Writing Across Cultures

This morning, please pick up The Stone Gods by Jeannette Winterson (see below). When you return from the library, please help yourself to a bagel. Then take the online quiz on Odd & The Frost Giants . This is NOT an open book test! After completing the test do one of the following while you are waiting for others to finish: 1. Work on your horror/suspense/weird story draft 2. Begin reading The Stone Gods 3. Finish reading part 1 of "The Call of Cthulhu" (your homework from last class) When all are done with their quiz, let's continue reading "The Call of Cthulhu." HOMEWORK: Work on your portfolio. You will have about 3 weeks when you return to complete your portfolio. For those of you who need extra time to read, begin The Stone Gods . We will be heading completely into gender issues when we return from winter break. As you read, apply feminist and gender critical theories to the text. Have a nice winter break & holiday! 

Let's begin reading "The Call of Cthulhu" by H.P. Lovecraft in class. "My reason for writing stories is to give myself the satisfaction of visualising more clearly and detailedly and stably the vague, elusive, fragmentary impressions of wonder, beauty, and adventurous expectancy which are conveyed to me by certain sights (scenic, architectural, atmospheric, etc.), ideas, occurrences, and images encountered in art and literature." -- H.P. Lovecraft   The great American horror writer, H.P. Lovecraft wrote a little book called  Supernatural Horror in Literature  in 1927 and an essay entitled: "Notes on Writing Weird Fiction". He also continued to train other horror writers of the time, as well as influence new horror writers of today. He wrote: "The true weird tale has something more than secret murder, bloody bones, or a sheeted form clanking chains according to rule.  A certain atmosphere of breathless and unexplainable dread of outer, unknow

Gender & Mythology: Why women? Mothers & Daughters ( archetypes and female divinities: crash course) As we watch the film "Sita Sings the Blues" apply key feminist criticism questions to the text. Then We'll try to discuss... With time remaining, let's begin reading "The Call of Cthulhu" by H.P. Lovecraft in class. See homework. HOMEWORK: Continue reading  Odd & The Frost Giants  by Neil Gaiman. Write a creation myth of your own based on your own pantheon of Gods/Goddesses; use a myth and update it in a clever or creative way. Notice how the book uses male & female archetypes to teach boys (and maybe girls) contemporary values. There will be a test on this question, so examine, examine, examine. Note taking is suggested. Bring "Cthulhu" back with you to next class.

Gender & Mythology: Why men? Fathers & Sons ( archetypes and male divinities: crash course ) A final example of Indian mythology:  The Ramayana . Ramayana Crash Course . Now that you have the basics, how might an author use the myth creatively to discuss gender? Let's take a look at Feminist criticism (see handout). As we watch the film "Sita Sings the Blues" apply key feminist criticism questions to the text. HOMEWORK: Continue reading  Odd & The Frost Giants  by Neil Gaiman. Write a creation myth of your own based on your own pantheon of Gods/Goddesses; use a myth and update it in a clever or creative way. Notice how the book uses male archetypes to teach boys contemporary values. 

Please upload/submit your presentation to Google Classroom. Types of Creation Myths (cosmogony): Creation  ex nihilo  (out of nothing): creation from nothing Earth Diver: a "diver" (aquatic) animal digs up the earth from the abyssal depths of an ocean. Emergence: the world appears from the body of a primordial being or through metamorphosis or passes through other "worlds" to come into being. Cosmic Egg: creation from a cosmic egg Order Out of Chaos (creation from chaos): order/the world is created from primordial chaos Presentation Topics: Chinese Japanese Norse Incan Aztec Australian Dreamtime Maori Oceania Egypt Zulu Iroquois Hindu Navaho Gender & Mythology: Why men? Fathers & Sons ( archetypes and male divinities: crash course ) A final example of Indian mythology: The Ramayana . Ramayana Crash Course . Now that you have the basics, how might an author use the myth creatively to discuss gender? Let's take a look at Fem

