Review of Week 9: Oct 16, 19

Tuesday, Oct 16 (9:25 class)
by Cyrus Brackin

Overview:

After looking over the midterms that were returned, the class moved onto analyzing of Shakespeare’s Sonnets first, followed by Shakespeare’s play The Tempest (Separate book). Due to the test discussion, time to discuss The Tempest was shortened by a small about. Professor Seaman also reminded us to push everything on the schedule a day back, so for the October 16th schedule we discussed Shakespeare’s sonnets fully and The Tempest instead of the syllabus posting.

The class began with discussion of Shakespeare’s sonnets and a background of Shakespeare and his writing of the sonnets. Dr. Seaman explained that not much was known about how these sonnets were arranged in the order they were or whether or not Shakespeare wanted his work published yet. Dr. Seaman then offered a couple different facts about the Sonnets. The sonnets were written throughout the 1590s. Sonnets went from translation, to adaptation, onto being created. The topics within Shakespeare’s sonnets is usually a conflict in which the speaker is torn between two desired things, as in mostly all sonnets. There is often comparison between nature’s imagery and the speaker’s dilemma. It was at this point in the class that Dr. Seaman wrote the word Blazon on the board, which will be listed in the key terms. Blazon was defined as a description based on classical rhetorical structure, with a movement from high to low–typially from a woman’s hair, to her forehead, to her eyes, etc. We then stopped to take a moment to look at the structure of these sonnets, how it was influenced by past writers and its rhyme scheme. Shakespeare’s sonnet pattern was three quatrains followed by a couplet (abab cdcd efef gg). This sonnet pattern is referred to in the book as an “English” pattern. Within these sonnets, Shakespeare takes a different path as he uses more philosophical questions and moral concerns in additon to the traditional dilemma with love.

Time plays a very large role in these sonnets, specifically the passing of time. Using this natural imagery is a specific way that the passing of time is represented, as many things that are described with beautiful nature can pass with time. It was addressed a couple times in class to clarify that Shakespeare’s sonnets are not necessarily in the order that he placed them in. Although it is no specific reference to any homoeroticism in the sonnets, Dr. Seaman does explain this feeling throughout the writing, as the mentor-student bond was a popular theme in classical Greek culture, which was a model for the Renaissance (though not usually in this regard). Shakespeare begins his sonnets with description of human nature and the concept of time, as we read some of the opening lines aloud in class.  The first 126 sonnets are addressed to the young man. This young man that is addressed is described as supreme in beauty, supreme in personality, but has a somewhat troubled character. There are many instances where homoeroticism is hinted at in the first 126 lines, however it is confirmed in sonnet 20, where his gender is confirmed as he is being compared to a woman trapped in a man’s body. Briefly going over specific parts, Dr. Seaman explained what some of the lines meant. 30-35 are about the feeling of loss and explanation of the memory of loss. From sonnet 127 on there is a possible love triangle formed between the speaker, the young man, and the newly introduces Dark Lady. The dark lady is a mysterious, mischievous character and uses her sexuality openly, differing for the first 126 sonnets. This love triangle is formed by the speaker as he is torn between the sexual relationship with the dark lady, and his spiritual feelings for this young man.

After finishing up with the Sonnets, Dr. Seaman opened up discussion for Shakespeare’s play The Tempest, which was in a read in a separate book. Dr. Seaman allowed the class to begin summarizing the play, with questions in between to dissect the material. The Tempest begins on a ship that has been caught in a storm, with each character in a state of panic as they begin to realize that they might die in this storm. As Dr. Seaman said, Shakespeare does an excellent job at depicting his characters within its opening scenes, as you can get a feel for the attitude of each character as they are introduced, and for the central conflicts of the play to follow. The ship is wrecked on a somewhat “Magic” island, which Prospero, the former Duke of Milan, rules over this land. Prospero has used his servant, Ariel, in order to help with capturing this ship, which held his brothers Alonso, Antonio, and Sebastian. These brothers, especially Antonio, were very power hungry and exiled Prospero and his daughter Miranda off to this island when Miranda was young. This power struggle began when Prospero was Duke of Milan and Antonio believed he was not focusing on his political powers, but rather on books and his studies (Magic). Prospero now has the power of magic on his side in which he uses through the natives of the island. We were only able to get this far in the summary of the story during class, but we did introduce more characters of the play which will be included below in the characters section.

