In class this week, we read "Things Fall Apart," written by Chinua Achebe. To be honest, I was somewhat disheartened with the novel. At the end, it appeared to be a lose-lose situation. If Okonkwo didn't commit suicide, he would've been executed by the European colonists. There wasn't any hope, and I knew the novel wouldn't have a happy ending. Unfortunately, this mimics Achebe's mission. Because he was so familiar with the situation, he didn't want to portray a "false illusion." He wanted to chronicle the sad history of European colonization, and he successfully achieved his goal in writing "Things Fall Apart."
I struggled coming up with an idea for the Final Project; however, I am very pleased and passionate about my most recent brainstorming. I love watching "The Amazing Race," airing every Sunday night on CBS. Teams of two travel around the world completing various tasks. Tasks include Roadblocks (tasks only 1 person can perform), Detours (2 task options ---> a team must choose to complete 1 task) and Route Markers (generic tasks every team must complete). I am going to make an "Amazing Race: Honors 203 Edition." I will be incorporating different countries from our novels (Russia = "Ivan Ilych" - Congo = "Heart of Darkness" - Norway = "Doll's House" - America = "Douglass and Jacobs"). I will then come up with various tasks to mirror the respective characters for each country. For example, in Congo, the clue may state team members must find 25 pieces of ivory for Mr. Kurtz; however, time penalties would result for "killing a local African" (indicated by an X on the cut-out ivory). I would make these clues, explain the various tasks during the final exam period, and then ask the entire class to complete 1 task on May 2nd. I know this may sound confusing, so please contact me with any questions or comments. A video outlining "The Amazing Race" sample detour can be found at this link...
Tanner, this sounds like great, creative idea. I don't watch "The Amazing Race," but your explanation is pretty clear. Just try to incorporate ideas, issues, or themes from the texts into your game and not just elements of plot or setting, so that the game can be a reflection on the texts or an explanation/illustration of them.
- MH
4/7/14 - Weekly Response #13
In Monday's class, Rebekah and Andy presented their findings over modern art. I commended them for chronicling the advances of modern art. Throughout their presentation, the duo discussed nine different art forms, beginning with the Baroque Period and ending in 1939 with Constructionism. Despite the distinct elements of different styles, comparisons could be drawn from one style to another. Each style laid a distinct foundation for the succeeding art form. For example, the Baroque Period used dramatic lighting to enhance certain figures, yet Impressionism took this lighting tactic to another level. Instead of using stationary light, as used in the Baroque Period, Impressionist painters opted to use moving light. This technique made the Impressionist paintings appear to be "alive." Although they emulated modern, ordinary life, the light honed in on the painter's emphasis.
My favorite painting from the presentation was the Impressionist painting Paris Street; Rainy Day. It was completed in 1877 by French painter, Gustave Caillebotte. The picture is shown below.
I personally like this picture because despite the rain, there is so much beauty! I love the cobblestoned roads, the horse and buggy, and the different Parisian architecture. When I first looked at the painting, I instantly noticed the building on the left side. Because of the perspective, it appears as thought the building is in 3D! The façade seems to be protruding out, and the sides appear to stretch on for miles. I was very drawn towards this particular region of the painting, and I enjoy Caillebotte's contrast between ordinary life and municipal beauty.
Response wasn't required for Week 12. 3/28/14 - Weekly Response #11 I was very interested in today’s discussion regarding dreams and wishes. Although the discussion was somewhat confusing, I tried to comprehend the relationship between latent content and manifest content. After reflecting on the discussion, I think these two classifications act as a two-way road. Latent content, containing dream thoughts are wishes, are distorted while becoming manifest content. The dreams and symptoms (manifest content) can also be reversed through interpretation. Because of this, wishes and dreams seem to be highly interdependent. It is hard to wrap my head around this because I lack a sound psychology foundation, and dreams are always occurring in our unconscious. Unfortunately, I rarely remember my dreams! I always hear my friends and/or roommates share their dreams, yet I never can share my dreams because I don’t recall dreaming. My roommate will often share two or three dreams from one night; I’m lucky if I remember two or three dreams in a month! I wonder if Freud ever looked into individuals who “lack” dreams. I know “lack” may not be the best word because everyone dreams during their unconscious, but did Freud philosophize why certain individuals remember dreams while certain individuals can not remember them? Thankfully I don’t wake up from anxiety attacks or nightmares, but I wish I remembered my “light and airy” dreams.