Mahabharata  Discussion  - Complete Socratic seminar sheet The Mahabharata  has influenced Indian culture for thousands of years. Consider & discuss how the following cultural ideas are found in the epic: Gods Caste system Dharma Ashrama Reincarnation Epics Myth Criticism, what do we learn from the epic about:  Love Life Nature Death Society Truth, justice, goodness, mercy, sacrifice Evil, conflict, betrayal, illusion, lies, anger, violence After our discussion, please read/discuss: "Savitri" (short story/myth): how does a female hero's story differ from a male's? What are some similarities? With the rest of your time in class, please continue to work on your creation presentation projects.  HOMEWORK: Complete your presentations by Monday, Dec. 10. Workshop or write for your portfolio.

Mahabharata key scenes from Peter Brook 's film. Birth Game of Dice Bhagavad Gita Nirvana Mahabharata Discussion - Complete Socratic seminar sheet The Mahabharata has influenced Indian culture for thousands of years. Consider & discuss how the following cultural ideas are found in the epic: Gods (a limited list): Brahma (the creator) Vishnu (the preserver) Shiva (the destroyer) Ganesha (the opener of ways, son of Shiva) Krishna & Rama (avatars of Vishnu) Parvati, Kali, Durga (primordial goddess; mother (Parvati); but also blood/disease/darkness or time in shadow form (Kali or Durga); consort of Shiva) Lakshmi (goddess of luck, wealth & fortune; consort of Vishnu) Yama (god of death) Caste system : while officially removed in 1947 (August 15 Independence Day), much of India is still influenced by the caste system. Here's the breakdown: Dharma - Moral rightness; (10 rules of dharma: 1. patience, 2. forgiveness, 3. piety/self-control,

The Mahabharata Open Book Quiz Please take the open book quiz on the Mahabharata from Google classroom. If you finish your essay/quiz before the end of period one, please work on your research/creation myth project or use your time writing creative pieces for your workshop. Period 2: Workshop Please conduct a writing workshop. Use the handout to help guide your answers. When you have completed commenting on your partners' work, you may use the time to research your creation story or use the time to write or revise pieces for your portfolio. Use your time productively. Also, please watch the following short video:  Crash Course Mythology #2  (Creation Stories) and take note of how these creation myths are examined and presented. You will be doing something similar when you present. HOMEWORK: None. If you did not finish the Mahabharata , please do so to prepare for our discussion of the epic next class. 

Period 1: Creation Myths: Kafka: "Poseidon" Morning Task: Tell a short story about what created the universe and everything in it. Then let's take a look at these creation stories. After each one, identify the kind or type of creation story told: Judeo-Christian I nuit Mayan Babylonian The Big Bang Scientology  & Scientology again Crash Course Mythology #2 Work on your research/creation myth project. Period 2: Workshop Please conduct a writing workshop. HOMEWORK: Please complete your reading of The Mahabharata . There will be an open book test on the work next class. Make sure you know the following terms (from your handouts): anima, animus, archetype, collective unconscious, persona, shadow, the 4 functions of myth (Campbell), archetypal theory/myth criticism, the hero's journey & various archetypes (Jung & Campbell)

Clash of the Titans (conclusion) Clash of the Titans   (1981)--produced and designed by  Ray Harryhausen . Directed by  Desmond Davis . Starring:  Laurence Olivier  as Zeus,  Maggie Smith  as Thetis,  Harry Hamlin  as Perseus, and  Burgess Meredith  as Ammon. Clash of the Titans (2010) & Clash of the Titans (2010) Medusa Scene Wrath of the Titans (2012) Percy Jackson: The Lightning Thief (2010) Percy Jackson Sea of Monsters (2013) Percy Jackson Titan's Curse (2017) Use mythic criticism to review (in writing or as a podcast or vlog post)  Clash of the Titans . Take notes during the film to help you prepare your review. Myth Criticism  asks: 1. How does the story resemble other stories in plot, character, setting or use of symbols? 2. Are archetypes presented, such as quests, initiations, scapegoats, descending, or withdrawals and returns? [Use your handout/notes to help!] 3. Does the protagonist undergo any kind of transformation (such as movement from innoc

