 3 internal, 3 external.

Tragic Ironic:
The ironic mode often shows the death or suffering of a protagonist who is both weak and pitiful compared to the rest of humanity and the protagonist's environment. (Wikipedia)
"Deranged society"

All of this is in trash!

*Brief overview of all comedy modes.
*know this for test: Low Mimetic comedy: Boy wants girl. Shakespeare tried all variations of this.

My running commentary on Quixote

Ch.1-3

I haven't any experience with this text...

Do we have a fool here, beginning this story? A man, who abandons his estate to become a knight based off of his story books?

Helmet scene-quite funny. I wonder how he can hold an iron helmet on his head. Sounds heavy.
His methods of self-protection seem rather superficial, and it makes me wonder how serious he is.

Names: Rocinante-the hack, and Don Quixote Of La Mancha, and Dulcinea del Toboso, his lady.

He is off, telling no-one what he is up to, letting his horse choose the way. This sounds like so much fun! It's like going on a road trip, with no particular direction, no responsibilities, and a world of possibilities...But it is also a set up for ridiculousness.

Ooops, small problem. He is not yet a knight.

His first adventure...An Inn disguised as a castle, two prostitutes as princesses! This scene reminds me of Les Miserables, the sneaky Inn Keeper, and company.

Alazon-impostor.

The dinner scene is a complete comedy, helmet on, yet Quixote refuses to cut the ribbons. Irony of a knight in shining armor. He is nothing of the sort. He cannot even eat without help.

This might be completely odd, but I just had a brief image of Don Quixote as a farce on Jesus. He is wandering around, determined to save mankind, he treats prostitutes with respect, and he promises to serve everyone, no matter how lowly they are. Just a thought.

His first duel-he knocks the carrier out.

I just lost all of my notes on ch. 4!! shoot!

Ch. 5
  • DQ quotes lines from his books in an attempt to get up from his armor.
  • Peasant gets DQ on a horse and leads him to town, sad that DQ is mad.
  • Taken home where friends/ family are looking for him.  They want to burn his books (like heretics)
Ch. 6
  • Crown in DQ's house, sprinkling holy water on books, to protect from evil spirits.
  • A very strange way of censorship; books are thrown for any reason, but then some are kept (basically if they have been read).
  • DQ's niece claims that after they cure DQ of his obsession of knights, he may wander the hillsides from reading poetry.  Or worst-become a poet!!
  • Miguel de Cervantes puts his own book in this chapter! "That Cervantes has been for many years a great friend of mine, and to my knowledge he has had more experience in reverses than in verses. His book has some good invention in it, it presents us with something but brings nothing to a conclusion: we must wait for the Second Part it promises: perhaps with amendment it may succeed in winning the full measure of grace that is now denied it; and in the mean time do you, senor gossip, keep it shut up in your own quarters."
  • Finally they tire of throwing books out the window.  Are they going to have a change of heart, I wonder? "I should have shed tears myself," said the curate when he heard the
    title, "had I ordered that book to be burned, for its author was one
    of the famous poets of the world, not to say of Spain, and was very
    happy in the translation of some of Ovid's fables."
Ch. 7
  • Just to point out the obvious, the curator (also called the licentiate) and the barber (Nicholas) are interesting choices of people to censor books. (housekeeper and niece, Antonia)
  • licentiate
  • curator
  • barber
  • The use of word gossip. Does it mean close friend? 
  • Cruel solution: to wall up and plaster the book room. Poor DQ!
  • Believes that Friston, a literary magician took his books and plots against him.
  • Sancho Panza leaves wife and children to be DQ's esquire.
  • DQ promises SP that he will be governor of a province.
Ch. 8
  • DQ attacks windmill but imagines it a giant.  Accuses Friston of trickery.
  • DQ has been fasting for awhile now.
  • DQ attacks two friars.  SP tries to rob one friar, but gets beat up.  DQ fights a Biscayan who uses a pillow for a shield. Fight is left unresolved
Ch. 9
  • Story takes a strange turn, dealing with lost works and translation.
  • I am beginning to see why this book was chosen for this class.
  • Farce on historians
Ch. 10 (After the first fight with SP, the one where two friars were attacked)
  • It seems ironic that DQ feels no regret for hurting other people in the name of knightly hood.
  • DQ tells of his magic potion, and SP gives up his claim on land for the potion
  • SP worries about cost of making the potion- total realist
  • The realist (SP) cannot read or write...therefore he obeys the well-read romantic (DQ)
Ch.11
  • SP has a great dialogue for someone who is illiterate.
  • DQ is a jerk.  He forces SP to sit below him to eat, when SP clearly would rather stand.
  • Beautiful prose in this chapter!
  • A simple acorn caused DQ to remember the golden age, hence the prose. 
  • I wonder if the cure that the goat herder gave DQ and SP will be remembered by DQ! 
Ch. 12
  • Yes! Paganism, rituals, scandal and passion.
  • Pretty funny that the young intellectuals became pious right before the rich, religious father died and left everything to them.
  • DQ has a great imagination with everything except the misuse of words.
  • The story of Marcela was fabulous! I might name my next daughter after her.
Ch. 13-17
  • DQ's insistence that all knights have a lady is just absurd, especially since his is made up. Also, DQ never even calls to his lady while entering battle.  
  • The writings of the broken hearted Chrysostom are saved. Hurrah!
  • I'm curious about Marcela and the myths operating around her. My first instinct is that of the Greek Goddess, Artemis.
  • Of coarse, DQ is a selfish jerk again, and takes SP's mule after yet another stupid fight.
  • The confusing sex scene, where one enters the wrong bed in the dark, which Shakespeare has done many times, is hilarious.
Ch. 18
  • Poor SP. After DQ almost kills him again, he is forced to travel, but is instead beat up again. It does seem that SP is beginning to understand his predicament a little better.
  • DQ has now lost an ear, and all his molars. SP has lost is saddlebags. 
  • This book almost frustrating to read.



