Sunday, November 14, 2010

When I first heard about political poems last week, I had this ‘uh-oh’ feeling in my head. Political poems to someone like me, who is not familiar about politics, sound pretty scary, because they just don’t know much about the topic. Soon enough though, I learned that a political poem meant any poetry that comments on the society or issues in the society. For example, Bob Dylan’s poem The Lonesome Death of Hattie Carroll talks about an incident when a White young rich farm owner, William Zantzinger killed a Black hotel barmaid, Hattie Carroll, but got away with it without a big charge. Bob Dylan expressed his anger and sorrow about this murder in his poem.
I thought that the politician and poet make an interesting combination because politics and poetry are often related, but politician and poet rarely are. So I went ahead and found a politician who was also a poet! Andrew Marvell lived back in the 1600’s. He was an English Metaphysical poet and Parliamentarian, which means the supporters of Parliament during the English Civil War. He fought against King Charles I and his Royalist party who claimed the absolute power and the divine right of the king. He was easily angered which caused him many enemies in the House of Commons. As a Roundhead, he wrote verse satires mocking courtiers of Charles II, prosed pamphlets attacking prominent members of the Church of England, including the Bishop of Oxford, Samuel Parker. At one point in his life, he was threatened to death because of his attacking. However, he wrote many famous poems, and was best known for his “most mature and sophisticated political poems in the history of English poetry: An Horatian Ode upon Cromwel's Return from Ireland.” In this poem, he reflects his view on a few crucial months of 1650 in England which was undergoing social and cultural transformation.

LXV. Horatian Ode upon Cromwell's Return from Ireland
THE forward youth that would appear,
Must now forsake his Muses dear,
   Nor in the shadows sing
   His numbers languishing.
 
'Tis time to leave the books in dust,         5
And oil the unused armour's rust,
   Removing from the wall
   The corslet of the hall.
 
So restless Cromwell could not cease
In the inglorious arts of peace,  10
   But through adventurous war
   Urgèd his active star:
 
And like the three-fork'd lightning, first
Breaking the clouds where it was nurst,
   Did thorough his own Side  15
   His fiery way divide:
 
For 'tis all one to courage high,
The emulous, or enemy;
   And with such, to enclose
   Is more than to oppose;  20
 
Then burning through the air he went,
And palaces and temples rent;
   And Cæsar's head at last
   Did through his laurels blast.
 
'Tis madness to resist or blame  25
The face of angry heaven's flame;
   And if we would speak true,
   Much to the Man is due
 
Who, from his private gardens, where
He lived reservèd and austere,  30
   (As if his highest plot
   To plant the bergamot),
 
Could by industrious valour climb
To ruin the great work of time,
   And cast the Kingdoms old  35
   Into another mould;
 
Though Justice against Fate complain,
And plead the ancient Rights in vain—
   But those do hold or break
   As men are strong or weak;  40
 
Nature, that hateth emptiness,
Allows of penetration less,
   And therefore must make room
   Where greater spirits come.
 
What field of all the civil war  45
Where his were not the deepest scar?
   And Hampton shows what part
   He had of wiser art,
 
Where, twining subtle fears with hope,
He wove a net of such a scope  50
   That Charles himself might chase
   To Carisbrook's narrow case,
 
That thence the Royal actor borne
The tragic scaffold might adorn:
   While round the armèd bands  55
   Did clap their bloody hands.
 
He nothing common did or mean
Upon that memorable scene,
   But with his keener eye
   The axe's edge did try;  60
 
Nor call'd the Gods, with vulgar spite,
To vindicate his helpless right;
   But bow'd his comely head
   Down, as upon a bed.
 
—This was that memorable hour  65
Which first assured the forcèd power:
   So when they did design
   The Capitol's first line,
 
A Bleeding Head, where they begun,
Did fright the architects to run;  70
   And yet in that the State
   Foresaw its happy fate!
 
And now the Irish are ashamed
To see themselves in one year tamed:
   So much one man can do  75
   That does both act and know.
 
