I really didn’t mean to kill it. I’d hoped people would offer different views and some possible answers to the bits I can’t get. Still, it’s early yet.Quote:
Originally Posted by blp
What you call exegesis is simply the way I try to make sense of a poem. I assume that it means something rather than anything and also assume that there is some kind of coherence there. Sometimes the poem tries to be anything rather than something and a lack of coherence is deliberate. You make it sound as if I’ve made a Papal pronouncement on what the poem ‘means’. I’ve just explained what I see it as ‘meaning’ (at least the bits of it that I understand).
I have really mixed feelings about this. Obviously I can sympathise with you. I like The Emperor of Ice-Cream because I know ‘what it’s about’. I don’t mean that I feel like one of the select few! I mean that only by knowing that there is reference to a funeral can I appreciate the absurd humour. There wasn’t much ice cream at most of the funerals I’ve attended. :lol: This raises a very difficult issue. Do you allow students to generate their own meanings or do you push them in a certain direction? If I don’t make them aware of the funeral, then they will miss something that Stevens presumably took the time and effort to include. I know that the author is dead and all but I tend to think that I am not doing justice to the person who wrote it if I allow something that is particularly clever/effective/evocative etc. to go unnoticed. My job as a teacher is to encourage an appreciation of Literature. To do this, I have to demonstrate why certain lines, say, are powerful/effective/clever and so on. My own enthusiasm for what I think is good certainly generates some appreciation. The problem for some people is that they think I am imposing my own readings and to an extent I am. I feel the years of study and reading have given me some degree of authority to do so. People tend to accept this idea when it comes to doctors, lawyers and even many teachers but when it comes to Literature, there is uneasiness.Quote:
Originally Posted by blp
Often, students will try to hide a lack of basic understanding by offering nebulous suggestions about what certain lines could ‘mean’. I’m not trying to suggest that you have done this, by the way. These suggestions can be imaginative but when you have a poet like Plath for instance, who writes with almost forensic precision at times, I think similar clarity and precision are needed in the response. You can’t appreciate a line of Plath’s like “the black amnesias of heaven” if you think the phrase refers to a dark-petalled flower.
Oh, dear! Of course there is! I haven’t produced the definitive reading! It hardly amounts to a reading at all. Crushing though it would be, I’d now like to see someone dispose of my reading and offer something totally different and far more convincing.Quote:
Originally Posted by blp
I’m not sure what you mean by “liking this one for its language too”. Do you mean as well as for its ‘meaning’? I’m sure that even if you are unable to forget my exegesis (not at all likely), you will still encounter the poem time and again with fresh insights. Have you really lost the ability to enjoy The Emperor of Ice-Cream? Can’t what you know now help you to enjoy it more? Perhaps it’s more a reflection of the context in which you first encountered it. The experience of discussing it with your friend is what made that particular encounter special in some way. It’s as if you’ve suddenly realised that the girl who was your first love was as ugly as sin and nowhere near as interesting. :D
Sometimes (actually, quite often) I remember lines that I have heard or read many times, in a particular context. I don’t know if you know Richard III but there is a scene when Buckingham asks Richard for the lands he had been promised as a reward for helping him to the throne. Richard is suspicious of Buckingham for responding coolly to a suggestion that the princes should be murdered. He delays giving him the land, as punishment. Buckingham pushes and Richard responds,
“I am not in the giving vein today”.
A student once asked me to buy some flower or something for charity. The line popped into my head and I delivered it.
What I wrote or the poem? If you mean the poem, I don’t think it’s banal and as I said, I can admire it. If you mean, what I wrote, I’m sorry.Quote:
Originally Posted by blp
I hope that’s not how you think I see the poem. You make me feel as if I’ve torn out a huge swathe of your childhood. “He took my childhood in his stride.” Look out, the Grim Reaper is coming!Quote:
Originally Posted by blp
:D ;) I knew you should have faith in Stevens. I don’t like a lot of his stuff but I don’t think it’s in any way bad – just a bit too cold – like Donne would be without the wit.Quote:
Originally Posted by blp
Yes, I agree. I think I dived straight into the bits I found more problematic.Quote:
Originally Posted by blp
You make it sound much more like resignation than I think it is. In a way, I think Stevens is celebrating the new as well as lamenting the passing of the old.Quote:
Originally Posted by blp
PS Love affairs are not one of the "good things" on my list. ;)