Clash of the Titans   (1981)--produced and designed by  Ray Harryhausen . Directed by  Desmond Davis . Starring: Laurence Olivier as Zeus, Maggie Smith as Thetis, Harry Hamlin as Perseus, and Burgess Meredith as Ammon. Use mythic criticism to review (in writing or as a podcast or vlog post)  Clash of the Titans . Take notes during the film to help you prepare your review. Myth Criticism  asks: 1. How does the story resemble other stories in plot, character, setting or use of symbols? 2. Are archetypes presented, such as quests, initiations, scapegoats, descending, or withdrawals and returns? [Use your handout/notes to help!] 3. Does the protagonist undergo any kind of transformation (such as movement from innocence to experience) that seems archetypal? 4. Are there any specific allusions to myths that shed light on the text?  HOMEWORK: Read The Mahabharata: Chp 7 - 12. There will be a test on the book when you return from Thanksgiving Break. As you read, notice

Period 1: From Christopher Marlowe's The Tragedy of Dr. Faustus : Was this the face that launch'd a thousand ships, And burnt the topless towers of Ilium? Sweet Helen, make me immortal with a kiss... Here will I dwell, for heaven is in these lips, And all is dross that is not Helena. I will be Paris, and for love of thee, Instead of Troy, shall Wittenberg be sack'd; And I will combat with weak Menelaus, And wear thy colours on my plumed crest; Yea, I will wound Achilles in the heel, And then return to Helen for a kiss. O, thou art fairer than the evening air Clad in the beauty of a thousand stars; Brighter art thou than flaming Jupiter When he appear'd to hapless Semele; More lovely than the monarch of the sky In wanton Arethusa's azur'd arms; And none but thou shalt be my paramour! Troy poem samples. Let's read a few poems based on the Trojan War. You can write a poem too! Use The Aeneid (any part of it) as fodder for your own imagination--or use t

Thank you for attending the field trip Friday to MCC. Hopefully, it was worth your time. Feel free to develop any idea from the experience in your upcoming portfolio. Please use period 1 to prepare your Gilgamesh projects. If you finish early, please take a look at the following: Troy Story: The Iliad Troy Story: The Odyssey The Odyssey: Crash Course with John Green Helen of Troy (1956) The Trojan Horse (1961, Full film with Steve Reeves) Troy (2004) Did Troy Really Exist? Period 2: Gilgamesh presentations: Whataya' got? Episode 1 Episode 2 Episode 3 Episode 4 Episode 5 Episode 6 Episode 7 The Aeneid by Virgil. We'll get started reading this next major mythic epic. One of the most influential Latin writers was Virgil (Publius Vergilius Maro).  Here's a bit of background on him . The Aeneid Videos: The Trojan War (Lego version) Dido & Aeneas (Henry Purcell opera)   Dido's Lament Dido & Aeneas (Dance) Book 6 in 60 Seco

Prep for Field Trip to MCC: The Brain: the human brain, the largest of the mammal-kind relative to body size, is the command center for the nervous system of the body. It receives input from sensory organs (sight, sound, touch, taste, smell--hey! IMAGERY!) and sends messages from this input to the rest of the body (muscles, etc.). The normal human brain averages about 3.3 lbs. and is comprised of over 86 billion nerve cells (neurons -- grey matter) and nerve fibers (axons and dendrites or "white matter"), all closely spaced together with synapses. Anyway, there's the major parts of the brain: the cerebrum (forebrain), the cerebellum (the hindbrain), and the brainstem (the midbrain).  The cerebrum is divided again into the cerebral cortex with its four lobes (the frontal lobe, the temporal lobe, the parietal lobe, and the occipital lobe). Anyway, enough of that medical talk. The whole thing remains a complex system, essential to thinking, feeling, learning, sin