They can affirm his praises best,
And have, though overcome, confest
   How good he is, how just
   And fit for highest trust.  80
 
Nor yet grown stiffer with command,
But still in the Republic's hand—
   How fit he is to sway
   That can so well obey!
 
He to the Commons' feet presents  85
A Kingdom for his first year's rents,
   And (what he may) forbears
   His fame, to make it theirs:
 
And has his sword and spoils ungirt
To lay them at the Public's skirt;  90
   So when the falcon high
   Falls heavy from the sky,
 
She, having kill'd, no more doth search
But on the next green bough to perch,
   Where, when he first does lure  95
   The falconer has her sure.
 
—What may not then our Isle presume
While victory his crest does plume?
   What may not others fear
   If thus he crowns each year? 100
 
As Cæsar he, ere long, to Gaul,
To Italy an Hannibal,
   And to all States not free
   Shall climacteric be.
 
The Pict no shelter now shall find 105
Within his parti-colour'd mind,
   But from this valour sad
   Shrink underneath the plaid—
 
Happy, if in the tufted brake
The English hunter him mistake, 110
   Nor lay his hounds in near
   The Caledonian deer.
 
But Thou, the War's and Fortune's son,
March indefatigably on;
   And for the last effect 115
   Still keep the sword erect:
 
Besides the force it has to fright
The spirits of the shady night,
   The same arts that did gain
   A power, must it maintain. 120

All Great Things Come to an End!

Wow! It's hard to believe that this will be the last time I will actually be graded on what I write on this blog (total bummer!). It is even harder to believe that never again will I have Mrs. Lewis as a teacher again. She is hands down the greatest English teacher I have ever had. There's something about those Lewis' that make them great teachers.... maybe it's the water at their house?

Seriously though! I can't believe this class is over. I always enjoyed coming to class bell 7 in the fall because it was always so relaxing and laid back. I can honestly say that some of my best poetry was written in that class because of how comfortable Mrs. Lewis made me feel, and how she forced all of us to work our hardest week in and week out. A class such as poetry can be very hands on. Although it is nice to have somebody who is overseeing throughout the entire process, what made the class so rewarding to me was the fact that Mrs. Lewis was reluctant at first to give away the answer to making a poem "better". She wanted our class to think critically, which is what learning is all about! 


In terms of the class itself and the subject matter, it was flawless. Each poet we studied was hand-picked, and each poet has a special prose which we studied. I thought it was especially useful studying these poets, because their proses carried over into my poetry prose, therefore making my poetry more structured. Also, Mrs. Lewis was very generous and understanding with deadlines, which made this class AMAZING! God, I wish every teacher was like her in terms of flexibility. 


There really is not much for me to write. I could write story after story on how wonderful our class was. Mrs. Lewis knew exactly when to cheer us up if we were sad, and most importantly, she knew exactly when we needed a break throughout the term. Although I will move onto a completely different English class next term, I will keep all of vocabulary, knowledge, and cheeriness Mrs. Lewis gave me every bell 7. She will be missed, but never forgotten. I will be in the library frequently. Thank you for everything Mrs. Lewis. =D

Evolution of Hip Hop





Throughout African-American history, African Americans have overcome adversity on multiple occasions, but rather than violently protesting, they have often sent their messages and demands through music. By doing so, multiple genres and record labels have become prosperous. Hip Hop music may be arguably the most political and educational genre, in terms of its lyrics, at the end of the twentieth century. The birth of modern Hip Hop music in the early 1980s was a direct result of the literary movement spawned by the Black Power movement who emphasized racial pride, education, and political awareness.

Previous genres of African-American music, similar to Hip Hop, directly showed how African Americans were living. Three movements in American history from the 1920’s through the 1970’s gave birth to three new genres of music. Jazz Music was formed as a result of the Harlem Renaissance. During the Civil Rights era, a record label, Motown, brought new artists, and nearly all of these artists became music legends, such as Michael Jackson, Stevie Wonder and Marvin Gaye. A generation later, New York artists began to shift away from Motown and began to MC, a new form of mixing, and “free styling”. In New York City, in parts of Brooklyn and Harlem, new forms of music began, known as DJ-ing and MC-ing. Both of these types of music are elements of modern Hip Hop; they too, like jazz, directly showed African Americans’ political awareness. When many African Americans look back on the 1970's and 80's, music and literature helped unite the African American Race. With the Civil Rights movement ending, African Americans no longer accepted any form of limitation because of their skin color.

