Category Archives: AP Literature

World Café Discussion: The Glass Menagerie

unicorn

The following questions were considered during the World Café discussion in class today. Selected responses are recorded below.

Is Amanda a good mother?

  • YES –> good intentions toward her children, works to support the family, invests time and money into finding Laura a husband, stays with her children despite trouble, genuinely thinks her way is best, stays (unlike their father), tries to help her children advance, won’t allow “crippled” as a descriptor for Laura, comforts Laura at the end
  • NO –> very pushy, doesn’t understand Tom’s dreams because she’s worried about Laura and her own situation, overcontrolling, lost in a dream world of the past, actions reflect her desires rather than children’s needs/wishes, superficial, unkind to Tom because he reminds her of her husband, seems more focused on her children’s success than happiness

The Glass Menagerie is a play about _____ because _____.

  • Selfish desires – Tom’s and father’s choice to leave, Amanda’s controlling nature
  • Regret – Tom regrets leaving Laura
  • Misunderstanding – Amanda doesn’t understand either of her children’s wishes
  • Appearance vs. Reality – setting of apartment, Laura hiding her disability,
  • Deception – Tom’s explanation about where he’s going and why, playing happy family for Jim when they’re not, Laura shrugging off the broken unicorn
  • Love and betrayal – characters lying to protect other characters’ feelings, Laura hiding what she’s been doing instead of going to school
  • Family – Amanda expecting Tom to be a better man than his father
  • Dreams – character’s dreams unspoken to each other, expectations for other characters
  • Finding yourself – Tom rejecting the warehouse to write, Amanda clinging to the Southern belle she used to be, Laura retreating into her world of glass
  • Illusion – Amanda lives in the past, Laura lives in her glass world, Tom wants to escape to adventure
  • Abandonment – Jim abandons Laura (hope), the father abandons the family, Tom abandons Amanda and Laura

Who is the most important character in the play? Explain.

  • Amanda – she is the most present of all the characters (appears in most of the scenes), she drives the play and determines the actions of the other characters, she acts as the rock/glue for the family, she presses her desires on her children, she sets the whole play in motion, themes relate back to her relationship with everyone else
  • Tom – play is told from his perspective, all conflicts relate back to him, he carries the emotions from the events, when his character leaves the family ceases to exist, focal character, his choice to bring Jim invites the play’s climax, he ends the action on his terms
  • Laura – the main action of the play concerns plans for her future, the other characters’ focus in on Laura, the lighting asks the audience to pay attention to her, she has the most emotional development of the characters,
  • the father – he’s the reason for their current situation, characters’ choices are viewed in comparison to his, he’s always watching (figuratively) the fallout his leaving created, his absence is the catalyst for both Amanda’s and Tom’s characters

Name and discuss the significance of an important symbol in the play.

  • glass menagerie – Laura’s fragility and her hopes/dreams
  • father’s picture – constant reminder of his abandonment, foreshadowing of what Tom will become,
  • Victrola – Laura’s unwillingness to move and how her life is painfully repetitive
  • typewriter – both Tom’s ambitions and Laura’s failed attempts at success,
  • merchant marine uniform – Tom’s desire for adventure and foreshadowing of his eventual choice to leave
  • blue roses – Laura’s peculiarity and attractiveness,
  • fire escape – escaping the family to pursue dreams, when called the “terrace” it romanticizes their reality
  • movies – Tom’s escape, further heightening of illusion vs. reality theme
  • fancy lamp – illusion that the family is more than it appears to be (happy and comfortable)
  • glass unicorn – Laura’s uniqueness, when its horn is broken it shows Laura trying to fit in and be accepted, broken relationship with Jim, her nervousness (when it breaks, she feels more open)
  • Amanda’s dress – her clinging to the past, compares her wealthy past to her poorer present
  • Jim – the “very ordinary young man” who contrasts greatly with the flawed family

How does the setting function to reveal character and provide insight on theme?

