Week 4: Beats

This week we discussed the differences between the actual Beat generation and the Beatnik which was an exploited version of the stereotype, as seen above. Our professor showed us multiple examples (including this one) of poorly associated literature covers claiming to be part of the Beat movement. Silly.

We then discussed jazz, Jack Kerouac and spontaneous prose. It was beautiful and frustrating at the same time. I read The Subterraneans as it was intended, quickly, and as if listening to a great jazz performance. I enjoyed it. I did not overly examine the use or misuse of punctuation, nor did I mark notes in my margins examining each word. Come on people, don't you listen to jazz, don't you read for pleasure? Don't you do anything other than try to be perfect academic intellectuals? Ugh!

Meanwhile, my response paper this week which discussed how this book was written as a jazz performance, and was meant to be read that way?.... A+ bitches. A+.

Week 3: Beats

On the Road. We discussed the "hatred" for Dean Moriarity, the mis-treatment of women as they are portrayed in the story and the overwhelming since of the road being for men only.

I disagree.

After class I said, " I think I read a different book." I love Dean's character, the fact that he is wild, and out of control and aimless reminds me of my youth, draws you in to his experience and makes the story enjoyable. I was not struck with any mis-treatment of women, nor was I annoyed by their portrayal. Yes, Dean leaves several women along the way, and yes, they aren't always spoken of in the best manner--  but the story is essentially a story of male friendship. And, when boys are with each other, in their little group, they don't refer to women in the politically correct sense, and who cares? Also, the "road" isn't for men only-- this story just happened to be written by an author relaying his own life with his friends.

And, at the end of class we discussed how our professor would like us to read  the next Kerouac book-- he wants us to READ it. Not, "close read" it. No notes in the margins, no pre-typed paragraphs of witty interesting things to say in class... you know just-- read the damn book.

Finally! That's what I always do. It's about time we cut the bull sh*t. This is a class about the Beat Generation.

Week 2: Beats

As expected, we discussed Allen Ginsberg and his poems, "Howl" and "America" during class. Throughout our class discussion we focused on particular lines-- giving them a "close reading"-- which is just a fancy way English people say they are focusing on every word and applying meaning. 

Our class is also centered around the concept of the Beat movement as a reaction to the dominant culture of the 1940s and 1950s. Related to this we are exploring the American identity through the various subject positions people occupy. (subject positions relate to race, gender, class, etc.) 

Next week, we move on to On the Road.

Week 1: Beats

During our first class, we listened to Allen Ginsberg reading his famous work, "Howl".  Our assignment afterwards was to read this poem, and related texts and create a short response paper, which will become part of the class discussion on the following Tuesday.

Spring Quarter: March 28, 2011

Below are the course descriptions for the two courses I will be taking this Spring.



Topics in Comparative Literature: Dante's Inferno

This course examines Dante's Inferno in its cultural, social and political context. In particular we will explore how the underground world imagined by the poet relates to late medieval urban life and culture. To this end we will study Dante's masterpiece alongside textual and visual documents of his age, including selections from major works of literature, political science, historiography and visual arts. Ample use will be made of audio-visual resources as well as of reading and in-class discussion. Counts toward the Comparative & World Literature specialization.

Special Topics: The Beats: Conformity and Aesthetics

In this course, we will be examining the process by which art grapples with political, moral, and sexual conformity. Amid the unparalleled material wealth of the immediate post-World War II era, America seemed locked into conflict with an implacable foe. The very definition of what it meant to be American was contested, and "UnAmerican" activities denounced, UnAmerican people blacklisted or worse. Yet artists and writers like William S. Burroughs, Gregory Corso, Diane DiPrima, Allen Ginsberg, Jack Kerouac and others refused to conform, and produced art which interrogated and resisted the culture. We will read both seminal and less-famous works by Beat Generation authors in the context of Cold War ideology and literary aesthetics, with special concentration on the politics and processes of identity formation and subject position. Counts toward the American Literature specialization.

End of the First Quarter

The first quarter of graduate school is over, my final papers have been turned in and my stress level somewhat reduced. I shared the first three weeks of each class previously to give you a taste of my classes. If you have any interest in either please let me know, I am more than willing to share.

Summary of the Quarter:
I LOVED my Debord class. It spurred numerous quality conversations with friends, family and co-workers. It completely changed my life for the better. I hope to stay in touch with new friends and Professor Winston is truly an amazing woman. It was the most positive experience I have had in a long time, and this class confirmed that I am doing the right thing, following this literature thing for myself rather than business for my career.

My other class was ok. I enjoyed the readings, and will be looking into some new authors to explore for pleasure. I did finally open up a little in class and meet a few people, I am sure I will see them again as I progress in the program. In the end, I disappointed myself with this class. For our first paper, I wrote a B paper, and got the deserved B. I have been beating myself up about it ever since, and turned myself into a basket case trying to outdo myself for the final paper-- but still convinced that in my professors mind I am nothing more than a B student. *sigh. Had the class had more direction, or focused on a more concrete set of ideas, I think I could have been more interested and thus been able to write a decent paper, as it was, I still have no idea what the class was about.

I am looking forward to next quarter, which starts in 2 weeks. I'm enrolled in a class about the Beat generation and one about Dante's Inferno. Both should be interesting. Look for more soon.