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Monday, May 31, 2010

Movie Review: The Imaginarium of Dr. Parnassus

I watched The Imaginarium of Dr. Parnassus the other night with my family. For me, this movie was a definite must-see as it was Heath Ledger's last flick, with his role completed by Johny Depp, Jude Law, and Colin Ferrel. It was definitely a triple hitter with the stars. As far as the actual story? Not so much.

On the whole, the movie was a...disappointment.

The concept of this movie is complex, and really never fully explained. From what I gathered the devil and Dr. Parnassus are in an constant "battle" over which is more appealing between seedy sin and the wonders of imagination (it's not quite as corny as it sounds - well, maybe). Everything comes to a head when Dr. Parnassus must give up his daughter unless he wins five souls over to imagination. Yeah. Confusing.

The movie tried to be trippy with shocking colors, wacky computer graphics, and random cross-dressers dancing numbers; however, despite their attempts to overwhelm viewers with wackiness, it was impossible to ignore the lack of cohesive plot or background exposition. To be honest, I spent most of the movie wondering what was going on.

One thing the movie did do well, however, was using Johny Depp, Jude Law and Colin Ferrel to finish Heath Ledger's role. Maybe it was because the movie tried to be trippy, but it actually worked really well to use them all. However, I do wish they would have used Depp more and Ferrel less, but I manage.

So, final evaluation: Remember The Dark Knight as
Ledger's last movie, not this one; the former does him far more justice. However, for those die hard Ledger fans, see it, it wouldn't kill you and it was nice to see him once again.

If you're looking for quality stories about deals with the devil I recommend "The Devil and Tom Walker" by Washington Irving; a little more coherent, but maybe that's just me.

Sunday, May 30, 2010

Lesson Plan: Sonnet

So, because I am going to be a teacher one day, I figured I would go ahead and get started creating lesson plans for material in my Engl 292 class. This is a lesson plan aimed at teaching 13-14 year old kids about Shakespearean sonnets.

The lesson is broken into three sections: Form, Sound, and Content.

FORM:
-Hand out copies of Sonnet 18
-quote from A Wrinkle In Time p. 198
-Explain the rigid form of a sonnet, have kids mark their handouts with different colors marking each element:
rhyme scheme: ABAB CDCD EFEF GG
key terms to explain: Voulta (turn), Enjambment (line break),etc.

SOUND:
(most of these ideas were taken from a sonnet lesson plan at http://edsitement.neh.gov/view_lesson_plan.asp?id=365 )
-Hand out copies of "Jabberwocky" by Lewis Carol. Have students read "Jabberwocky" with different voices (once arrogantly or in a robust manner and once in a soft whisper), and ask the to evaluate the effects the different voices have on the manner of the poem.
-Explain iamb by reading "Jabberwocky" with an emphasis on the sound "ta-DAH" of each line.
-Then have students do the same with Sonnet 18, reading each line with the same emphasis on the iamb.
-Have students count the syllables of various lines to explain pentameter.
-Have students read the sonnet in different voices as they did in the beginning with "Jabberwocky" to once again emphasize the importance of sound in Sonnets.
-Play this YouTube video of Alan Rickman (Snape, Snape, Severus Snape) reciting a Sonnet to emphasize the classic voice of sonnets.


Use this as segway to...

CONTENT:
-Go through Sonnet 18 line by line. Point out the images that come with each line (have a power point with representational images)
- Show another sonnet (Sonnet 71), break into groups and have each group draw pictures of the images (idea from my sister-in-law, Heather Baker). See which group is the most comparable to the teacher's slide show.
- OR: give each group a different sonnet and have them draw pictures. Then see if another group can accurately pick which sonnet goes with which set of pictures.
-Ask students: What are you talking about? Emphasize the role of Love as a theme in sonnets

HOMEWORK:
-Have students either record themselves reciting a sonnet, memorize a sonnet to perform for the class, or write a sonnet themselves.

I really like this lesson plan because it uses multiple sonnets and other literature. Also, it uses new media and addresses a wide variety of learning styles. There could be some issues with the image games, but I think it would be fun to try out.