Notes/comments about your portfolios. Write every day. Don't wait.  Set your own deadlines. After 3 years of doing this for you, you should not rely on your teachers to force you to write. Writing should come naturally like bleeding. If it's not, you are in the wrong program and can wonder why this happened to you in the first place. Seriously, plan ahead. Your next portfolio will be in January. Winter is coming. A simple suggestion (requirement) about writing deadlines--every day you have my class, you MUST write 1-2 pages. The days you don't have my class, you should write 1-2 more. There are 25 class periods as an average per marking period. If you wrote 1 page per class period with me you'd have 25 pages to turn in for your portfolio. Doesn't sound that bad now, does it? Another tip: Start writing when you get to class (even before 7:30) if you need to. Otherwise, most of you have one or more advisement periods in which you could find the time to write. Oth

This morning please work on: A. Your portfolio. Prepare and complete your portfolio. They are due today. Remember to proofread as well! Grammar counts!  B. Read your chosen chapter of  Gilgamesh . Summarize the main plot points/details about Gilgamesh's journey.  Period 2: Gilgamesh  (Crash Course) Characteristics of  Epics Great length (obviously longer than a dithyramb (choral song), ode, lyric, narrative, or dramatic poem)  Dignified tone & elevated style (the tone is often formal; the diction often metaphoric or figurative) Deal with a single person; a certain, specific people; or the history of a race in a period of crisis Supernatural events and characters (often Gods and Goddesses and/or monsters) The epic often includes a contradiction between society values and the individual There is often a flashback to past problems that also foreshadow events to come The deeds of the hero in an epic affirm both the individuality of the hero and the collectiv

Period 1:  This morning take 10 minutes to complete  the Jungian Personality Test . You may use what you learn to create a character for a story/play/film, etc. You may also use the personality types to do the same. Did you learn something about yourself from taking the test? How accurate is the test in your opinion? [Realize that you may be defensive or unconscious about your TRUE personality...] In his book  Pathways to Bliss , Joseph Campbell defines four functions of myths: Evoke existential thought (answer: what is the meaning of my life?) Present an image of the cosmos (and your relation to it) Validate society or culture (& its rules) Make sense of a person's stages of life (birth, adolescence, adulthood, old age, death) Joseph Campbell's hero's journey Crash Course #25  (Hero's Journey)  Use Jungian archetypes for characters (ego types): the trickster, shadows, the caregiver, the rebel, etc.  Look at the 12 common archetypes here . You m

Writing challenge:  Use Campbell's theories and Jungian archetypes in a story of your own. You can combine this with intertextuality, mythology, stream of consciousness, or any other idea we have covered so far in this course. If you create anything (a draft or more) put it in your writing portfolio! Writing challenge: Question(s) to consider: What's up with our fascination with strong men like Hercules? What role does gender play in our culture regarding "strength"? Write about any of the following contemporary articles: Women Rate the Strongest Men Attractive 5 Reasons to Love American Men Why Men Don't Like Strong, Independent Women Story idea: retell Herakles' story about trying to gain immortality--what might that mean for a man (or a woman) in today's culture? How do we hope to obtain fame that lasts beyond our lives? Why should we? Complete and develop your written analysis of Pinnochio .  Rewrite the myth of Cupid & Psyche

Carl Jung & The Collective Unconscious/Literary Archetypes (finally). Let's read about Jung in class. Then, remember Herakles? Here are some other Hercules' as the strong/hero archetype: Here are some other important strong men in mythology: Sampson Superman The Hulk  &  The Hulk  (Character Bio) Gilgamesh  (see homework)  In his book  Pathways to Bliss , Joseph Campbell defines four functions of myths: Evoke existential thought (answer: what is the meaning of my life?) Present an image of the cosmos (and your relation to it) Validate society or culture (& its rules) Make sense of a person's stages of life (birth, adolescence, adulthood, old age, death) Joseph Campbell's hero's journey Crash Course #25  (Hero's Journey) Writing challenge:  Use Campbell's theories and Jungian archetypes in a story of your own. You can combine this with intertextuality, mythology, stream of consciousness, or any other idea we ha

