area of study: belonging - year 12 advanced...
TRANSCRIPT
Contents
Rubric and BOS Update 3 - 6
Context of Emily Dickinson 7 - 12
Poems 13 - 21
Themes and Values 22
Dickinson’s Poetic Style 23 – 24
Useful Web Links 25
Area of Study – Belonging Rubric
The Prescriptions document states:
Area of Study
In the Area of Study, students explore and examine relationships between language and text,
and interrelationships among texts. They examine closely the individual qualities of texts
while considering the texts’ relationships to the wider context of the Area of Study. They
synthesise ideas to clarify meaning and develop new meanings. They take into account
whether aspects such as context, purpose and register, text structures, stylistic features,
grammatical features and vocabulary are appropriate to the particular text.
English Stage 6 Prescriptions 2009-2012 Board of Studies NSW, Sydney
Area of Study: Belonging
This Area of Study requires students to explore the ways in which the concept of belonging is
represented in and through texts.
Perceptions and ideas of belonging, or of not belonging, vary. These perceptions are shaped
within personal, cultural, historical and social contexts. A sense of belonging can emerge
from the connections made with people, places, groups, communities and the larger world.
Within this Area of Study, students may consider aspects of belonging in terms of
experiences and notions of identity, relationships, acceptance and understanding.
Texts explore many aspects of belonging, including the potential of the individual to enrich
or challenge a community or group. They may reflect the way attitudes to belonging are
modified over time. Texts may also represent choices not to belong, or barriers which prevent
belonging.
Perceptions and ideas of belonging in texts can be constructed through a variety of language
modes, forms, features and structures. In engaging with the text, a responder may experience
and understand the possibilities presented by a sense of belonging to, or exclusion from the
text and the world it represents. This engagement may be influenced by the different ways
perspectives are given voice in or are absent from a text.
In their responses and compositions students examine, question, and reflect and speculate on:
how the concept of belonging is conveyed through the representations of people,
relationships, ideas, places, events, and societies that they encounter in the prescribed text
and texts of their own choosing related to the Area of Study
assumptions underlying various representations of the concept of belonging
how the composer’s choice of language modes, forms, features and structures shapes and is
shaped by a sense of belonging
their own experiences of belonging, in a variety of contexts
the ways in which they perceive the world through texts
the ways in which exploring the concept and significance of belonging may broaden and
deepen their understanding of themselves and their world.
BOS Update – HSC Marking Criteria
Section III
In your answer you will be assessed on how well you:
demonstrate understanding of the concept of belonging in the context of your study
analyse, explain and assess the ways belonging is represented in a variety of texts
organise, develop and express ideas using language appropriate to audience, purpose and context
Self-evaluation: How well do you think you can perform in each of these criteria?
I gave myself to Him —And took Himself, for Pay,The solemn contract of a LifeWas ratified, this way —
The Wealth might disappoint —Myself a poorer proveThan this great Purchaser suspect,The Daily Own — of Love
Depreciate the Vision —But till the Merchant buy —Still Fable — in the Isles of Spice —The subtle Cargoes — lie —
At least — 'tis Mutual — Risk —Some — found it — Mutual Gain —Sweet Debt of Life — Each Night to owe —Insolvent — every Noon —
Understanding
Identity Relationships
Acceptance
Emily Dickinson: Context
Personal Context
Emily Elizabeth Dickinson was born December 10, 1830 in Amherst, Massachusetts – a
state on the north-east coast of the United States. She died in Amherst on May 15, 1886 and
was buried there. She had two siblings: Austin (1829 - 95) and Lavinia (1833 - 99).
Dickinson Homestead - Amherst
Mount Holyoke College
Dickinson attended the college from September 30 1847 – early August 1848. She was 16
years old when she began her year there.
Although she spent seven years at her previous school ‘Amherst Academy’, it is her short
time at Mount Holyoke College that served to leave a lasting imprint on her. This has a great
deal to do with the founder and then-Principal of the College Mary Lyon. Lyon divided
students into three groups: The Christians, The Hopers and the No-Hopers – this served to
ultimately alienate young Dickinson. She felt at odds with most of her classmates, who by
the end of the school year in 1848 had “found hope”.
In a letter to Abiah Root, a close friend, Dickinson stated: “I have neglected the one thing
needful when all were obtaining it.” She went on to state: “But I am not happy and I regret
that … I did not give up and become a Christian. It is not now too late…, but it is hard for me
to give up the world.”