What do you think? Do you think this lesson plan could work? Would this help you learn the function and form of a sonnet?

Isn't Alan Rickman's voice fantastic? :]

Friday, May 28, 2010

Friendly Books

John Milton said:
"For books are not absolutely dead things, but do contain a potency of life in them to be as active as that soul was whose progeny they are; nay, they do preserve as in a vial the purest efficacy and extraction of that living intellect that bred them."

AKA

Books rock!



They are more than dead sheets of paper, but little bits and pieces of the people who write and read them.

SO...here are some books/poems that are a part of me, they hold just a little piece of my soul in their pages (or as Dr. Burton put it, they are my friends):

- Sarah Dessen's The Truth About Forever
- E.E. Cummings' "anyone lived in a pretty how town"
- Harry Potter 1-7 (I grew up with Harry!)
- Gerard Manly Hopkin's "God's Grandeur"
- John Keats "Ode to a Nightingale"
- Jane Austen's Emma
- Louisa May Alcott's Little Women
- Emily Dickinson (anything, I love her)
- William Wordsworth "Lines from Tintern Abbey"
- The Loudest Little Lion (the first book I ever read)

and many more I just can't think of. But what about you? Who are your book-friends? Or maybe you have movie friends? I do (500 Days of Summer, for example) Or perhaps you have some music friends? (Breakdown, by Mae)

What I love about art is that it's more than just something to look at, or read, or listen to; it is a part of you.

Too corny? Maybe, but very very true.

I found this cool word cloud of "anyone lived in a pretty how town." Look up the poem and tell me if the cloud helps to understand it at all. :]


I got it from this way cool blog: http://www.greenchairpress.com/blog/?p=688

Enjoy!

Intellectual Property!

Dear Anyone-who-will-read-this-blog,

HELLO!

Today in my Engl 292 class my professor, Dr. Burton gave us a lecture on John Milton's Aeropagitica, a speech written and circulated by Milton about the question of censorship and intellectual property. Dr. Burton related this old pamphlet (written in 1644) to our day and the questions of copyright. He discussed whether or not there should be licensing to intellectual property or if everyone should share their ideas openly to encourage creative innovation. He then talked about the internet and how we have such an opportunity to create a viable intellectual community.

SO...I THOUGHT:

Hey, I like talking about stuff, maybe I should really get in on this; I already have a blog for my English class.

And he is right, the internet is so often seen (especially among Mormons) as something that is thoroughly dangerous. While that is true, I think that rather than run away from technology we should embrace it. Why not produce as much good stuff on the internet as there is bad? Why not fight bad internet like pornography with something positive, like a blog that talks about movies, and books, and other things that are on the modern-increasingly-ambitious college student's mind?

SO...from now on this blog will not only be an outlet for my Early British Literature class, but will also contain reflections on other things.

I also plan on making this vastly more exciting by getting my brother (a computer programmer) to vamp it up a bit and teach me some rudimentary programming.

SO COMMENT PLEASE AND READ IT! I PROMISE TO MAKE IT EXCITING!

And uh...for my own personal gain, could readers please correct my grammar when they see a mistake? I need some help on it.
THANKS GUYS!

Here's a product of Dr. Burton's open intellectual attitude found on his flickr account (of which I noted in class):




I agree.

Monday, May 24, 2010

Movie Review: Wit

So, as most members of the class know, several of us watched the movie Wit on Friday. I was really struck by the movie and thought that writing a review might promote conversation about the movie. So...



I really, really liked it. I thought Emma Thompson did a marvelous job as Prof. Bearing (the role seemed a bit more natural to her than other roles like Prof. Trelawny in Harry Potter; the movie was more akin to her Kenneth Branagh past). I like how the character was not necessarily endearing from the start. Her nature was more removed and callous than the audience would automatically be drawn to. Instead, Prof. Bearing became more endearing throughout the movie. The slow revelations about her past certainly softened her character, particularly the scene where she first learned the meaning of "soporific". The director's choice to switch between the young Bearing and the cancer-ridden bearing in that scene was particularly moving, as I remembered that everyone (even my PROFESSORS) have a past.