  • Gloomy apartment – contributes to bleak and depressing tone, current lifestyle contrasts with the past and reinforces idea of “memory play”
  • Living room – one set highlights Laura’s isolation from the world, same set throughout play heightens sense of characters being trapped in their circumstances
  • New furnishings – reveals how things aren’t usually as they seem (deception; appearance vs. reality), illusion that they are more than they appear to be, shows Amanda’s wish to be like she was–genteel, Southern, and rich–than what she is
  • Fire escape – Tom escaping the family
  • St. Louis/South – reinforces traditional roles for women (security, marriage), enhances Amanda’s mentality that Tom and Laura do not share,
  • Open windows – lets in music and other pleasures not available to the people in the apartment, reinforces Tom’s wish to escape

Do the images on the screen enhance or detract from the play? Explain.

  • ENHANCES –> contributes to the idea of a “memory play” because they are dreamlike like memories, adds to visualization, helps with background knowledge not presented through setting and text, provides insight into what characters are thinking, provides symbolic meaning, reflects how things are remembered, provides comic relief, clarifies possible ambiguities in the dialogue, sets the mood for scenes, adds diversity and interest in the confined setting
  • DETRACTS –> pulls attention from what the actors are doing, takes away element of suspense, can be unnecessarily distracting, can dictate opinion of the audience

Comments Off on World Café Discussion: The Glass Menagerie

Filed under AP Literature

Setting the Stage: The Glass Menagerie

Tennessee Williams calls The Glass Menagerie a “memory play,” and his specific instructions regarding the set design are included to enhance the concept of memory and how its fluid and dreamy nature influences the actions and dialogue of his characters. Below are selected set designs for The Glass Menagerie with some commentary on how they might be perceived in terms of Williams’s specifications.

GM Lee 1

GM Lee 2
These two designs from Junghyun Georgia Lee for the REP at the University of Delaware portray the fire escape motif and the Wingfield apartment. The scrim  in the second photo softens the pattern of the wallpaper on the back wall of the dining room portion of the set.

GM Landhuis

This design by Ardean J. Landhuis hints at both the inconsistency of memory–note the walls that do not go all the way up–and the setting of the play (the shape at stage left resembles the state of Missouri).

GM Stanislaus

This design from California State University Stanislaus emphasizes the exterior environment surrounding the apartment. Notice the details including the clotheslines, full fire escape, and trash swept against the foundation of the set.

GM Theatreworks

Gauzy curtains mask the thrust stage of Theatreworks Colorado Springs’ production. Design by Julia Przedmojska.

GM Mielziner

This design by Bob Crowley for the 2013 Broadway revival starring Cherry Jones and Zachary Quinto was nominated for a Tony Award. “Crowley and [play director John] Tiffany…envisioned the Wingfield home floating inside black pools of memory, isolating the characters from the outside world. ‘When [the audience] walks in you just see these floating platforms and you see that they are sort of lost in time,’ he said. ‘It’s a family who are completely disconnected from the real world.’ In fact, the final design is so physically isolating that the actors can only enter the stage via trap doors below the floor.” (from “The Look of a Classic: How Tony-Winning Designer Bob Crowley Re-envisioned the Set for The Glass Menagerie” by Benjamin Solomon, Playbill, 08 Sep 2013)

Comments Off on Setting the Stage: The Glass Menagerie

Filed under AP Literature

Tennessee Williams Intro

tennessee_williams3Playwright Tennessee Williams is widely considered one of the twentieth century’s leading lights of American literature. Born in 1911 in Columbus, Mississippi as Thomas Lanier Williams, Tennessee Williams was the middle of three children. His father was a salesman who much preferred life on the road to family life; as a result, Williams was raised primarily by his mother. His early years in Mississippi were relatively carefree. When Williams was seven, the family relocated to St. Louis, Missouri, a change reflecting a difference in the family’s fortunes that Williams understood but resented. He attended college briefly in Missouri until his father withdrew him and demanded he come home and get a job. Williams fell into a depression during this time working at a shoe factory. Although he made time after work to continue his writing, eventually the stress proved too much, and he suffered a nervous breakdown. After recovery he left home, finished college at the University of Iowa, and changed his name to Tennessee Williams.