Dickinson often felt guilty of her rejection of converting influences, yet reported to Root that “I
fear I never can.” This decision was to affect much of her later poetic output. The first stanza
of “I’m ceded – I’ve stopped being Theirs –” (1862) is a good example of this:
I'm ceded—I've stopped being Theirs—
The name They dropped upon my face
With water, in the country church
Is finished using, now,
And They can put it with my Dolls,
My childhood, and the string of spools,
I've finished threading—too—
Mount Holyoke College
1850 New England Revival
In 1850 the New England town of Amherst became awash with religious fervour. The closing
of rum-shops and a call for “self-control and discipline “ from not only local Puritan Church
leaders but also from Amherst College President Edward Hitchcock led to a community that
eschewed self-indulgence and celebrated abstinence.
In such austere spiritual settings, however, people were joyful. Dickinson herself wrote in a
letter at this time that her community was full of people who “seem so very tranquil … kind
and gentle.” Yet she also mentions sadly that she is estranged from such experience: “How
lonely this world is growing … Christ is calling everyone here …, and I am standing alone in
rebellion and growing very careless.”
A poem from 1862 exhibits a recurring theme of disillusionment with, and sense of
abandonment from God:
At least – to pray – is left – is left –
Oh Jesus – in the Air –
I know not which thy chamber is –
I’m knocking – everywhere –
Thou settest Earthquake in the South –
And Maelstrom, in the Sea –
Say, Jesus Christ of Nazareth –
Hast thou no arm for Me?
She went on to describe those converted during the revival: “They seem so very tranquil,
and their voices are kind, and gentle, and the tears fill their eyes so often, I really think I envy
them.”
Staying at Home
Dickinson made the decision to remain at home upon returning from Mount Holyoke in 1848;
mainly for the reason of caring for her ill mother. It was a joyful decision however, one
chosen freely by her, and served as an indicator for her reclusive tendencies. She wrote to
her brother Austin in her twenty-first year: “Home is a holy thing ... nothing of doubt or
distrust can enter its blessed portals ... (and) fairer it is and brighter than all the world beside
it.” There are eight-six references to “home” in her poetry; it is one of the most frequently
used words in her entire lexicon It wasn’t always the most hospitable of places for Dickinson,
however; she wrote of her father in 1850: “My father seems to me often the oldest and the
oddest sort of foreigner.” This attitude may well have been due to her father’s (Edward
Dickinson) strict, prudent, unpassionate persona.
Becoming a Poet
For Dickinson it was a conscious and important decision to become a poet. Her first
recorded poems are from 1850. The year of her greatest poetic activity was 1862, coinciding
with a markedly increased isolation in the same year. All through her adult life Dickinson
wrote poetry, personal letters and correspondence from the seclusion of her own room. Only
seven poems were published in her lifetime; she was ambivalent to the publishing of her
poems. Although she desired recognition, she was repulsed by the idea of ‘selling her art’.
The first stanza of a poem written in 1863 makes this clear:
Publication — is the Auction
Of the Mind of Man —
Poverty — be justifying
For so foul a thing
It was not until 1890 that the first selection of her work was published. It would take until
1955 until all her poems were finally published (in all their forms) in one volume. In all 1775
poems were published in this volume; her creative output was immense, brought about in
part by her commitment to seclusion and isolation.
Social and Cultural Context
Dickinson in a post-Romantic literary culture
Romanticism, simply put, elevated intuition over reason. In poetry, the ability to express
spontaneously one’s experience of the world was paramount. All art was seen as a mediator
between the self and what surrounded him/her. As Coleridge states: art is “the mediator and
reconciler of nature and man.” Through expression, the self could most properly filter the
external world existing outside the self. The duality of this process is obvious: Man and
Nature.
Dickinson, however lived in a period that was reviewing such ideas. Emerson himself stated
that it is not so much that Nature exists outside of the self, but that the individual
characterised the external world according to internal disposition and vagrancy.
“Once we lived in what we saw; now, the rapaciousness of this new power, which
threatens to absorb all things, engages us … Nature and literature are subjective
phenomena; every evil and good thing is a shadow which we cast.”
- Emerson, ‘Experience’, Essays
This leads to a much more subjective experience of life. Dickinson would have felt this new
philosophy (which would later be coined “Transcendentalism”, especially in America) as both
exhilarating and alienating; it magnifies the self, whilst also isolating the self. Dickinson
moved in cloistered settings both literally and metaphorically her whole adult life. One of
Dickinson’s most famous poems typifies this attitude:
The Soul selects her own Society –
Then – shuts the door –
To her divine Majority –
Present no more –
Unmoved – she notes the Chariots – pausing –
At her low Gate –
Unmoved – an Emperor be kneeling
Opon her Mat –
I’ve known her – from an ample nation-
Choose One –
Then – close the Valve of her attention –
Like Stone -
19th Century New England Literature - A male domain
Dickinson would have felt the effects of possessing a literary gift in a society dominated by
male ideas and personas. She occasionally wrote of her aggravation over being denied
access to information and conversation because she was a woman. For example she once
wrote to her brother Austin with mock despair over not knowing who the Presidential
candidates were, presumably because she could not garner the information.