Freud also states that dreams consist of “two thoughts and two images, so that a thought and an image emerged alternately.” In academia settings, I am a visual learner. When solving a math problem or completing a scientific lab, I prefer being walked through the solution while having a visual demonstration. I also like to think I have a photographic memory: I can never remember street names or highway numbers, but I always know which road to take or how to arrive at a particular location. Because I tend to associate myself as a visual learner, I feel as though I’d be a natural dreamer. Instead of recalling my dream, I might be so fixed on visualizing reality that I have a hard time envisioning dreams. I wonder if there is any scientific backing or Freudian rationale to explain why I can’t recall my dreams! 3/21/14 - Weekly Response #10
In class this week, we started reading Heart of Darkness by Joseph Conrad. I thought Wednesday's presentation was phenomenal, especially when conducting the class participation activity. Resembling the civilian v. native conflict in the Congo was a great idea, and it really brought the issue to the forefront. As a European in the simulation, my role was very laid back and stress-free. I can only imagine what the "Africans" were thinking. The notecards simulating ivory and rubber were completely randomized; the natives didn't have any control of their outcome. This activity conveys the sad reality that was occurring in the Congo. A Congolese might be an incredibly hard worker, but should he be designated to an area lacking these resources, he is out of luck. I think this activity really helped the class in understanding Congo's backstory, thus helping us to better understand Heart of Darkness.
I look forward to reading Section III this weekend. I wonder why Kurtz has such a pivotal role in the novel; moreover, why does Marlow glorify him like a God? I know he obtains the most ivory, and I realize he is the leader, but I feel as though there is something else that propelled Kurtz into this fame. I hope we, as readers, are given the answers in the last section. I have a hard time understanding his true significance to the novel. I also want to take note of Marlow's reactions at the end of the novel. I have enjoyed reading the story from his perspective, and I always enjoy frame narratives. It will be interesting to see what Marlow concludes about Kurtz and the situation in Congo. I am also intrigued in hearing what the other men on the Nellie will have to say.
3/3/14 - Weekly Response #9
In all honesty, I was really disturbed when reading The Yellow Wallpaper by Charlotte Perkins Gilman. I didn't even know what to think at the very end; the narrator has gone mad! She is crawling around the room at the base of the wallpaper, and she thinks she truly came out of the wallpaper! I had to re-read this section to make sure that I was reading it correctly, but she really thought she was "enclosed" in the wallpaper.
I commend Brittni, Evan and Quinn on their presentation. I didn't know that Gilman's life paralleled with the narrator's life. Charlotte was suffering from postpartum depression, and like the narrator, she was prescribed the "Rest Cure." I can't imagine living through the "Rest Cure." Like the narrator, I would go mad. I would want to see my family, see my friends, and interact with others. If I was cooped up in on single room and confined to my bed, I'd surely go mad, too!
It was interesting to hear that the "Rest Cure" was a common form of treatment for those suffering from depression. When comparing our medical expertise with the 19th century thinking, our medical professionals would practically outlaw the "Rest Cure." If an individual is suffering from depression, physicians want them to socialize with others. Other people's energy will hopefully energize the depressed individual. Also, writing and reading are common treatments for depression and anxiety. Journaling one's innermost thoughts and feelings are encouraged because the journal allows an individual to cope with his/her feelings. If he/she isn't allowed to write or vent with another human being, he/she will bottle up his/her emotions. In turn, he/she will go mad, and all chaos will break loose.
Even thought the narrator was secretly writing in the journal, the stress of John ever finding out proved to be too much. Her lack of social interaction and the prescribed "Rest Cure" led to her demise. Unfortunately, she lost all of her sanity, and she will never revert to the woman she used to be.
2/27/14 - Weekly Response #8
On Wednesday, Alex and I presented over the first two acts in Henrik Ibsen's A Doll's House. I was VERY pleased with our presentation. Before presenting, Alex and I felt comfortable with our plan. I ensured that our presentation and activity had clear objectives, and I think presenting these objectives to the class before starting the activity helped to guide the class in their "Buzz Word" findings. I believed this activity would be very engaging; however, it proved to be even more engaging than I had imagined! In short, I was impressed with our presentation, and I hope the class also enjoyed the day.
I know another group will be presenting tomorrow over Act 3, and I will find it interesting to compare/contrast their objectives and activities with our presentation. By preparing "lesson plans" like I teacher, I noticed how class presentations really allow individuals to express their creativity. Even though both presentations will feature certain aspects of A Doll'sHouse, there isn't one "correct" presentation style. This will be important when planning my Final Project Presentation at the end of the semester.
I was very troubled by the ending of A Doll's House. On one hand, I commend Nora for leaving Torvald. Nora must be at peace within herself before she is at peace with others. If this means she needs time and personal space, then she should allow herself this luxury. Unfortunately, I was disheartened in Nora's leaving, too. She is leaving her husband, and more importantly, her kids. As a mother, I feel as though she is disrespecting her family. The kids didn't do anything to startle Nora nor prompt her to walk out on them. At the same time, if Nora doesn't take time for herself, how "motherly" can she be? It is an interesting end, and I can see how Ibsen really brought pressing social issues to light.