Friday, September 19, 2008

Sept. 19th class-4 Elements of criticism

*New assignment for class on Monday:
Running commentary on Don Quixote on blogs.
Connect WS poem to the grid. "To what extent does the poem involve the four elements?"

"Truth is made" (Brittney's quote) I didn't catch the name

4 elements- World (mimetic-ancient), Audience (pragmatic-neo-classical), Work (objective-modern world), Artist (expressive-romantic).

The Mirror and the Lamp 4 elements in a total artistic situation.
Romance two forms: Secular or religious.
Don Quixote: Low mimetic world. Using this piece of Lit as a model for his behavior.

Shakespeare's: A Mid Summer Nights Dream
Sympathy with nature
All levels of Frye's grid working together.

Election as something out of Northrop Frye.
Comedy is about sex! Jokes always against inflexible people.

Ironic Thematic. Modernists. Recursive-No place but up. Bottom re-unites with top.

Movie: It Happened One Night
Tragedy doesn't like it. "The sun breeds maggots and dead dogs" (Hamlet)

"We shall not cease from exploration and at the end of all our exploring will be to arrive where we started, and arrive at the place for the first time". (T.S. Elliot)

Wednesday, September 17, 2008

Frye's Modes chart

Hi class,
I made this chart, yesterday, and I finally figured out how to display it. I'm not sure about some of my examples, and the bottom of my chart seems to be missing a few things. Alas, I will leave it until I know more about blogging.

I use a mac, so it may be different than a pc, but this is how I got the chart on my blog:

When you have a finished product, go to the print menu.
Click on the PDF menu arrow.
Click on save PDF as iphoto.
Once the iphoto screen shows up, go to file menu and click on export.
In export menu, under kind, choose JPEG and click on export.
Then name file and save on desktop.
Next, open your post, and click on the Picture icon.
Click on choose file.
Click on desktop, and find your saved jpeg file, hit choose, and upload photo.




Sept. 17th class-Pharmakos-Kill the Ump

Class:

Grid.

Critical vocabulary- someone who knows something, and uses a special kind of language.

assignment for Friday: "Find one box and go to town with it." Fallacy of misplaced completeness.

