Project link

http://www.youtube.com/watch?v=-xenEseHCWY

Project Reflection

This final project was unique in several different ways. It really took a team effort to find all the necessary components in our music video. Our toughest obstacle was selecting a story. In the beginning, we struggled over several different choices, but finally made a decision with “A Rose for Emily.” We decided that “A Rose for Emily” was full of literary merit and a conveyed a message different from the rest of the texts we read: a message of eternal love and loneliness.
Building upon the ideas of eternal and loneliness (a paradox really) we were able to begin crafting our project. It seemed that throughout our project, we were confronted with the issue of finding meaningful pictures that could accurately represent the story through the ways we interpreted it. Some pictures were easier than others to find, however, there were some that were quite difficult. Nevertheless, we were able to locate pictures we desired quite successfully. The other difficult task in our process was deciding how we were going to create a music video. We were unsure about how we could efficiently present our project to the class, without it being too confusing meanwhile presenting people with our interpretation of what the story meant without directly stating it. Upon much thought, we decided that our best work would be done by gathering pictures, along with a song, that could effectively portray the story of Emily.
Once deciding upon our plan for creating the video by attaining representative pictures, we were faced with the dilemma with finding a song that was appropriate for the story. This is where we unexpectedly encountered the easiest part of our project. We stumbled upon the song “A Rose for Emily” by The Zombies which is a direct tribute to William Faulkner’s story. Once discovering the song “A Rose for Emily”, our dilemma regarding the best song for the music video had been instantly resolved. By quickly resolving this matter we were left with the task of deliberating who would be explaining the different parts of the music video. Thus we decided our respective roles, and were therefore ready to present it, even while worrying if the required time for the presentation would be a burden on us.
However, we were still worried whether our visual representations of the story were adequate for the audience’s full comprehension. Due to this concern, we decided to allot some time for us to further explain our choices to the class, so as to eliminate any confusion regarding any choices of ours. So along with our concern over the class’s interpretation, we worried mainly about the issue of time with the project. Although we were able to find a song that was specifically created for the story, we were troubled with the duration of the song, as it could potentially create a problem for us. The song lasted only for about two minutes and twenty seconds, meaning that we would have to devote much of our time to individual and collective explanation of our ideas through words rather than video. Thankfully though, we crafted several ways in which we could more thoroughly explain our project, meanwhile maintaining a simple and understanding tone throughout.
Apart from the difficulties, and problems we had with the project, we did have many positive aspects as well. Everyone in the group was willing to do their part in a collective manner, which helped keep the mood of the project optimistic. We were all equally prepared during our gatherings, whether it was with opinions, facts, analysis, or picture selection. Having great collective cooperation was vital to our project’s completion, and quality; it is easy to for me to state that this was the highlight of our project. It is not often one gets such cooperative group members; ones who are willing to have fun, but contribute at the same time. As a result, it allowed to me to conclude that this project was very fun to work on because it not only helped us further analyze our selected text, but because it allowed me to build a better friendship with some of my classmates.

Antigone's actions

Antigone’s actions are very bold and courageous; especially considering the time the story is set in. Gender and defiance play great roles in the story, as they provide the audience with a bountiful endeavor while analyzing the story. Both of these things aid readers in viewing the risk that Antigone bestowed upon herself, but also the intelligence which she had to have to perform such a task so well. Although it is difficult to pinpoint Antigone’s moral stature when analyzing the societal structure, we can determine that she had great respect not only for family but herself as well. Antigone’s actions were righteous in her eyes, and in mine as well, however, society had a different perspective back then. She displays great defiance, by not only showing the government she has little regard for their authority, but by transitioning from a passive to aggressive role. Generally women were regarded as passive creatures, do to their dependence upon men (which was derived not only from society’s standards but from a biological perspective, where women need men to fertilize their egg to reproduce); Antigone defied this by taking matters into her own hands rather than listening to what someone else was telling her to do. This contrast is also provided through the grave differences between Ismene and Antigone. Ismene is a great representation of a passive character, one who does not take any individual initiative but rather listens to what should be done. Meanwhile Antigone acknowledges what is expected and ignores it, showing their great differences. Besides the theme of defiance in Antigone’s actions, there is also one of tremendous knowledge. Locals did not know what to think about who could have buried the body so immaculately. They were confounded to the point of thinking that maybe it was an act of God, due to the perfection of which the task was performed. These elements serve to show that Antigone’s actions were truly sensational from the standpoint that it showed both her intelligence and defiance. The act (burial) she performed was so well executed, that it brought little certainty as to who could have committed such a crime, almost to the point of eliminating the fact that a woman was responsible for it. Antigone’s actions are not only a reflection of an early feminist individual, who defied both society and family, but also as a tribute as to the individual prevailing over the state.