The constant breaking of the fourth wall was another artistic choice that really added to the depth of the movie. Rather than allowing the audience to remain stagnant and separate from the pain of watching a cancer patient die, they are pulled in, their wishes, and hopes, irrefutably intertwined with the character that is directly addressing them. While addressing the audience does not always work in movies, I really thought Wit did a good job of it.

Donne's poetry was very appropriately placed throughout the movie, and I thought that Wit had a number of interesting connection to Donne's poems. One that particularly struck me was how in metaphysical poetry, the poets create connections between the abstract and the physical; as opposed to some other artists, metaphysical poets emphasize the physical and body as something to be explored, and rejoiced in (a far cry from the Catholic tradition of celibacy). In Wit, it is clear the Dr. Bearing has a grasp of the the abstract side of life, having spent her whole life in an intellectual world, but appears to lack a connection with the physical. She has never been pregnant, she has no companions or lovers to rely on. It is not until the physical world is thrust upon her in the form of cancer that Bearing really understands the depth of Donne's poetry in a metaphysical sense.

I definitely recommend watching this movie, but beware, it is really emotionally taxing. I had to repeatedly tell myself not to cry. But, as far as an introduction to Donne's work and a good use of new media it is awesome!

Wednesday, May 19, 2010

Humanist Education

I really loved Dr. Burton's lecture on Humanist education techniques. As a future teacher I love to hear about new ways of teaching, and ways to make learning about seemingly boring things more exciting. When Dr. Burton talked about how they made language a game in the Renaissance, I felt that the same thing could be done now. I fully plan on applying that to my lesson plan for this unit.

Also, I am taking a creative writing class right now, and I realized that the concept of amplification could be really helpful in that class. I am working on a personal essay right now, so I took the first line to my essay and amplified it a few times until I got something better.

Ex:
I have size eight feet.

My shoe size is eight.

The size of my, slightly above average, feet is eight.

Are my feet size eight?

Size eight! They're huge!

No, they aren't nine, they're a size eight.

The size of my foot is a whopping eight.
I really hope that doesn't bother my date.

My shoes are, unfortunately, a size eight.

My feet are smaller than her's, they're an eight.

My size eight feet are as big as an elephants!

I have size eight feet; average. I have never been called "big foot," "gargantua," "twinkle toes," or "flippers." In fact, I don't think anyone has ever taken much notice of my feet.

While most of these lines were some what useless, just playing around with the language, and thinking of the sentence in a nontraditional way made it a lot more exciting, and easier to write.
I am also starting a poetry unit in my writing class, so I think amplifying could help me again.

Here are some feet for inspiration:

Thursday, May 13, 2010

Henry VIII

So, here is a little video about King Henry VIII.
The Horrible Histories are pretty funny; I always admire people who try to make history more enjoyable. :]