Comic irony- Pharmakos- scapegoat. Book of Leviticus in bible. (Ask Kari!) Pg. 46. Baseball- killing the Umpire. "Entire town wanted to kill Bill Buckner, 86 World Series. Lost game when the ball went through his legs. He had thousands of death threats"

Narrative VS theme. Are you more interested in the theme or the way that someone tells the story?

Stories are way's of displacing our literal desire to really do these things.

Mob violence. In reality...not cool. But in Literature? Crucifixion. The Oxbow Incident. To kill a Mockingbird.

Visionary Poet (Blake and Frye)

Idealist vs the realists.

*In apology paper, write to someone who is really upset that you chose to be an English major.

Story of Oedipus.

"If you read a book and you're depressed, (Titus Andronicus-Ovid's Metamorphoses) There's something wrong with either you, or the book. The only emotion you should have should be illumination, enlightenment, or joy). -Sexson or Frye. If the book is great, then...did you read it right?

The two categories are off limits in this class because we have already done that:
Tragic-High Mimetic
Comic-Low mimetic

High school- tragedy- Aristotelian definition. High Mimetic. One person with high status, leader, who is flawed.
Aristotle in a nutshell-Goldilocks. Hot, Cold, Just right. Some Like it Hot

Too short, the lyric. Too long, the epic. Just right...?

New critics: six elements to every poem: Plot, character, theme,

3 people out of 40 have been to high school in this class. Statistics???

Literary Criticism history
(What is the focus of the work?)
Ancient-World-mimetic (imitation)
Classic- audience-pragmatic
Romantic-artist-expressive
Modern-work-objective

Monday, September 15, 2008

Sept. 15th class-Wheel of Fortune

Class:

*Each person is assigned a literary critic. Not a report.
(Hard copy handout of people and their assigned critics)

Theory of Modes:

Tragic Comic Thematic

Myth
Romance
High mimetic
Low Mimetic
Ironic

Class requirements:
2 Quizes
Presentation

Term Paper Due just before thanksgiving. -Primary texts in history of criticism that are defenses (or apologies) of criticism.
Defend against bigots and fanatics, readers who hate literature,
Title it: Name apology: What's the use of stories that aren't even true?

Reference 3 class texts, and other things as well.
3 pages long. *Clean up your spelling.

Starting Dec. 3rd, group presentations.
*Lit should entertain and instruct.

Selves as possibilities. Literature encourages tolerance. Group presentations should take 20 minutes.

Poem.
the ocean could not use metaphors. Ocean has innocent knowledge.
mimic-to copy. Mimesis
Literary study- art is an imitation of nature. Low mimetic.
Is the poem suggesting that we are moving away from mimesis? The song was not that of the ocean, the innocent knowledge.
Poesis is creative.
The song gave the people a different kind of knowledge. Transforming.
mythology- A collection of stories that help people with their lives.
Step back from whatever we are viewing (Frye). Organizing principle, structure, base.
God spoke. Myth of creation through the agency of speaking.
Innocence. Morals. Fall from innocence.

Gnostic- knowledge.
Cosmogony-

Trust the tale, not the teller (Lawrence)

*look up the word genius.

Wheel of Fortune: (Around and around)
Comic romance- Pastoral. Green world. Little lambs.
Comic irony-Scapegoat

Homework: Plug in the boxes

Sept. 12th- Rituals

Well, I missed class on Friday, so I don't have class notes. So instead, I want to get my thoughts out about some reoccurring themes that have been coming up for me.

On Friday I went to a Catholic funeral. On the way to the funeral, I made a comment about the Catholic rituals of sitting and standing, and repeating chants over and over again. * Neither my boyfriend or I have a strong understanding of the Catholic religion, and I hope that I don't offend anyone who does.

Anyways, my boyfriend gave a dismissive reply that seemed almost aggressive. He felt that rituals (such as repetitive praying) were just a pompous waste of time. I sat there, surprised at his statement, and I thought about the subject of rituals itself, including my boyfriend's intense reaction to it. Then, I delicately suggested that the rituals must mean something for the people who believe in them. We continued our drive in silence as I pondered the idea of meditation, prayer, chanting, and rituals.

