I'm Still Here!

O.K. I tore something in my right shoulder, so I've fallen behind a little.

Right now, I'm working on finishing my movie and getting it up on Youtube (however you spell it). Being on the computer aggravates my injury, and I can only take so much Vicadin without puking, so things are going much slower than I'd like. Though, I'm hoping to be caught-up by the time we re-convene for class on Tuesday!

Thoughts on Our Lecture Discussion (And Thank You, Firefox!)

Okay. I'm now using Firefox for my New Media assignments instead of Explorer. It is soooo much faster and more efficient! Thank god.

Just a reflection on yesterday's in-class discussion around lectures. I now think that it was actually three distinct things we were talking about, in kind of a mooshed together way: straight lectures, lectures with a question and answer period, and focused class discussions. Our readings, on the other hand, well, two of the three (the lecture tips and the Clark blog), focused on pure lecturing, sans q&a, with no mention of discussions.

I appreciate that we covered style, considering entertainment value and engagement, but I still question whether a lecture need be entertaining to hold an audience, as different subject matters require different approaches. I certainly wouldn't want to see Angela Davis juggling in the middle of a lecture on the American prison system.

I'm glad we covered this topic, as lecturing will obviously be one of the more complex aspects of teaching, and I really hadn't thought about it in this way before. Once I am in the profession (teaching, that is), I hope to conjure up a good laugh at times, but also remain earnest enough for students to take the subject matter seriously. Which makes me wonder, if a lecturer is focused on being entertaining, can she still treat the subject matter seriously? Will students believe that an entertaining instructor is serious? Is there a risk of losing control of the class and/or focus on the subject matter? Could the entertainment aspect serve as a distraction, and become more important/memorable than the lesson? I'm not down on entertaining lectures, I just had some thoughts.

End-note: I had no idea that State had English classes with over 100 students! How completely frightening--on a variety of levels!

Whitman, History, and the Individual (Revised Whitman Assignment)

Walt Whitman's "Leaves of Grass" celebrates the individual as independent entity, and as a part of a collective oneness, composed of all selves. Bringing himself and the reader together as one, and then listing other members who lend themselves to the aggregate whole of American society, from the banker to the prostitute and the slave, he invokes a world in which all are created equal, defying a status-quo that regarded at least half the US population at that time as less than human, denying them the same personal liberties reserved for white males. The poem, a cultural object unto itself, employs a variety of tropes that both emphasize and celebrate the tensions present in the relationship between the individual and society.

THE UNIT
Introduction to Whitman:
I will introduce the poem and give some background on Whitman, with a little Emerson and Thoreau thrown in to show the climate of the literary world at that time, and the running theme of individualism. Then go over some of the connections between history and literature, and how cultural context can shape what is written and how.
Student Homework: Assign poem, have students begin collecting historical information on what was going on in this country around 1855 (maybe 20 years before, not more than 10 years after), when the poem was written. Each student must post at least one historical finding on a class web page before the next class meeting--no more than two postings on the same topic.

In Class: Start discussing poem, considering the following: What is the poem about, topically and thematically? Identify recurring motifs. What is the purpose/effect of repeating certain images? How do they fit into Whitman's vision, and the dominant culture of his time (and ours)? Discuss cultural objects.
Student Homework: Reread poem. Research more historical markers, and add them to our class page--each student needs a total of two postings, covering two separate events.

In Class: Continue discussion of the poem, and begin going over student's historical findings, making connections between themes and images in the poem and the events students have found in their research . Discuss slavery, and the fugitive slave in particular, my chosen "cultural object." How is the cultural climate reflected in "Song of Myself?" How does the individual factor into the poetic and cultual contexts?
Student Homework: Have students re-read poem, and review class website findings. Have them do peer-reviews of each others' on-line postings, covering the value they think the post offers in terms of studying Whitman's poem. Each student must comment on two postings.

In class: Put it all together. Have students break into small groups and discuss the the following quesions. Why does Whitman select certain motifs? Which motif's are cultural objects? Does Whitman's treatment of his subjects reflect the social/political climate of the period, or are his feelings his alone? What about his place as a white male living at that time, and his perspective on the individual? How does this challenge or reconcile the poem? Regroup, report, and discuss.
Student Homework: Read the poem again, do final assignment explained below.

First some leads into the cultural climate in which Whitman composed "Song of Myself:"
(This is included as a courtesy to my classmate who will have to complete this assignment.)