toulouseWilliams famously quipped, “America has only three cities: New York, San Francisco, and New Orleans. Everywhere else is Cleveland.” He chose New Orleans as his home, and his work is infused with places and situations that could only have been spawned from the Crescent City’s mix of class, jazz, decadence, and alcohol. He moved into an apartment at 722 Toulouse Street and began working on the plays which would make him famous. The first was a flop. The second, the highly autobiographical The Glass Menagerie, premiered in 1945 to nearly universal acclaim. The character of Amanda Wingfield exerts the same kind of strong influence on her children Tom and Laura that Edwina Williams did on Tennessee, his sister Rose, and their brother Dakin. Fragile, crippled Laura Wingfield is based in no small part on Rose Williams, who possibly suffered from schizophrenia and who was subjected to a prefrontal lobotomy in 1943 at their mother’s choice.

Oscar Brockett explains that

By the late 1940s, theatrical realism, the faithful reproduction of real life as accurately as possible on the stage, had begun to modify. Simplification, suggestion, and distortion, borrowed from other artistic movements of the early 20th century, made their way onto stage sets and into character portrayals. Stage settings became more suggestive of locales and functions. Play structures changed as well, often shifting from formal acts into more fluid collections of scenes.

Tennessee Williams’  work employs many of these theatrical devices. Symbolism is found in all of his plays, and his play titles usually indicate some deeper symbolic meaning. Normally, Williams settings are fragmentary and suggestive: consider the fire escapes, alleys, and rooms in The Glass Menagerie that require no scene changes. The use of time is fluid.

Against these suggested backdrops, though, are very lifelike characters dealing with conflicts that represent larger human issues. As Brockett puts it, “…spiritual and material drives are almost always at odds and the resolution of a dramatic action depends on how well the characters can reconcile the demaonds of these two sides of human nature.” Juxtaposition is also evident in how he reveals comic and serious elements. Amanda, for example, can be ridiculous one minute, admirable the next. Williams explores human limitations alongside their aspirations, resulting in plays that can be at once compassionate and bitter. (from The Theatre: An Introduction, Historical Edition. New York: Holt, 1979.)

desireThese human limitations are on full display in Williams’ second and perhaps most famous play, A Streetcar Named Desire, which premiered in 1947. In it, genteel Southern manners and brutish reality clash in the characters of Stanley Kowalski, his wife Stella, and her delicate sister Blanche DuBois. Named for the New Orleans streetcar that traveled through the French Quarter to the Bywater district, the play won the New York Drama Critics Circle Award and the 1948 Pulitzer Prize for Drama. It was later made into a film starring Marlon Brando, Kim Hunter, and Vivien Leigh, winning Oscars for Hunter and Leigh and a nomination for Best Actor for Brando in addition to other nominations for Best Picture and Best Adapted Screenplay. A Streetcar Named Desire is widely considered one of the preeminent plays of the 20th century.

tennplaysSeveral of Williams’ plays, many featuring clashes of culture and class, were produced and filmed in the years to following. Summer and Smoke and The Rose Tattoo received mixed reviews, but 1955’s Cat on a Hot Tin Roof (famous for Elizabeth Taylor’s slinking about in a silk slip—and not much else—in an unsuccessful attempt to engage her husband Brick’s, played by Paul Newman, attention), won another Drama Critics Circle Award and a second Pulitzer Prize. Later plays included Suddenly Last Summer, Sweet Bird of Youth, and The Night of the Iguana. As Ethan Mordden explains in The Fireside Companion to the Theatre (New York: Fireside, 1988), “His arena is the south, his genre is the cross section of personal relationships, and his archetypes are the somewhat cultured (but inbred and shy) gentlewoman and the brutish male who shatters her flimsy pretenses: in essence, Blanche DuBois and Stanley Kowalski of A Streetcar Named Desire, but, in variation, the Daughter and the Gentleman Caller of The Glass Menagerie, she terminally unsensual and he more breezy than brutish…Almost always, however, Williams deals with the confrontation of the dreamer and realist, his sympathies lying with the dreamer but the victory, in the end, always going to the realist. Thus…the Gentleman Caller does not, as was hoped, stay on to comfort the Daughter…”