In the 1970’s and 80’s, Sugar Hill Records, a New Jersey label that helped propel rap to a mass-market acclaim, helped give rap music a regional sound. One of the most influential artists who was a part of Sugar Hill Records was Grandmaster Flash; he released a song, “The Message” (1982), to show how his poverty stricken town is  “like a jungle sometimes.” He first describes the stairs and floors of his apartment having, “broken glass everywhere,” and how “people pissin’ on the stairs / you know they just don’t care.” He then explains his situation, having “no money to move out / I [Grandmaster Flash] guess I have no choice,” even though he has “rats in the front room, roaches in the back [and] / junkies in the ally with a baseball bat." Later on in the day, his son comes home from school, wanting to drop out, because his “teacher’s a jerk / he must think I’m a fool / and all the kids smoke reefer, [so] / I think it’d be cheaper if I just got a job / learned to be a street sweeper.” From these lyrics, it is obvious that an average African American’s home life is both stressful, and inflexible. All of these forms of music were all incorporated into later Hip Hop, and modern Hip Hop today. Through later movements, the evolution of newer Hip Hop was inspired.
Rap’s later political influences were the Black Power Movement and post-Civil Rights movements. These movements had an impact on African Americans ranging from Afro’s to voting. Some of these political movements are still active today. Through their actions, leaders, and inspirations from the leaders, the Black Power Movement had a large influence in later Hip Hop.

Tuesday, November 2, 2010

Giovanni + Baraka= Black Arts

What is the Black Arts movement? As Time Magazine stated, The Black Arts Movement is a single, most controversial moment in the history of African-American literature--possible in American literature as a whole". It was basically to encourage black pride and to seperate black idealogies to strengthen black culture, creativity and education. It voiced black thoughts. It all began in Harlem, New York in 1965 and it last for about ten years. The Black Arts Movement was also called the "sixties" movement. After the assassination of Malcolm X in 1965, a famous black artist named LeRoi Jones later known as Amiri Baraka moved to Harlem. Baraka was the most respected black publisher writer in the history of Poetry. Although his poems were centered around African American culture and the Black Power movement, at the same time, he still inspired many white poets because he took words and emotions and created intelligent and genius poems. One of his most famous poems, which we studied in our Contemporary Poetry class studied was "In Memory of Radio", however the poem is not about radio. Baraka uses subjects in this poem to depict many idead throughout society like techinology, imagination and imagination. This poem is written in free verse in which Baraka evokes a sense of loss and nostalgia. The main image Baraka uses is the superhero, "The Shadow", under the cloak of invisibility to hunt down the worlds evil. Although Baraka's work was centered around the Black Arts, his earlier work was influenced by the Beat Movement and Beat writers such as Kerouac (as he mentioned in his poem). The Beat movement challeneged everything that was considered "right" such as the middle class, the popular suburban white culture and the government.

Another signature Black Arts Movement poet was Nikki Giovanni, a strong supporter of the Black Arts and the rights and freedom of women who inspired many African Americans and women. She begins the poem "Ego Tripping" with the line "I was born in the Congo", which gives us an idea that she is black. She is basically saying that this is who I am. I am black, I am a woman. What is interesting and inspiring about this poem is that she compares herself to Allah and Jesus, like a Supernatural being. She puts herself on the level of God, stating that there is no difference between her and God, she is as special as God. Giovanni shows that she is perfect, unique and special, one of the main themes of the Black Arts Movement, that blacks ARE special and unique. She ends the poem with "I mean...I can fly like a bird in the sky...". This last line emphasizes the freedom of blacks and women. That everyone has the capability to fly and be free from no restrictions, that there are possibilities for everyone.

Wow! It matters THAT much....