Free/Slave States: From as early as 1787, up through the Civil War, states were admitted into the Union as "Free" or "Slave." Those not allowing slavery designated as Free, and those that did, Slave.
Nat Turner: An enslaved man who escaped and led a bloody insurrection in 1831, resulting in the murder of many white slave owners and their families.
American Anti-Slavery Society: National abolitionist group formed in 1833 from a conglomeration of other organizations, working for a peace-able end to slavery in the United States.
Frederick Douglass: A man who escaped bondage and in 1845 published his autobiographical work, Narrative of the Life of Frederick Douglass, An American Slave.
Seneca Falls Women's Conference: Organized by Susan B. Anthony and Elizabeth Cady Stanton, among others, in reaction to women being barred participation in the International Anti-Slavery Convention held in London in 1840. The Women's Conference happened in 1848, and there Sojourner Truth, formerly a slave, delivered her famous "Ain't I a Woman" speech.
Fugitive Slave Act of 1850: Federal law passed to abate Southern animosity over Northern efforts to eradicate slavery, the institution that was the backbone of the Southern agricultural economy. Under this act, bounty hunters pursuing the alleged escapee could draft anyone to help them in recovering "fugitive slaves," thus forcing people who opposed slavery to participate in incarcerating and enslaving others. As this statute required no proof of "ownership," many free people of African heritage were captured and sold into slavery.
Underground Railroad: A series of "safe houses" situated along a route leading to freedom in the Northern states and Canada. Harriet Tubman, who had escaped slavery, is one of the greatest known conductors, credited with having rescued numerous people from bondage, including her own family. Though the dates of operation are hard to pin down, by the time Whitman was composing "Leaves of Grass," the Railroad was well known among abolitionists, and had been in operation for some years.

Assignment: Choose either A. or B., and consider this an "informal" writing assignment.

A. In "Song of Myself" Whitman refers to slaves and particularly the fugitive slave in several passages. Using the slave, fugitive slave, or another motif in the poem, write a page (or less, if you can do it thoroughly and concisely) explaining how this emblem of American society speaks to the underlying tensions in the relationship between the individual and collective whole, while at the same time rejoicing in it. Some questions to consider: Is such tension inevitable, valuable? What are some of the deeper issues that this tension might point to? Why would Whitman choose to include marginalized and degraded groups/peoples in a poem of celebration, particularly of the self? How does Whitman align himself which such groups? Is he sincere, convincing, successful?

B. Considering some of the questions above, and sticking to the main theme cited in A., write a page (or less, if you can do it thoroughly and concisely) choosing the image of the slave, fugitive slave, or another in the poem, and explore how it could never be reconciled into the American whole. Avoid attacking Whitman, instead present your own slant, based on the historical context in which the poem was written and maybe even mapping your argument to the present day.

Whitman: What does a White Man Care About Slaves?

Walt Whitman's "Leaves of Grass" celebrates the individual as independent entity, and as a part of a collective oneness, composed of all selves. Bringing himself and the reader together as one, and then listing other members who lend themselves to the aggregate whole of American society, from the banker to the prostitute and the slave, he invokes a world in which all are created equal, defying a status-quo that regarded at least half the US population at that time as less than human, denying them the same personal liberties reserved for white males. The poem, a cultural object unto itself, employs a variety of tropes that both emphasize and celebrate the tensions present in the relationship between the individual and society.

Here are some leads into the cultural climate in which Whitman composed "Song of Myself:"

Free/Slave States: From as early as 1787, up through the Civil War, states were admitted into the Union as "Free" or "Slave." Those not allowing slavery designated as Free, and those that did, Slave.
Nat Turner: An enslaved man who escaped and led a bloody insurrection in 1831, resulting in the murder of many white slave owners and their families.
American Anti-Slavery Society: National abolitionist group formed in 1833 from a conglomeration of other organizations, working for a peace-able end to slavery in the United States.
Frederick Douglass: A man who escaped bondage and in 1845 published his autobiographical work, Narrative of the Life of Frederick Douglass, An American Slave.
Seneca Falls Women's Conference: Organized by Susan B. Anthony and Elizabeth Cady Stanton, among others, in reaction to women being barred participation in the International Anti-Slavery Convention held in London in 1840. The Women's Conference happened in 1848, and there Sojourner Truth, formerly a slave, delivered her famous "Ain't I a Woman" speech.
Fugitive Slave Act of 1850: Federal law passed to abate Southern animosity over Northern efforts to eradicate slavery, the institution that was the backbone of the Southern agricultural economy. Under this act, bounty hunters pursuing the alleged escapee could draft anyone to help them in recovering "fugitive slaves," thus forcing people who opposed slavery to participate in incarcerating and enslaving others. As this statute required no proof of "ownership," many free people of African heritage were captured and sold into slavery.
Underground Railroad: A series of "safe houses" situated along a route leading to freedom in the Northern states and Canada. Harriet Tubman, who had escaped slavery, is one of the greatest known conductors, credited with having rescued numerous people from bondage, including her own family. Though the dates of operation are hard to pin down, by the time Whitman was composing "Leaves of Grass," the Railroad was well known among abolitionists, and had been in operation for some years.