Bartleby's Facebook

Bartlebly’s Facebook page would be unlike most others out there in cyberspace. Although many people feature common things such as friends, info and pictures Bartleby would probably differ in this aspect. First, Bartleby’s page would most likely not feature any friends, since he does not seem the type of person to be very social, and would therefore probably reply to a friend request with a “I would prefer not to.” Friends would only prove to bother Bartleby in his endeavors and preferences. Beyond the friends list, we must address what the features of Bartleby’s profile picture. Since Bartleby was not very consumed in his appearance, or concerned with his belongings, one could assume that his picture would be of something he enjoyed. It would be of something that either displaced the focus from him, or that could provide a good representation of his likes. In Bartleby’s case, one could assume that the leisure that would best represent him is a wall. Yes a wall, not just one wall though, but many types of walls. Walls seem to be something that Bartleby enjoys observing, so it would only seem right for him to have a brick wall as profile picture, along with having general pictures of some normal white walls. However, I think the most intriguing aspect of Bartleby’s page would be his “What are you doing right now?” In this section Bartleby’s state of action would say: “Bartleby prefers not to say.” This area of his Facebook would cause as much mystique to viewers as it does to his boss. Overall I think that Bartleby’s page would be very casual; there would be nothing extravagant about it. The page would truly give people some insight to his reserved manners through the simplicity of its creation and the timidity implied by it.

"God's Grandeur" revised

Why must man instill havoc on God’s beautiful earth? The earth is a majestic place when all of its citizens and creatures coincide in harmony and propriety. However, Hopkins addresses issues in his poem that targets humanity’s negative impact on earth. Throughout the poem Hopkins portrays generations’ impacts on earth with many great examples of literary merit, such as: imagery, metaphors, similes and symbols. All of these of literary tools are incorporated in the author’s use of rhyme, and structure quite eloquently. Although Hopkins utilizes dynamic pieces of literature to convey his point of humanity’s impacts on earth, his underlying theme of war’s detriments should also be noted.

Often times when the poem “God’s Grandeur” is analyzed the context in which it was written can commonly be forgotten. Gerard Hopkins composed this poem in the aftermath of what had been the most destructive war in history at the time, World War I. This is significant to note because the poem being written in the year 1918 provides new meaning to the word selection by Hopkins. Throughout the poem Hopkins utilizes language that would otherwise be characteristically be used in literature to describe war attributions. A few of these great examples can be found in the middle of the sonnet where Hopkins uses the words “seared…bleared, smeared” (line 6) to associate what man’s presence on earth has caused. If these words are to be closely analyzed, it is not difficult to see that the underlying theme of war’s impacts is present here. The word seared is regularly used to portray an image of what explosions cause during war, much like the word smeared is often utilized to convey the image of blood being spilled on the battlefield. These two words coupled would be a coincidence; however, with the addition of the word bleared, we as an audience can deduce that the author is no longer coincidently selecting these words but is placing them there for a purpose. Bleared, meaning to blur or redden (usually the eyes), can be interpreted in several ways. Not only is the author meaning to display the emotional aspect that the war had on both the earth and society back then, but he is also conveying his emotions toward the war. It can be interpreted that the author chose the word bleared because he is allowing the audience some insight in regards to his thoughts towards the war.

Hopkins’ emotions and underlying theme are furthered enhanced by his use of imagery throughout the poem. The entire poem possesses instances of intense imagery, whether it is the world being predicted to “flame out, like shining from a shook foil” (line 2), or the image of the Holy Spirit being bent over the world with “warm breast “and “bright wings.” All of the imagery aids the audience in attaining a clear picture of what the author is pondering; however, there is one specific piece of imagery that helps convey the theme of war more than any other. Midway through the first stanza, Hopkins utilizes an image which is most often interpreted as marching due to its dynamic elements. The line “Generations have trod, have trod, have trod” (line 5) is very powerful not only because it utilizes a visual allusion to the war, but because it also creates an auditory representation of marching through onomatopoeia. The combination of the sound and visual representations of generations’ impacts in this line really aid the audience in realizing the substantial effects that war had on this poem.

Nevertheless, the underlying theme would be nothing if the poem was not so eloquent. Nowhere is the eloquence so greatly displayed, as in the finalizing line of the poem. Hopkins portrays an image of the world’s relief of the conclusion of the war, through the words: “World broods with warm breast with ah! bright wings,” (line 14) which exclaims a genuine sentiment of unity he feels is now present once again in the world as a whole. This depiction along with the fact the poem incorporates various couplets in its entirety that helps convey a sense of unity and flow throughout. The occurrence of the couplets seems to be a factor of the sonnet being an Italian sonnet (also known as Petrarchan). In the first stanza, Hopkins follows the typical rhyme scheme for Italian sonnets entirely; however, in the second stanza he deviates from the expected and modifies the rhyme scheme to provide a strong resolution to the problem the earth faces from its inhabitants. Maintaining the resolution in mind, the structure of the sonnet is another aspect of the poem that is complemented by the eloquence of the rhyme and other literary elements.