2/20/14 - Weekly Response #7 (No response during Week 6 due to Essay #1)
I throughly enjoyed "The Death of Ivan Ilych" by Lev Tolstoy. The novel moved very quickly, and I was fascinated with Ilych's reminiscing thoughts and attitude. At the end of the novel, Ilych contemplates why he must die in pain and agony. This caused me to contemplate death. Would I want to die quickly in insignificant pain, or would I want to live longer in severe pain? This is really an interesting question. I certainly hope that I won't die until I'm well into my eighties. I will be a grandfather, and I would love to see my grandchildren graduate from high school and college. In this particular situation, I would choose to live a longer life coupled with a gradual, though painful, death. I will want to have the most time to see my grandchildren succeed.
On the other hand, I could also see myself opting for a "quicker" death. While it is terrible to speculate death from shooting or poisoning, the agony would be very short-lived. In a matter of seconds and/or minutes, death would wash over me. I wouldn't have to deal with the unbearable torment associated with death.
While I might not know how I'd want to die, Tolstoy's novel has opened my eyes to the entire concept of death. When God calls my loved ones to Heaven, I hope they have a short and pain-free death. I can not bear the thought of seeing my parents' mental and physical health slowly deteriorate. My heart went out to Vladimir, Ivan's son, at the end of the novel. To hold your father's hand while he is on his death-bed must be incredibly depressing. I pray that I will never be in a similar situation.
2/6/14 - Weekly Response #5
In Monday's class, we discussed the trends of romantic music. To begin the discussion, we were introduced to a quote made by Walter Pater in 1873. Pater stated that "all art constantly aspires to the condition of music." Even though we are living in the twenty-first century, I completely agree with this statement. When you step back and evaluate our present world, art, in the form of music, is everywhere. Students are constantly "plugged" into iPhones and iPods. I am even guilty of this practice. When walking from the Burkhardt Building to the Teacher's College, I instantaneously put on my headphones and listen to a song. I want to "get lost" in a song. I want the words and melodies to wash over me like water falling from a shower head. By listening to the music, I escape Ball State's campus for three minutes, and I try to resonate with the lyrics.
It is hard for me to classify music as art because I view music as it's own entity; however, music truly is a commendable art form. In the 18th century during the Romantic Era, music increased emotional expressiveness. When listening to the various songs and melodies in class, I agree with this statement. It is very interesting to have emotional expressiveness without the use of lyrics. I love musical lyrics because they tell a story. In all honesty, I become bored easily when listening to instrumental music. Despite this fact, I could definitely pick up on the happy and dooming themes of the Romantic Music by listening to the woodwinds and brass instruments used in the Romantic Orchestra. I commend the composers for achieving these goals with absence of lyrics.
Because my Friday's are very busy and I'm writing this post on Thursday morning, I am very interested in tomorrow's class. I wonder which Romantic art form (music, poetry or art) will resonate with me the most.
1/30/14 - Weekly Response #4
In class on Wednesday we discussed the ending of "Faust," and I feel very sorry for Gretchen. Throughout the second half of the play, Goethe shifts the reader's attention to Gretchen, and the play analyzes her downfall. I can't imagine the pain Gertrude was feeling throughout the dungeon scene. Not only did she give birth and later kill her baby, she also witnessed the death of her mother and brother. It is easy for her to feel alone in the world. While one may presume she can turn to Faust, she can't trust him. He ran away throughout the course of her pregnancy, and her female intuitions begin to see Faust's true colors.
I commend Gretchen for breaking off relations with Faust at the end of the play; however, it is saddening to also see Gretchen being condemned to death. While I understand she must be reprimanded for murdering her child, it is still disheartening to see her die. When she turns away from Faust and turns back to God, I feel as though Gretchen has taken off her blinders. She is ready to soar and take flight. Unfortunately, she can not move forward because she must pay for her past.
It is easy to blame Gretchen for her own downfall; however, it is also very difficult to place the entire blame on this innocent 14 year old. While she shouldn't have allowed herself to be manipulated by Faust, her naivety is to blame. She was caught up in Faust's intelligence, pretty jewels and materialistic gains of the relationship. These factors ultimately led to her demise. Mephistopheles and Faust must also be at blame for the ending. Although it is difficult to deem one party more responsible than another, I would place the majority of the blame on Mephistopheles and Faust because they knew their taking advantage of Gretchen was wrong.
1/23/14 - Weekley Response #3
Before I began reading "Faust," I wasn't looking forward to the play. I wasn't excited by the textbook's introduction, and the pure length of the play initially turned me off. Once I started reading, though, I became hooked! I love the different rhyme schemes employed by Von Goethe. The play reads quickly, and I am able to follow the plot line and ever-changing characterization.
In my opinion, readers would normally criticize Mephistopheles because he is the antagonist in the play, but I find Mephistopheles to be a very interesting character. I can tell he is educated and very clever. Two specific instances from Friday's reading really stood out to me. The first instance occurred when Mephistopheles was re-entering the study room. He stated there must be three calls before he could enter. This reference to the number three is very noteworthy: I draw an instant comparison to the Holy Trinity. Because he is the Devil, Mephistopheles makes a direct reference to his foe, Jesus Christ.
