Showing posts with label Yeats. Show all posts
Showing posts with label Yeats. Show all posts

Tuesday, April 5, 2022

The Second Coming by William Butler Yeats

 

Collage, Day 100. 2022


The Second Coming 


Turning and turning in the widening gyre   
The falcon cannot hear the falconer;
Things fall apart; the centre cannot hold;
Mere anarchy is loosed upon the world,
The blood-dimmed tide is loosed, and everywhere   
The ceremony of innocence is drowned;
The best lack all conviction, while the worst   
Are full of passionate intensity.

Surely some revelation is at hand;
Surely the Second Coming is at hand.   
The Second Coming! Hardly are those words out   
When a vast image out of Spiritus Mundi
Troubles my sight: somewhere in sands of the desert   
A shape with lion body and the head of a man,   
A gaze blank and pitiless as the sun,   
Is moving its slow thighs, while all about it   
Reel shadows of the indignant desert birds.   
The darkness drops again; but now I know   
That twenty centuries of stony sleep
Were vexed to nightmare by a rocking cradle,   
And what rough beast, its hour come round at last,   
Slouches towards Bethlehem to be born?

Tuesday, May 3, 2016

#SOL16: Loosening the Wall or Why I Write

                   

                                       ...Deep in a life
is another life.  I walked out, the nest
already by the step. 

                        - Marianne Boruch, Nest


I.

On top of a light fixture on the back deck, a robin has made a nest and inside that nest I imagine there are eggs and soon there will be baby birds. This nest building began a few weeks after Rob died.  It was at that time that I first began to notice the bits of twig and grass that started to accumulate in front of the door. And the mother bird has chosen well.  For this is a protected place, up against the house, off the ground. There are trees nearby for the mom to sleep and still be able to reach her babies in a second.  A fine home made ready.

A week ago,  I noticed the nest had been more fully formed and now the mother protects it, flying in and out, especially in early morning. There's something oddly poetic about this building, making, securing a future and how it began when a life that mattered so much to me had ended. All around are signs of life and I marvel at how this pulse beats so strong.


II.

A friend, Simon, asked recently, why do you write? What moves you?  And I have been thinking about this off and on the last two days. At first I wanted to say, I write out of necessity. It so often feels that way, especially those last months of Rob's life when I wanted to understand what I could barely find courage to say. Then, writing felt required, necessary, like breathing. But saying that I write out of necessity is only a partial truth.

After Rob's death, when the word grew so grey, so heavy, I thought I was writing each day in order to save my life.  It felt like I was slowing drowning in a large pool of sadness and writing helped to keep me afloat. It helped me to keep an eye on a distant horizon, for even in that foggy state the horizon was noticeable, present, beckoning. My will to live is strong.  So no, I am not writing to save my life.

Now I see a bit clearer and wonder if I am not writing in order to preserve a life. For the last 28 years I have been a central part in what grew to become Mary Ann and Rob; Rob and Mary Ann; and later Devon's parents. I still wear the slim wedding band Rob placed on my fingers all those years ago. I still feel married to him--more wife than widow.

I write, in part, to preserve the life I have made with Rob. Letting him go is too difficult, too unnecessary for now. The stories we have shared, made together are ones I tell, in part. I write to keep alive and to explore my memories of my husband and of myself with him. But this too is incomplete. What compels me to write is bigger than all of this.


III.

In 1922, during the civil war in Ireland, William Butler Yeats published a collection of poetry, Meditations in Time of Civil War. In the sixth poem in the collection, "The Stare's Nest by My Window," the speaker invites honey bees to build their home in an empty starling's nest. Against the death of soldiers, hostilities--life here is invoked by reinvention, repurposing the nest of a starling.

Yeats opens the poem:

The bees build in the crevices 
Of loosening masonry, and there 
The mother birds bring grubs and flies.  
My wall is loosening; honey-bees,  
Come build in the empty house of the stare.


Come build in the empty house.
Come build.

IV.

This morning I am writing in the diner that Rob had breakfast more mornings than not. I am seated in the booth where he most often sat. Against the noise of dishes being cleared, orders being taken and served--I am writing mostly to loosen the wall. To reimagine, to reinvent my life. To wonder about who I am after Rob's death. Who is this woman? What does she favor? Want? What matters most? Least? How can she best serve others?