When we got to the church, I was immediately struck by the stained glass and the choir directly behind me. Having been raised in a non-denominational christian church, I get a nostalgic feeling every time I walk into a church. Immediately I felt both comfortable, and uncomfortable.

Awkward, but familiar hymns were played (quite without any sense of order), as people were seated in the pews. I distracted myself by asphyxiating on the little old woman sitting in front of me. She was maybe four feet tall, and she wore all black, with an antique Italian head covering. It was beautiful. The scarf was black with little glimpses of silver sparkling brilliantly, as if they were competing with the stained glass window. I wished I knew her story. I wanted to reach out and touch her, to see if she was real.

Finally, the service began with a beautiful song. Everyone else heard a sorrowful but powerful female voice singing a familiar, wordless tune, but I heard, "She sang beyond the genius of the sea," and I smiled over my literary epiphany. The end of a life was what we were celebrating, not the beginning.

Yet right there, in that song, was a well established pattern. Aside from the obvious rhythmic structure of music, I was aware of a different pattern. How many people had mourned to that song, I wondered. How many people have searched for meaning in times like this? How many years have people found comfort in these ritualistic songs that celebrate life and sorrow?

Then the priest (?) gave a familiar passage, "The lord is my shepard, I shall not want." He lifted an arm, and the congregation quickly replied, "The lord is my shepard, I shall not want." Hmmm. I took a minute to think about that promise. And I also noted the repetition of the prayer. I imagined wanting to be in a flock of sheep, looking toward my shepard to care for me. And, I thought about what it would be like to have no desires, or wants. But of course, to the church members, being a fellow sheep had layers of meaning that each individual had learned separately and together. I wondered what that one passage that was continually repeated throughout the funeral meant to each person in that church. And I began to understand Frye's perspective- that there are patters of imagery and meaning, circulating in story and language. How could we, as a human population, exist without adhering to sets of rules that operate in mythical realities? And how can we not be influenced by them?

I sat and listened to the repetition of the prayer. It had the same appeal as the telling of folk-lore, the passing down of stories from cherished ancestors, and the memorizing of chants used to gain entrance into a private, selective clubs. The prayer had the power to seduce its audience, yet with every repetition, it grew under the influence of the congregation. This power of words, I thought to myself, is an ever-evasive virus that changes and mutates. It stays true to its own form, yet always contains possibilities of complete transformation; beginning with a quest (Frye), and building. One story after another, myth on top of myth.

I watched and listened, as the young man who was standing in front of me preached to the mass of people in the church. In the same way that the woman sang her song in the Idea of Order at Key West, the priest sang his song. We had no words written down for us. We only had the words that he gave. Those words were molded, and sculpted in his mind, with a goal (quest) at hand. He had a particular view that he wanted to develop.

And I sat there, taking in that ritualistic moment that I was caught in. I felt like a child, wanting to know this woman in front of me, wanting to understand this world that I don't belong to, and wanting to chant with the rest of the congregation, in time, with words that I did not know. And then I thought about my literary criticism class. Because, more often than not, this is how I feel about literature.

Wednesday, September 10, 2008

Group 3 Info.

Group 3: Thursday at 6:oo p.m. 

Hi there! I'm just jotting down some basic web-info on feminism.


  1. (Phase One) 1880's-1928 Women's suffrage in the UK and the US. 
  2. (Phase Two) 1960's-1980's  issues of equality and ending discrimination. (After WWII) Tends to leave out the poor and minorities.
  3. (Phase Three) 1990's Response to perceived failures of second wave feminism. (Sexual harassment issues). (After Anita Hill lost the court battle) (inclusion of all women in all countries with all different types of status)
  4. (Phase Four) Is currently being constructed.

We might use major feminist issues like...
  • Declaration of Independence
  • Literacy
  • Voting
  • WWI and WWII
  • Abortion (Roe vs Wade)
  • Black women's rights
  • The Workplace
  • The home
  • The schools
  • Earned Wages
  • Lesbianism
  • Christianity (All religions)
  • socioeconomics
Chisholm's campaign slogan, "unbought and unbossed,"

Feminist leaders:
Sappho
Mary Wollenstonecraft
Anita Hill
Sojourner Truth
Rosa Parks
Betty Friedan
Rebecca Walker


Madwoman in the Attic- book about feminism. Women's power and ability.
We might do something fun that involves referring to Chris (Gubert and Gilbar) (who must be in the first phase of feminism) about something in their book. We also already have, as she has mentioned, bell hooks in our group, who it seems to me might be in the third phase of criticism??? Please correct me if I am wrong.