This week in poetry class, we read Amiri Baraka's poem, "In Memory of Radio." First off, this poem was absolutely awesome, because it brings up a very accurate point about the changes in society in mid-twentieth century America. He writes, "What can I say? / It is better to haved loved and lost /Than to put linoleum in your living rooms?," trying to denigrate the new ideals of a new America. Another reason why I loved his poem so much is because he uses radio program titles of shows he probably watched as a child to show how these shows affected his morals and maturation process. That concept made me think, how did media affect me growing up? In response to this question, I wrote a poem:





Whether it was Arthur or WWE,
My butt never left the couch.
Every show, every commercial meant something to me.
The use of body language to show excitement, disappointment,
Even promiscuity.
Learning special words such as ‘superiority,’ ‘incognito,’
Even osculation.
I absorbed it all like a sponge.
A sponge in the Sahara,
Thirsting for any form of moisture.
For those who now say that television is useless,
Look back then.
Veggie Tales, Little Bear, Full House.
Now a days what is there?
Late night HBO?
This concept also interested me to research it on a larger level. According to the Kaiser Family Foundation (KFF):
  • two-thirds of infants and toddlers watch a screen an average of 2 hours a day
  • kids under age 6 watch an average of about 2 hours of screen media a day, primarily TV and videos or DVDs
  • kids and teens 8 to 18 years spend nearly 4 hours a day in front of a TV screen and almost 2 additional hours on the computer (outside of schoolwork) and playing video games
Now, television is not all bad for children. Television channels including the Discovery Channel, The History Channel, Disney Channel, Nickelodeon, and PBS have all been considered "educational." Unfortunately, children watch more than these limited channels, making children react in the following manners:


  • Kids who view violent acts are more likely to show aggressive behavior but also fear that the world is scary and that something bad will happen to them.
  • Kids who watch TV characters who often depict risky behaviors, such as smoking and drinking, and also reinforce gender-role and racial stereotypes often reenact these behaviors. 


Knowing that some television shows are not suitable for children, the FCC created a Parental Ratings system for Television programs. As the level of the rating increases, the suggested audience becomes more selective. However, disobedient children, as well as naive parents oftentimes do not follow these ratings, which in the end strongly affects a child's development process. 


Statistic show that a fair majority of a child's discipline issues or problems have a direct correlation with either his or her home life, or what he or she is exposed to from the media. Multiple parents have recognized this statistic, so parents purchase parental control tools, allowing them to block television programs that they do not want their children to see. Do I think this is effective? Yes. Frankly, I think every parent should have this technology on their televisions, but unfortunately, not all parents are good parents. On a recent interview with 60 Minutes, famous rap star Eminem briefly speaks about his opinion on parenting. Obviously, a lot of material in Eminem's songs are very intense and vulgar. However, he told Anderson Cooper that he uses that language to only sell records. “I’m a parent. I have daughters. I mean, how would I really sound as a person … walking around my house [saying] ‘Bitch, pick this up,’ you know what I mean? … I don’t cuss,” he told Cooper. “Profanity around my house? No,” Eminem adds. “I’m not saying there’s not glimpses of me in the music, [that] there’s not truth in … things that I say,” the rapper says. “But this music, this is my art.” The climax of the interview was when Cooper asked the rap star if he feels any sort of responsibility for younger children listening to his explicit songs. Not only does he feel no responsibility whatsoever, he also rebutted, “I feel like it’s your [a parent's] job to parent them. If you’re the parent, be a parent.” The world needed to hear that kind of comment from somebody, because I think that the world needs to make steps in the right direction to solve this cyclical dilemma of exposing graphic and profane materials to children. Who is there to blame? 




Additional Links / Videos 


http://www.tvguidelines.org/index.htm


http://allpsych.com/journal/violentmedia.html


http://www.associatedcontent.com/article/16514/the_effects_of_media_on_children.html?cat=25


http://pediatrics.aappublications.org/cgi/content/abstract/125/4/756


http://www.medscape.com/viewarticle/448017_2


http://www.dailymail.co.uk/health/article-491796/Televison-violence-tied-young-boys-aggression.html