Important Quotes:

“Nor shall death brag thou wander’st in his shade

When in eternal lines to time thou grow’st:

So long as men can breathe or eyes can see,

So long live this and this gives life to thee.” (Sonnet 18 line 10)

 

“From fairest creatures we desire increase

That thereby beauty’s rose might never die,” (Sonnet 1 line 1)

 

“A woman’s face with nature’s own hand painted

Hast thou, the master mistress of my passion” (Sonnet 20 line 1)

 

“When to the sessions of sweet silent thought

I summon up remembrance of things past.” ( Sonnet 30 line 1)

 

“Th’ expense of spirit in a waste of shame

Is lust in action; and till action, lust

Is perjured, murd’rous, bloody, full of blame

Savage, extreme, rude, cruel, not to trust” (Sonnet 129 lines 1-4)

Key Characters in The Tempest

Prospero– Prospero is the plays main protagonist. He was once serving as the Duke of Milan, until his power hungry brother forced him and his daughter to exile on an island. Prospero has been on this island for 12 years. He is the father of Miranda.

Ariel– Prospero’s magic spirit servant. Although has a female tone to the name, Ariel is referred to as a he although his gender is up for debate. Ariel carries out tasks for Prospero, and is loyal to him because Prospero set him free from imprisonment.

Miranda– Prospero’s daughter

Alonso– The King of Naples and Prospero’s brother. Alonso was on the ship that wrecked along with his son and brothers.

Ferdinand – Son of Alonso and heir of the Kingdom of Naples. Falls in love with Prospero’s daughter during the play.

Caliban– Prospero’s other servant. Caliban is an unruly servant who plots against his master and believes he should be free on the island.

Antonio– Prospero’s power hungry brother who forced him out of Naples and exiled him onto the island.

Sebastian– Prospero’s other brother whom is similar to Antonio.

Gonzalo– A lord that once helped Prospero escape after he was dethroned in Naples.

Trinculo– Jester who tours the island with Caliban.

Stefano– another butler who was in the shipwreck also tours the island with Caliban.

Boatswain–  A member of the shipwrecked crew.

Key Terms:

Coterie- A small group of people with shared tastes, specifically referring to groups of poets reading sonnets together such as Shakespeare.

Blazon- A term from classical rhetorical structure, referring to the practice of moving from high to low when using description, esp of a woman’s physical appearance.

Tuesday October 16 (9:25 Class)
by Autumn Martin

Overview

Today we started off class by discussing different strategies for responding to the Midterm.  Dr. Seaman recommended that we answer the questions, not just respond to the sample text without considering the particular question it accompanies.  We then discussed Shakespeare’s Sonnets.  After discussion Shakespeare’s sonnets we moved onto a discussion about Acts 1 and 2 of The Tempest.

We briefly reviewed sonnets (in general) before our class discussion about Shakespeare sonnets.  We discussed that Shakespeare wrote in the time of the Elizabethan sonnet and that he wrote his sonnets in the 1590’s.  Shakespeare’s sonnets were published in 1609.  We learned that during this time period the coterie was the method of production to an audience, which is to say that they were circulated in manuscript, in a small group of friends and fellow writers.  We also briefly review that the creation of sonnets during this period, referring to our discussion of Wyatt and Surey last Thursday, were first translated from Petrarch, second imitated, and third created own adaptations.

Two distinct features/aspects of Shakespeare are his concern for the young mad and the dark lady portrayal.

Themes in Sonnet cycles:

1. Generally sonnets talk about love and relationships and the issues or conflicts involved.  This is better known as unrequited or unequal love.

2.  Paradox involving a battle with in the self.  The speaker can be torn between reason and desire.  An example of paradox is in Sidney’s poem # 106 as well as Shakespeare’s sonnet #20 line 2 “has though the master mistress of my passion.”  The line shows the object of his affection and masculine and feminine at the same time.   In Sonnet 35 this is represented in lines 13 and 14, “That I an accessory needs must be to that sweet thief that sorely robs me.”

3.  Natural Imagery like the comparison of the beloved to nature or, natural or rural imagery.

4.  The passing of time through natural seasons and the belief that writing can and is the only thing that can conquer time.