Williams became a darling of the midcentury literary set. Despite his successes, he battled a lifelong dependency on alcohol and drugs and was at one point committed to the hospital by his brother to recover. Although he worked feverishly after his release in the mid-1970s, his demons caught up with him. In 1983, Tennessee Williams was found dead in his New York apartment, surrounded by pills and empty bottles. He’d choked to death on a plastic bottle cap.

tennesseetime

Comments Off on Tennessee Williams Intro

Filed under AP Literature

Thug Notes: Oedipus Rex

Katharsis in the house, y’all. Be warned! Salty language and adult themes ahead. Proceed with caution.

Comments Off on Thug Notes: Oedipus Rex

Filed under AP Literature

The Seminar Process

Mention a Socratic seminar to students, and often the response is just like the one portrayed in “Oh God, Teacher Arranged Desks in a Giant Circle” from The Onion. In other words, uncertainty, anxiety, and even panic. But if you enter a seminar prepared, you’ll find your fears allayed and, I hope, your knowledge of the work we’re discussing extended and deepened.

The first thing you need to understand is that a Socratic seminar is not a debate. The point is not to win an argument. Instead, a Socratic seminar aims to deepen understanding through discussion and questioning. A more detailed explanation can be found here: Dialogue vs. Debate. Seminar participation will be graded like a test, and there are three keys that will help you do your best.

PREPARATION
Come to the seminar prepared. Students should have their Six Pack Sheet for the work completed as fully as possible, including their ideas on motifs and symbols, references to important scenes/conversations, and character information. Crafting thoughtful questions can also provide you with something to share. Remember that your questions should explore WHAT IS in the work (cause and effect, character motivation, etc.) and not WHAT IF (speculation based on something that occurs). We’re discussing the work as presented, not writing fanfic. The ultimate goal is to discern an appropriate meaning of the work as a whole (MOWAW) that can be supported by textual evidence.

PARTICIPATION
Most seminars will be conducted over two days. On the first day, we will open with a question round. Everyone present will share one of the questions they have prepared on their Six Pack Sheet. We will then select a question to kick off the day’s discussion.

During the discussion, your job is to listen and connect. One person should speak at a time. Comments should be directed to the class as a whole rather than to the teacher, who acts as a facilitator rather than a leader. Comments should ADD something new to the conversation, REFER to the text to clarify or support, or EXTEND what another student has introduced. Please take notes on what you hear using the appropriate field in the Six Pack Sheet. Day 2 of the seminar will begin with a comment round, with everyone sharing something interesting from the first day that they found thought provoking or wish to discuss further. Six Pack Sheets with their seminar notes will be submitted to Canvas at the end of Day 2.

While you are speaking, I will be observing and making notes on your seminar input and behavior. Positive behaviors that will earn you points include the following:
     • offers new idea
     • asks a new or follow-up question
     • refers to the text
     • paraphrases and adds to another’s idea
     • encourages others to speak
Please avoid interrupting others, side conversations, and dominating the conversation—the best seminars allow everyone a chance to speak and respond. Conversely, don’t sit in silence. Have a question or quotation ready to go if you don’t feel confident expressing yourself off the cuff.

FOLLOWUP
To extend the conversation and provide a record for review later, we will also conduct a followup discussion using Canvas. All students will be expected to contribute to the online discussion even if they spoke in class. The online discussion will be open for a few days after the in-class seminar is concluded. Once the online discussion closes, seminar grades will be finalized.