Period 1: Please take the open-book/notes exam on The Dead Father's Club in our Google classroom. You may use your books/notes, but you will only have 1 period to complete the exam. If you finish early, you may work on your portfolio. Portfolios are due next Thursday. No late portfolios will be accepted for the marking period. Period 2: We will have a Socratic Seminar on The Dead Father's Club. Consider some of these questions: Philip observes, “If you speak to yourself people think you are mad but if you write the same things they think you are clever.” Discuss examples from life or literature that bear out this observation on the nature of madness and intelligence. How might you use this idea to free yourself as a writer? Discuss the effectiveness or non-effectiveness of having the story told through the perspective (POV) of Phillip. How might the book be a different experience if told through Leah, or Philip's mother or Uncle Alan, or one of the other charac

Period 1:   We'll complete our discussion/analysis of Herakles , then take a look at Archetypal Theory with Carl Jung in period 2. Poetry/writing time: 15 minutes. Questions to consider: What's up with our fascination with strongman Hercules? What role does gender play in our culture regarding "strength"? Take 5-10 minutes to read and react in writing to any of the following contemporary articles: Women Rate the Strongest Men Attractive 5 Reasons to Love American Men Why Men Don't Like Strong, Independent Women Here are some other important strong men in mythology: Sampson Superman The Hulk & The Hulk (Character Bio) Gilgamesh (see homework)  In his book  Pathways to Bliss , Joseph Campbell defines four functions of myths: Evoke existential thought (answer: what is the meaning of my life?) Present an image of the cosmos (and your relation to it) Validate society or culture (& its rules) Make sense of a person

I will be using the following rubric when assessing your portfolios. A portfolio is due each quarter and comprises the major part of your quarter grade (along with attendance, participation/homework, reading, quizzes/tests, presentations and class activities). Please note that you will be expected to conduct some revision each marking period, along with a short 1-3 page reflection. Reflection pages  do not count for the # of pages indicated below.  Please also note that your portfolio grade is a combination of  quantity  AND  quality . Scores are determined by an average score based on the holistic rubric. Some papers/assignments are also required and should be included in your marking period portfolio. This marking period the summary papers, your identity drafts, and work from the psychology unit should be included in your portfolio. 4 = Exemplary 3= Accomplished 2= Promising 1=Beginning 0=Failing Exemplary : Thoroughly and artistically developed and crafted characters, plot

Period 1: (until 8:00) Please complete one of the following tasks this morning: Complete your written analysis of Pinnochio. See the psychological criticism handout to help you if you need it. Rewrite the myth of Cupid & Psyche (Cupid & Eros) Peruse (look) at this link. Choose a Greek myth of your liking and retell it in a modern style (see Dead Father's Club for examples/ideas); For example, after reading about the Myth of Sisyphus, you could tell the myth from the POV of a student who, no matter what she does, cannot pass her class--or cannot join the cheerleading squad, etc. Rewrite any of your previous drafts for your upcoming portfolio. Period 1/2: 8:00; Let's return to Herakles finally. Herakles, Crash Course Hercules in Pop Culture: Hercules (1958) with Steve Reeves Hercules Unchained (1959) with Steve Reeves Hercules in the Haunted World (1961) Medusa Vs. the Son of Hercules (1962) with Richard Harrison The Mighty Hercules (animated tv

Pinnochio  (1940), Disney. The archetype of any "male" story involves a # of problems or trials that need to be overcome in order to become accepted by society or at least find love and respect. For boys, this cultural expectation can cause all sorts of harm--from inadequate feelings of inferiority to lack of self-esteem to misplaced violence and a rejection of his feelings.  Essentially, to become a real boy, a boy has to prove himself to others. As you watch the film, take notes on how Pinnochio's journey toward self-actualization is a mythic journey of the self. Use Freud's theories we discussed. Identify and be able to explain how using psychoanalytical theory changes the way we approach the film. Consider: Freud's stages of development Freud's theory of the unconscious: The Id, Ego, Superego The Pleasure Principle & the Reality Principle The Oedipus and Electra complexes Phallic/yonic symbols Freudian disorders and Defenses Dreams or wish