5.  Descriptions of beauty through blazon

Blazon- A clear physical description that starts with the top and works to the bottom.  It’s usually only used for women.

coterie- Is a closed group of people reading and recreating works.      

Shakespeare’s first 126 poems are addressed to a young man of supremeness who is unstable in character.  They also depict somewhat of a love triangle.  Poems 127 through 142 represent the less ideal, unpredictable, promiscuous dark lady.  They show potential infidelities as well.  This sonnet is written in a 14 line iambic pentameter.  It consists of 3 quatrains and a couplet.  The rhyme scheme is different than Petrarchan, since every other line in the quatrains have and end word that rhymes. (In general this is how most of Shakespeare’s works are written)

Sonnet 1- The first 2 lines demand that beautiful people make beautiful babies so that beauty continues on.  The “we” in this poem represents humans in general.  The poem says that we need more beauty.  Line 5 shows narcissism and self absorption.  Line 11 shows a lack of concern for the future and Line 12 calls this misbehaving.

Sonnet 12- Line 5 shows aging over time.  Line 12 says that everything is vulnerable to age just as you are.  It also goes on to say that only reproduction, mean having children, can defy death.

Sonnet 18- The poem shifts from a theme of reproduction.  The 1st 2 quatrains display that the beloved is basically perfect.  In line 7 beauty declines but line 9 says that the young man is different his will not decline.  Line 12 tells why his beauty will not decline.  The speaker says the young man will live on because he is writing about him.  As long as people read the words written about him, he lives on.

Sonnet 20- Feminine and Masculine description is shown on line 2 “has though the master mistress of my passion.”  This poem displays grabbling with different kinds of love and adoration.  It goes on to say that men’s eyes and women’s souls are taken by the young man.  The poem says that nature created this person.  This person started out as a woman and then nature grew to love her so she was turned into a man.  The speaker also says that this person use to be his love but now he’s natures love subject because he is a man.

Sonnets 30 –This poem is about loss and is similar to Surrey’s nostalgic recollection regarding jail.  Shakespeare also starts to use financial language in this poem.  Example: “sad account”

Sonnet 35- The first 4 lines start with a reassurance.  The gist of this reassurance is that all good things come with bad things and that normal.  Then the speaker goes on to say that he is essentially corrupting himself by excusing “your” sins.  It goes on to say that making excuses for a sin is worse than the actual sin.  The speaker is fighting against his own best interest in this poem by defending the “you.”  A paradox concerning this is represented on lines 13 and 14, “That I an accessory needs must be to that sweet thief that sorely robs me.”

Sonnets 129 and 130- In general it says comparisons are cliché and meaningless

Sonnet 138- Displays lying to each other and happily deceiving each other.  Simple truth is depressed in this poem.  The phrase “lying with” has double meaning.  It is a description but it is also a sexual comment.

The Tempest- It takes place on a magical Island.  On this Island magic can be used by those who know how.  Prospero knows how to use this magic.  Prospero ends up on this Island because he was sabotaged by his brother Antonio.  Antonio steals Prospero’s title of Duke and banished him.  Miranda, Prospero’s daughter, is with him on this Island.  In Act 2 Antonio wants Sebestain the younger brother of the king of Naples to sabotage his older brother.  The ironic thing is Sebastian helped Antonio get rid of Prospero.  In scene 1 Prospero uses Ariel to make the Tempest occur.  Ariel and Caliban are servant so Prospero. Caliban is scared of Prospero and is threatened by Prospero frequently.  This is because Caliban tried to rape Miranda in an effort to repopulate the island.  Caliban views himself as a victim.  Ariel is treated differently.  She is treated somewhat kindly.  She helps Prospero because he freed her from her imprisonment.  Prospero uses Ariel over and over tell her each time that this will be the last time.  This shows that Prospero is not entirely a victim and innocent.  Prospero lost his title of Duke because of being selfish.

Tuesday, Oct 16 (10:25 class)
by Jacob Raymond

We began class on October 16 with a few administrative announcements.  Check the change in syllabus, assignment for second paper is posted in OAKS, handing back of midterm which followed by constructive criticism such as to understand difference in questions of literary interpretation and historical reflection of text.