Seminars will be graded based on both your contributions to the discussion (speaking in class and posting to the discussion board) and the quality of those contributions (specific text references rather than general comments). The fewer comments you make and more general your input, the lower the grade, and vice versa. If you wish a high seminar grade, you will need to contribute thoughtfully and precisely both during the class and online. Ultimately, your seminar participation should reveal your understanding of and thinking about the work in question.

If you are absent from class on a seminar day, you will be expected to increase your participation in the online conversation. In addition, you will have a separate written assignment to complete.

Comments Off on The Seminar Process

Filed under AP Literature

Oedipus Rex Socratic Seminar

In preparation for our final discussion and writing on Oedipus Rex, please review the following:

Review the Oedipus the King analysis post on the website.

Complete your MWDS for Oedipus Rex. Be sure to include plenty of apt text references to aid your discussion! Think carefully as you complete the MOWAW and question boxes on the second page; these will be very helpful to have handy during the discussion.

Consider the Aristotelian definition of a tragedy and a tragic hero and consider how they apply to the play and the character. Aristotle believed that plot was the primary element in tragedy, and the plot must follow these four principles: 1) The plot must be a whole, with a beginning, middle, and end; 2) The plot must be internally whole, with incidents relating to each other and not interrupted by a deus ex machina or completed by a coincidence; 3) The plot must reflect a serious treatment in terms of its complexity and universal appeal; and 4) The plot should not only include a change of fortune for the central character, but also some reversal or surprise and a recognition within that character of his/her changed status that brings about knowledge.

Consider how the character of Oedipus fits Aristotle’s definition of a tragic hero: 1) neither completely good or bad; 2) of high stature; 3) suffers a change in fortune due to a tragic mistake (hamartia) of some kind–most often through hubris; and 4) has a “moment of truth” or insight into his tragic flaw and what it has taught him. The following questions will lead you to deeper thinking about the play and AP’s main focus, the MOWAW, or Meaning of the Work as a Whole. You do not need to prepare answers for them, but do think about how they apply to the play, the development of Oedipus as a character, and the MOWAW. You may wish to incorporate some of these ideas into your Major Works Data Sheet:

1. Is Oedipus a helpless victim of fate, or were there ever times when he could have acted to prevent his downfall? Was Oedipus made to do what the oracle had prophesied, or is he responsible for his own destiny?

2. Discuss the meaning of power and powerlessness as it applies to Oedipus. Consider the following questions: What is his blindness symbolic of? Is he powerless by his blindness, or is his newfound blindness a powerful means for him to finally understand his own fate? Which Oedipus is more powerful: the one who didn’t know his fate (at the beginning of the play), or the one who now knows (by the end of the play)?

3. In what sense may Oedipus be regarded as a better, though less fortunate, man at the end of the play? What has he gained from his experience?

4. In many works of literature a character has a misconception of himself or his world. Destroying or perpetuating this illusion contributes to a central theme of the work. Which characters in Oedipus Rex could be examined through this lens? Discuss what the character’s illusion is and how it differs from reality, and then explain how the destruction or perpetuation of the illusion contributes to the meaning of the work.

Our discussion will not be text-specific in that you will not be expected to support your ideas with exact quotations from the Roche translation. However, you will be expected to mention appropriate occurrences within the play that can back up your conclusions. Free downloads of Oedipus Rex are widely available, as are links to the text. Check this post for a list of possibilities.

Finally–and this is really important!–be prepared to speak. Your active participation is required for you to receive top marks on the seminar discussion.

♦ ♦ ♦ ♦ ♦

BONUS: Tom Lehrer, a professor of mathematics at Harvard University, is best-known for a catalogue of songs written in the 1950s and 60s, which discussed art, politics, and current events in humorous and satirical ways. This song is a rather irreverent (and funny) take on the most tragic of Greek dramas. Enjoy!

Comments Off on Oedipus Rex Socratic Seminar

Filed under AP Literature

Oedipus Rex Analysis

OIΔIΠOΥΣ TYPANNOΣ

Oedipus-Rex-1957

Still from the 1957 Sir Tyrone Guthrie production of Oedipus Rex.