I erased our phone numbers because it finally dawned on me that this blog is on the Internet. Sorry about that.  Sometimes I am quite dense. Should I erase the last names too? Let me know.

I erased everything.  I think we know who is in our group by now.  Okay, see you guys later.

Sept. 10th class- Frye's stages

Class:

Translation of the word apology. Sydney and Shelly use apologies as validations and defenses.

Ratatouille-critic. Judgment. Arbiter of taste. Cliches.

Groups. Schools of literary criticism.

To see an exemplary blog, check out this site: http://www.geocities.com/the_abhorsen/litcritindex.html

Group 1: New critics Centripetals (pedals) goes in. Stay inside the text.
Group 2: Deconstructors (almost opposite of new critics)
Group 3: Feminists
Group 4: Reader response
Group 5: Marxists (social energies)
Group 6: Psychoanalysis
Group 7: Postcolonialists

Centrifugues (fugues) Out

Handout on article about a woman who's favorite, least favorite high school teacher made her memorize Lycidas.

Northrop Frye in one line: "All literature is displaced myth"
Right now, focus on Frye on blogs.
Next blog, find a passage on Frye that you understand.

Try to figure out what literature is, not what it means.

"If you put lipstick on a pig, its still a pig" Phrases that operate in political discourse. Rhetorical images.

What is the myth in Key West? Persephone? Displaced words.

Frye's stages in anatomy of criticism:
Myth (europa?) (creation?)
Decline
Romance
High mimetic mode
Low mimetic mode
Ironic

*Extra credit: Diagram two sections of the seasonal patterns and the twenty questions in Archetypes of Literature

"all of life is an affair of weather"
Literature is a pattern of weather.

Monday, September 8, 2008

Sept. 8th class-Alice's Restaurant

The first poem in Don Quixote is titled Urganda the Unrecognized
The foot note explains that Urganda was a character in Amadis of Gaul


literature is the central division of the “humanities,”
flanked on one side by history and on the other by
philosophy. Criticism so far ranks only as a subdi-
vision of literature; and hence, for the systematic
mental organization of the subject, the student has
to turn to the conceptual framework of the histo-
rian for events, and to that of the philosopher for
ideas.





Class:

*Don't forget to put your name on the blog.
*Amazon.com- If you would like to purchase Frye's Essays.
*Schedule of syllabus is still being written...and will continue to morph throughout the class.
*As many entries as class settings- which means at least 38 entries.

*Quiz #1 17th of Oct.
*Quiz #2 14th of Nov.
*Final exam Thursday Dec. 18th of finals week. 8:00-10:00 A.M. (Worth only 50 points.)

Netiquette. Ettiquett on the net. If sensitive subjects, please be considerate of others...Yet.. let's keep it interesting.
Inspiring, freewheeling, insightful provocative, etc...not here kitty, kitty, kitty. "I dont know is lame, boring mundane and shallow"

Flyting-a literary form of abuse. Used in waiting for Gadot. Here is a web site on Samuel Beckett

Metephor of internet as Alice's Restaraunt- song by Arlo Gutherie. Paradoxical blessings.

Intentional fallacy.
Frye's idea: Meaning is not detachable from the work itself.
Joyce. Finnegans Wake: Substitute different words to achieve the same meaning.
What it means is what it is. Meaning is in structure of words. If you are operating in the “centripetal” (503) in thrust, rather than ‘centrifugal.’ (Stevens)

*On syllabus. Dante. Sydney. Shelley.

Friday, September 5, 2008

Day 2 class-critics as parasites

Class:

Pg. 100 NF Entire Literay edu by taking one conventional poem and following Archetypes as they stretch out into the rest of literature.