I was also impressed by Mephistopheles' conversation with the student. He is so cunning throughout the entire dialogue, and when talking about medicine, he highlights his true motives and beliefs. I was very interested in this conversation.
As for Mephistopheles and Faust, I noticed the agreement made between the two characters. Since Faust is so unhappy with life, he pledges his allegiance to Mephistopheles. In return, Mephistopheles will show Faust unlimited worldly pleasures. I believe the rest of the play will be centered around the trips Mephistopheles and Faust will take together. Mephistopheles will attempt to open up Faust's eyes, and it will be interesting to see if Faust becomes "blinded" by the Devil. Will he continue to follow Mephistopheles, or will his wisdom, reason and faith triumph? We will have to read on to find out!
1/16/14 - Weekly Response #2
In my first weekly response, I wrote about freedom from Frederick Douglass's point of view. This week, I intend on looking at freedom through the eyes of Harriet Jacobs and Walt Whitman. Although all three literate individuals desiring personal freedom, their motives for freedom were different.
In my eyes, Douglass wanted to be free from white men and judgment. As a slave, he was fortunate enough in learning how to read and write; however, he wanted the freedom to read and write for his own financial earnings. Douglass also wanted to escape universal judgment. He is demoralized by being a literate African American male in a "white man's" world, and he continues to strive for his individualism.
Similar to Douglass, Jacobs wants to escape the "white man's" world. Even when Jacobs is disembarking the boat and stepping onto free soil in Philadelphia, she doesn't feel free. While she is now free in the literal sense, she even concludes her narrative with this sentiment: "We had escaped from slavery, and we supposed ourselves to be safe from the hunters. But we were alone in the world, and we had left dear ties behind us; ties cruelly sundered by slavery" (520). It is a sad reality, but Jacobs knows she can never forget the past. While she wishes to find her renewed sense of purity, she can not wash away her life as a slave. It made her who she is, and although she can move forward, she can never forget.
Whitman's "Song of Myself" was a very interesting and intricate poem. Unlike Douglass and Jacobs, Whitman was not of African American origin nor was he a slave. Whitman, though, wishes he is free from the worldly discrimination and traditionalists. He wants to experience love and all bodily pleasures. Equality for all, albeit gender, age, race and religion, is a common theme expressed throughout the poem. While Whitman can not use personal experiences from slavery, his perspective on freedom is very influential. The issues that arise can still be debated in this 21st century.
1/10/14 - Weekly Response #1
Hi, everyone! Let me start off by introducing myself. My name is Tanner Barton and I am a freshman hailing from Dublin, Ohio. Dublin is a suburb of Columbus, and I have lived in the central Ohio area for all 18 years of my life. I am a member of the Ball State Men's Varsity Swim Team, and I specialize in the butterfly and individualized medley. I love swimming, and I have been blessed in qualifying for the USA Swimming Junior Nationals. Before I look ahead to Junior Nationals, I am eagerly awaiting MAC Championships (March 6-8). Aside from swimming, I am also involved in the Newman Center and Athletes in Action. In my free time, I love spending time with my family and friends, listening to music and lifting weights.
When I was reading Frederick Douglass’s narrative, I was forced to sit back and truly analyze his situation. His identity is a mystery. Even in the first paragraph, he doesn’t know his exact birthdate or age. Throughout the narrative, he is forced to estimate his current age: “I was probably between seven and eight years old when I left Colonel Lloyd’s plantation” (527). There isn’t any definitely in Douglass’s remark, yet this is not his fault. It is merely a sad reality of the time period and a true representation of what slaves encountered.
I was also surprised when Douglass talked about changing his name throughout his life. I was taken aback; Douglass isn’t even one of the four names that was given to him at birth! Based on a suggestion by Mr. Johnson, Frederick adapted the title ‘Frederick Douglass.’ I can never imagine changing my name, let alone at the suggestion of someone else. I have too much pride in my name, in my individuality. Douglass’s apathetic attitude leads me to believe that he doesn’t value individualism. Instead, he associates himself with all of the African Americans and is fighting for their entire common-good.
Freedom is a prominent theme addressed in Douglass’s work. To Douglass, freedom would be finding his individuality. He wouldn’t be constrained by others, nor would he be defined by other’s judgments or impressions. If he is truly a freed man, and not merely considered free under the law, Douglass would be able to find himself. The stereotypes and barriers that were recorded by plantation owners would be merely words and phrases. They wouldn’t hold value, and Douglass would be able to overcome their connotations.
In all respect, Douglass did a commendable job in his narrative. He was able to depict his journey and escape; thus, it prompted imagery in my mind and I was able to appreciate his story more.
