Thursday, November 7, 2019

Due Monday, November 18th - Oscar Wilde Background Response

Overview: In order to fully appreciate the work of Oscar Wilde, it is good to be acquainted with the author, himself.  He did believe, after all, that celebrity should proceed his body of work... like the Kardashians.  Below, you will find materials to guide you through the first part of our journey through the works of Oscar Wilde and his theory of Aestheticism.

Directions for Viewing and Reading:  Please view the A&E Biography documentary on Oscar Wilde, titled, Wit's End.  Next, read the selections that follow: 1) Selected Works, 2) Aestheticism, 3) The Decay of Lying: An Observation by Oscar Wilde, 4) Phrases and Philosophies for the use of the Young, and 5) A Few Maxims for the Instruction of the Over-Educated.  NOTE:  As you read, take notes in your reflective journal.  Title it: Oscar Wilde Introductory Material.

Directions for Blog Response:  Compose a comprehensive blogs response touching on all the elements you have read and viewed on Oscar Wilde.  Use directive evidence from the texts below in your response.  Engage with the text. 





Selected Works of Oscar Wilde
Prose
  • The Picture of Dorian Gray (1890) 
  • The Happy Prince and Other Tales (1888) 
  • “The Canterville Ghost” 
  • “The Sphinx Without a Secret” 
  • “The Model Millionare” 
  • “The Selfish Giant” 
Plays 
  • Lady Windermere's Fan (1892) 
  • Salome (1893) 
  • A Woman of No Importance (1893) 
  • An Ideal Husband (1895) 
  • The Importance of Being Earnest (1895) 
Poems, Criticism, and Essays
  • "The Ballad of Reading Gaol" (1898) 
  • "The Decay of Lying" (1889) 
  • "De Profundis" (1897) 
  • "The Soul of Man under Socialism" 
  • "The Harlot's House" 
  • "The Beauties of Bookbinding"




Wit's End - A&E Biography of Oscar Wilde

A profile of Irish writer Oscar Wilde (1854-1900) recalls his close relationship with his mother, incredible wit and self promotion, failed marriage and homosexuality. Among those commenting are his grandson Merlin Holland; biographer Joan Schenkar; and Wilde scholar Owen Dudley Edwards.





Aestheticism

Definition: The aesthetic movement was a late nineteenth century movement that championed pure beauty and ‘art for art’s sake’ emphasizing the visual and sensual qualities of art and design over practical, moral or narrative considerations.

Background: Aestheticism (also the Aesthetic Movement) is an intellectual and art movement supporting the emphasis of aesthetic values more than social-political themes for literature, fine art, music and other arts. This meant that Art from this particular movement focused more on being beautiful rather than having a deeper meaning: Art for Art's sake. It was particularly prominent in Europe during the 19th century, supported by notable figures such as Oscar Wilde, but contemporary critics are also associated with the movement, such as Harold Bloom, who has recently argued against projecting social and political ideology onto literary works, which he believes has been a growing problem in humanities departments over the last century.

Literature: The British decadent writers were much influenced by the Oxford professor Walter Pater and his essays published during 1867–68, in which he stated that life had to be lived intensely, with an ideal of beauty.

The artists and writers of Aesthetic style tended to profess that the Arts should provide refined sensuous pleasure, rather than convey moral or sentimental messages. As a consequence, they did not accept John Ruskin, Matthew Arnold, and George MacDonald's conception of art as something moral or useful. Instead, they believed that Art did not have any didactic purpose; it need only be beautiful. The Aesthetes developed a cult of beauty, which they considered the basic factor of art. Life should copy Art, they asserted. They considered nature as crude and lacking in design when compared to art. The main characteristics of the style were: suggestion rather than statement, sensuality, great use of symbols, and correspondence between words, colors, and music. Music was used to establish mood.

Predecessors of the Aesthetics included John Keats and Percy Bysshe Shelley, and some of the Pre-Raphaelites. In Britain the best representatives were Oscar Wilde and Algernon Charles Swinburne, both influenced by the French Symbolists, and James McNeill Whistler and Dante.




The Decay of Lying: An Observation by Oscar Wilde

Wilde presents the essay in a Socratic dialogue, with the characters of Vivian and Cyril having a conversation throughout. The conversation, although playful and whimsical, promotes Wilde's view of Romanticism over Realism. Vivian tells Cyril of an article he has been writing called, The Decay of Lying: A Protest. In the article Vivian defends Aestheticism and Art for Art's sake. As summarized by Vivian, it contains four doctrines:

1) Art never expresses anything but itself.

