Better late than never?

        Taming of the Shrew Blog 

           The primary plot in The Taming of the Shrew is found imbedded within a play within a play. Many people who are solely conversant with modern stage renditions of this Shakespearian comedy may be surprised to learn about this commonly disregarded device. However, during the era this device may have a much greater significance than the passé role it has today. The outlandish and misogynistic characters and dialogue, even pre-women’s rights, are speculated to have been offensive. By using the play within the play it creates a distance between what is happening in the play and reality. This added barrier allows the audience to laugh at or at least not take offense to potentially derogatory or discourteous material.

            Katherine and Bianca are infinitely different in terms of character and personality. Kate, “Is that she is intolerable curst/And shrewd and froward (Shakespeare I) .On the other hand, Bianca is widely liked by everyone she is surrounded by. The differences in their disposition cause them to have a precarious relationship. Katherine is jealous of Bianca and this is probably fuelled by her father’s favouritism towards Bianca.

            Like many Shakespearian comedies, Taming of the Shrew drips with lies and deceit. The whole reason that the story of Taming of the Shrew ensues is because a Lord is deceiving a drunken tinkerer to believe that he is a lord himself. The lord wants to see answer the question ‘would he not forget himself?’(Shakespeare Induction). Following this, many people in the play within the play decide for whatever reason to pretend they are someone else. Of course this results in mass confusion, which seems to be Shakespeare’s idea of comedy.

Reading: Taming of the Shrew

Keywords: Shrew, Marriage, Taming

Ideas: Greed, Deceit, Dominance, Disguises

Imagery: Petruchio’s treatment of Kate

Feelings: Love, Determination

Structure: Play 

Film Analysis

1.    1)  The deliberate and slow closing of doors is one visual motif that Norman Jewison explores in the movie The Hurricane.  At many instances throughout the film the audience’s attention is drawn towards this image. It is used to show the opportunities that no longer exist for Rubin ‘Hurricane’ Carter as well as change occurring due to putting the past in the past. This motif is also incorporated into the end of the film when the Hurricane’s name is cleared. Instead of closing doors, it shows Mr. Carter walking through two wide open doors. This represents his newfound freedom.

2.     2) As with all things studied in English Language Arts, the movie The Hurricane is strewn with evidence of symbolism. A prime example of symbolism is clothing, specifically what Mr. Hurricane wears. When put in jail, he refuses to wear the standard prison attire.  His vehemently strong aversion to prison garb stems from the notion that those clothes represent guilt. Another symbol found in the movie is Hurricane himself. He symbolizes a common experience of many black people with the justice system (wrongful incarceration, prejudiced juries etc.). 

3.     3) Parallels are easily made between the legal proceedings in The Hurricane and To Kill A Mockingbird. In both cases a black man is being accused of a crime against white people based upon very little evidence. Rubin Carter remains calm through the duration of his time in prison (for the most part) similar to Atticus Finch and Tom Robinson.  Another similarity that is observed is between Atticus Finch and the Canadians. Both parties stand up for what they think is morally right. The similarities go on and this is probably because both fall under the same archetype of story.

4.    4)  One prominent connection between To Kill a Mockingbird and The Hurricane is the topic of racism or the theme ‘people are unable to look past racial divides even in a place of legal equality’. As mentioned before, in both stories a black man is targeted as the perpetrator of crime. Furthermore, both are tried in front of a white jury that are prejudiced resulting in their conviction. 

     Character Sketch:

Marlow

Traits:

-Honest

-Curious

-Inquisitive

-Atypical

-Pensive

Marlow is one of the two narrators of the novella Heart of Darkness. He is not like the other sailors. He is described as being somewhat nomadic and is a true seaman, being “the only man […] who still ‘followed the sea’” (Conrad 7). Marlow is quite against lying and believes it to very wrong. He is very reflective and descriptive in regards to his past experiences and what he thinks about them (110 and ½ pages worth of very descriptive reflection that is). On top of all of this, Marlow is beyond his time in regards to racial prejudices. For example, when he and his crew get to the station in the Congo they are met with images of slavery and Marlow is against this. The supposed workers were indigenous people from the area. Marlow recalls that, “they were not enemies, they were not criminals, they were nothing earthly now-- nothing but black shadows of disease and starvation, lying confusedly in the greenish gloom” (Conrad 24). This shows his strong sense of what is morally right.