In class this week, we read "Things Fall Apart," written by Chinua Achebe. To be honest, I was somewhat disheartened with the novel. At the end, it appeared to be a lose-lose situation. If Okonkwo didn't commit suicide, he would've been executed by the European colonists. There wasn't any hope, and I knew the novel wouldn't have a happy ending. Unfortunately, this mimics Achebe's mission. Because he was so familiar with the situation, he didn't want to portray a "false illusion." He wanted to chronicle the sad history of European colonization, and he successfully achieved his goal in writing "Things Fall Apart."
I struggled coming up with an idea for the Final Project; however, I am very pleased and passionate about my most recent brainstorming. I love watching "The Amazing Race," airing every Sunday night on CBS. Teams of two travel around the world completing various tasks. Tasks include Roadblocks (tasks only 1 person can perform), Detours (2 task options ---> a team must choose to complete 1 task) and Route Markers (generic tasks every team must complete). I am going to make an "Amazing Race: Honors 203 Edition." I will be incorporating different countries from our novels (Russia = "Ivan Ilych" - Congo = "Heart of Darkness" - Norway = "Doll's House" - America = "Douglass and Jacobs"). I will then come up with various tasks to mirror the respective characters for each country. For example, in Congo, the clue may state team members must find 25 pieces of ivory for Mr. Kurtz; however, time penalties would result for "killing a local African" (indicated by an X on the cut-out ivory). I would make these clues, explain the various tasks during the final exam period, and then ask the entire class to complete 1 task on May 2nd. I know this may sound confusing, so please contact me with any questions or comments. A video outlining "The Amazing Race" sample detour can be found at this link...
Detour:
https://www.youtube.com/watch?v=vHY-znL96sM
Tanner, this sounds like great, creative idea. I don't watch "The Amazing Race," but your explanation is pretty clear. Just try to incorporate ideas, issues, or themes from the texts into your game and not just elements of plot or setting, so that the game can be a reflection on the texts or an explanation/illustration of them.
- MH
4/7/14 - Weekly Response #13
In Monday's class, Rebekah and Andy presented their findings over modern art. I commended them for chronicling the advances of modern art. Throughout their presentation, the duo discussed nine different art forms, beginning with the Baroque Period and ending in 1939 with Constructionism. Despite the distinct elements of different styles, comparisons could be drawn from one style to another. Each style laid a distinct foundation for the succeeding art form. For example, the Baroque Period used dramatic lighting to enhance certain figures, yet Impressionism took this lighting tactic to another level. Instead of using stationary light, as used in the Baroque Period, Impressionist painters opted to use moving light. This technique made the Impressionist paintings appear to be "alive." Although they emulated modern, ordinary life, the light honed in on the painter's emphasis.
My favorite painting from the presentation was the Impressionist painting Paris Street; Rainy Day. It was completed in 1877 by French painter, Gustave Caillebotte. The picture is shown below.
I personally like this picture because despite the rain, there is so much beauty! I love the cobblestoned roads, the horse and buggy, and the different Parisian architecture. When I first looked at the painting, I instantly noticed the building on the left side. Because of the perspective, it appears as thought the building is in 3D! The façade seems to be protruding out, and the sides appear to stretch on for miles. I was very drawn towards this particular region of the painting, and I enjoy Caillebotte's contrast between ordinary life and municipal beauty.
Response wasn't required for Week 12.
3/28/14 - Weekly Response #11
I was very interested in today’s discussion regarding dreams and wishes. Although the discussion was somewhat confusing, I tried to comprehend the relationship between latent content and manifest content. After reflecting on the discussion, I think these two classifications act as a two-way road. Latent content, containing dream thoughts are wishes, are distorted while becoming manifest content. The dreams and symptoms (manifest content) can also be reversed through interpretation. Because of this, wishes and dreams seem to be highly interdependent. It is hard to wrap my head around this because I lack a sound psychology foundation, and dreams are always occurring in our unconscious.
Unfortunately, I rarely remember my dreams! I always hear my friends and/or roommates share their dreams, yet I never can share my dreams because I don’t recall dreaming. My roommate will often share two or three dreams from one night; I’m lucky if I remember two or three dreams in a month! I wonder if Freud ever looked into individuals who “lack” dreams. I know “lack” may not be the best word because everyone dreams during their unconscious, but did Freud philosophize why certain individuals remember dreams while certain individuals can not remember them? Thankfully I don’t wake up from anxiety attacks or nightmares, but I wish I remembered my “light and airy” dreams.
Freud also states that dreams consist of “two thoughts and two images, so that a thought and an image emerged alternately.” In academia settings, I am a visual learner. When solving a math problem or completing a scientific lab, I prefer being walked through the solution while having a visual demonstration. I also like to think I have a photographic memory: I can never remember street names or highway numbers, but I always know which road to take or how to arrive at a particular location. Because I tend to associate myself as a visual learner, I feel as though I’d be a natural dreamer. Instead of recalling my dream, I might be so fixed on visualizing reality that I have a hard time envisioning dreams. I wonder if there is any scientific backing or Freudian rationale to explain why I can’t recall my dreams!