In February, when Rob told me to not hide away, to live brilliantly, he gave me a gift I knew was important instinctively. What I could not know then was how those words would carry me after he was no longer here to do so. Even on the very morning we first learned that the cancer had spread too far, too quickly and Rob would die too soon--his love for me led us. When I told him that I could not imagine a future without him, he commanded me to not hide away, to live brilliantly. He said this so directly with such certainty, that even now, months later I can feel the power of his conviction, the certainty of his love and I am humbled by this, motivated by his words.

After Rob's death, my life felt empty like Yeat's starling's nest. And during the last two months I have emptied it further.

Yes, emptied it further.

For the first time that I can remember, I have slowed working to a trickle and uncluttered my days, confronted the sadness, the pain, the loss. These days, my life consists of more contemplative arts like walking, painting, caring for Devon, gardening, grief counseling, talking with friends, photographing. At the end of the week, I will begin learning transcendental meditation.

Friends, I write to loosen my walls so I can try on the new, the repurposed, the starling's nest.



Saturday, January 21, 2012

Mis(sed)Reading Yeats: A Problem with Gr 7 Common Core Curriculum Maps



Yeats

More than 4 million people viewed The Common Core Curriculum Maps and now they are offered (at a fee) in their second iteration. At the middle school level, 6 units of study per grade level have been developed and offered as models--exemplars if you will.  I recently composed a blog post that highlighted examples of instruction I proposed in response to "The Song of Wandering Aengus" by William Butler Yeats which is listed as a middle school exemplar text via the CCSS.  After I finished the post, I was curious as to what Lynne Munson and her Core Curriculum mapping team had developed in response to the Yeats.  What I found was disappointing.  I rarely would say something was misread, but in this case I do think that the authors of the grade 7, unit 4 map that highlights "The Song of Wandering Aengus" failed to actually comprehend the poem.

It helps if you take a quick look at my blog post before moving on as I am contrasting what I designed with this Common Core exemplar map.  You will find a copy of the poem there as well.

For me the Yeats's poem is steeped in Irish mythology and one of the challenges young readers might face is understanding the mythology upon which the poem is based, what a quest is, and how magic and the imagination (in)form a quest.   In contrast, the authors of the Grade 7, Unit 4 Common Core Curriculum Map understand this poem as a survival story akin to Call of the Wild and Hatchet. The Grade 7, Unit 4 is titled, "Survival in the Wild."  The overview reads:
Students read “The Song of Wandering Aengus” by William Butler Yeats and use it as a springboard for discussions of characters’ pursuits of the unknown. Students analyze the development of the theme of survival across various texts, evaluate nonfiction text structures, and present their analyses to their classmates. Students compare and contrast character experiences across novels, as well as the points of view in narration, and are encouraged to research the authors behind the stories, many of whom are wilderness survivors themselves. This unit ends with a review of Yeats’s poem in order to see how this unit led to deeper understanding of the work. In addition, students are asked to write an informative/explanatory essay in response to the essential question.
The essential question for the unit is: What similarities and differences exist among characters who survive in the wilderness?

I am baffled as to how the poem actually fits into the unit about surviving in the wilderness.  Here are some of the recommended sample activities:

Reading Poetry, Speaking and Listening, Language Usage
Introductory Activity: Read "The Song of Wandering Aengus” by William Butler Yeats. Talk with a classmate about what you think the poem means, both literally and figuratively. Write your ideas down in your journal or on an online document. You will revisit this poem at the end of the unit to see if your thoughts and ideas have changed. (RL.7.2, RL.7.4, SL.7.5)
Informative Writing, Language Usage, Language Mechanics
Based on the novels read and discussed in class, write an informative/explanatory essay in response to the essential question: What similarities and differences exist among characters who survive in the wild? Cite at least three specific details from texts read. After your teacher reviews your first draft, work with a partner to strengthen your writing and edit it for the grammar conventions studied so far this year before final publication. Upload your essay to the classroom blog and consider posting your thoughts on a class wiki about survival in the wilderness. (W.7.9a,b, RI.7.8, RL.7.1, L.7.1,L.7.2a,b)
Reading Poetry, Speaking and Listening, Reading Fluency, Performance
Re-read the first poem read in this unit, "The Song of Wandering Aengus.” After this unit of study, describe how your understanding of this poem has changed. What new insights have you gained? Add these insights on the shared spreadsheet created in Activity 1 (in a new column next to your initial thoughts). Memorize and/or recite the poem aloud while emphasizing different words. Record them using a video camera so you can see and hear the different phrasing. How does changing emphasis change the meaning of the sentences? Follow the performances with a class discussion about how this poem relates to the theme of this unit (survival in the wild). (RL.7.5, SL.7.6)
Here are the texts for this unit:
“The Song of Wandering Aengus” (William Butler Yeats) (E)
Call it Courage
(Armstrong Sperry)
Far North
(Will Hobbs)
Hatchet
(Gary Paulsen)
Incident at Hawk’s Hill
(Allan W. Eckert)
Other Will Hobbs survival tales, such as Beardance
The Call of the Wild
(Puffin Graphics, Jack London) (graphic novel)
The Call of the Wild
(Jack London)
The Higher Power of Lucky
(Susan Patron)
Touching Spirit Bear
(Ben Mikaelsen)
Woodsong
(Gary Paulsen) 
Black Hearts in Battersea (Joan Aiken)
Guts (Gary Paulsen)
Jack London: A Biography (Daniel Dyer)
Will Hobbs (My Favorite Writer Series) (Megan Lappi)
Into the Ice: The Story of Arctic Exploration (Lynn Curlee)
SAS Survival Handbook, Revised Edition: For Any Climate, in Any Situation (John "Lofty" Wiseman)
Albert Bierstadt, The Rocky Mountains, Lander’s Peak (1864)
Frederic Edwin Church, The Heart of the Andes (1859)
Théodore Géricault, The Raft of the Medusa (1818-1819)
Thomas Cole, View from Mount Holyoke, Northampton, Massachusetts, after a Thunderstorm - The Oxbow (1836)
Winslow Homer, The Gulf Stream (1899)
Mark Griffiths, dir., A Cry in the Wild (based on Hatchet) (1990)
Peter Svatek, dir., The Call of the Wild: Dog of the Yukon (1997)
Richard Gabai, dir., Call of the Wild (2009)

 Art as Ancillary Text

In addition to the misreading of Yeats, the authors also decide to have students view and  analyze Théodore Géricault's The Raft of the Medusa (1818-1819) with Winslow Homer's The Gulf Stream (1899). Specifically the students are assigned these tasks:
Art, Speaking and Listening, Narrative Writing
The works by Géricault and Homer are considered to be classic images of man’s survival at sea. Study the works separately, beginning with the Géricault. Note the many ways in which the artist emphasized the high drama of the situation (e.g., the dramatic surf and sky, billowing sail, imposing wave). Observe that half of the men are reaching toward a barely visible ship on the horizon, while the rest slip slowly into the surf. Then turn to the Homer and identify similarities with the Géricault (e.g., the coming boat). Which work do you think documents a real event? Listen to the story of the Medusa shipwreck. Write a short story describing the events that you would imagine either led to or came after the scene in Homer’s work. (SL.7.2, SL.7.4, SL.7.5, W.7.3)

As an artist, I find it difficult to even comment on this list of arbitrary tasks the authors attach to the art  for students to do.  Both images were controversial at the time of their painting as each disturbed the sensibilities of some of those who came to view.  I have read about the Géricault painting and don't feel expert enough to comment on it.  I have read more about and actually viewed the Homer work. There's a slim little book (Weathering the Storm: Inside Winslow Homer's Gulf Stream) based on a lecture historian Peter Wood delivered in 2002. Wood contends that matters of race and slavery offer an important insight into the painting. None of this seems represented in the tasks students must do.  Here's the image:
Winslow Homer's The Gulf Stream.
It seems odd that asking students to guess which painting was based on a 'real' event would trump exploring the human condition, exploring race and social position exploring that the works seem to attend to. My only hope is that when students navigate to the Met page to view The Gulf Stream they click on the link that says Black and then take some time to listen to the visual essay by Aimee Dixon.


What concerns me with many of the "art" related tasks that are featured in these maps is that the art is situated as an extension of the fabricated unit 'themes'.  There's no mention in what I have read as to how students might enter in or engage with the visual, musical or film arts.  Rather, these works seem to serve as mere extensions to the rather contrived themes. 

As the CCSS are situated by so many as that which raises the 'academic' bar, this unit in particular ought to call such claims into question.