Then we transition in Shakespeare sonnets.  We tried an exercise in which the class divided into three sections and were given the opportunity to define a sonnet.  Such as, what do sonnets have in common in theme, concerns, etc…

The class responded by defining sonnets to involve themes of helpless, unrequited love.   We noted the literary tool of paradox which has found itself in many of the sonnets we have so far studied.   Also that sonnet are far from narrative driven poetry, that they are not plot driven poems, focusing more on atheistic qualities.  Another theme the class noted was a focus on time and how it decays beauty.  Which lead to the discussion on how poetry is a way to capture and immortalized beauty long after human mortality.

Afterwards the class was redirected towards the historical context of the sonnet.  Elizabethan Era Sonnets were composed around 1590’s.  The sonnet form was introduced much early by Surrey and Wyatt but they were differed in format, almost an experimental phase of English Sonnet.  Though most of Shakespeare’s sonnets were published not until 1609 they were written almost a couple of decades prior. They were probably circulated in a small inner circle of intellectuals but not intended for publication.

The class continued by exploring several of Shakespeare’s Sonnets in our anthology.  The first couple of sonnets we explore was set in colloquial terms by our instructor and defined as a “Bromance.”  The verse describes a man of exquisite beauty who refused to bare offspring.  Therefore Shakespeare took it upon himself immortalized his beauty in poetry.

The latter sonnets we explored are about a woman.  Here Shakespeare writes in a anti-Blazon.  A Blazon is poetry describing beauty from head to toe.  Shakespeare is saying in this sonnet that this cliché of convention would not do the woman’s beauty justice, therefore refusing to insult her by doing so.

Thursday, Oct 18 (10:50 class)

by Holly Condo

We started class by discussing the second paper assignment. The details are on the blog, but it is important to note that there is a new grading rubric. It is also important to remember to focus on close reading with this assignment; a close reading looks at elements such as imagery and tone, and how those contribute to the theme.

After this we began a discussion of The Tempest. We focused on issues such as art/what art can do, human agency, and making critiques. The Tempest was Shakespeare’s last play. At the end of his literary career, Shakespeare tended to focus on more mundane issues, such as political/human concerns, compared to the great tragedies. The Tempest can be considered a romance for many reasons. The plot consists of separation and reunion, exile, resurrection, and complete resolution. The characters are more like symbols than fleshed-out characters. And the structure of the play itself is standard. It is a tragicomedy because it has a happy ending, though prior to that at times it seems that it will become a tragedy.

We discussed certain moments in the text and the themes they represent. For example, the main clash in scene one represents a challenging of social hierarchies. In scene 2 of act 1, Miranda is expressing extreme sympathy for the people on the ship; she believes that art can allow for suffering. Prospero takes off his “magic garment” in talking to her and relies on the art of the story, rather than his learned art of magic. In scene 3 of act 3, Alonso feels guilty when Ariel accuses them, but Ariel explains that everything that is happening is destiny. In scene one of act 4, Prospero talks about how the revels have ended and the actors “melted into air;” he is saying that in the world of drama, everything goes away; art is temporary. It is not until act 5 that it is really clear that this is a play of forgiveness, not revenge. The people on the island come to realize that they do not have the control that they thought they did. In the epilogue, Prospero seeks freedom by the audience, freedom from the world of the play.

Quotes:

“You are three men of sin, whom Destiny, that hath to instrument this lower world and what is in ‘t, the never-surfeited sea hath caused to belch up you…” Ariel, 3.3.70-73

“Our revels now are ended. These our actors, as I foretold you, were all spirits and are melted into air, into thin air…yea, all which it inherit, shall dissolve,” Prospero, 4.1.165-171

“As you from crimes would pardoned be, let your indulgence set me free.” Prospero, Epilogue, lines 19-20

Thursday, October 18 (10:50 class)
by Cassie Moore

Class began with an invitation to the English department’s open house on October 25 from 3:15 to 4:30 at the Alumni Center – an event where students and faculty discuss classes for next semester as well as internships and studying abroad opportunities.

The assignment for Paper 2 has been posted on the class blog. It will be due on November 9, with an outline due on November 1. Note that this assignment will require close reading. Look at select excerpts rather than larger themes like in the previous paper. All the topics for Paper 2 can be found on the blog along with helpful links.