3/21/14 - Weekly Response #10
In class this week, we started reading Heart of Darkness by Joseph Conrad. I thought Wednesday's presentation was phenomenal, especially when conducting the class participation activity. Resembling the civilian v. native conflict in the Congo was a great idea, and it really brought the issue to the forefront. As a European in the simulation, my role was very laid back and stress-free. I can only imagine what the "Africans" were thinking. The notecards simulating ivory and rubber were completely randomized; the natives didn't have any control of their outcome. This activity conveys the sad reality that was occurring in the Congo. A Congolese might be an incredibly hard worker, but should he be designated to an area lacking these resources, he is out of luck. I think this activity really helped the class in understanding Congo's backstory, thus helping us to better understand Heart of Darkness.
I look forward to reading Section III this weekend. I wonder why Kurtz has such a pivotal role in the novel; moreover, why does Marlow glorify him like a God? I know he obtains the most ivory, and I realize he is the leader, but I feel as though there is something else that propelled Kurtz into this fame. I hope we, as readers, are given the answers in the last section. I have a hard time understanding his true significance to the novel. I also want to take note of Marlow's reactions at the end of the novel. I have enjoyed reading the story from his perspective, and I always enjoy frame narratives. It will be interesting to see what Marlow concludes about Kurtz and the situation in Congo. I am also intrigued in hearing what the other men on the Nellie will have to say.
3/3/14 - Weekly Response #9
In all honesty, I was really disturbed when reading The Yellow Wallpaper by Charlotte Perkins Gilman. I didn't even know what to think at the very end; the narrator has gone mad! She is crawling around the room at the base of the wallpaper, and she thinks she truly came out of the wallpaper! I had to re-read this section to make sure that I was reading it correctly, but she really thought she was "enclosed" in the wallpaper.
I commend Brittni, Evan and Quinn on their presentation. I didn't know that Gilman's life paralleled with the narrator's life. Charlotte was suffering from postpartum depression, and like the narrator, she was prescribed the "Rest Cure." I can't imagine living through the "Rest Cure." Like the narrator, I would go mad. I would want to see my family, see my friends, and interact with others. If I was cooped up in on single room and confined to my bed, I'd surely go mad, too!
It was interesting to hear that the "Rest Cure" was a common form of treatment for those suffering from depression. When comparing our medical expertise with the 19th century thinking, our medical professionals would practically outlaw the "Rest Cure." If an individual is suffering from depression, physicians want them to socialize with others. Other people's energy will hopefully energize the depressed individual. Also, writing and reading are common treatments for depression and anxiety. Journaling one's innermost thoughts and feelings are encouraged because the journal allows an individual to cope with his/her feelings. If he/she isn't allowed to write or vent with another human being, he/she will bottle up his/her emotions. In turn, he/she will go mad, and all chaos will break loose.
Even thought the narrator was secretly writing in the journal, the stress of John ever finding out proved to be too much. Her lack of social interaction and the prescribed "Rest Cure" led to her demise. Unfortunately, she lost all of her sanity, and she will never revert to the woman she used to be.
2/27/14 - Weekly Response #8
On Wednesday, Alex and I presented over the first two acts in Henrik Ibsen's A Doll's House. I was VERY pleased with our presentation. Before presenting, Alex and I felt comfortable with our plan. I ensured that our presentation and activity had clear objectives, and I think presenting these objectives to the class before starting the activity helped to guide the class in their "Buzz Word" findings. I believed this activity would be very engaging; however, it proved to be even more engaging than I had imagined! In short, I was impressed with our presentation, and I hope the class also enjoyed the day.
I know another group will be presenting tomorrow over Act 3, and I will find it interesting to compare/contrast their objectives and activities with our presentation. By preparing "lesson plans" like I teacher, I noticed how class presentations really allow individuals to express their creativity. Even though both presentations will feature certain aspects of A Doll's House, there isn't one "correct" presentation style. This will be important when planning my Final Project Presentation at the end of the semester.
I was very troubled by the ending of A Doll's House. On one hand, I commend Nora for leaving Torvald. Nora must be at peace within herself before she is at peace with others. If this means she needs time and personal space, then she should allow herself this luxury. Unfortunately, I was disheartened in Nora's leaving, too. She is leaving her husband, and more importantly, her kids. As a mother, I feel as though she is disrespecting her family. The kids didn't do anything to startle Nora nor prompt her to walk out on them. At the same time, if Nora doesn't take time for herself, how "motherly" can she be? It is an interesting end, and I can see how Ibsen really brought pressing social issues to light.