Saturday, January 14, 2012

Unpacking the Common Core State Standards: Reading/Performing/Writing Yeats


http://www.catherinesvehla.com/.a/6a00e55503899c8834015390f98c3d970b-pi
The Golden Apple Tree by Arthur Rackham (from a book of  fairy tales, 1853)
In order to better understand the middle school ELA Common Core State Standards, deconstructing the actions taken when engaging with a literary text can helpful.  In this post,  a series of performance and analysis tasks are explored and this is followed by examining the CCSS in order to see which of the standards were attended to. One of the 'model' texts included in the Common Core is William Butler Yeat's poem, "The Song of the Wandering Aengus."

Note: This post is done in preparation for work I will be doing with literacy coaches in Manhattan.

I. Entering the Literary Text 

1. Hearing the Poem



2.  Hearing/Reading the Poem



3. Examine the image, The Golden Apple Tree, that is at the top of this post.  Tell your partner one or two ways that you can connect the image with the Yeat's poem.


Talk with a partner: How are these performances (audio/video and still image) similar? Different? 


II. Dwelling Inside the Poem


4. Visualizing the Text: Slideshare




6. Chorally Performing the Poem: Slideshare
Note: I will audio tape the performances so you have a record.





7. Annotating the Poem

Here are some examples of ways that others have annotated a poem.
Heaney's Digging.
Out of the Dusk
Annotating the short story Miss Brill

An annotation of a poem are the marginal notes you make while reading and rereading a poem (or any text). For our work, I have given you a few questions to guide this annotation.

Materials Needed:
Copy of the poem (You may want to download this to your computer.)
pen/pencil
Internet search engine

1. Read the title: Does it offer a clue as to what the text may be about? Go ahead & note what you think.
2. Read the whole poem.
3. Reread the poem, this time with a pen at hand. As you read, talk back to the poem. Here are some questions to guide you.
  • Who is the speaker? 
  • What is the speaker's story? Go ahead a write a line or two in the margin for each stanza about what is happening literally.
  • What's the tone of the poem? Does the tone change by stanza? If so, how? Go ahead and make some marginal notes.
  • What do you notice about the images you make as you read the poem?
  • Are there any patterns you notice? Repetition of words, sounds, phrases, image, motifs? 
  • Are there lines/stanzas that confuse you?  What are you wondering?
  • What do you notice about the word choice? Are there words you wonder about and/or don't know? Highlight them and look them up in an on-line dictionary. What are you wondering?
  • Notice the structure of the poem--3 stanzas. Why do you think Yeats divided the poem into three stanzas? Look at the notes you made about each stanza.
  • What's a big idea this poem suggests? Does the structure of the poem connect with the big idea you cited? If you were going to only say two words in response to this poem, what might they be? Go ahead and place them in your marginal notes.
Discuss your annotation with a partner. Note similarities and differences between your work.
    8. Quick Writing in Response to the Poem

    Review the work you have composed:
    • visual renderings of the poem, 
    • notes you have made in preparation for the choral reading of the poem, 
    • audio file of choral reading
    • poem annotation
    Make a statement about a theme you think is operating in the poem and support your assertion
    by citing evidence from the text. Fashion this work into a paragraph.


    Part II. Connecting Our Work to Common Core Standards, Grade 8 (Unpacking the Standards)

    1. Open this Google Doc of the Common Core Standards for middle school.  Looking at the list of standards for grade 8, highlight any you noticed that we attended to during our work with the Yeats's poem. 
    2. Be ready to discuss the Standards we worked on this morning.
    With more time we might connect the poem to the following works:

    1. This retold version by Patrick McCully of Wandering Aengus Mac Og
    While lying asleep one evening Angus was visited by a fair maiden of the Faery named Caer Ibormeith. So taken with her beauty was he that when she disappeared as he woke he could think of no other, the thought of being without her caused him to fall ill, in essence... Love Sick.

    Angus enlisted the help of Bodb and together they managed to track her to a Loch where she was living with 149 other maidens each in the form of a swan. Each Swan Maiden was bound by a silver chain, which as in all good tales could only be released by true love.

    To gain her love Angus transformed himself into a Swan upon which the chain that held his love broke in two therefore freeing her. Reunited with Caer Ibormeith the lovers flew around Loch Bel Dracon three times singing a song so sweet all who heard it fell asleep for three days.

    Angus is known in Celtic Lore as a God of Love and with his Swan Maiden they are said to have returned to Bruig na Boinne, otherwise known as New Grange.
    2. This Inquiry Chart.
    3. This Grade 8 ELA Curriculum Aligned to NCTE and Common Core State Standards
    4. Grade 8 Units of Study from Common Core Mapping: Units 1 - 6