Frye's poem: Lycidas

Critics as parasites.

criticism- What we talk about when we talk about Literature- Life transforming!?!

rhetorical tropes

Ecstatic/ecstasy/vision

Anagogical criticism.

Anagog of Christ.

Literature...connections

Homework over the weekend: Keep up on reading the three texts. Read Frye's Archetypes of Literature. Blogs.



Frye-realist V/S
nominalists.


"Frye advocates a 'rhetorical or structural analysis of a work of art'" Dr. Richard Clark

The sea, for example, is what
he terms an “archetypal symbol” (506), the significance of which resonates in the work of more than one
poet. Indeed, he points out, any “profound masterpiece seems to draw us to a point at which we can see
an enormous number of converging patterns of significance” (507) in a single work(Clark).

"Literary criticism can rely on patterns" Frye.

My response to the material today:

When I first acquired a love for poetry, I was in ninth grade. I remember vividly, that while reading Romeo and Juliet, I developed a passion for literature as well as a passion against high school English teachers. My teacher, who I have named Mrs. Rabbit, asked the class to interpret a poem. Then, she corrected (or critiqued) the students' interpretations as they spoke. Or maybe she just critiqued mine...anyways...

Now, being the youthful, hot-headed teenager that I was, I took great offense. "Poetry is for the reader," I screamed in brilliant shades of entitlement. And I shamelessly pioneered a class rift. My fellow rebels joined me in heated arguments against our rigid, fifty-some-year-old ninth grade teacher. Mrs. Rabbit insisted that every piece of literature had to be considered from the authors perspective, and interpreted the way the author meant it to be, otherwise it would contain no real meaning. And I insisted that each reader brought his or her own knowledge to the text, changing its meaning for every individual.

At the time, I had never heard of the subject literary criticism, and I wish that I had. Instead, I experienced literature as a dichotomy of something that was personal, magical, and provoking, yet arrogant, and overly-structured. I felt conflicted. I didn't comprehend yet, that our views are often full of dichotomies.

So I chose to fight for literature to be something that I could love; something that included me, and I was unwilling to accept that it could be both.

The argument, I learned ten years later, was one of the age old literary theory discussions. How is Literature understood? What are the boundaries, or demarcations, of criticism, in what ways do we derive meaning from texts, and who decides what is brilliant?

I don't believe what I fought for so passionately as a Freshman. Since then, I have read many more pieces of literature, and I have experienced life enough to know that my initial reactions can be quite shallow. Often, I miss the point completely. Because of that, reading has become something that is active. I usually have to do a little bit of work to feel confident that I am approaching a topic in a way that feels good.

It seems that Frye would have approved of my professors stance in some ways but not in many ways. He definately

Ooops...I have to go. I'll get back to this.

Wednesday, September 3, 2008

Day one My first look at the poem

Hello to all! My name is Rosanna. I will start right in with the poem by Wallace Stevens. This is my first reaction to the poem, I just wrote what came to mind.



She sang beyond the genius of the sea.

Immediately we are asked to imagine a woman. When I start with she, I picture a beautiful woman. I think goddess, mother earth, roundness, cyclical, gentle, powerful... And this woman has already done the act. She sang. What was her song? Was it just lyrics and rhythm? Was it a story? Was it a feeling she had, her imagination, her immortality? We must remember that she had already completed her song. Was the song one of beauty, sadness, rejoicing, creation? Was she keeping a record of something? Was she remembering a loved one? What was her song about? If she sang further than (beyond) the sea, then was her song in flight, over the water, reaching far beyond the sea's stretch? Was the song more sophisticated than that of nature? Or perhaps her song was deeper, with more life, with notes randomly swimming in the bottomless ocean.

The water never formed to mind or voice,
Like a body wholly body, fluttering
Its empty sleeves; and yet its mimic motion
Made constant cry, caused constantly a cry,
That was not ours although we understood,
Inhuman, of the veritable ocean.


What does it mean to form to mind or voice?