2/20/14 - Weekly Response #7 (No response during Week 6 due to Essay #1)
I throughly enjoyed "The Death of Ivan Ilych" by Lev Tolstoy. The novel moved very quickly, and I was fascinated with Ilych's reminiscing thoughts and attitude. At the end of the novel, Ilych contemplates why he must die in pain and agony. This caused me to contemplate death. Would I want to die quickly in insignificant pain, or would I want to live longer in severe pain? This is really an interesting question. I certainly hope that I won't die until I'm well into my eighties. I will be a grandfather, and I would love to see my grandchildren graduate from high school and college. In this particular situation, I would choose to live a longer life coupled with a gradual, though painful, death. I will want to have the most time to see my grandchildren succeed.
On the other hand, I could also see myself opting for a "quicker" death. While it is terrible to speculate death from shooting or poisoning, the agony would be very short-lived. In a matter of seconds and/or minutes, death would wash over me. I wouldn't have to deal with the unbearable torment associated with death.
While I might not know how I'd want to die, Tolstoy's novel has opened my eyes to the entire concept of death. When God calls my loved ones to Heaven, I hope they have a short and pain-free death. I can not bear the thought of seeing my parents' mental and physical health slowly deteriorate. My heart went out to Vladimir, Ivan's son, at the end of the novel. To hold your father's hand while he is on his death-bed must be incredibly depressing. I pray that I will never be in a similar situation.
2/6/14 - Weekly Response #5
In Monday's class, we discussed the trends of romantic music. To begin the discussion, we were introduced to a quote made by Walter Pater in 1873. Pater stated that "all art constantly aspires to the condition of music." Even though we are living in the twenty-first century, I completely agree with this statement. When you step back and evaluate our present world, art, in the form of music, is everywhere. Students are constantly "plugged" into iPhones and iPods. I am even guilty of this practice. When walking from the Burkhardt Building to the Teacher's College, I instantaneously put on my headphones and listen to a song. I want to "get lost" in a song. I want the words and melodies to wash over me like water falling from a shower head. By listening to the music, I escape Ball State's campus for three minutes, and I try to resonate with the lyrics.
It is hard for me to classify music as art because I view music as it's own entity; however, music truly is a commendable art form. In the 18th century during the Romantic Era, music increased emotional expressiveness. When listening to the various songs and melodies in class, I agree with this statement. It is very interesting to have emotional expressiveness without the use of lyrics. I love musical lyrics because they tell a story. In all honesty, I become bored easily when listening to instrumental music. Despite this fact, I could definitely pick up on the happy and dooming themes of the Romantic Music by listening to the woodwinds and brass instruments used in the Romantic Orchestra. I commend the composers for achieving these goals with absence of lyrics.
Because my Friday's are very busy and I'm writing this post on Thursday morning, I am very interested in tomorrow's class. I wonder which Romantic art form (music, poetry or art) will resonate with me the most.
1/30/14 - Weekly Response #4
In class on Wednesday we discussed the ending of "Faust," and I feel very sorry for Gretchen. Throughout the second half of the play, Goethe shifts the reader's attention to Gretchen, and the play analyzes her downfall. I can't imagine the pain Gertrude was feeling throughout the dungeon scene. Not only did she give birth and later kill her baby, she also witnessed the death of her mother and brother. It is easy for her to feel alone in the world. While one may presume she can turn to Faust, she can't trust him. He ran away throughout the course of her pregnancy, and her female intuitions begin to see Faust's true colors.
I commend Gretchen for breaking off relations with Faust at the end of the play; however, it is saddening to also see Gretchen being condemned to death. While I understand she must be reprimanded for murdering her child, it is still disheartening to see her die. When she turns away from Faust and turns back to God, I feel as though Gretchen has taken off her blinders. She is ready to soar and take flight. Unfortunately, she can not move forward because she must pay for her past.
It is easy to blame Gretchen for her own downfall; however, it is also very difficult to place the entire blame on this innocent 14 year old. While she shouldn't have allowed herself to be manipulated by Faust, her naivety is to blame. She was caught up in Faust's intelligence, pretty jewels and materialistic gains of the relationship. These factors ultimately led to her demise. Mephistopheles and Faust must also be at blame for the ending. Although it is difficult to deem one party more responsible than another, I would place the majority of the blame on Mephistopheles and Faust because they knew their taking advantage of Gretchen was wrong.
1/23/14 - Weekley Response #3
Before I began reading "Faust," I wasn't looking forward to the play. I wasn't excited by the textbook's introduction, and the pure length of the play initially turned me off. Once I started reading, though, I became hooked! I love the different rhyme schemes employed by Von Goethe. The play reads quickly, and I am able to follow the plot line and ever-changing characterization.
In my opinion, readers would normally criticize Mephistopheles because he is the antagonist in the play, but I find Mephistopheles to be a very interesting character. I can tell he is educated and very clever. Two specific instances from Friday's reading really stood out to me. The first instance occurred when Mephistopheles was re-entering the study room. He stated there must be three calls before he could enter. This reference to the number three is very noteworthy: I draw an instant comparison to the Holy Trinity. Because he is the Devil, Mephistopheles makes a direct reference to his foe, Jesus Christ.