Wednesday, May 12, 2010

Study Guide

I created a study guide for this unit. I also attended a study group with Whitney, Jordan, Cali and a couple other people. Here is the material I came up with:
Study Guide
Themes:
Invasion-
-Norman Invasion 1066
-changed: language, society (king, feudalism), economic (urbanization), fluid boundaries, architecture (Romanesque, infrastructure), Political (central leadership), Literary (new aesthetics, imported French literature, Arthurian tradition)
-Beowulf
Catholicism (monasticism, cathedral, clerical reform)
-Brought to England by Celtic missionaries and Augustine
-Beade’s Ecclesiastical History
-Elegies, The Seafarer
-The Dream of the Rood
-Beowulf, Christian or pagan text?
-example of influence of church with education (Cathedrals first universities), and literacy
-Middle English Lyrics, Adam lay ibounden, I sing of a Maiden (idolization of Mary)
-Julian of Norwich, Marjorie Kempe; religious figures also give key to understanding daily life of women
- Handbook, Apostle’s Creeds, Handlynne Symne: publications by the church either for clerical reform or to inspire religious devotion
-Chaucer: several religious figures that were mocked
-Catholic church in conflict with government for power (Henry II and Archbishop of Canterbury Benedict)
Social estate (aristocracy, clergy, peasant)
-Three estates:
1.Those who fight (aristocracy, knights, kings, lords)
2.Those who pray (clergy)
3.Those who work (peasantry)
-Order: King- Lords/Nobles (given a fiefdom)- vassals (Knights, peasants), centered around castle
-parallel to the church: Pope-Bishops/Cardinals-priests, centered around Cathedral
-Social classes best represented in Chaucer; poked fun at all of the classes
Rise of vernacular literacy
-Church wished to reach further into the lives of commoners through literature; less emphasis on clergy and monks understanding literature.
-Second Shepherd’s Play, evidence of vernacular literature, with plots that both entertain and teach about Christian events/morals
-Middle English lyrics also could be considered as a part of this rise, simple, easy to remember, and teach Christian morals; I sing of a Maiden
-The Dream of the Rood
Gift exchange and feudalism
-BEOWULF, multiple instances of the importance of gift giving; Hrothgar’s gifts after Beowulf defeats Grendel, symbolizes the formation of new bonds (more than just material gifts); Kennings, like ring-barer, emphasize importance of gift giving.
-Continued on throughout literature, Lanval
-Feudalism (described above), centered around gift-giving; King gives fief to lord, who in turn gives land to peasantry; peasantry then returns goods; protection given to peasantry
Comitatus and Monarchy
-Comitatus: Jordan’s page, Comitatus is devotion to a King by a warrior, seen in Beowulf, and in Lanval (speech given by Cornwall)
-However, there is a tension between the nobility and monarchy; also seen in Lanval
-Magna Carta 1215 represents the attempts to define that relationship
Travel & the Other (pilgrimage, crusade)
-The Wanderer, The Seafarer
-Beowulf; travel to receive glory, seek revenge
-Lanval; travel to nature to escape/encounter mystical elements
-Pilgrimages: Chaucer (pilgrimage acts as an equalizer), Marjorie Kempe
-Chaucer: Wife of Bath traveled-symbol of worldliness
-Crusades: used as an excuse to travel/develop new economic ties, also served as redemption for sins (like indulgences), Richard I
Education (monasticism, cathedral school, universities)
-handbook, Second Shepherd’s Play, etc.
Language!
-Old English: Elegies, Beowulf
-Kennings, sezura, alliteration (groups of 3), emphasis on nouns, guttural sounds
-Importance of Oral Tradition; dictated the kind of language used
-Middle English: Lyrics, Chaucer
-rhythym, more familiar, couplets
-Key Words from Chaucer Lines 1-18
shoures soote = showers sweet
droghte = drought
perced = pierced
veyne = vine
swich = such
eek = also
vertu = power
holt = wood
heeth = heath
Ram = sing for zodiac for early spring
Yronne = run
Foweles = bird
Priketh = excites
Corages = their hearts
Palmeres = pilgrims
Seken straunge strondes = seek strange shores
Ferne halwes = far-off shrines
Wende = travel
Genres:
Alliterative Verse: Beowulf, Elegies
Rhyme: Middle English Lyrics, Canterbury Tales, The Second Shepherd’s Play
Epic: Beowulf
Folklore: Beowulf
Romance: Lanval, The Knight’s Tale (Courtly Love, Cali’s page)
Wisdom Literature: Marjorie Kempe?
Elegy : Elegies, more meditative rather than mourning, questioning mortality, suffering
Pastoral : Second Shepherd’s Play
Satire: Canterbury Tales
Religious genres: Julian of Norwich, Marjorie Kempe, Ecclesiastical History, Dream of the Rood, Second Shepherd’s Play
Medieval Drama: Second Shepherd’s Play
Chronicles: gives reports on the state of events during 14th century, almost a kind of Newspaper