A mixture of literary elements is what helps construct a poem that allows the audience to experience the poem as if it were reality. The most outstanding element of the poem is imagery; however, that imagery is conveyed through the use of several metaphors and similes. Either of these elements can be located throughout the poem. Perhaps the most vibrant of them all is the simile “It will flame out, like shining from shook foil” (line 2), which provides the most memorable image of how the world seems so beautiful in one moment, and can be so dim in the next. This simile is followed by yet another, nevertheless, and is then complemented by metaphors; most notably by the one that appears in the second stanza (lines 11-12) which compares light and darkness to that of the sun setting in the west which brings forth the sun rising in the east. Even though Hopkins expresses himself quite well through similes and metaphor, he also does it well through allusion. Towards the end of the poem Hopkins alludes to the “Holy Ghost” (line 13) to represent God. The presence of God in this instance can effectively be interpreted as symbolizing the finalization of war. This can be deduced because of its placement in the poem, along with the realistic occurrence it refers to. Often times whenever war is over, God (or the “Holy Ghost) becomes omnipresent as all of humanity seems to be able to lay aside residual differences, and coexist in peace, much as is referred to in the Biblical text: “Love thy neighbor as thyself.” Also, it can be interpreted that the presence of the “Holy Ghost” is the termination of the war due to it being in the resolution of the poem, which is symbolic not only in means of structure, but depictions as well. All of these elements are furthered even more by the use of the masculine rhyme in the poem. The masculine rhyme in consequent lines (couplets) and alternating lines helps provide the audience with a strong concluding thought within the poem, which provides a fantastic complement to the overall thought of the poem.

Gerard Hopkins provides audiences with a very charismatic poem. His poem manages to incorporate many great aspects of literature that sways readers with tremendous diligence. However, along with literary diligence, Hopkins is able to include an almost secretive theme to the poem that takes careful consideration to understand. Although it is very plausible for the audience to be engulfed in the author’s use of literary elements, one must not neglect the carefully presented theme. Perhaps the devious writing style utilized is the reason why some audiences do not notice the war theme so frequently. Despite the difficulty by some of detecting the theme, it is crucial to detect it because the theme provides the audience not only with insight to the author’s feelings towards the war, but with a contextual understanding of the author’s inspiration in composing this poem. Informed with the date of composition, a close analysis of the literary devices, and the author’s inspiration, one can deduce the author’s underlying theme of the effects of war on earth with utter proficiency.

"God's Grandeur"