2) All bad art comes from returning to Life and Nature, and elevating them into ideals.

3) Life imitates Art far more than Art imitates Life.

4) Lying, the telling of beautiful untrue things, is the proper aim of Art.




Phrases and Philosophies for the use of the Young by Oscar Wilde

The first duty in life is to be as artificial as possible. What the second duty is no one has as yet discovered.

Wickedness is a myth invented by good people to account for the curious attractiveness of others.

If the poor only had profiles, there would be no difficulty in solving the problem of poverty.

Those who see any difference between soul and body have neither.

A really well-made buttonhole is the only link between Art and Nature.

Religions die when they are proved to be true. Science is the record of dead religions.

The well-bred contradict other people. The wise contradict themselves.

Nothing that actually occurs is of the smallest importance.

Dullness is the coming of age of seriousness.

In all unimportant matters, style, not sincerity, is the essential. In all important matters, style, not sincerity, is the essential.

If one tells the truth, one is sure, sooner or later, to be found out.

Pleasure is the only thing one should live for. Nothing ages like happiness.

It is only by not paying one's bills that one can hope to live in the memory of the commercial classes.

No crime is vulgar, but all vulgarity is crime. Vulgarity is the conduct of others.

Only the shallow know themselves.

Time is a waste of money.

One should always be a little improbable.

There is a fatality about all good resolutions. They are invariably made too soon.

The only way to atone for being occasionally a little over-dressed is by being always absolutely over-educated.

To be premature is to be perfect.

Any preoccupation with ideas of what is right and wrong in conduct shows an arrested intellectual development.

Ambition is the last refuge of the failure.

A truth ceases to be true when more than one person believes in it.

In examinations the foolish ask questions that the wise cannot answer.

Greek dress was in its essence inartistic. Nothing should reveal the body but the body.

One should either be a work of art, or wear a work of art.

It is only the superficial qualities that last. Man's deeper nature is soon found out.

Industry is the root of all ugliness.

The ages live in history through their anachronisms.

It is only the gods who taste of death. Apollo has passed away, but Hyacinth, whom men say he slew, lives on. Nero and Narcissus are always with us.

The old believe everything: the middle-aged suspect everything: the young know everything.

The condition of perfection is idleness: the aim of perfection is youth.

Only the great masters of style ever succeed in being obscure.

There is something tragic about the enormous number of young men there are in England at the present moment who start life with perfect profiles, and end by adopting some useful profession.

To love oneself is the beginning of a life-long romance.




A Few Maxims for the Instruction of the Over-Educated by Oscar Wilde

Education is an admirable thing. But it is well to remember from time to time that nothing that is worth knowing can be taught.

Public opinion exists only where there are no ideas.

The English are always degrading truths into facts. When a truth becomes a fact it loses all its intellectual value.

It is a very sad thing that nowadays there is so little useless information.

The only link between Literature and Drama left to us in England at the present moment is the bill of the play.

In old days books were written by men of letters and read by the public. Nowadays books are written by the public and read by nobody.

Most women are so artificial that they have no sense of Art. Most men are so natural that they have no sense of Beauty.

Friendship is far more tragic than love. It lasts longer.

What is abnormal in Life stands in normal relations to Art. It is the only thing in Life that stands in normal relations to Art.

A subject that is beautiful in itself gives no suggestion to the artist. It lacks imperfection.

The only thing that the artist cannot see is the obvious. The only thing that the public can see is the obvious. The result is the Criticism of the Journalist.

Art is the only serious thing in the world. And the artist is the only person who is never serious.

To be really mediæval one should have no body. To be really modern one should have no soul. To be really Greek one should have no clothes.

Dandyism is the assertion of the absolute modernity of Beauty.

The only thing that can console one for being poor is extravagance. The only thing that can console one for being rich is economy.

One should never listen. To listen is a sign of indifference to one's hearers.

Even the disciple has his uses. He stands behind one's throne, and at the moment of one's triumph whispers in one's ear that, after all, one is immortal.

The criminal classes are so close to us that even the policemen can see them. They are so far away from us that only the poet can understand them.

Those whom the gods love grow young.




