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Oct 30, bing, yahoo and other mayor seach engine. created date:the tyger william blake analysis - unionsquareventures - the tyger william blake. famous poems - Yahoo Image Search Results. Hope An inspiring poem by Emily Dickinson. .. Poem: "The Tyger" - by William Blake. . Speed Dating - i carry your heart with me(I carry it in my heart) ee cummings Poetry Va Maya Angelou's poem can take another meaning than the one most people confer on it. Today's Topics: missive Re: Blake class Re: Transformation? anyone on the subject of William Blake, then spend lots of time on The Tyger, Date: Sat, 31 Oct From: ndeeter To: [email protected] any kind of historical or psychological or deconstructive analysis of the poem. . DO YOU YAHOO!?.
Issue 83 Today's Topics: Blake class missive Re: Fri, 30 Oct Sat, 31 Oct Or would it be a gross misrepresentation of Blake? And would it be unfair not to include 'Songs'? I'm unclear how much time you have for your "first lesson," but I would suggest you focus on a high-quality discussion of key exerpts, rather than seeing how much you can superficially skim past on the way to your next lesson.
Blake List Volume 1998 : Issue 83
I think one of the great dangers one runs up against in the teaching of Blake is the urge to teach way too much way too quickly. It is very rich for multidimensional textual analysis. Be sure you have a facsimile text to work with, as the paintings are their own poetry. I also like very much exploring its mythic aspects. Sounds like you're tired of an over-emphasis of the psychoanalytic elements, but the implications of Blake's retelling of this story lead to a number of very interesting cognitive and psychoanalytic possibilities.
I like to spend serious time setting up Blake's cosmos before making extended reading assignments of the rest of the work. As to the Songs, it is not a matter of "fair or unfair," but rather a matter of what you hope to teach about Blake. If you want your students to be able to talk intelligently with just about anyone on the subject of William Blake, then spend lots of time on The Tyger, as that's the one everyone knows. Hope you'll keep us informed on your experiences.
Bill Franklin Date: It helps me on my way. Bert Stern Date: I was interested in the kabbalistic overtones of your last note. Teshuvah occurs when we reach the "limits of contraction," no? And the transformation of shepherd and husbandmen into warriors is also a movment from Chesed to Gevurah, or Din.
The Tyger (Poem by William Blake) | Alchemipedia
Kabbalah and the Practice of Mystical Judaism. I'd think rather that we cleanse the doors, thus seeing through the husks the shekinah hidden therein. But we're essentially of one mind about this. Of course I agree entirely about Los. You could probably write a wonderful essay on "Los as Tzaddik. And one thing about history is that it leaves a lot of stuff out. You might consider Blake's position in history and choose what works show that best.
Or consider the reading capacity of your students. Also, presumably, you will be covering Blake's predecessors in the Romantic movement? Perhaps choose your Blake material so that it will "converse" nicely with what comes before. Or if you're starting with Blake a possibility of course, but a bad ideathink of what things you want to resonate throughout the semester, what aspects of Romanticism you think are most important and which of Blake's works carry that through.
Also, survey classes rarely go in depth that is the job of the seminar classso you might want to choose work they can easily talk about. And as Wordsworth wrote--and I perhaps too often quote him on--"verse will be read a hundred times where the prose is read once". I think that a good reader will get something new out of each reading of a poem.
Of course, Wordsworth said that in an age of poetry. Are you teaching prosody? In my experience, knowing how to scan a poem and how the musical elements were effecting the meaning was as useful, sometimes moreso, then any kind of historical or psychological or deconstructive analysis of the poem.
Especially with English verse Not so much with American verse. Nathan Deeter ndeeter concentric. Henriette--your plans for next semester sound closer to my situation now. In this kind of course, I feel free to encourage students to read much more especially poetry than I ever expect to have time to discuss either in my formal presentation or in dialogue with them ; since there is no sanction, the good students will probably read all or most, the others will read as much or as little as they think they can get by with.
It was ever thus, I am sure. I had no illusions about the level of comprehension, but hoped there would be enough positive engagement to create curiosity. It seems to have worked.