The experienced seaman is a person to look up to among his crew (that he is telling about his adventures in the Congo). The other narrator of Heart of Darkness describes the way that Marlow looks saying that, “he had sunken cheeks, a yellow completion, a straight back, an ascetic aspect, and, with his arms dropped, the palms of hands outwards, resembled an idol” (Conrad 6).  I think that saying he looked like an idol is key to the description of his character. An idol is usually a representation of something that is worshipped. This could mean that the qualities that Marlow posses are considered godly and should be imitated by those around him.

Heart of Darkness Blog

Heart of Darkness is not just a title. It has a more profound meaning than many titles. The very term, 'heart of darkness', is the essence of the novel, the Congo, humans and colonialism. Marlow literally refers to Africa as "the heart of an impenetrable darkness". This likely refers to all of the evil that is happening in the Congo. The corruption and chaos was caused by companies exploiting the resources found in the area suggesting that a heart does not start of dark but can quickly turn into something unprincipled, amoral, iniquitous and laden with mercenary qualities. 

 

One thing the Joseph Conrad is not short of in his writing is ambiguity. Symbols, themes and motifs are all multitudinous. One curiously unclear statement is Krutz's final words. Before he dies the last thing he is recorded saying is "the horror, the horror!". It is left at that without further explanation. The two main things this could refer to are life and death, both largely open-ended topics. If indeed when he utters these words he is referencing death, then it seems clear he is talking about the horror of dying, of the end. However, if he is talking about life then it could be a comment on the ivory trade and also the corruption of humans in general. During his stay in the Congo Kurtz was not opposed to unconventional means of obtaining ivory. His final words could be a realization of the devastation he and others caused to the Congo and the Congolese people. Alternatively it could indicate that everyone, even the immoral, have a conscience.

A Good Man is Hard to Find

In the short story A Good Man Is Hard To Find, a lot of time is put into describing what people are wearing, especially the old woman. When they embark on their family road trip the grandmother is wearing a lot of white. She is wearing white gloves, white violets in her hat, white dots on her dress along with white cuffs and collar. White can often be equated with purity and goodness (see Heart of Darkness essay for four pages on the subject). The grandmother, though she is more accurately portrayed as a sinner, stresses the importance of the image presented to outwardly. By being selective in what she wears, she is able to set forth the illusion of a ladylike demeanour. 

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To Kill A Mockingbird Notes:

1.     Jem destroys Mrs. Duboses’ Garden

a.     Teaches about courage (true courage)

b.     Parallel to the trial

c.      Fight a losing battle

d.     Taught responsibility

e.     Walk in someone else’s shoes

2.     The Trial

a.     Shows racisms

b.     Favouring the white

c.      Injustice

d.     Helps Jem and Scout mature

e.     Shows social class

f.      Black man’s word vs. white man’s

g.     Bob Ewell was willing to fabricate a strong to explain why him and Mayella were together

h.     If it wasn’t Tom who hurt Mayella, it likely was Bob

3.     Boo Radley saves Jem and Scout

a.     Though viewed negatively, Radley wants to be good

b.     Cover up Mr. Ewells death so another mockingbird will not be killed

c.      Not scary as previously thought

d.     “Hey Boo”

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http://myenglish10blog.blogspot.com/

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People need a reason

One that they can understand

Perhaps an addiction

Or the colour of a hand

It brings people discomfort

When things are not the same

I don’t have a problem

So whiskey takes the blame

A brown paper bag

And the occasional fall

That’s all I have to do

For coke to turn to alcohol

I pretend so they can rest

But others have no choice

If you happen to be coloured

People take away your voice

A frenzy is created

When it’s black vs. white

But the truth is disregarded

And white is always right

It is ignominious

And I hate the way they hate

They are dangerously blind

Twisting the black man’s fate

I have exiled myself

Not wanting any part

I’m made violently ill

By their strangely fearful heart

The end has been prewritten

Poor Tom will not heard

The town commits the crime

To kill a mockingbird

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        Previously, Jem and Scout have both been depicted with juvenile characteristics. However, Jem underwent a metamorphosis in a short period of time and gained a level of maturity described by Scout as a “maddening air of wisdom,” (Lee 155). As the hysteria leading up to the trial mounts, Jem begins to apprehend the weight of the Tom Robinson trial. At one point Jem cautions Scout to mind Aunt Alexandria. Scout, at this point, is not developed enough to understand what Jem has concluded, that Atticus is encumbered with his duty regarding the trial and frivolous quarrels are more inapposite than ever.  The preeminent difference between Jem and Scout is that Jem understands (or has at least embarked on the path to understanding) while Scout observes, taking cues from Atticus, Jem, Calpurnia and others.