Lesson Plans

So, I was thinking about my self direct learning, and it occurred to me that I really wanted this to apply to my life and future career as a teacher. So, I started to think of the literature in terms of how this could best be taught in a high school setting. I also discussed the matter with my sister-in-law, Heather, who use to be an eighth grade teacher.
Heather had never taught Beowulf or the Canterbury Tales before, but she compared it to teaching Shakespeare. She said that introducing the plot beforehand is important because then the students don't feel totally lost as they are reading the difficult language for the first time. She also said that reading it in class is far better than making them read it at home because then you can include discussions and make sure all of the students understand the plot as they read. She also said that assigning a fun project makes it less of a drag. She also advocated worksheets, and translations.
I then looked around the internet for some interesting ideas for lesson plans on either Beowulf or Chaucer. A lot of people had their students make Coats of Arms for the Knight's Tale, or create Kinships for Beowulf. I thought that for Chaucer it would be a good idea to have students create their own pilgrimage group; I would ask them to create a group that represents the different classes of society of today. For example, a pilgrimage group of today could include a doctor, a computer programmer, a homeless man, etc. That way the students could understand more Chaucer's addressing of the various social/economic classes of the times period.

I really like coming up with lesson plans for the literature. I think i will continue this throughout the other units (it worked a lot better than my art research and seems a lot more applicable to my life).

Tuesday, May 11, 2010

EPIC!

Hello friends.

So for my creative project I decided to write an epic! Max helped me edit it and gave me some feed back. We went over the elements of an epic found in the Harmon handbook, and in Beowulf, and tried to see if my epic fell under that. Thanks Max!

Some of the elements I tried to highlight in my writing were:
-Kennings
-a feeling of oral tradition (I tried to make it sound/feel like it was being spoken verbally)
-references to kinship
-digressions
-a hero of imposing stature
-elements of both fate and Christianity
-elevated style

I think I some improvements I would make are:
- a more epic setting
- objectivity as a narrator
- more supernatural elements
- include more gift giving.

BUT, for now this is it! This is an epic about my FATHER! and the day he saved us from a terrible fate!

Listen!
We have heard in ages past of Lords and Ladies,
Noble in deed and spirit, from many a Kin
But perhaps the story, spoken from the lips
Of tale-baring men, has escaped your elusive ears
Of a man, great in deed, wisdom, wit, and wealth.
From the Baker clan harks he,
Whom no man would question, nor young courter
Would dare spare with for want of a daughter’s hand.
Baker of Breads he is not,
But leader of men, director of soldiers, builder of buildings,
And slayer of creatures more lengthy and poisonous
Than the toxic gas plaguing your lungs at this moment.
A Bryant by name, but a Beowulf in heart,
He honors greatly the mother from whom he comes,
And the land of grasses so blue in which he was born.
A colonel of the great Ken and Tucky,
A president of his stake,
Fated to lead and live with true-hearted love.
Designed by God to face the challenges of both
The spiritual and physical world.
Come closer still, and hear of the day
That this Bryant the Baker of no breads
Conquered the scathing slitherer of sin,
A creature spoken of to be over three walks of men in length
With the back of a copper, head of poison
This eater of kittens, chomper of puppies.
Its fame spread before the day of its fall;
Watchers tell of the wrath felt by the simple walker
Known in name, but not in nature, as Lucky
On the day that the fiend of fields determined
That little Lucky’s slow moving leg, was the recipient of said creature’s wrath.
Striken, not-so-Lucky fell to the ground
Only saved by the miracle methods of the nearby pet-healer.
Vengeful warriors could not locate the fanged serpant,
That servant serpant of the son of the morning,
So again it appeared, on a day when only one,
Could slay its slithering side.
Children, they were, who played about on that fate filled day.
Down in the dungeon, where darkness held despite the warmth-giving sun,
The children ventured to, declaring that but they open a window
The bottom floor might be a place of mirth.
So they slid the glass, opening the room to the bright day,
And the world they knew too little about.
They played about, games of hockey on air,
And little thought was given to the window
And what might come from there in.
The fanged fiend slithered forward through the window
Seeking an opportunity to wreak fear and horror on
The unsuspecting children playing within.
The diamond pattern shined as the sun beat upon the creature.
Suddenly, a kitten’s cry, as soft as the beating of humming bird wings,
Called the attention of one of the children to the window.
As she saw the beast, and took in the three-foot long length,
She let out a scream heard across the household.
As they saw the danger, the other children joined,
Screams and cries of despair filled the household.
Terrified, they ran to the stairs to escape the fiend’s poisonous bite.
They stopped mid-way up the stairs, and gazed down below
On the sinister slithering snake.
They knew they could not leave it be,
For certain havoc it would wreak, even only within the dungeon below.
Unwilling to act on their own, paralyzed by fear,
They called the one they knew contained no fear,
Their champion, strength, and leader,
The one they only could call father,
But to you, dear listener, is known as Bryant of the Bakers.
He came. Fear dispelled as he entered the dungeon,
For the champion of much more than snakes had arrived.
He wielded a machete of no small reputation,
For it had once belonged to the father to the bride of Bryant,
And had killed many a snake before that fateful day.
The fiend seemed to shiver with the entrance of the conqueror.
It coiled, and raised its crown to meet the approaching challenger;
The tongue flickered, and poison swelled to the anticipatory fangs.
Bryant approached, no hesitation or fear hindered his step,
He raised the machete, and with one brilliant stroke,
Before the beast could even think of striking,
Bryant chopped off the head of that copper-headed fiend,
Forever vanquishing the greatly feared foe.
The children rejoiced for many a hour,
For they knew their safety, maybe even their lives,
Was owed to him, and him alone.
Gifts they bestowed upon him,
Of love and respect, and obedience.
And forever this day remained in the memory of the children
As a day that showed the bravery, courage, strength, and fearless attitude
Of their one and only father,
The great, the beloved, the respected,
Bryant the Baker, directed by the hand of God in all he does,
The one who conquers all fanged fiends,
Champion of his children.
And now, will he remain engrained in your memory
So that you may emulate, as his children try to,
The bravery and strength of the great Bryant the Baker.