Unlike your situation, however, I had scheduled four class meetings for Blake and have stolen two more it's my course, after all! We established at least that there is opposition between the two and that Los sets out to remedy a situation that is apparently chaotic and threatening.
During the second class meeting, I actually began by talking about The Lamb and The Tyger and the two Holy Thursdays, just to get them thinking in contraries, and after looking at Urizen's "law-giving" activities, I took them into MHH and together we read through the passage with the Angel and Blake dangling from the fungus contemplating his "fate" among Leviathan and the other monsters of the deep, suddenly transforming to a pleasant pastoral landscape. A Space Odyssey, because I have no quarrel with "presentism" when talking with undergraduates.
Though Thel is quite short, of course-- I did comment on it and quote some sections. I don't pretend that this group of students can have acquired a deep or full notion of Blake from this experience though I hope some will take the Milton and Blake course next semester to learn more --I do think they will approach the Songs with greater interest and understanding. Certainly they have as we have moved on approached Wordsworth and Coleridge especially "The Idiot Boy" with a more complex attitude and feeling.
One of the other comments in response to you suggested something that I think is probably true--there is no such thing as a foolproof gate or doorway into Blake--the most obvious will leave only partial impressions, and with only a couple of hours of class time, one must be content with partiality, though some approaches might allow for greater breadth and comprehension.
In a survey, often the best one can hope for is to leave a spark of curiosity in someone who will attempt to learn more later, along with perhaps one solid impression of a significant work to use as a foundation. In some cases--too rare to satisfy us, I would guess, but frequent enough--a work will catch a student at a moment of openness or the work we ask her to do will stimulate a connection she might not otherwise have made and the wonderful transformation of consciousness that literature can achieve will occur.
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I am using the term in a somewhat more limited sense than that promoted in several recent posts, but in the same spirit, I hope. To go back closer to your original question--if, as your post suggests, you have only two class periods for Blake, I would probably suggest the most practical approach--whatever group of Songs you feel would be fairly representative and open to your reading aloud with the students in conjunction with close and careful reading. Judicious comments about the larger issues of Blake's "system" would not hurt so long as they do not usurp or obscure the focus on the poems.
But if you can find a bit of extra time and have the texts available, MHH, Thel, or Urizen would be very good for discussion, if my experience is trustworthy. Tom Dillingham Date: Sun, 1 Nov It seems like if you're going to introduce Blake with the latter, which is a good idea VDA and selected Songs perhaps the "intros" and "Earth's Answer" among others. Maybe then go to the "Preludium"s to America and Europe and maybe then Plate 14 of the former and the end of Europe.
What we did in my Blake survey class with this sequence is read portions of Vindication of the Rights of Women as it related to it. From the experience of the class I'm in and my own preferences, Urizen is little too difficult and too weird for such a short time spent with Blake.
Even though Europe is considered more difficult than Urizen, we had better discussion about it than with the latter. The horrible uncomfortable sillence which happens a lot in my Blake class was even more pronounced during the Urizen poems. AP was really fun for most people. Get your free yahoo. Sun, 01 Nov I am interested in Shamanism and indiginous teachings with respect to mental illness and chronic disease.
I have found Blake to be very helpful in dealing with 'the wrotten rags' of cause and effect thinking which paralyses many people in their healing journey. And the lamb is the symbol of God's gentler side? But that's not possible because God is just, so even if He was to lose His temper, I'd say that He'd be just and so would be unable to create something like the tiger.
The Tyger - Wikipedia
And even if we assume that the tiger was Devil's creation, God being just and having both faces, that of God and the Devil to exact justice, God would not create the tiger unless he created it to punish those who deserved it to exact justice. In which case it would be the just thing to do. So you cannot claim that the tiger is the symbol of God's wrath but instead say that's God's justice on earth. That cannot be true, where is my brain today. Anyway, I'll be back. If you want to understand poetry and a lot of artwork and culture, I suggest that you soon read up on it.
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The roots of western culture are christian, after all. How come the people still suffered and suffer? Basically, it says that Jesus died for our sins, and that therefore we can all be forgiven for our sins, not that the sins were taken away. Think you can only remove the sins of this world by removing free will, and I don't think people would be cheering for that one. But then, if you don't know about that power, how can YOU say that? Very common in all, well, faiths.