       Scout remains a child. She is irked by Jem’s new unwillingness to play games, and his eagerness to tell her what to do and how to behave. One change that Scout notes in Jem is his motivation for sharing information with her, saying “formerly [it was] because he thought I’d like it; now, for my edification and instruction,” (Lee 184). Scout does not understand the extent of the fury evoked in the citizens of Maycomb and surrounding communities concerning the trial. An instance where this is clearly seen is when Jem, Scout and Dill follow their father one night. From a distance, the three children observe a group of men draw nearer to Atticus. Scout dashes to her father, ignoring Jem urging her to stop. Scout quickly realises that she has hastened into a crowd of strangers. Ignorant to the perilous nature of the situation, Scout strikes up an amiable conversation with Mr. Cunningham. This is a blatant display of her naivety and shows that she does not see the noxious disposition brought out in people when race is involved. Since Scout is the narrator the story, it is important that she remains impartial, allowing the readers to reach conclusions of their own. 

Works Cited:

Lee, Harper. To Kill a Mockingbird. New York: Grand Central, 2010. Print. 

The first bird in the picture represents Atticus. Atticus is feverishly trying to represent Tom Robinson but no matter how hard he tries people are unwilling to listen. The second bird represents the majority of the white community, as they are unwilling to hear what Atticus has to say and how they loudly express their condemnation of Tom Robinson, despite the lack of evidence. The gap between the two birds shows the separation between those who support Atticus and his doings and those who do not approve. 

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           Christmas time in Maycomb brought the Finch family together.  Uncle Jack (Atticus’s brother) came bearing Jem and Scout’s presents from Atticus. Much to their satisfaction, their father had gotten them each an air riffle. However, Atticus forewent teaching Jem and Scout how to operate their guns, and instead bequeathed that task to Uncle Jack. Although, Atticus did warn his progeny that they could “shoot all the bluejays [they] want […] but remember it’s a sin to kill a mockingbird,” (Lee 119).  Miss Maudie confirms this remark by explaining “mockingbirds don’t do one thing but make music for us to enjoy. […] That’s why it’s a sin to kill a mockingbird,” (Lee 119).  These two remarks set in motion the metaphor of mockingbirds as innocence, which is present in different characters through out the novel. The shooting or destruction of a mockingbird is comparable to defamation of character. Boo Radley, is a fair example of the mockingbird metaphor. Although he is vilified and made out to be wicked, Boo Radley does not maltreat, tyrannize nor disrupt anyone’s business.  One instance of where Radley diverges from his persona is during the night when the vehement fire burned down Miss Maudie’s home. He warmheartedly placed a blanket around Scout. This displays his unaccredited decency.

           

            These chapters also illuminate an important concept, courage. An old lady, enervated by old age and a morphine addiction, manages to evoke an uncharacteristic ire from Jem. In response, Jem effectively destroyed the elderly Mrs. Dubose’s garden. To indemnify for his transgression, Jem was sentenced to reading to her for one month. After Jem completed his obligation, Mrs. Dubose died. At this point, Atticus explains to Jem and Scout that the old woman was a morphine addict. The reading had been a tactic used to help her break her addiction before her inevitable death. Atticus used her life and ardent desire to beat her addiction despite knowing the end was nigh as a teaching of what courage truly is. Atticus describes courage as being “when you know you’re licked before you begin but you begin anyway and you see it through no matter what,” (Lee 149). In other words, the test of courage is fighting a battle with a predetermined end. This is comparable to what Atticus is doing by defending Tom Robinson.  It is possible that Atticus felt it exceedingly crucial that Jem and Scout understood what courage was before the brunt of the trial.

Works Cited:

Lee, Harper. To Kill a Mockingbird. New York: Grand Central, 2010. Print. 

This picture represents Mrs. Dubose dying free from her addiction. It also shows the freedom that can come from adhering to true courage. It is metaphoric. 

