Wednesday, April 16, 2014

Microaggression, Code Switching, Piling On, & Open Conversation

As we begin Joseph Conrad's Heart of Darkness, we will discuss colonization and context.

Below are images of the Congo River - in living color, from social studies, and an early depiction of Africa, an unexplored continent. Each image feeds our imagination and our understanding of the Congo River. 





Source

he introduction to The Norton Anthology's Heart of Darkness begins…

Norton Critical Edition 4th Edition

Questions:


How do we read this allegorical journey? 

It depends on how we see the world. 

"Is Conrad's "Heart of Darkness" a masterpiece of art? 
Or is it, as Chinua Achebe persuasively argues, a racist and deplorable book?"

To answer these questions…as readers, we have to look at our own society, so...

We start(ed) a conversation about Microaggressions, Code Switching, and Piling On.


HWK: 

Read HEART OF DARKNESS to page 20 of 72 pages (thus 2/7 of the text).

And Read the handouts: From Time Magazine: "'Microaggression' Is the New Racism on Campus"

From Teaching Tolerance: "Straight Talk about the N-Word"



Here's some additional resources that will better inform our conversation.

What is code switching? Why does one switch codes?
What role does context and audience play in code switching?

Code Switching: Defined on NPR as "the practice of shifting the languages you use or the way you express yourself in your conversations"

Piling on




For more examples, check out: The Microaggressions Project


Chinua Achebe writes of his own experience with a microaggression - long before there was the term:
In the fall of 1974 I was walking one day from the English Department at the University of Massachusetts to a parking lot. It was a fine autumn morning such as encouraged friendliness to passing strangers. Brisk youngsters were hurrying in all directions, many of them obviously freshmen in their first flush of enthusiasm. An older man going the same way as I turned and remarked to me how very young they came these days. I agreed. Then he asked me if I was a student too. I said no, I was a teacher. What did I teach? African literature. Now that was funny, he said, because he knew a fellow who taught the same thing, or perhaps it was African history, in a certain Community College not far from here. It always surprised him, he went on to say, because he never had thought of Africa as having that kind of stuff, you know. By this time I was walking much faster. "Oh well," I heard him say finally, behind me: "I guess I have to take your course to find out."
An older man, perhaps a fellow professor, makes assumptions about age, race, and history in the briefest of exchanges. One can imagine this is not an isolated incident - then or now.

READ MORE of Achebe's essay on Heart of Darkness and then watch this video...


Question:

"Is Conrad's "Heart of Darkness" a masterpiece of art? 
Or is it, as Chinua Achebe persuasively argues, a racist and deplorable book?"

Interesting Youtube lecture that gives background, overview, and attempts to answer this question.



Background on African colonization:






Poetry matters... since it allows voices, often marginalized, to be heard.

Watch Chimamanda Ngozi Adichie's TED Talk (she quotes Achebe). Here's a favorite quote with an egregious assumption:

I recently spoke at a university where a student told me that it was such a shame that Nigerian men were physical abusers like the father character in my novel. I told him that I had just read a novel called American Psycho -- (Laughter) -- and that it was such a shame that young Americans were serial murderers. (Laughter) 



Also consider how geography along with a single story shapes the way see the world.
1646-47 Robert Dudley (1574-1649) 
Carte seconda Generale d'Affrica. 

Monday, April 14, 2014

Day of Silence Poem - Due Monday

Click: Why Poetry Matters: Day of Silence Poem - Due Monday:

After Friday's class - see previous post - I would like you to respond in verse.

WRITE a thoughtful POEM that incorporates words, th...

Words Matter: the Day of Silence

Why Poetry Matters: Words Matter: the Day of Silence: Welcome to class. Today is GLSEN Day of Silence April 11th, 2014 Open a new window to TodaysMeet.com/DayofSilenceEA or just click here ...

Wednesday, April 9, 2014

Why Poetry Matters: Do you know any poets?

Why Poetry Matters: Do you know any poets?: A student asked me in class the other day if I knew any poets. Personally? I replied. Not to name drop, but I realized I've taken for granted...

Monday, April 7, 2014

If you missed class Friday, you missed a good one...

In-Class: Writing Exercise - Pathetic Fallacy

PART I: Write for 5-7 minutes

Imagine a house at the end of a long treelined driveway. You have just been dropped of to see a special someone - perhaps, a significant other. You have traveled a great distance and it's been a long time since you last saw this person. Again, imagine means use your imagination: this person can be fictional.

Describe the weather and the nature that surrounds you. Use your senses.

            G = gustatory (taste)
            O = organic (internal sensation)
A = auditory (sound)
            T = tactile (touch)       
V = visual
            O = olfactory (smell)
            K = kinesthetic (movement)

Create a narrative. Be conscious of the tone, mood, and atmosphere.