Why must man instill havoc on God’s beautiful earth? The earth is a majestic place when all of its citizens and creatures coincide in harmony and propriety. However, Hopkins addresses issues in his poem that targets humanity’s negative impact on earth. Throughout the poem Hopkins portrays generations’ impacts on earth with many great examples of literary merit, such as: imagery, metaphors, similes and symbols. All of these of literary tools are incorporated in the author’s use of rhyme, and structure quite eloquently. Although Hopkins utilizes dynamic pieces of literature to convey his point of humanity’s impacts on earth, his underlying theme of war’s detriments should also be noted.
Often times when the poem “God’s Grandeur” is analyzed the context in which it was written can commonly be forgotten. Gerard Hopkins composed this poem in the aftermath of what had been the most destructive war in history at the time, World War I. This is significant to note because the poem being written in the year 1918 provides new meaning to the word selection by Hopkins. Throughout the poem Hopkins utilizes language that would otherwise be characteristically used in literature to describe war attributions. A few of these great examples can be found in the middle of the sonnet where Hopkins uses the words “seared…bleared, smeared” (line 6) to associate what man’s presence on earth has caused. If these words are to be closely analyzed, it is not difficult to see that the underlying theme of war’s impacts is present here. The word seared is regularly used to portray an image of what explosions cause during war, much like the word smeared is often utilized to convey the image of blood being spilled on the battlefield. These two words coupled would be a coincidence; however, with the addition of the word bleared, we as an audience can deduce that the author is no longer coincidently selecting these words but is placing them there for a purpose. Bleared, meaning to blur or redden (usually the eyes), can be interpreted in several ways. Not only is the author meaning to display the emotional aspect that the war had on both the earth and society back then, but he is also conveying his emotions toward the war. It can be interpreted that the author chose the word bleared because he is allowing the audience some insight in regards to his thoughts towards the war.
Hopkins’ emotions and underlying theme are furthered enhanced by his use of imagery throughout the poem. The entire poem possesses instances of intense imagery, whether it is the world being predicted to “flame out, like shining from a shook foil” (line 2), or the image of the Holy Spirit being bent over the world with “warm breast “and “bright wings.” All of the imagery aids the audience in attaining a clear picture of what the author is pondering; however, there is one specific piece of imagery that helps convey the theme of war more than any other. Midway through the first stanza, Hopkins utilizes an image which is most often interpreted as marching due to its dynamic elements. The line “Generations have trod, have trod, have trod” (line 5) is very powerful not only because it utilizes a visual allusion to the war, but because it also creates an auditory representation of marching through onomatopoeia. The combination of the sound and visual representations of generations’ impacts in this line really aid the audience in realizing the substantial effects that war had on this poem.
However, the underlying theme would be nothing if the poem was not so eloquent. The poem incorporates various couplets in its entirety that helps convey a sense of unity and flow throughout. The occurrence of the couplets seems to be a factor of the sonnet being an Italian sonnet (also known as Petrarchan). In the first stanza, Hopkins follows the typical rhyme scheme for Italian sonnets entirely; however, in the second stanza he deviates from the expected and modifies the rhyme scheme to provide a strong resolution to the problem the earth faces from its inhabitants. Maintaining the resolution in mind, the structure of the sonnet is another aspect of the poem that is complemented by the eloquence of the rhyme and other literary elements.
A mixture of literary elements is what helps construct a poem that allows the audience to experience the poem as if it were reality. The most outstanding element of the poem is imagery; however, that imagery is conveyed through the use of several metaphors and similes. Either of these elements can be located throughout the poem. Perhaps the most vibrant of them all is the simile “It will flame out, like shining from shook foil” (line 2), which provides the most memorable image of how the world seems so beautiful in one moment, and can be so dim in the next. This simile is followed by yet another, nevertheless, and is then complemented by metaphors; most notably by the one that appears in the second stanza (lines 11-12) which compares light and darkness to that of the sun setting in the west which brings forth the sun rising in the east. All of these elements are furthered even more by the use of the masculine rhyme in the poem. The masculine rhyme in consequent lines (couplets) and alternating lines helps provide the audience with a strong concluding thought within the poem, which provides a fantastic complement to the overall thought of the poem.
Gerard Hopkins provides audiences with a very charismatic poem. His poem manages to incorporate many great aspects of literature that sways readers with tremendous diligence. However, along with literary diligence, Hopkins is able to include an almost secretive theme to the poem that takes careful consideration to understand. Although it is very plausible for the audience to be engulfed in the author’s use of literary elements, one must not neglect the carefully presented theme. Informed with the date of composition and a close analysis of the literary devices, one can deduce the author’s underlying theme of the effects of war on earth with utter proficiency.

In a Station of the Metro response

Ezra Pound’s poem, “In a Station of the Metro,” most definitely defies the commonly referenced cliché that it is “quality not quantity” that matters. Although the poem does not possess the greatest length, it contains enough substance and ambiguity for multiple poems. The poem’s best asset is its imagery; concise in words, but prolonged in meaning. The comparison that Pound makes between the faces in a crowd and the petals on a tree is very obscure and interesting. It provokes several thoughts, such as that of anonymity. A face appearing in a crowd is an interesting image in the sense that they are part of a whole, much like petals are part of a whole. The faces are there not to complete any specific task except to create a mirage of similarity, once again much like the petals on tree. Both would be easily overlooked if the image were not presented so ambiguously by Pound. By only composing two sentences Pound is able to raise many questions as to why the faces are there, and why they relate to petals on a bough. Besides the abundant imagery created in the use of just two lines, Pound also manages to incorporate rhyme. The rhyme is comprised of the words “crowd” and “bough” which makes the rhyme a masculine one. However, a masculine rhyme is not the only type of rhyme included in the poem; the other is an end rhyme. The end rhyme conveniently is not the final observation that can be made in the poem because the two lines used are also a couplet. This couplet provides an added ambiguous tone to the poem through its overshadowing theme of anonymity. By having a structure of two lines and one stanza, Pound is able to manipulate her language with enough precision to create an environment of abruptness and variety. However, with all this structure jumbled at the audience very concisely, the symbolism must not be overlooked. Pound symbolizes the “apparition” of faces as a natural process, like that of petals appearing on a “black bough.”Ezra Pound’s poem is very concise in length; however, it is without a doubt a poem. He (Pound) should be commended on the basis that his poem is able to incorporate numerous elements of literature which lengthier poems often are not.