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In To Kill a Mockingbird by Harper Lee, the people at the cynosure of the story live in a southern town called Maycomb.  The story takes place during the 1930s and ipso facto the members of the community were pauperized. For some families, this time period only amplified their state of pre existing indigence.  The Cunninghams are an example of an expressively poor family. Walter Cunningham, who appeared in Scout’s first grade class (Scout being the narrator of the novel), came to school lacking both a lunch and shoes and instead brought hookworms. Miss Caroline, the grade one teacher, inefficaciously attempted to give Walter money to buy lunch. Scout tried to elucidate to Miss Caroline why Walter would not accept the money and why her attempt was futile by telling her that “the Cunninghams never took anything they [couldn’t] pay back,” (Lee 26). Since the Cunninghams had no money, they paid people in things such as stove wood.  Despite their apparent inability to afford anything, they did their best to remain self sufficient The Cunningham family represents the honest, hardworking and righteous yet poor members of society.

In contrast to the upright demeanour of the Cunninghams is the ignoble Ewell family. One member of the Ewell family, Burris, was also present in Scout’s class on the first day. He, and his family, were characterized as being “the disgrace of Maycomb for three generations,”(Lee 40).  The Ewell family did not conform to the laws and people saw that it was not worth the tribulations that would be caused by forcing them to abide by the law. As a result, Burris only attended the first day of school each year. When Miss Caroline requested that Burris go home and bathe, after a colourful encounter with a louse, both the reader and Miss Caroline are acquainted with the malevolent and rancorous nature of Burris Ewell. In response to Miss Caroline’s entreaty, Burris says “I’ve done my time for the year,” which indicates his fervent disregard to school (Lee 35). This line signifies the Ewell’s attitude and approach to situations involving anything institutionalised. The Ewell family represents another category of poor citizens who do not attempt to overcome their state of destitution. 

Works Cited:

Lee, Harper. To Kill a Mockingbird. New York: Grand Central, 2010. Print. 

   This picture is a metaphor for the curiosity that Scout and Jem have towards Boo Radley and the Radley house.  The house in the picture is clearly uninviting except for the vibrant red roof, which creates a certain level of intrigue. This is a parallel to Jem and Scout’s interest in the Radley place. Also, the growth around the house symbolizes the conversation that is generated by the residence. 

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In Margret Laurence’s short story, The Loons, the two main characters lead vastly varying lives. Vanessa, a middle to upper class member of society, is very removed from the life that Piquette Tonnerre, the other main character, experiences.  The diction used for Vanessa suggests that she is a well-educated person. This is supported by the knowledge that her father is a doctor. When reading Vanessa’s narration, it gives the reader insight into the misunderstandings and preconceived notions that society (specifically the town where she lives) has towards Métis. At one point during the story, Vanessa’s family and Piquette are at Diamond Lake (where they owned a cottage) and Vanessa learns that Tonnerres, “the half breads,” are what she refers to as “Indians, or as near as [makes] no difference,” (Laurence 112).  This vibrantly displays the lack of sufficient knowledge regarding the Métis. Vanessa continually displays her naivety as well as an insouciant attitude towards Piquette.

            Piquette Tonnerre is a Métis girl that appears to be impassive and farouche. She took care of her family and also had tuberculosis of the bone. As a result she was often times unable to attend school. Her apparent lack of schooling is clearly displayed through her diction. When she speaks it comes across as dispirited and desolate. During the same visit to Diamond Lake as mentioned previously, Vanessa asks Piquette if she would like to play with her and Piquette responds dispassionately with, “I ain’t a kid,” (Laurence 112).  This phrase is an embodiment of her life, as Piquette was never given the opportunity to be a kid because of misfortune circumstances. Her retort also demonstrates the differences between her and Vanessa. While Vanessa is eager to explore and discover the world around her, Piquette lacks interest perhaps because she has been exposed to an unsympathetic world. Piquette’s evident sense of hopelessness and sullenness is continuous throughout the story with one exception. At one point Vanessa sees Piquette with filled with hope, however this is short lived. This adds to the contrast between Vanessa’s life and Piquettes anguished and tortured existence.

Image:

The above picture was created by the Métis artist, Ayla Bouvette. I chose this image as a symbolic representation of The Loons. In the story, the loons are used as a symbol for the Métis. The loons are descried as having a mocking and plaintive cry. At the end, Vanessa notes that Piquette "may have been the only one [..] who had heard the crying of the loons," meaning that the suffering that Piquette experienced as a Métis was expressed or shared by the loons (Laurence 120).

Works Cited:

Laurence, Margret. A Bird in the House.  Toronto: McClelland and Stewart Inc., 1963