Summative Blog

The human and artistic concerns of both the Romantic and Victorian Ages are similar to our own concerns; the response to those concerns- given by poets, novelists, dramatists and artists- can help us live fuller, more meaningful and creative lives in our own times.

 

Concerns surrounding how society has become so “machine-like” and materialistic has not only been expressed in modern day society but since the Romantic and Victorian Ages. Many artists, poets and authors have been warning their audience of the results of these issues by expressing their ideas of the purpose and meaning of life. For the audience, they can gain a deeper understanding of why having meaningful and creative life ensures that an individual has lived their life as fulfilling as possible. Though Romantic and Victorian novels and works are based off differencing motions and ideals, they both look into the issues that are at hand within their societies such as materialism and ignorance.

daisy_meadow_by_stuartreading

In the Romantic era, authors and artists drew their main focus onto their surrounding environments and how they have neglected their sense of nature and how individuals have become selfish. Poets such as William Wordsworth and William Blake delve into the ideals of nature and how we should stay connected with our heritage rather than become absorbed by society’s new morals and structure. Particularly, Wordsworth’s poem “Resolution and Independence” written in 1800, explores how society’s illusions and expectations society have had an impact on the way that an individual views the world from their own perspective. With the word choices of “fears” and “fancies” in the fifth stanza of the poem, Wordsworth intends to show the audience the distress that can be caused by an individual’s imagination as well as the joy. He continues to discuss the struggle of surviving in this environment.

“Far from the world I walk, and from all care; But there may come another day to me – Solitude, pain of heart, distress, and poverty”

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This poem also relates to the artwork John Seymour Lucas’ “The Gordon Riots 1780” as Lucas portrays the issues of the 19th century, depicting the fight for peace and a meaningful life style for all social classes. This shows that the issues that the authors were expressing were the same as the artists as they both want their audiences to live more meaningful and creative lives regardless of the time period.

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With the despair of the writers of the 19th century, Charles Dicken’s Hard Times and George Eliot’s Silas Marner both focus the social structure of society and how materialism is controlling their ideologies. Dicken’s main protagonist Sissy comes from an outcast sub-group within her society, the gyspies and is portrayed as different throughout the whole novel; but she has the ability to grow and develop her own spiritual wisdom unlike those who have confronted to society. The juxtaposition between Sissy and Gradgrind emphasises the concerns that Dickens does have for the obsession of materialism. Dickens does express his concerns for society through the    use of his character as he portrays his ideas of the purpose and meaning of life; this allowing the audience to gain an understanding of what Dickens wanted to convey. Similarly, Eliot expresses the same issues through the comparison of characters such as Godfrey, Silas Marner and Eppie as they had all under gone different upbringings but how their outlook of life was completely different to one another. Eliot and Dickens both use the symbolic image of a child in their works to show the innocence of the human essence before it becomes consumed by the beliefs and morals of their society.

Therefore, authors and artists from the 19th century wish to express their concerns for humanity through their works and hope that their intended audience can live more meaningful and creative lives and not be consumed by materialistic ideals.

Images from:

http://stuartreading.deviantart.com/art/daisy-meadow-171580854

https://www.emaze.com/@AWQZOQWR/Industrial-Revolution

https://www.artgallery.nsw.gov.au/collection/works/920/

 

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Placement 7

This week, due to complications, I had to be look after my class with one other teacher. When usually we have four people looking after, this was difficult but I realised that this week that I can control and teach a classroom.

The class that the teacher and I had to discuss was emotions. It was interesting because we had delved into the ideas of the emotion “Excited”. One thing that stood out for me in this was that these students, even though they have different learner needs and environments, were engaged by how to show and react to emotions. This to me, showed that some contents that teachers have to educate can be universal regardless of the the leader needs and communities. There was some issues with two of the students but I was told to look after one in particular who wanted to leave the class and continually tried to escape the room.

For me, it showed that I was able to convince the student to go back and engage in the class but also stand my ground as the student did throw a tantrum over not getting her way. Personally, this placement has been the most interesting and educational for me.