Okay, is this really a woman who is singing a song, walking by the ocean? Does she wear a dress with empty sleeves? It seems that she and the sea exist separately, as the water remains as it is, instead of turning into her song; hence, she did not create the sea by speaking it so. She is not yet the creator. "Like a body wholly body, fluttering its empty sleeves" is a metaphor, a comparison , of the sea being complete, yet missing something the same way that a body with all its limbs intact could have a fluttering sleeve. A powerful body fluttering it's "empty sleeves" is also a personification of a wave. We can hear the descriptive language of the waves crashing and rolling by, and we feel something. Just the memory of the sound of waves elicits an emotional response, although we know the ocean is not human.

Yet the sea makes a song of its own with its "mimic motion". Somehow, the sea's movement creates a feeling of the human condition.

There are two songs: the woman's and the sea's. Both songs are real, yet very different. The songs are not cohesive as a melody, nor are they depending on each other.


The sea was not a mask. No more was she.
The song and water were not medleyed sound
Even if what she sang was what she heard,
Since what she sang was uttered word by word.
It may be that in all her phrases stirred
The grinding water and the gasping wind;
But it was she and not the sea we heard.


Literacy and imagination. Words have layers of meaning. The word fear has very different meanings to each person, depending on his or her own life experiences. The act of speaking seems to trump the power of nature and its sounds; thus, we heard her song, and she was able to create the grinding water and the grasping wind by giving it meaning.

For she was the maker of the song she sang.
The ever-hooded, tragic-gestured sea
Was merely a place by which she walked to sing.
Whose spirit is this? we said, because we knew
It was the spirit that we sought and knew
That we should ask this often as she sang.


Reality depends on the individual. For the sea, it's own waves and storms and life may always be a source of deep and profound wonder. I love the image of the ocean as an"ever-hooded, tragic gestured sea". I imagine everything underneath the surface as chaotic and beautiful, and frightening and magical. Yet the hood is often deceivingly stoic. And sometimes the hood can be fraudulent as it gives away the storm underneath.

And here, in this poem, we can see that these images are all real and alive, but only when brought to our attention. Because she only walked to the ocean so that she could sing. And the sounds of nature do not apply meaning, and the many miracles and anomalies of nature are lost on her if she does not recognize them. We create our own realities.

If it was only the dark voice of the sea
That rose, or even colored by many waves;
If it was only the outer voice of sky
And cloud, of the sunken coral water-walled,
However clear, it would have been deep air,
The heaving speech of air, a summer sound
Repeated in a summer without end
And sound alone. But it was more than that,
More even than her voice, and ours, among
The meaningless plungings of water and the wind,
Theatrical distances, bronze shadows heaped
On high horizons, mountainous atmospheres
Of sky and sea.
It was her voice that made
The sky acutest at its vanishing.
She measured to the hour its solitude.
She was the single artificer of the world
In which she sang. And when she sang, the sea,
Whatever self it had, became the self
That was her song, for she was the maker. Then we,
As we beheld her striding there alone,
Knew that there never was a world for her
Except the one she sang and, singing, made.


Her imagination is just as inventive in her own reality as her reality is inventive in her imagination. Awareness.

Ramon Fernandez, tell me, if you know,
Why, when the singing ended and we turned
Toward the town, tell why the glassy lights,
The lights in the fishing boats at anchor there,
As the night descended, tilting in the air,
Mastered the night and portioned out the sea,
Fixing emblazoned zones and fiery poles,
Arranging, deepening, enchanting night.


How interesting that we went from needing her song to explain our sights, to needing Ramon's explanation. It's almost as if we had an epiphany in the middle of the poem, where we understood that we are always alone in our perceptions, and should trust our own experiences, and that we have the potential to accept poetry as truth. And then we turn around and have an inner conflict blocking our vision again.

Oh! Blessed rage for order, pale Ramon,
The maker’s rage to order words of the sea,
Words of the fragrant portals, dimly-starred,
And of ourselves and of our origins,
In ghostlier demarcations, keener sounds.

I am left questioning everything. Is blessed rage a good thing or a bad thing? Are we happy with what we have done with language? Are we celebrating that as humans, we get to map meaning into everything? Or are we screaming blessed rage in a desperate appeal to the world of the supernatural? How can we explain things like the sight of an evening, dark, with lights painting portraits of secrets... Or the the nuances of our origins?