On Friday, November 15th - "Mrs. Dalloway" Evaluation

Overview:  On Friday, you will complete a multiple choice selection on a passage from Mrs. Dalloway from a past A.P.E. Literature and Composition exam.  This should take you 30 minutes to complete.  Next, you will compose an essay on Mrs. Dalloway using a Q3 prompt I will give you in class.  You will be allowed to finish this piece at home and post the final essay to Turnitin.com by Saturday, November 16th.


From Who's Afraid of Virginia Woolf (1966)

Wednesday, November 6, 2019

Meditative Journal: "I Wandered Lonely as a Cloud" by William Wordsworth

Directions: For your daily meditation, please read and respond to this class poem in this blog space.



"I Wandered Lonely as a Cloud"
by William Wordsworth

I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.

The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:

For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.



Monday, November 4, 2019

Due Wednesday, November 6th - Review of Poetry Essays: "A Barred Owl" and "The History Teacher"

Overview and Directions:  For many of you, this may have been your first foray into poetry explication.  First, re-read the two poems, below.  Next, reread your essay on Turnitin.com and look at my comments. Then, copy and paste bold title, below, into a Google search.  Scroll through and begin reading the student examples, and think about how you would grade these pieces.  Always be thinking abut how your work measures up in terms of content and style. We will work on this as a class. In this blog space, comment on which essay you find to be the most effective and why.  Also, what do all the essays have in common?  How did your essay match-up?

"A Barred Owl" and "The History Teacher" - Prompt, Rubric and Student Examples can be found 
in a google search for Collins-Wilbur Poetry Response.pdf



"A Barred Owl"

by Richard Wilbur

The warping night air having brought the boom
Of an owl’s voice into her darkened room,
We tell the wakened child that all she heard
Was an odd question from a forest bird,
Asking of us, if rightly listened to,
“Who cooks for you?” and then “Who cooks for you?”

Words, which can make our terrors bravely clear,
Can also thus domesticate a fear,
And send a small child back to sleep at night
Not listening for the sound of stealthy flight
Or dreaming of some small thing in a claw
Borne up to some dark branch and eaten raw.



"The History Teacher" 
by Billy Collins

Trying to protect his students’ innocence
he told them the Ice Age was really just
the Chilly Age, a period of a million years
when everyone had to wear sweaters.

And the Stone Age became the Gravel Age, 5
named after the long driveways of the time.

The Spanish Inquisition was nothing more
than an outbreak of questions such as
“How far is it from here to Madrid?”
“What do you call the matador’s hat?” 10

The War of Roses took place in a garden,
and the Enola Gay dropped on tiny atom
on Japan.

The children would leave his classroom
for the playground to torment the weak 15
and the smart,
messing up their hair and breaking their glasses,

while he gathered up his notes and walked home
past flower beds and white picket fences,
wondering if they would believe that soldiers 20
in the Boer War told long, rambling stories
designed to make the enemy nod off.


Wednesday, October 30, 2019

Due Thursday, November 7th - "Mrs. Dalloway" by Virginia Woolf, Pages 102-End

Directions: 1) Read Mrs. Dalloway by Virginia Woolf, pages 102-end. 2) Compose a blog response, using the comprehensive questions below as a guide in your exploration. I look forward to your responses.


"...the unmistakable tokens of death showed themselves. The body relaxed, and instantly grew stiff. The struggle was over. The insignificant little creature now knew death. As I looked at the dead moth, this minute wayside triumph of so great a force over so mean an antagonist filled me with wonder. Just as life had been strange a few minutes before, so death was now as strange. The moth having righted himself now lay most decently and uncomplainingly composed. O yes, he seemed to say, death is stronger than I am."
from "Death of a Moth" by Virginia Woolf

Study Questions

1. Threats of disorder and death recur throughout the novel, culminating in Septimus's suicide and repeating later in Sir William Bradshaw's report of that suicide at Clarissa's party. When do thoughts or images of disorder and death appear in the novel, and in connection with which characters? What are those characters' attitudes concerning death?

2. Why does Woolf end the novel with Clarissa as seen through Peter's eyes? Why does he experience feelings of "terror," "ecstasy," and "extraordinary excitement" in her presence? What is the significance of those feelings, and do we as readers share them?

3. Clarissa reads lines from Shakespeare's Cymbeline (IV, ii) from an open book in a shop window: "Fear no more the heat o' the sun / Nor the furious winter's rages. / Thou thy worldly task hast done, / Home art gone and ta'en thy wages: / Golden lads and girls all must, / As chimney-sweepers, come to dust." These lines are alluded to many times. What importance do they have for Clarissa, Septimus, and the novel's principal themes? What fears do Clarissa and other characters experience?