In New England names such as Ralph-Waldo Emerson, Henry David Thoreau and Walt
Whitman were synonymous with original literary output. All three gained notoriety in their
own lifetime. Dickinson, however did not. No American female writer did for that matter, with
the exception of Harriet Beecher Stowe; and that for a controversial anti-slavery novel. It
seemed the glacial movement of ‘serious’ writing, especially poetry, was best left to men.
Dickinson did choose her solitary vocation, that much is clear. Yet, how much of her work
would she have made public had she felt more comfortable about doing so in spite of her
gender?
Dates for BOS prescribed Dickinson poems
This is my letter to the world – 1862
I died for beauty but was scarce – 1862
I had been hungry all the years – 1862
I gave myself to him – 1862
A narrow fellow in the grass – 1865
A word dropped careless on the page – 1873
What mystery pervades a well – 1877
Saddest noise, the sweetest noise – ????
This is my letter to the world
That never wrote to me,
The simple news that nature told,
With tender majesty.
Her message is committed
To hands I cannot see.
For love of her, sweet countrymen,
Judge tenderly of me.
Analysis / Links to Belonging:
I died for beauty but was scarce
Adjusted in the tomb
When one who died for truth was lain
In an adjoining room.
He questioned softly why I failed,
‘For beauty’ I replied.
‘And I for truth. Themself are one.
We bretheren are’ he said.
And so, as kinsmen met a night,
We talked between the rooms,
Until the moss had reached our lips
And covered up our names.
Analysis / Links to Belonging:
O Attic shape! Fair attitude! with brede Of marble men and maidens overwrought, With forest branches and the trodden weed; Thou, silent form, dost tease us out of thought As doth eternity: Cold Pastoral! When old age shall this generation waste, Thou shalt remain, in midst of other woe Than ours, a friend to man, to whom thou say'st, "Beauty is truth, truth beauty," - that is all Ye know on earth, and all ye need to know.
- Keats (‘Ode to a Grecian Urn’)
-
I had been hungry all the years.
My noon had come, to dine.
I trembling, drew the table near
And touched the curious wine.
'Twas this on tables I had seen
When turning hungry home
I looked in windows for the wealth
I could not hope for mine.
I did not know the ample bread.
'Twas so unlike the crumb
The birds and I had often shared
In nature's dining-room.
The plenty hurt me, 'twas so new.
Myself felt ill and odd,
As berry of a mountain bush
Transplanted to the road.
Nor was I hungry, so I found
That hunger was a way
Of persons outside windows
The entering takes away.
Analysis / Links to Belonging:
I gave myself to him,
And took himself for pay.
The solemn contract of a life
Was ratified this way.
The wealth might disappoint,
Myself a poorer prove
Than this great purchaser suspect,
The daily own of love
Depreciate the vision;
But, till the merchant buy,
Still fable in the Isles of Spice,
The subtle cargoes lie.
At least ’tis mutual risk,
Some found it mutual gain,
Sweet debt of life each night to owe,
Insolvent every noon.
Analysis / Links to Belonging:
A narrow fellow in the grass
Occasionally rides.
You may have met him - did you not,
His notice sudden is.
The grass divides as with a comb,
A spotted shaft is seen,
And then it closes at your feet
And opens further on.
He likes a boggy acre,
A floor too cool for corn;
Yet when a boy and barefoot,
I more than once at noon
Have passed, I thought, a whiplash
Unbraiding in the sun;
When, stooping to secure it,
It wrinkled and was gone.
Several of nature's people
I know, and they know me;
I feel for them a transport
Of cordiality,
But never met this fellow,
Attended or alone,
Without a tighter breathing
And zero at the bone.
Analysis / Links to Belonging:
A word dropped careless on a page
May stimulate an eye
When folded in perpetual seam
The wrinkled maker lie.
Infection in the sentence breeds.
We may inhale despair
At distances of centuries
From the malaria.
Analysis / Links to Belonging:
What mystery pervades a well!
That water lives so far—
A neighbor from another world
Residing in a jar
Whose limit none have ever seen,
But just his lid of glass,
Like looking every time you please
In an abyss's face.
The grass does not appear afraid.
I often wonder he
Can stand so close and look so bold
At what is awe to me.
Related somehow they may be;
The sedge stands next the sea
Where he is floorless
And does no timidity betray.