Feel free to write prose or verse. Consider this a brainstorming, pre-writing exercise to one of your possible future poems.

PART II: Write for another 5-7 minutes; however, this time, your significant other no longer wishes to see you - and never see you again. Why? That's your story.

Again, focus on the weather and nature as you take the same walk from the front door to the end of the drive. What do you notice now? Connect your feelings, thoughts, and emotions to your surroundings. How do you see your environment differently?

Notice how the tone, mood, and atmosphere changes.




Great Resource: Literary Devices - Definition and Examples of Literary Terms


HOMEWORK FOR TUESDAY: 

1. Search YouTube and post to the class blog a contemporary spoken word poet.

2. Hold on to your written response to the WSJ Op-Ed article, "The Poetic Justice of April 1"
In the future, you will have to write a long Ars Poetica

3. Some of you still need to post your poem to the class blog. 

Do not post a poet from Louder Than a Bomb. 

If you missed class Monday, you may want to watch: 


We will watch this documentary in class this week.


Wednesday, April 2, 2014

Day 2 of Poetry


In class: Writing Exercise

With gratitude to writer Carmen Maria Machado, please write a list of 100 Fears - number them.
No, they need not be in order.
This list is for your eyes only - between you and you.
I will check to see that you have a list of 100.

The list serves as a brainstorming exercise to your homework...

Homework for Thursday: Write a Poem

Write a poem based on one or more of your fears.
PLEASE TYPE and PRINT a HARDCOPY BEFORE CLASS.
(We will workshop in small groups in class Thursday)

No required form.

Yes, you must have the courage to share your poem with your classmates.
Be not afraid - to be vulnerable.
If you have not watched it yet, you may appreciate this TED by Brene Brown, The Power of Vulnerability.

Consider the tone of your poem - see list of adjectives below.
Can you create a shift in tone at the end?

While there is no minimum length, it should be long enough to include various elements of poetry.





Adjectives to describe tone:

Admiring Afraid Aggravated Aggressive Agitated Allusive Angry Apathetic Apologetic Appreciative Argumentative Arrogant Assertive Assured Audacious Authoritative Awestruck Bilious
Bitter Bland Blithe Bombastic Boring Brash Breezy
Calm Cantankerous Casual Caustic Cheerful Childish Coarse
Cold Colloquial Complacent Complimentary Condescending Confessional Confiding Confused Consoling Contemptuous Contentious Contented Contradictory Critical
Cross Cynical
Dejected Deliberate Depressed Desperate Detached Disagreeable Disappointed Disgusted Disinterested Dismissive Doleful Dour Dramatic Dreamy Dutiful
Ecstatic Elegiac Encouraging Enthusiastic Euphoric Excited
Facetious Fanciful Fearful Fervent Frenetic Friendly Flippant Frivolous
Galvanizing Giddy Grateful Gracious Gregarious
Happy Harsh Hating Haughty Hesitant Humble Hollow Horrific Humorous Hurt
Illusory Impassive Impish Indignant Innocent Inquisitive Instructive Ironic
Joking Joyful
Laconic Lighthearted Loud Loving
Macabre Manipulative Melancholy Miserable Mocking Modest Morbid
Naïve Negative Nervous Nihilistic Nostalgic
Objective Obsequious Opprobrious
Panegyric Paranoid Passive Patronizing Peaceful Pedantic Penitent Persuasive Phlegmatic Pleading Pleasant Poignant Politic Pretentious Prosaic Proud Provocative Punctilious
Quaint Querulous Questioning Quiet Quotidian
Restrained Ribald Romantic Rancorous Raucous
Saccharine Sad Salacious Sarcastic Satiric Scornful Seductive Sentimental Serious Sharp Shocking Silly Sly Smug Somber Soothing Sour Superficial Superior Supportive Surprised Sweet Sympathetic Tautological Tempestuous Terse Tired Tortuous Truculent
Uneasy Uninterested Upset Urgent
Vehement Vexed Vibrant Vitriolic
Wanton Whimsical WistfulWry
Zany Zealous


POEMS READ IN CLASS TODAY:
Jane Kenyon, "Otherwise"
Donald Hall's untitled poem
Billy Collins, "Why I Don't Keep a Gun in the House"
W.S. Merwin, "For the Anniversary of my Death"
Langston Hughes, "

Tuesday, April 1, 2014

National Poetry Month: Day 1

What makes a poem a poem?

What makes a poet?


Poetry Terms Reviewed:


Ars Poetic: First Draft


Does poetry matter?


HOMEWORK:

1. Go to the library and checkout a book of poetry by one poet - no anthologies or collections.

2. Read a bunch of poems.

3. Pick one out to share on the class blog for Friday.


Examples of Ars Poetica:

Billy Collins, "Introduction to Poetry"

Marianne Moore, "Poetry"