 

Like all great plays, Oedipus the King develops a number of important themes. One is stated in the final lines:

And count no man blessed in his life until,
He’s crossed life’s bound unstruck by ruin still.
–Roche translation

The play shows the fall of Oedipus from the place of highest honor to that of an outcast and demonstrates the uncertainty of human destiny. A second motif is man’s inability to control his own fate. Oedipus is a man who attempts to do his best at all times; he wants to help his people. He has taken what he considers the necessary steps to avoid the terrible fate predicted by the oracle (that he will kill his father and marry his mother). But humans are limited in their vision, no matter how they may attempt to avoid mistakes. The contrast, then, between humans seeking to control their destiny and other forces determining destiny is clearly depicted. But while fate (or the will of the gods) is always the superior force in the play, it works through human beings. It is Jocasta’s attempt to destroy the infant Oedipus, Oedipus’ desire to avoid his parents, and Oedipus’ search for the murderer that lead inevitably to the outcome. At the end, while Oedipus accepts his fate as he must, he still does not see himself entirely under the control of the gods:

Friends, it was Apollo, spirit of Apollo,
He made this evil fructify,
Oh, yes, I pierced my eyes, my useless eyes, why not?

It is significant that no attempt is made to explain why destruction comes to Oedipus. It is implied that man must submit to fate and that in struggling to avoid it he only becomes more entangled. There is then an irrational, or at least an unknowable, force at work. This idea is emphasized through the various attempts to communicate with the gods (through oracles) and to propitiate them. The plague is viewed as a punishment from the gods; the exiling of Oedipus is an attempt to placate them, but no one asks why the gods have decreed Oedipus’ fate. The truth of the oracles is established, but the purpose is unclear. The Greek concept of the gods, however, did not demand that all the gods be benevolent, since all forces were deified whether good or evil. Therefore, a god might visit evil upon human beings, and they had to be constantly on guard not to offend any of the many gods.

It is also possible to interpret this play as suggesting that the gods, rather than having decreed events, have merely foreseen and foretold what the characters will do when confronted with certain problems. Such an interpretation, while it shifts the emphasis somewhat, does not contradict the picture of humans as victims of forces beyond their control, no matter by what name we call those forces.

oedipus

Charles François Jalabeat, Antigone Leads Oedipus Out of Thebes (1849)

Another implication, which may not have been a conscious one with Sophocles, is that Oedipus is a scapegoat. The city of Thebes will be saved if one guilty man can be found and punished. Oedipus, in a sense then, takes the sins of the city upon himself, and in his punishment lies the salvation of others. Thus, Oedipus becomes a sacrificial offering to the gods…

sophoclesandsphinxAnother motif—blindness versus sight—is emphasized in poetic images and in various overt comparisons. A contrast is repeatedly drawn between the physical power of sight and the inner sight of understanding. For example, Tiresias, though blind, can see the truth which escapes Oedipus, while Oedipus, who has penetrated the riddle of the Sphinx, cannot solve the puzzle of his own life. When it is revealed to him, he blinds himself in an act of retribution.

These themes indicate that Oedipus the King is a comment in part on humankind’s relationship to the gods and on humans’ attempt to control their own destiny. While the Greek views of these problems may not be ours, the problems and many of the implications are still vital and meaningful.

from Brockett, Oscar G. Historical Edition. The Theatre: An Introduction. New York: Holt, 1979.

 

Here is the closing scene from Igor Stravinsky’s opera Oedipus Rex, filmed in Japan in 1992 with a multiracial case directed by Julie Taymor. Dame Jessye Norman is singing the role of Jocasta, while Philip Langridge (voice) and Min Tanaka (dance) create the role of Oedipus. Opera certainly fits Aristotle’s requirement for spectacle, does it not?

Comments Off on Oedipus Rex Analysis

Filed under AP Literature

Greek Tragedy Overview

Drama as we know it today has its roots in the plays of ancient Greece. These plays were created as part of the worship of Dionysus, the god of fertility and wine. The four Dionysian festivals, the Rural Dionysia, the Lenaia, the Anthesteria, and the City (or Great) Dionysia, celebrated the god, with plays performed in competition at all but the Anthesteria. Playwrights in competition would be expected to create and produce three tragedies and a satyr play. An excellent explanation of this process may be found at this link from Reed College.