Here's a picture of the hero:
:)

Tuesday, May 4, 2010

THE BLACK DEATH

Hello friends!

Today I am going to talk about DEATH.
Specifically of the black coloring. Hahaha.

So I use to be a history major, and I use to TA for a world history class (Hist 202, any of you had to suffer through it? I did that to you!)

SO...in all of my history classes we always discuss how the black death was a major turning point for Europe. Prior to the black death, Europe was not important, a pawn on the chess set of world events if you will. (I know! Let's all take one Eurocentric gasp of shock! GASP!) China, India, and the Middle East were vastly more valuable, powerful, and politically cohesive than Europe was.

HOWEVER, the black death kind of evened the world playing field and let Europe come out on top. The Chinese (where the Black Plague probably started) suffered GREATLY from the plague. The Huns, then probably the most powerful people on the earth, also suffered greatly, causing them to lose all of their lands and territories.
With a more even playing field Europe was able to rise out of the ashes left by the black plague and come out ON TOP.

SO, to expand my knowledge I decided to look up a few books that support this theory. Here are some of the books I found!

In the Wake of the Plague: The Black Death and the World It Made, by Norman F. Cantor
(This is more of a narrative, for the casual historian)

The Black Death Transformed: Disease and Culture in Early Renaissance Europe by Samuel K. Cohn Jr.
(A dense read, for the more avid fans out there)

The Black Death and the Transformation of the West by David Herlihy and Samuel K. Cohn Jr.
(One of the best, and most balanced, sources)

The Black Death: A Turning Point In History? by William M. Browsky
(Available at the HBLL!)

The Great Mortality : An Intimate History Of The Black Death, The Most Devastating Plague Of All Time by John Kelly

Really, sources outside of textbooks can make things a lot more interesting when it comes to history. And the black plague is definitely one of the more interesting historical events to read about.

(P.S. Anyone ever heard about the influenza of 1918? I did a project on it once, really interesting...)

Monday, May 3, 2010

Folklore!

Hmmm...so studying Anglo-Saxon art is much more involved than I thought it would be. I found a couple really good books today, but I think I'm going to narrow down what I am looking at so I have a little more time to work on my creative project...which is...

FAMILY FOLKLORE
I am going to try to compile some of my own family folklore by calling some of my family members and gathering important stories, identifying specific material culture, etc. I am going to choose on of the stories and write it in a manner similar to Beowulf so I can better grasp elements of Anglo-Saxon language.

YES!

(I am also going to turn this into a SWEET mothers day present!)