Friday, January 28, 2005

Flowers

By Lauren Shuler

Morrison uses two different types of flowers to illustrate her points. I find this particularly interesting because most plants (especially flowers) symbolize something much greater than can be seen in their outward appearance. Flowers also each have a distinctive coloration, leaf pattern, geographic location etc... Some are delicate, some hardy, just like people I suppose.
So, as Morrison presents us with two different flowers, I kept wondering why she chooses these two specific flowers the dandelion and the daffodil. (Miss Jefferson said we would discuss the latter so I won’t.) The first we encounter is the dandelion. As Claudia said on the quiz, it is the flower Pecola finds beautiful while everyone else thinks it an ugly weed. I’m sure we’ve all heard dandelions referred to as weeds. The definition of a weed (in plant terms) is a plant that (in its particular location) is unwanted. I think that means that something stereotypically beautiful such as an iris could be deemed a “weed” if it were growing some place where it was not wanted (though I’m sure that instance is rare). I also found it ironic that despite the general disgust with the dandelion, the people pick its leaves to make soup and wine. Maybe this points out that seemingly ugly and unwanted things all have important uses and should be valued overtly.
Furthermore, Pecola speculates that nobody finds any need for dandelion heads because “they are so many, strong, and soon” (47). I know physically what she’s referring to. Dandelions do seem to appear all at once in huge groves. Though it happens every year, I still find myself surprised by the phenomenon. The dandelions, however, prepare for the moment from the previous spring when they dry out waiting for the wind to carry away thousands of new plants. Their entire existence relies on a relentless cycle, much like the Breedloves incessant disrespect coupled with an oddly reliable family dynamic.
The last point I found interesting was the color. Dandelion heads are the definition of yellow. Last year when reading The Great Gatsby, as a class we looked at color motifs as the book was ridden with color symbolism. Every color has its own connotations: e.g. blue can stand for blue colored worker, blue blood, honesty, peace…you get the point. Yellow, on the other hand, can refer to lots of things: (I looked some references up) Joy, happiness, optimism, idealism, imagination, hope, sunshine, summer, gold, philosophy, dishonesty, cowardice (yellow bellied), betrayal, jealousy, covetousness, deceit, illness, hazard. You all can ponder over these if you see fit. I find most of them relate directly to the story (some more than others.) Though I won’t discuss daffodils, I believe they too are often portrayed as yellow flowers though I think they do come in different colors. So, keep an eye out for other color motifs.
I’m not sure there is one specific reason Morrison chose the flowers that she did, but I hope my ramblings have given some insights as to possibilities. If anyone has any other speculations, rebuttals or what not, pass them on.

I Need Your Sins

By Melissa Langer

After witnessing the daily interactions between Cholly and Mrs. Breedlove, one can’t help but wonder why these two seemingly incompatible people continue to live with one another. Their relationship is marked by "a darkly brutal formalism" that overshadows any hope for cheerful human interaction. But the narrator tells us that it is this formalism and hatred that "make[s] their lives tolerable" (42). In fact, Mrs. Breedlove "needed Cholly’s sins desperately" and Cholly needed his hate for Mrs. Breedlove in order to "leave himself intact" (42). But how can hate leave these characters intact? Shouldn’t love keep us intact?
In an ideal sense, love keeps the human life tolerable. But for some, when love is absent, something else must take its place to fill the void. For Cholly and Mrs. Breedlove, hatred fills the void created by love’s absence. Rather than being bound by love, they remain bound by a mutual hatred that they intentionally create to keep their minds off their misery, poverty, and ugliness. Mrs. Breedlove’s hatred, in particular, empowers her with a sense of purpose. Consequently, as Cholly becomes more despicable, Mrs. Breedlove’s cause (in the name of Jesus) becomes more justified and she becomes more of a persevering, strong victim.
I think Morrison uses Mrs. Breedlove to show the reader something about him or herself. Although we would all like to deny it, a piece of her resides within all of us. We all need something to hate, some cause to fight for, some movement to feel a part of, or some burden to bear. We like to feel victimized because it gives us a sense of purpose and something to "rise above." With a sense of purpose our cause (whatever it may be) becomes romanticized and we feel like heroic fighters of injustice. In a sense, I need your sins and you need mine. Without them, neither one of us would have a burden to bear and thus no cause to fight for.

Monday, January 24, 2005

Daily Assignments for The Bluest Eye

DAILY ASSIGNMENTS

5 point Quiz - Compose five (5) factual questions from the assigned text for a short quiz.
Quote of the Day – Choose at least one line or fragment from the assigned novel reading for reaction.
Historical Factoid – Research an important date or fact that pertains to the historical life of the book.
Literary Allusion – Clarify some biblical, classical or cultural allusion from the assigned novel reading. You may bring in a picture, prop or definition.


W – 2/16
Michael - 5 point Quiz
Michael - Quote of the Day
Kirsten - Historical Factoid
Katie - Literary Allusion

Wednesday, January 19, 2005

BLOGs in our class

Blogs are due on or before Friday by 2pm. Blogs should be posted on the net by the end of the day on Friday. A blog should assert some thesis regarding Morrison’s style or literary choices throughout or in a section of text. You may challenge or defend a characterization, moral explanation, description/depiction, word choice, or the absence of some other necessary component. Attempt to raise a question and answer it. You must read the other submissions before your own in order not to duplicate or repeat the same argument. Be sure to write what you mean; you will be held accountable for your words. Blogs should be at least 300 words long. Spelling, grammar and syntax count.

Each blog will have two Blog Witnesses. The Blog Witnesses are exempt from writing a blog that week. They must each respond to each of the writings posted by fellow students. The witnesses may critique, analyze, review or challenge the author’s blog. Blog Witnesses are then in charge of leading a portion of Monday’s class to “bear witness,” discuss the reactions to the text, and raise at least four (4) critical questions that address the assigned text or Morrison’s authority. Blog Witness responses must be posted by Sunday night before class by 8pm.

Students must then reply in writing to at least one challenge of a Blog Witness. Students may defend their original blog or another student’s original blog. This reply should be posted by 10am on the Monday of class.

The purpose of this assignment is to stimulate valid and interesting conversation before class begins. It is also designed to challenge you to consider critical analysis based on forms and functions of the text.

BLOG #1 - Miss Jefferson and Justin (Friday - 1/28)
BLOG #2 - Kirsten and Kate (Friday - 2/11)
BLOG #3 - Michael & Miss Jefferson (Friday - 3/4)
BLOG #4 - Nicholas & Melissa (Friday - 3/11)
BLOG #5 - Lauren & Claudia (Friday - 4/15)

Tuesday, January 18, 2005

Welcome

Welcome to Toni Morrison!

Please read The Bluest Eye and bring information regarding the setting of the book
by Monday 1/24.

Your fist blog is due on Friday, January 28th.