Peer Review 7

Hi Victoria,
Wonderful blog this week, you really captured the essence of Silas Marner and how the working class does have a more clear insight into the purpose and meaning of life. I did the same question as you this week; but I chose to write to Nancy. One thing in particular I enjoyed about your post was the ironic use of gold in the way you describe Eppie as the gold that Godfrey gave to the poor. This image reminds me of Robin Hood as he takes from the rich and gives to the poor. The false idea of Godfrey’s “fatherhood” is an interesting concept that show portray in your blog. Your structure is precise and clear making your work easy to follow. Like stated before from Annaliese, an image would be nice but apart from that, your blog this week was a joy to read.
Keep up the good work.
Riley

https://vzengl200.wordpress.com/2017/05/04/creative-wk-9-blog-post/comment-page-1/#comment-31

Blog 8, Week 10

What can you find out about Tolstoy’s belief in the value of the working class?

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Lev Nikolayevich Tolstoy’s belief of the working class is that they have more of a realistic and wholesome life when compared to the upper class. In his short story Master and Man, he delves into the psychology of both the upper class and the working lower class. Similar to Charles Dicken’s novel Hard Times, where it is portrayed that Sissy has something over the Gradgrind family as she does not act for the benefit of herself but for others. Showing that Sissy is the living example of the essence of human nature, this is comparable to Tolstoy’s Master and Man as Nikita is portrayed in a similar way that he can live his life to the fullest, unlike Vasili until the end of the story. As Vasili can understand the purpose of human existence is to act and aid others unlike acting for one’s own desires and wishes. This meaning that Tolstoy uses the idea and imagery of the working class to express that acting for the integrity of others is fundamental to the human essence rather than acting and benefiting one’s self.

One theme that was also portrayed in Tolstoy short story, the death of Ivan Ilyich, explores the materialism and self-centeredness of the upper class. Through the juxtaposition between Praskovya being portrayed as self-absorbed and high demanding while Ivan is portrayed as a mundane person but being decent. This again is similar to Dickens’ Hard Times as Mrs Gradgrind is presented as a high demanding individual that acts purely for her own needs and wants, unlike Sissy who attempts to aid Mrs Gradgrind and Louisa.

Both Tolstoy and Dickens write about the working class having a type of virtue that the upper class is unable to require. With this, both authors write from different contexts and issues that were happening during the 19th century but write about the importance of the human essence and how society has become greedy and materialistic.

 

Image from: https://en.wikipedia.org/wiki/Leo_Tolstoy

Placement 6

This week was different to the previous placements that I had done. This week, I had to go with some of the students and take them to Coles, so that they gain a realistic experience of going to the shops and being independent. I found this really insightful as many of the students did this with ease while others did struggle. I was allocated two students, so that I directed them through the shop while being there to help them just in case they felt overwhelmed or stressed. The two girls I was with were able to go shopping very well but only got confused when it came down to what brand of the products they were meant to buy.

I found that this experience opened my eyes as it showed me what the wider society thought of these students. Some were very open and gentle towards the children while others were ignoring them. I think that this experience will help me in my teaching practice as it made me realise the impact that opinions and prejudices have on the students as some felt very exposed and unwelcome by the others in the shops.

Peer Review 6

Hi Louisa,

I felt that in your blog this week captured the essence of the Romantic period. The imagery that you created within your work was beautiful and reminded me of my childhood of being in the country. I quite enjoyed how you related yourself to be a kelpie; this type of dog being primarily used as a working animal and that was very similar to what Wordsworth was trying to expose within his works. I don’t have anything negative to say about your post but I wish to congratulate you in recreating the Romantic period of literature within an Australian context. Look forward to more of your posts.

Riley

https://louihall.wordpress.com/2017/04/10/rock-picking-wordsworth/comment-page-1/#comment-25

Blog 7, Week 9

Write a letter to any one of the following four characters telling them what you think of their choices in chapter 19 of the novel: Godfrey, Silas, Nancy and Eppie.

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To my dearest Nancy,

I wish to discuss with you a matter that has risen. The issue of whom little Eppie’s father is or should be has come about in the town. I heard that you wished for this girl to be your own and that you and your husband reached out to Silas Marner. Why would you want this child, of all the children in the world, why Silas’ treasure?

