For Wednesday & Friday: The Old Testament/Genesis (94-115)

NOTE: For many of us, Genesis is not literature and not something we read alongside works like The Iliad, etc.  However, there is an advantage to reading The Old Testament in a Humanities class: it allows us to be an ‘outsider’ to the work and read it with fresh eyes.  Even if you know it well, try to re-read the work as someone who has never heard it before, and consider the connections between it and other works in class from the same period. 

Answer TWO of the following…

1. This version of Genesis is translated by Robert Alter, so it’s not the King James’ version or another version you might be more familiar with.  Since whenever we read The Old Testament it’s in translation (unless you’re a Hebraic scholar), what does it mean to translate the word of God (for believers, at any rate)?  Are there any passages that are markedly different from what you’ve read or from what you remember?  How might this affect how we read the entire work? 

2. From an outsider’s point of view (someone who had never read this before and is not a believer), how would you characterize the wrath and judgment of God?  Sometimes the sin is apparent, as when Eve takes the apple and shares it with Adam when they were told not to; but at other times, the judgment seems less clear-cut, as when Canaan is punished for seeing his father naked, or Esau is passed over in favor of his ‘clever’ brother, Joseph.  What kind of morality does Genesis seem to express—and why might this seem troubling to modern readers?

3. Names are very important in Genesis: the name of God changes throughout, from the unpronounceable YHWH to the mysterious Ed Shaddai.  Adam and Eve are given names, and Abram and Sarai must change their names to Abraham and Sarah.  Indeed, many Herbrew names are also puns suggesting a deeper meaning or symbolic purpose.  Why does Genesis focus so much on names and the act of naming?  What does it tell us about the nature of faith, ideas, or religion? 

4. Discuss the role of women in Genesis: how does this relate to other women we’ve read about, from The Wife of Bath to Desdemona?  Are women made to ‘take the rap’ for the sins of man, as the Wife of Bath accuses in her Prologue?  From an outsider’s point of view, does this work seem misogynistic?  Consider Sarah’s comment, “Laughter has God made me,/Whoever hears will laugh at me” (105). 

5. We earlier discussed the role of art and faith, and how many traditions feel it is blasphemous to depict religious events in art.  What did you think about Robert  Crumb’s illustrations of Genesis, Chapter 25? (this is from an entire book he did on Genesis—he’s a famous graphic novelist).  Does he place too ‘modern’ a spin on the story, or does he strive to be more accurate and faithful?  How does it contrast to the text itself?  Should Genesis be a comic book? 

For Monday: Questions/Discussion for "The Cave of Forgotten Dreams" (2010)

Answer TWO of the following for MONDAY’s class:

1. How does the film try to explain the cave in religious terms, or an example of the faith or believes of early man?  Though we have no literature here, only cave paintings and a few relics (the flute, etc.) what might these tell us about our ancient ancestors? 

2. One of the archaeologists working at the site said he had vivid dreams of “deep and powerful things” for nights afterward.  Based on this, why might this cave be important to us today?  What link do we still have with it?  Why might we still consider it “art” in the same way as a famous painting or a work of literature?

3. Why did the Paleolithic men and women only paint animals (except for perhaps one depiction of a woman)?  What did they want to record or describe in their art, and what might this say about their conception of the world?  Related to this, do we get a sense of their idea of beauty? 

4. Do you think these ancient men/women regarded their paintings as ‘art’ in the way we do?  Did they create it for beauty, pleasure, or instruction?  Should we call them ‘artists’?  Is there any way to know, based on the evidence of the film?   

 

 

For Wednesday: Reading/Thinking About Faith in Literature and Art...

On Monday we discussed how faith was expressed in Medieval and Renaissance art.  Before we start our readings on faith from the anthology, we'll watch a short film discussing the role of faith and art.  This will lead us into our first readings, which are all about the theme of 'Origins'--where do we come from, why are we here, and what do want to express/show ourselves about the world 'out there'? 

Film TBA...come to class to find out!  :)

NO CLASS ON WEDNESDAY

Reminder: I cancelled class for Wednesday since we finished Othello and I want to start a clean slate when we get back.  We'll resume reading from the Norton Anthology of World Literature next week, but there is no work or reading for Monday.

REMEMBER--Paper #2 is due on Monday by 5pm (see paper assignment a few posts down).  Enjoy your break!

For Monday: Reading Othello On-Stage

Answer TWO of the following questions based on the 2007 Globe Shakespeare production of Othello…

1. For you, what was the most important element or aspect that changed from reading the play to watching it live?  Be as specific as possible: did the language change?  The pace?  The emotion?  How did it become a slightly (or dramatically) different play through an actual performance?  What could you not have seen merely reading the play…and on the flip side, what would you have missed if you had only seen the play? 