4. Now that we have completed our first reading of the novel, what connections are seeing between The Hours and Mrs. Dalloway? How do big themes from the present shine through? How does the analysis of Virginia Woolf bring out ideas from her novel?


"And that is why I believe those hollow crisps on the bathroom floor are moths. I think I know moths, and fragments of moths, and chips and tatters of utterly empty moths, in any state. How many of you, I asked the people in my class, which of you want to give your lives and be writers? I was trembling from coffee, or cigarettes, or the closeness of faces all around me. (Is this what we live for? I thought; is this the only final beauty: the color of skin in any light, and living, human eyes?) All hands rose to the question. (You, Nick? Will you? Margaret? Randy? Why do I want them to mean it?) And then I tried to tell them what the choice must mean: you can’t be anything else. You must go at your life with a broadax . . . They had no idea what I was saying. (I have two hands, don’t I? And all this energy, for as long as I can remember. I’ll do it in the evenings, after skiing, or on the way home from the bank, or after the children are asleep . . .) They thought I was raving again. It’s just as well."

from "Death of a Moth" by Annie Dillard"


Spoken Word Poetry

Overview:  Here are links to the spoken word poems we viewed in class, in case you want to share or see them again.  Enjoy.





Tuesday, October 22, 2019

Due Wednsday, October 30th - "Mrs. Dalloway" by Virginia Woolf, Pages 56-102

Directions:  1) Read Mrs. Dalloway by Virginia Woolf, pages 56-102.  2) Compose a blog response, using the comprehensive questions below as a guide in your exploration.  I look forward to your responses.


"I wanted to be a writer, that's all. I wanted to write about it all. Everything that happens in a moment. The way the flowers looked when you carried them in your arms. This towel, how it smells, how it feels, this thread. All our feelings, yours and mine. The history of it, who we once were. Everything in the world. Everything all mixed up, like it's all mixed up now. And I failed. I failed. No matter what you start with it ends up being so much less. Sheer pride and stupidity."

Study Questions

1. Woolf saw Septimus Warren Smith as an essential counterpoint to Clarissa Dalloway. What specific comparisons and contrasts are drawn between the two? What primary images are associated, respectively, with Clarissa and with Septimus? What is the significance of Septimus making his first appearance as Clarissa, from her florist's window, watches the mysterious motor car in Bond Street?  How does the comparison continue in this section?  What connections can we make to The Hours?

2. Speaking of The Hours, as we explore the text through the lens of the film, what connections are seeing between The Hours and Mrs. Dalloway.  How do big themes from the present shine through?  How does the analysis of Virginia Woolf bring out ideas from her novel?

3. What was Clarissa's relationship with Sally Seton? What is the significance of Sally's reentry into Clarissa's life after so much time? What role does Sally play in Clarissa's past and in her present?

4. What is Woolf s purpose in creating a range of female characters of various ages and social classes-from Clarissa herself and Lady Millicent Burton to Sally Seton, Doris Kilman, Lucrezia Smith, and Maisie Johnson? Does she present a comparable range of male characters?

5. Clarissa's movements through London, along with the comings and goings of other characters, are given in some geographic detail. Do the patterns of movement and the characters' intersecting routes establish a pattern? If so, how do those physical patterns reflect important internal patterns of thought, memory, feelings, and attitudes? What is the view of London that we come away with?


6. Woolf shifts scenes between past and present, primarily through Clarissa's, Septimus's, and others' memories. Does this device successfully establish the importance of the past as a shaping influence on and an informing component of the present? Which characters promote this idea? Does Woolf seem to believe this holds true for individuals as it does for society as a whole?

7. Clarissa and others have a heightened sense of the "splendid achievement" and continuity of English history, culture, and tradition. How do Clarissa and others respond to that history and culture? What specific elements of English history and culture are viewed as primary?
How does Clarissa's attitude, specifically, compare with Septimus's attitude on these points?


"Her cake is a failure, but she is loved anyway. She is loved, she thinks, in more or less the way the gifts will be appreciated: because they've been given with good intentions, because they exist, because they are part of a world in which one wants what one gets...She will not lose hope. She will not mourn her lost possibilities, her unexplored talents (what if she has no talents, after all?). She will remain devoted to her son..."