  • Topic 1 involves comparing a Wyatt or Sidney’s sonnet to the original Petrarch sonnet.
  • Topic 2 compares Shakespeare and Sidney sonnets, make sure the poems can be linked together, sharing common features.
  • Topic 3 focuses on a scene from The Tempest. Analyze closely. The paper should take the reader through a particular scene.
  • Topic 4 involves certain moments in Chaucer’s The Wife of Bath’s Tale compared to other versions that can be found on the blog.
  • Topic 5 is about comparing medieval lyrics (found on blog) and early modern lyrics. Think about what gets prioritized in each.
  • Topic 6 requires one to read The Tempest alongside another work (found on blog), consider what is happening at the time both texts were written. Note that the texts were written during the same time period.

For questions on which topic to choose or help drafting your paper, email Dr. Seaman or visit her during her office hours.

The Tempest is one of Shakespeare’s final plays. It is considered to fit into the romance genre despite not fitting the standard idea. Consider the romance of Sir Orfeo, including the focus on family from medieval romances.  The ending of The Tempest is all about reunion among people who have lost something before or throughout the play. Miranda has been separated from her true identity. Prospero, separated from his dukedom. The tempest itself is Prospero representing his exile. The main themes throughout The Tempest include exile, separation, reunion, and resurrection. Shakespeare largely tends to appreciate psychological realism more so than the text of the medieval ages. However, the characters of The Tempest can seem rather flat and static due to Shakespeare’s genre change. Shakespeare’s focus shifted to moral acknowledgement, taking the characters through an exercise to realize their failings and recognize a hopeful future.

The first scene of Act 1 sets up the themes of The Tempest, including the personalities of the characters and their recognition or denial of human capabilities.

In the first line of the second scene, Miranda asks her father to stop the storm, showing that she is aware of his power and abilities. Despite Miranda’s lack of knowledge about human community, she has an immediate connection to suffering. This proves that Miranda is not an entirely naïve character. This links to act 5 where Prospero organizes Alonso’s confession. Ariel reminds Prospero he should be free, and then explains to Prospero that his prisoners are suffering. Ariel appears to be more human the Prospero at this point. Also note that Gonzalo is much like Miranda in character – empathetic. Prospero then recognizes that virtue is better than fury, thanks to Ariel. That sums up the main theme, human growth.

Prospero’s magic depends on his cape and books as well as ability to create plays within the play. In act 3, scene 3 – Prospero uses his magic to form a banquet for the characters, forming a play. Prospero watches from the side, making the banquet vanish, taking away what the characters thought they deserved. This is a play Prospero is putting on to have Antonio, Alonso, and Sebastian learn something. Ariel then speaks to the men, saying this is fate’s doing, while the men draw their swords. Ariel says this is ridiculous, and the men might as well use their swords to kill the water, the clouds.  Ariel then disappears, and the banquet is removed. Gonzalo asks what is wrong with Alonso, and Alonso proceeds to cry over his help in overthrowing Prospero; he believes this caused his son to drown, so Alonso condemns himself.

The next act begins with another play created by Prospero, making Prospero a representative of Shakespeare in the play. They both use their art to have particular affects on people, control people.

Back to scene 2 in line 28, Prospero takes off his magic garments to retell Miranda the story of their trials, explaining what happened. Prospero then puts his cloak back on, making Miranda fall asleep. Prospero gives up his art here, much like at the end of the play when he breaks his staff. He recognizes that he shouldn’t have turned from his true responsibilities. Art can encourage experience, but shouldn’t be the entire experience.

There is a certain irony throughout the play. The mention of fate comes from things caused by Prospero, such as the tempest itself. This is all constructed through human agency. The play blurs all the lines, as we are constantly interpreting what happens to us.

Act 4, scene 1 Prospero goes to say that plays are used to create feelings out of air and all will vanish. He speaks of the trivialness of human experience, and then pushes the idea aside.

Shakespeare uses The Tempest to talk about art and its abilities as well as human nature. Despite the feelings in the play being responses to fake things, the response themselves are real. Art is a tool for improving people in terms of emotional engagement with the world. And as the audience, we also have the power of art. We are magic too through the use of our imagination. The last lines reveal Prospero’s manipulation.

Noteworthy Quotes:

“All lost! To prayers, to prayers! All lost!” (51)

“O, it is monstrous, monstrous!” (116)

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