2. In a review at London Theatre.co.uk, the reviewer, Peter Brown, writes: “Tim McInnnerny presents a more swashbuckling Iago than the customary definition of a scheming, political conniver that we're often treated to in other productions. McInnerny is a professional soldier first and foremost - no trace of a political bureaucrat here. He forcibly captures our attention, particularly in the soliloquies, but some of his gestures were rather repetitive, even for a well-disciplined, solidering type.”  Do you agree with this?  Was this the ‘Iago’ that you saw when reading the play?  Was he ‘evil’ enough?  Conniving enough?  Or did he show you a different (better? worse?) Iago?  Explain…

3. Discuss the performance of Act V in particular: did you get the same feeling (or not) of catharsis that you had when reading the play?  Was the emotion/tension heightened—or lessened?  Did you feel the play was necessarily tragic?  Even though you knew what was going to happen, did you still experience doubt or fear for the characters?  Or was there something you read in the play that you didn’t see (and wanted to see) on stage? 

4. In general, what do you think a live performance adds to a play?  Like any concert, the players/musicians are right in front of you, which means they can make mistakes, or even improvise in ways we don’t see in the play or hear on the album.  Why might you argue that we need more live performances of Shakespeare to complement what we read in class, and to help us understand his unique power in literature and the modern world? 

Short Paper #2--due Monday, October 21st!

Short Paper #2 (of 3): Heroes and Tragedy

Choose ONE of the following conversations...

1. Discuss the concept of fate in the stories of each hero (Achilles and Othello): are these heroes fated to die because of a tragic flaw (hubris, jealousy, etc.), or is their fate created by outside forces that wish them harm (the gods, Iago)?  How much do we blame each hero for their own downfall, and what do you think each poet wants us to see/feel as we read their works?   In other words, do you feel Othello and Achilles brought on their own downfall (even though Achilles doesn’t die, he still causes the suffering/death of those he loves), or are they ruthlessly controlled by a biased fate?  Or perhaps one is more heroic and ‘innocent’ than the other?

2. What role does catharsis play in each work by the final ‘act’?  How are we supposed to react to the tragedy and death we read (or see on-stage), and does it leave us feeling emotionally cleansed and /or enlightened?  If so, what do you feel we learn from this experience?  If not, what do you feel one or both works lack a conclusion or balance by the end?  What crucial ingredients are missing to lead us back to society, our catharsis firmly in grasp?  Be sure to examine specific moments at the end of each work to support this. 

3. Heroes express the values and ideas of a society, even when these societies fail or are destroyed.  Based on the actions, speeches, and effect on those around them, what cultural values or beliefs does each hero represent about his culture?  What might we glean from Achilles about Greek values...and what might Othello teach us about English ideals?  Remember that a hero can exhibit these qualities not only by performing them, but by not performing them. Do you feel Homer and Shakespeare share the same basic philosophy on heroism/nobility?  Or do they differ in some significant points (they are writing about a thousand years apart, after all!).

REQUIREMENTS

·         You must use both works and quote passages and lines from each to create the ‘conversation’ about heroism and literature

·         You do not need to use outside, secondary sources in this paper (since it’s a short paper), but if you think it will help your discussion, feel free to do so.

·         All quotations must be cited correctly according to MLA format.

·         The paper should be at least 3-4 pages double spaced, though you can write more if you wish.

·         Short Paper #2 is due by Monday, October 21^st by 5pm

For those who read the blog...

For those interested, I've posted a link (on the right side of the screen) to my recently published Kindle-only novel, The Count of the Living Death.  I post it here because it relates to much of what we're reading in class: you can find references/ideas from The Wife of Bath, the Iliad, Othello, and other works to come in class.  It's a Young adult 'fantasy' novel that might interest anyone into heroes, magic, adventure, dragons, humor, and wizards named after pirates.  Feel free to read it--it only costs 99 cents to download--and grade me for once!  I promise not to cry! :)

For Wednesday: Othello from the 2007 Shakespeare Globe Theatre Production

Having struggled through the play, you've now earned the right to see Othello staged!  We'll watch a few scenes (not the entire play) from the 2007 Globe Theatre production of Othello and discuss how they want us to 'see' Othello, Iago, Desdemona, Emilia, and others.  I'll give you some questions to answer for next week based on our scenes from Wednesday and Friday.  

NOTE: On the syllabus, the original course calendar says we have no class on Wednesday or Friday.  This was a mistake and I forgot to mention it to everyone; however, remember that if you have class off, I'll always remind you of this fact weeks and days in advance.  So come to class on Wednesday!  :) 

For Monday: Shakespeare's Othello, Act V

Only ONE question, similar to our final question for The Iliad:

In Act Five, the tragedy unfolds, people die, and others are brought to justice.  Imagine how this must have looked the first time it was performed on-stage.  Would people have been surprised—shocked—or satisfied with the outcome?  Is there a sense of “catharsis,” emotional cleansing or balance that occurs by the end of the play?  How do the characters who live respond to these events, and are they are ‘guides’ to help us interpret whether or not justice has been done? 

Most importantly, how do you feel as you read the final lines?  Do you feel more satisfied or more upset by the ending?  Do you think Shakespeare wanted you to feel this way—and if so, how did he accomplish this?  Try to explain what you feel and how the play does this to you.  Try to focus on a specific line or passage to help support your reading—don’t just say “I’m frustrated because all the main characters die.” 

For Friday: Othello, Act IV

No questions this time...just read Act IV and prepare to answer an in-class writing prompt when you arrive.  I'll also hand out the Paper #2 assignment options, so be sure to come--or check the blog soon afterward for the assignment!