I was also impressed by Mephistopheles' conversation with the student. He is so cunning throughout the entire dialogue, and when talking about medicine, he highlights his true motives and beliefs. I was very interested in this conversation.
As for Mephistopheles and Faust, I noticed the agreement made between the two characters. Since Faust is so unhappy with life, he pledges his allegiance to Mephistopheles. In return, Mephistopheles will show Faust unlimited worldly pleasures. I believe the rest of the play will be centered around the trips Mephistopheles and Faust will take together. Mephistopheles will attempt to open up Faust's eyes, and it will be interesting to see if Faust becomes "blinded" by the Devil. Will he continue to follow Mephistopheles, or will his wisdom, reason and faith triumph? We will have to read on to find out!
1/16/14 - Weekly Response #2
In my first weekly response, I wrote about freedom from Frederick Douglass's point of view. This week, I intend on looking at freedom through the eyes of Harriet Jacobs and Walt Whitman. Although all three literate individuals desiring personal freedom, their motives for freedom were different.
In my eyes, Douglass wanted to be free from white men and judgment. As a slave, he was fortunate enough in learning how to read and write; however, he wanted the freedom to read and write for his own financial earnings. Douglass also wanted to escape universal judgment. He is demoralized by being a literate African American male in a "white man's" world, and he continues to strive for his individualism.
Similar to Douglass, Jacobs wants to escape the "white man's" world. Even when Jacobs is disembarking the boat and stepping onto free soil in Philadelphia, she doesn't feel free. While she is now free in the literal sense, she even concludes her narrative with this sentiment: "We had escaped from slavery, and we supposed ourselves to be safe from the hunters. But we were alone in the world, and we had left dear ties behind us; ties cruelly sundered by slavery" (520). It is a sad reality, but Jacobs knows she can never forget the past. While she wishes to find her renewed sense of purity, she can not wash away her life as a slave. It made her who she is, and although she can move forward, she can never forget.
Whitman's "Song of Myself" was a very interesting and intricate poem. Unlike Douglass and Jacobs, Whitman was not of African American origin nor was he a slave. Whitman, though, wishes he is free from the worldly discrimination and traditionalists. He wants to experience love and all bodily pleasures. Equality for all, albeit gender, age, race and religion, is a common theme expressed throughout the poem. While Whitman can not use personal experiences from slavery, his perspective on freedom is very influential. The issues that arise can still be debated in this 21st century.
1/10/14 - Weekly Response #1
Hi, everyone! Let me start off by introducing myself. My name is Tanner Barton and I am a freshman hailing from Dublin, Ohio. Dublin is a suburb of Columbus, and I have lived in the central Ohio area for all 18 years of my life. I am a member of the Ball State Men's Varsity Swim Team, and I specialize in the butterfly and individualized medley. I love swimming, and I have been blessed in qualifying for the USA Swimming Junior Nationals. Before I look ahead to Junior Nationals, I am eagerly awaiting MAC Championships (March 6-8). Aside from swimming, I am also involved in the Newman Center and Athletes in Action. In my free time, I love spending time with my family and friends, listening to music and lifting weights.
When I was reading Frederick Douglass’s narrative, I was forced to sit back and truly analyze his situation. His identity is a mystery. Even in the first paragraph, he doesn’t know his exact birthdate or age. Throughout the narrative, he is forced to estimate his current age: “I was probably between seven and eight years old when I left Colonel Lloyd’s plantation” (527). There isn’t any definitely in Douglass’s remark, yet this is not his fault. It is merely a sad reality of the time period and a true representation of what slaves encountered.
I was also surprised when Douglass talked about changing his name throughout his life. I was taken aback; Douglass isn’t even one of the four names that was given to him at birth! Based on a suggestion by Mr. Johnson, Frederick adapted the title ‘Frederick Douglass.’ I can never imagine changing my name, let alone at the suggestion of someone else. I have too much pride in my name, in my individuality. Douglass’s apathetic attitude leads me to believe that he doesn’t value individualism. Instead, he associates himself with all of the African Americans and is fighting for their entire common-good.
Freedom is a prominent theme addressed in Douglass’s work. To Douglass, freedom would be finding his individuality. He wouldn’t be constrained by others, nor would he be defined by other’s judgments or impressions. If he is truly a freed man, and not merely considered free under the law, Douglass would be able to find himself. The stereotypes and barriers that were recorded by plantation owners would be merely words and phrases. They wouldn’t hold value, and Douglass would be able to overcome their connotations.
In all respect, Douglass did a commendable job in his narrative. He was able to depict his journey and escape; thus, it prompted imagery in my mind and I was able to appreciate his story more.