I understand that you feel the need do have a motherly duty for a child but what I wish to understand is your behaviour in this situation. I’ve heard through the streets that the opium addict was once engaged or married to your Godfrey! And as a result, Eppie came into this world. I understand that you wish to stay and be loyal by your husband’s side but I think that is dreadful. You understand that your husband left that child alone and in the dark but now that she is almost a woman; he seeks to have this child returned to him? He has missed his chance of fatherhood, as he has neglected his duty as a father long ago yet you stay by his side when he wants to have Eppie returned to him after she is grown. Silas, even though he is from a working background, has been the father to this girl and raised to be his own. Unlike Godfrey who believes he can leave the child with a man to raise like his own and later snatch it away from a loving father; to turn him into a despondent man.

From what the town is saying, Eppie rejected your proposal of being welcomed into the Cass family. The word is that Godfrey stormed away from Silas and Eppie’s home, I hope you did not act in such a foolish way. What else was he to expect, that the girl would move into a house full of strangers? To lose the only person who loved her? Eppie’s duty, like yours, is to stay by the most important man in her life as we all know that Silas is not in the best condition. That she would desert Silas after everything, he has done. Abandon her father for a false loving one?

I hope you have listened to what I have stated today; I say this out of the utmost respect that I have for you. I do wish the best for you in the future.

Kind Regards,

Riley

 

Image from: http://www.keywordsuggests.com/OAovf9x7G979pPTpRT7CPm13gateHNkNa2PxyHBAi4Ye*qCSxtCXBdjrIJ6v3G%7C4GxmPa3RT0RPr1Eutqf*LBw/

Peer Review 5

Hi Annaliese,
I did the same question as you for this week. Unlike mine entry, I enjoyed that you did one of the earlier stanzas rather than when the key ideas and themes of materialism comes through. I agree with what you discuss about grammar and how this time period does use words properly; as nowadays the language as become shorter and less creative. The only negative feature of your post I could see was your opening paragraph. It is just a little repetitive for me but apart from that, this idea is clear and executed wonderfully. I look forward to reading more of your blogs.

Riley

https://annalieseferraro98.wordpress.com/2017/05/01/6-the-scholar-gypsy-matthew-arnold/comment-page-1/#comment-112

Placement 5

This week at school, I went in with a different attitude as we had not been in for three weeks. I tried this week to be calmer and stronger within the classroom and it did help as some of the students started to listen to me with more cooperation.

I found that if I am stronger in my teaching, I will be able to teach the whole classroom rather than one or two individuals. The children were a lot calmer this week which was nice as they were engaged in their work rather than continuously asking to leave or go home. I feel that this week, that I am becoming more of teacher as I have been placed in a diverse environment and are being able to adapt to different children. One of the classes that we did this week was emotions. Some of the children did not know how to express their feelings so this teacher that came in showed them flash cards and they had to recreate the facial expressions.

Overall, I quite enjoyed this week and are looking forward to next week.

Blog 6, Week 8

Take one stanza from the Scholar Gypsy and carefully explicate its meaning saying how you think the language and form (stanza shape) contribute to the stanza’s power and effect.

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The Scholar Gypsy written by Matthew Arnold explores the ideas of the ways of fulfilling life and how an individual show potentially live within a materialistic world. Arnold writes during the industrial revolution, meaning that his work is warning for his intended audience as he does not want his society to lose the essence of nature and reality. In particular, stanza nineteen it the most important part of the poem as it delves into the consequences of materialistic ideals and how their modern society is losing touch with the way of life.

The stanza itself, the turning point of the poem as the comparison between the gypsy and the persona highlights that the Scholar Gypsy is free from modernism and the effects of the industrial revolution. Unlike the persona whose tone is almost envious of the Scholar Gypsy as he seems to understand that he is trapped within this new structure and purpose of society. With the line:

“O life unlike to ours!”

It emphases the divide between the utilitarian society compared to rural, more traditional types of societies. With this line, it also changes the feel and concept of the poem. Moving it away from the Scholar Gypsy towards the downfall of a materialistic society that functions off the greed of wealth. The line divides the poem and conveys the difference between the two individuals in this poem.