Greek play performances differ quite a bit from modern theater. A key element of each performance was the chorus of fifteen. The chorus normally performed in unison, often with movement. The chorus served several functions. It could serve as an actor in the drama itself, establish the ethical framework of the play (the Prologue in Romeo and Juliet is very much like a Greek choral ode), act as a spectator modeling the reactions the playwright hopes to evoke in the audience, and, most importantly, set the mood of the play and enhance its dramatic effect. Choral performances often involved movement and dance which broke up the action of the play and allowed the audience time to absorb the themes being expressed. Older men were often assigned parts in the chorus, adding to the dignity and wisdom the chorus represents.

Three actors apart from the chorus played all the major parts in a Greek play. Most actors wore a simple chiton fastened by brooches, tall boots, and a series of masks which represented the variety of characters the actor was playing. Depending on the demands of the play, an actor might play a single role throughout or switch roles. As in Shakespeare, men played all the roles.

Although Greek theater featured comedies, satyr plays, and dithyrambs (hymns to Dionysus sung and danced by a chorus of fifty), it is the Greek tragedies that were held in the highest esteem. The philosopher Aristotle, in his Poetics, defined tragedy this way:

Tragedy, then, is an imitation of an action that is serious, complete, and of a certain magnitude; in language embellished with each kind of artistic ornament, the several kinds being found in separate parts of the play; in the form of action, not of narrative; through pity and fear effecting the proper purgation of these emotions.

In essence, a tragedy contained the following elements, listed in order of importance:

Plot (mythos)
The ideal Greek play should have a complex plot involving a change in fortune for the main character. Reversals, recognitions, and suffering are common features.

Character (ethos)
The central character of a Greek tragedy is usually a good person who holds a position of honor or status. The character’s downfall can occur because of a mistake he makes (hamartia) either knowingly or unknowingly. The concept of hamartia is the origin of the “tragic flaw” often referenced in Shakespeare.

Diction (lexis)
The language of the play should be well-chosen to enhance the meaning and message of the work.

Melody (melos)
The songs and dancing of the chorus should be an integral part of the play.

Spectacle (opsis)
Although the visual presentation of the play was considered a key element, Aristotle viewed it as the “least artistic” element of tragedy. Think of a movie which is all visuals and action and very little plot, and you’ll understand what Aristotle means.

The audience of a well-presented Greek play should undergo a catharsis, a purging of the emotions of pity and fear. Dr. Barbara F. McManus, Professor of Classics Emerita, College of New Rochelle provides an excellent, detailed explanation of these aspects of Greek theatre here.

A translation of Aristotle’s Poetics may be found at the Classics Archive at MIT.

Adapted from Brockett, Oscar G. Historical Edition. The Theatre: An Introduction. New York: Holt. 1979.

Comments Off on Greek Tragedy Overview

Filed under AP Literature

Poetry Journals: Annotation and Analysis

Without a doubt, working with poetry causes AP Lit students the most angst. However, this process does not have to be onerous! Working your way through a poem thoughtfully takes care and attention. Here are two methods you can employ to help you process even the most mysterious of sonnets and have it make (more) sense.


COLOR MARKING PROSE AND POETRY PASSAGES

Technique by Dr. Jan Adkins, St. Petersburg High School IB Program

Defining the Terms:

IMAGE: a word (or more than one word) appealing to at least one of our senses; an image deals with reader response. Of our five senses (visual, auditory, olfactory, tactile, gustatory), the visual is the strongest.

IMAGE PATTERN: the repetition of three (yes, three is a magic number!) images, not necessarily in uninterrupted succession.

MOTIF: a repeated pattern of any type within a work. Note that an image pattern IS a motif, but a motif is NOT always an image pattern.