Assignment:

A. In "Song of Myself" Whitman refers to slaves and particularly the fugitive slave in several passages. Using the slave, fugitive slave, or another motif in the poem, write a page (or less, if you can do it thoroughly and concisely) explaining how this emblem of American society speaks to the underlying tensions in the relationship between the individual and collective whole, while at the same time rejoicing in it. Some questions to consider: Is such tension inevitable, valuable? What are some of the deeper issues that this tension might point to? Why would Whitman choose to include marginalized and degraded groups/peoples in a poem of celebration, particularly of the self? How does Whitman align himself which such groups? Is he sincere, convincing, successful?

B. Considering some of the questions above, and sticking to the main theme cited in A., write a page (or less, if you can do it thoroughly and concisely) choosing the image of the slave, fugitive slave, or another in the poem, and explore how it could never be reconciled into the American whole. Avoid attacking Whitman, instead present your own slant, based on the historical context in which the poem was written and maybe even map your argument to the present day.

Addendum: This assignment is the culminating one. I have others leading up to this that I was planning to post on the wiki-site with my Backward Design details, but the site would not allow me to post on our group page.

Delicious: Not So Savory

I don't know about anyone else, but I'm having a hell of a time trying to use Delicious. I set up an account in the lab that I can't seem to access at home. Is it because I'm using Explorer at home, and FireFox in the lab? Whatever it is, I can't seem to find our class Tag, nor can I, obviously, find the info I collected while in the lab. At this point, I've had to re-join the site, and I'm feeling pretty frustrated. I'll keep trying, and in the meantime, I think I feel another gray hair growing in, or maybe it's just heartburn...

Later: Okay. It's working so far, but we'll see how much of a taste I really have for this.

Of Whitman: My focus is the recurrence of the slavery motif in "Leaves." Why would Whitman choose the image of the slave, and the fugitive slave when celebrating the individual as self and part of a larger whole? Enslaved people were viewed as chattel, treated as livestock, and denied by law the right to vote, or to read and write. How do enslaved African Americans contribute to Whitman's larger vision? How does he connect these people to the whole of American humanity, and to himself? I'm examining the political climate surrounding slavery and the abolitionist movement at that time, as well as incidents of resistance among the enslaved. I've collected some good stuff, but there is a lot to sift through, and quite a bit of it is geared towards children. The Library of Congress site is interesting, offering sound bytes of "slave narratives," and a bunch of other stuff. I'm getting there...

Is there anybody out there?

I've been posting regularly, more for myself as a kind of learning diary than anything else, but I was just wondering if anyone is even reading my blog. If you are, I thank you most sincerely. If you're not, well! Chances are pretty good that you won't see this either, so, so what! Your the one missing the fabulous photo of Marlon Brando (as Stanley Kowalski in Streetcar), and now that I've mastered the insert a photo option on this blog (my technological skills are really coming along!), just imagine all the other cool stuff you won't see! So there!

(I hope no one takes this too seriously!)

More on Whitman, Archives

As I've been fighting off a cold, I missed our lab class on Tuesday, regrettably. However, I've been trying to fool around with the TokenX feature of the Whitman Archive on my own, with no luck. I can't figure out how to get the damn thing to work, but I'll try again another day.

In the meantime, I read a few of my classmates' blog posts, and Professor Hanley's instructions on Ning, and after re-visiting the Whitman Archive sight, I have discovered a crossing over. In playing with the text and shuffling things around, people are doing something that Whitman did with his own poetry. On the Archive site, under the "Current Criticism" section, Hershel Parker examines Whitman's disassembled and reassembled work "Live Oak, with Moss," asserting that the poem is a "gay manifesto." According to the article, Whitman first copied the poem into a notebook, then took the notebook apart because the work was just too scandalous to remain intact (check it out http://www.whitmanarchive.org/manuscripts/liveoak.html ). He later inserted parts of the poem into various other works, the "Calamus" section in the 1860 version of "Leaves of Grass," to name one. Anyway, I found it interesting that our assignment paralleled the very actions of the writer we're studying.