For Tuesday (10/31)

For Tuesday, let’s start talking about the Harlem Renaissance/New Negro movement.  All you have to do for class is watch the Duke Ellington video above.  (However, if you want to get a head start on our reading – – read and annotate (3 annotations) the Langston Hughes essay, “The Negro Artist and the Racial Mountain.”)

Also, nota bene: I’ve posted our “Waste Land” assignment – – due Thursday, November 9.

For Thursday (10/26)

Yes, more Eliot!  On Tuesday, you raked through one piece of the “Waste Land” with our motif list.  Your goal on Thursday: use one or more motifs to connect this one piece to at least three other pieces of the poem.  E.g. find three other short(ish) scenes in the poem that seem to repeat or develop the motifs you found in your original fragment/scene/piece.

For Tuesday (10/24)

Yes, let us go then, back to Eliot’s “Waste Land,” like a patient etherized upon a table.  As you re-read the poem, think about the various motifs (zombies, time, wet/dry, polyglossia, etc.) that we located in “The Burial of the Dead.” Can you locate instances of these motifs in later sections of the poem?  How does the poem add to or develop these motifs?

For Thursday (10/5)

For Thursday, let’s read some poetry by William Carlos Williams!  Let’s focus particularly on “To Elsie,” “This is just to say,” and “The Poor.”  Make at least three annotations on the Williams poems of your choice.

As you read Williams, think about the three criteria of “modernism” that we developed from our discussion of The Armory show: process, anti-tradition, difficulty/defamiliarization.

For Tuesday (10/3)

Let’s visit the 1913 Armory Show!  Take your time and wander through the galleries.  As you do, find the painting or sculpture that you think is the most “modern.”  Write a couple of paragraphs explaining what makes this piece of art modernist.  (As you reflect and write, think about some of the themes we’ve started to talk about in re “modernism” – – i.e. using form to subvert forms; representation over reality; consciousness versus the thing; speed; perception; etc. ) Bring the writing to class.