But nature is a stranger yet;
The ones that cite her most
Have never passed her haunted house
Nor simplified her ghost.
To pity those that know her not
Is helped by the regret
That those who know her know her less
The nearer her they get.
Analysis / Links to Belonging:
The saddest noise, the sweetest noise,
The maddest noise that grows,
The birds, they make it in the spring,
At night's delicious close
Between the March and April line,
That magical frontier
Beyond which summer hesitates,
Almost too heavenly near.
It makes us think of all the dead
That sauntered with us here,
By separation's sorcery
Made cruelly more dear.
It makes us think of what we had,
And what we now deplore.
We almost wish those siren throats
Would go and sing no more.
An ear can break a human heart
As quickly as a spear;
We wish the ear had not a heart
So dangerously near.
Analysis / Links to Belonging:
Themes and Values relevant to ‘Belonging’
Isolation / Seclusion
Lack of Faith / Apostasy
Death / Mortality
(Connection / Disconnection with) Nature
Gender (Masculinity Femininity)
others..?
Dickinson’s Poetic Style
Punctuation
Dickinson’s use of the dash has proved one of the most controversial aspects of her poetic style. Some have thought the over-use of the dash symptomatic of stylistic ineptitude, however there are others who consider it most effective. The dash invites the reader to pause and focus more perceptibly on what has come before it. Whilst a full-stop gives definite finality to a sentence, a dash evokes the impression of continuing thought or of sudden changes in thought.
Lexicon
Dickinson rarely uses classical references or allusions in her poetry; this is quite rare for a poet of her stature. She does, however, have a distinct penchant for considered phrasing and word choice. She is very exacting when creating imagery, metaphor and description. She definitely encourages a single word’s connotations to become an integral aspect to the holistic meaning of her poems. Dickinson uses words much for their associations and provocative or evocative power. A system of interconnectedness is thus often created when various connotations and association intermingle in a complex web of meaning.
Capitalisation
It was common practice in the eighteenth century to capitalise the initial letter of nouns; this practice, however, had become redundant by the mid-nineteenth century. Dickinson does not use them for every noun anyway, so it cannot be that she is reverting to the older style when she capitalises certain words in her poetry. Why, then, does she? A persuasive explanation is that she uses them to indicate emphasis. More attention is paid to capitalised and italicised words; subsequently more weight of scrutiny is spent on them. In this way, Dickinson can be said to desire an element of ‘artistic control’ over the reading of her poetry; she may very well have employed the use of dashes and capitalisation for this reason.
Imagery
Dickinson drew poetic images from a wide range of sources including: the natural world around her; from geography, geology and biology; from a selection of texts as wide-ranging as the Bible, Longfellow’s novels and Shakespeare. The difficult part of reading Dickinson is that sometimes her poetry is like seemingly disconnected, arcane images – the poems require active participation so that meaning from one image to another can be understood and the poem’s force felt. Readers of her poetry must be open to the engagement required for understanding her work.
Verse Forms
Dickinson’s most common choice of poetic form was based on hymns or ballad form (quatrains with cross-rhymed structure of six or eight beats per line). It is interesting that it is not just the form of hymns that affected her work; she often writes about religious and / or metaphysical concerns that strangely mirror (but not replicate) Christian hymns. Whilst this
may lead people to think she was a conventional poet it is obvious she was anything but that; her style is highly individualistic and non-conformist.
Use of Rhyme
To casual readers of poetry, it may seem that Dickinson uses rhyme infrequently. They are thinking of exact rhyme (see, tree). She does use rhyme, but she uses forms of rhyme that were not generally accepted till late in the nineteenth century and are used by modern poets. Dickinson experimented with rhyme, and her poetry shows what subtle effects can be achieved with these rhymes. Dickinson uses identical rhyme (sane, insane) sparingly. She also uses eye rhyme (though, through), vowel rhymes (see, buy), imperfect rhymes (time, thin), and suspended rhyme (thing, along).
Useful Web Links
http://www.online-literature.com/dickinson
- Good biographical info on Dickinson.
http://www.emilydickinson.org/
- Some interesting journal / memoir info. (some restrictions).
http://www.emilydickinsoninternationalsociety.org/
http://community.boredofstudies.org/818/concept-belonging/186379/suggestions-belonging-related-material.html
- A forum for AOS ‘Belonging’ related text choices.
http://www.e-rudite.net/belonging.htm
- An excellent resource for the ‘Belonging’ concept and related texts.
http://www.hsc.csu.edu.au/english/area_of_study/area_intro/3634/aos_intro.htm
- Official HSC online site for AOS ‘Belonging’.
There are also many useful books (biographical as well as analytical) on Dickinson and her poetry to be found in the library.