We continued an analysis of Byron's "Prisoner of Chillon" focusing on how the poem's theme and depiction of the Byronic hero will relate to the plight of the character Daisy Miller. Joshua discussed the isolation of the prisoner as well as the reprieve offered by Nature when a bird flies into the dungeon . We discussed how this concept is reminiscent of another Romantic poem, "The
Rime of the Ancient Mariner" . Further , we examined why the prisoner is not elated upon his release but instead greets his freedom with "a sigh." In this regard, we noted how physical freedom differs from psychological freedom. Last, we reviewed Joshua's homework on the poem and made modifications and additions where warranted.
To introduce the novel's themes, we today studied Lord Byron's poem"The Prisoner of Chillon" which is alluded to in the opening pages of the novel,Daisy Miller. We first noted the poem's rhyme scheme and meter and then focused on elements of the poem that illustrate the Bryronic hero archetype. On the board I outlined the thematic similarities between the poem and the novel that we will encounter as we read the novel : a main character who rebels against societal standards and norms and in turn suffers isolation, in the case of the poem ,imprisonment, in the case of Daisy Miller, a metaphorical prison of social norms and ostracization. We then explored the nature and cause of the isolation faced by the poem's narrator, a concept we will continue to discuss tomorrow along with the consequences of the isolation.
Today's session was an introduction to our next novel, Henry James' Daisy Miller. As the opening pages allude to the characters' visit to the famed Castle of Chillon , we are beginning our study of the novel by first examining Lord Byron's narrative poem,"The Prisoner of Chillon" to enable us to later analyze the relevance of this allusion to the theme of the novel. I provided some biographical information about the author ,Henry James, as well as biographical information about the poet,Lord Byron. Critically, I further discussed the characteristics of the Byronic hero as an archetype derived from Milton's "Paradise Lost" which we studied in part last year.
Joshua took an essay test on the play during today's session. He will continue to work on his first essay tonight and complete the second essay in class tomorrow.
We completed reviewing study guide answers in preparation for tomorrow's final test on the play.We first explored the play as an illustration of how American humanistic values have deteriorated and thereby led Willy Loman to believe he is worth more dead than alive . Joshua did well in recognizing ,however, that Willy's suicide is in great part an act of love for his son as Willy believes that by leaving Biff the proceeds of his life insurance policy, Biff will admire him for leaving something of value to his family. In this regard, we studied how the symbolism of the seeds and planting a "garden" relates not only to the American Dream so often associated in literature with Eden but also as representative of a legacy, a future that will grow. Last , we examined how Charley's eulogy of Willy as someone we""dast" not blame evokes the archaic language of the past so associated with Willy's dreams and an American Dream eroded by lost cultural values.
After we reviewed the elements of the Freytag pyramid , we analyzed which scene of the play constitutes the play's climax in the context of which scene dramatizes the play's critical conflict, a battle between father and son. We discussed how the play's climax dramatizes how Willy's values once synonymous with the American Dream have fallen out of vogue and have created rift between a son who rejects Willy's lifestyle and blames Willy for his failures. Further ,we examined whether Biff's condemnation of his father is justified. After defining the term "requiem" we then examined the final scene of the play and noted how Willy's life has been misdirected toward a goal he simply was not suited to achieve. Joshua addressed Biff's summation of Willy's life that ,"he had all the wrong dreams."
We finished reviewing and editing Joshua's essay comparing the characters' varying perception of the American Dream in "Death of A Salesman." As Joshua had difficulty in formulating a conclusion paragraph, I provided instruction on techniques and elements to include in a final paragraph of a literary essay. I further provided model sentences , offered concepts for discussion , and last ,directed Joshua to specific dialogue to facilitate his analysis. We then worked on writing a conclusion that expands on the thesis and leaves the reader with a provocative image or idea. During the remainder of the session, we reviewed Joshua's rewrite and the body of the essay. I provided suggestions for sentence organization within a paragraph as well as using more concrete nouns and verbs to advance his argument.
During our first segment ,we studied the cause of Biff's disillusionment with Willy, as he declaims Willy as a "fake" and burns his UVA sneakers. We discussed the recurring image of fire and burning and the symbolic significance of Biff's act. During the remainder of the session, we reviewed ,edited ,and discussed Joshua's progress on his characterization essay that suffered from significant organizational dysfunction. I first demonstrated how to clearly introduce the play and its characters followed by a discussion on how to correct vague pronoun usage and run on sentences. We further worked on reviewing and revising the essay so that it remained focused on the essay question and relied on dialogue to support the characterization of Willy, Ben, and Biff. I additionally provided instruction on using transitional phrases to show contrast. Joshua did well in recognizing what needed to be revised and in editing his work. He will rewrite and finish the essay for homework.
We studied the interaction between the symbolic metaphors of" the woods burning" and Willy's idealistic yearning to plant seeds and start a garden even where the surrounding buildings have blocked the sun and made growing vegetables impossible. We tied these symbols to an American Dream long associated with the biblical Garden of Eden and then addressed the other symbols in the play: Ben, the broken car and refrigerator, and the silk stockings Willy gifts to his paramour. After Joshua completed taking notes on these topics, we reviewed the essay he began comparing how the characters in the play perceive success or the achievement of the American Dream. We discussed how to organize and structure the remainder of the essay as well as which sections of the dialogue provide good evidence to support characterization.