The Process:

  • Mark with a different color each type of image/image pattern/motif predominant in the passage.
  • Based on your color marking, ask these questions (think about them as you go; you don’t necessarily have to write the answers):

–Why?
–Is there some logical progression of imagery/motifs, from one type to another?
–Is the progression illogical?
–Why?
–How do the images/motifs reinforce and/or illustrate the content of the passage? Imagery reinforces content by giving it emphasis, making it fresh (an unusual or creative use of imagery), and/or by adding irony (imagery appears to contradict the content or describe it in terms of its opposite qualities).

  • Based on your answers to these questions and any others you think appropriate, CODE each color marked with INFERENCES you draw about the use of that particular image/image pattern/motif.
  • At the bottom of the page, write a brief interpretation of the poem. Use information from your color marking to explain your reasoning.

TPCASTT

The TPCASTT method helps you make sense of a poem by considering different parts/aspects.

T – TITLE: The meaning of the title without reference to the poem.
P – PARAPHRASE: Put the poem, line by line, in your own words. DO NOT READ INTO THE POEM. Only read on surface level.
C – CONNOTATION: Looking for deeper meaning. Consider nuances of word meanings and how they are being applied:
     Diction and symbolism
     Imagery
     Metaphors and similes
     Rhyme scheme
     End rhymes and internal rhymes
     End stop
     Enjambment
     Alliteration
     Assonance
     Consonance
     Mood
     Allusions
     Punctuation
     Personification
A – ATTITUDE: Looking for the author’s tone. How is the writer speaking?
S – SHIFTS: Looking for shifts in tone, action, and rhythm. Don’t just write the number. Discuss how the shift(s) affects the poem.
T – TITLE: Reevaluate the title now that you have considered the elements in the piece. How does it signal the overall meaning?
T – THEME: What does the poem mean? What is it saying? How does it relate to life?

Comments Off on Poetry Journals: Annotation and Analysis

Filed under AP Literature

Learn as You Go: How to Succeed in AP Lit

There’s a kitchen principle known as “clean as you go” that suggests that if you keep a sink full of hot, soapy water available as you’re cooking, then drop in your messy tools and bowls as you finish using them, the cleanup afterwards goes much faster. The same is true of learning. If you do a little as you go along, there’s much less effort right at the end, whether that means studying for test, writing a paper, or preparing for a seminar. Here are some “learn as you go” principles that will help you be a successful student in AP Lit.

Plan Your Reading – Senior year can become great practice for college. A heavy class load, lots of responsibilities, extra activities like college and scholarship applications, and the usual demands at home and work can really eat up your time. Plan your reading so you don’t get behind. Divide the number of pages you need to read by the number of days available, and read a little every day. It’s okay to schedule in breaks as long as you maintain your pace.

Take Note – In college, you’ll be able to mark up your books, since you’ll probably be buying your own copies. With plays and novels, you have two primary options: sticky notes or directly on your Six Pack Sheet. When you come across something in a book that makes you go “Hmm…” or “Aha!” or “I wonder…”, that’s something to note. Poetry notations will go directly into your journal.

Once Is Not Enough – You always notice new details when you watch a movie for a second time. Why should reading be any different? Rereading is okay. In fact, it’s encouraged! If you’ve read one of our class selections before, don’t decide you can skip it this time. You’ll gain more from the rereading and probably make some insights you missed the first time.

Connect – Read everything with a question mark in your head. How does this sound familiar? Why does this image keep recurring, and what could it mean? Where have I seen characters like these before, and what happened to them? What were people like during this period of history, or how did this event change people’s lives? Connection is the way human brains make ideas stick. The more you connect what you read with something you already know, the more you’ll be able to recall and analyze later. 

Check the Website – When in doubt, check this website. Background information on the author or the context of the book can sometimes be a key that unlocks an idea in a play or novel.

Keep thoughts thoughts bubbling. Happy reading!

 

Comments Off on Learn as You Go: How to Succeed in AP Lit

Filed under AP Literature