Sunday, December 22, 2013

English 102: Intro to poetry

This fall, I took an introduction to poetry class.  I did not choose this course for the subject matter, but for the prof, whom I'd heard was fantastic.  Besides, this was the only English course that fit in my schedule.  I entered the class in September having never willingly read a poem, but by the time I had finished, I was much more enamored with the genre.  For example, I now receive a poem-a-day via email and faithfully read it--either in awe, or absolute confusion.  When talking to my mum about this last month, I still tried to maintain that I don't read, or even particularly like, poetry.  Her quip was that reading one poem every day is way higher than the national average and that I must like poetry if I'm reading it so diligently.  She does have a very valid point.  Perhaps I now like poetry more than I can safely admit to all my linear and logical friends in SFU sciences.

This is my final essay for that English class.  I wrote it on Robert Frost's Desert Places.  Here is a link to the poem itself: http://www.internal.org/Robert_Frost/Desert_Places.  This type of literary analysis based on figurative language, punctuation, and line breaks (lineation) is what I learned to do in this class.  As we were told over and over again "it's not what the words mean, it's how they mean", which is a quote from somebody, but it wasn't testable material so I didn't write it down! 

On Deserts, Desertion, and Desolation
The title of Robert Frost’s poem “Desert Places” might seem like a misnomer, considering how much of the poem describes frozen precipitation.  Snow is the antithesis of the dry and arid landscape that the title seems to be invoking.  However, while “desert” is a noun describing an ecosystem, it is also, as used here, an adjective, “deserted”, which not only denotes an empty place, but one that is abandoned.  The description of the poem’s setting is told from the subjective view of the speaker, in which he links the falling snow to abandonment and desertion.  This physical description of place is a metaphor that likens his internal places, his state of mind, to the desolate landscape.  “Desert Places” not only refers to the setting, but illustrates the metaphor that encompasses the speaker’s own existence. 
The lineation of the two iterations of “Desert Places” (title, 16) conjures imagery of abandoned and desolate places that is reinforced by their spatial isolation in the poem.  As the title, “Desert Places” is isolated by blankness at the top of the page, which physically reiterates its meaning of vacancy.  Since the phrase is the first image we encounter, its connotation colours the rest of the poem.  “Desert places” (16) are also the last words of the poem and are juxtaposed with a page of empty whiteness “with nothing to express” (12).  As the final two words, the phrase encapsulates the poem’s metaphor about desolation that describes the speaker’s own life. 
The imagery in and sound of the poem deepens the meanings of “Desert Places” by emphasizing feelings of loneliness and silence.  The speaker says the snow “smothered the animals” (6) which connotes the suffocation of the animals, after which, the wood will be deserted of life.  The sound of the poem also reinforces this feeling of emptiness by mimicking  the quiet solitude of a snowy evening.  The poem is easier to read silently than aloud due to its surprising punctuation.  For example, lines five and six in the second stanza both end with a period, which is difficult to read, since the lines do not follow the expected pattern of commas established in first stanza.  
The diction and lineation describing the snowfall continue to enrich our understanding of the speaker’s absolute physical isolation.  The snow on the ground, “covered smooth” (3), erases all visible structure and form so that the landscape becomes one-dimensional and featureless.  In line two, “snow” is placed at the end of the line, dangling beyond the other words in a blank expanse of white-as-snow page.  This is also the longest line of the first stanza, isolating the word vertically as well as horizontally.  The absence of enjambment reinforces these images of snowy emptiness.  The line ends with a comma, making the reader pause slightly and contemplate the deserted page and the loneliness of snow. 
The broader descriptions of the scene reinforce the images of desertion and loneliness introduced in the title.  The physical aspects of the poem are set “in a field” (2).  “Field” has connotations of agriculture and human habitation.  However, this is not a tended, productive landscape.  It is covered in “weeds and stubble” (4), indicating that the field is abandoned: a deserted place.  The speaker’s description of the scene gives it an evil hue, despite snow not being inherently evil.  He describes the snow as “benighted” (11), which implies that the snow is morally dark or evil.  The speaker also says the snow has “no expression, nothing to express” (12).  The snow is completely devoid of thoughts and personality.  These twisted imaginings of inanimate objects originate in a mind that is itself a “desert place” (16). 
These non-specific references to “places” in the title and line 16 are both a physical location and a figurative place.  This duality allows us to interpret “places” as referring to both the landscape and the speaker’s state of mind.  The characteristics of one transfer to the other in a metaphor where the lonely and abandoned field is the source and the speaker is the target.  Furthermore, since “desert places” is plural, it supports the interpretation of the two deserted locations where one is a metaphor for the other.  Thus, “desert places” (title, 16) both describes the speaker and connects the vacant scene to him.
In the third stanza, the speaker describes himself as spiritually empty and further links himself to the physical “desert places”.  In line seven, the speaker calls himself “absent-spirited.”  “Spirit” can connote “soul” and the defining aspects of humanity: sentience and consciousness.  By calling himself “absent-spirited” (7), the speaker implies he has lost these aspects of his humanity..  He is vacant like the snow that smothered the animals and erased the landscape.  He is hollow; the loneliness sweeping through the woods does not recognize him and is “unaware” (8) of his existence.  
With the fourth stanza, the language of the poem switches from depicting the landscape to addressing the speaker’s internal places.  He further describes his fears and personal vacancy in relation to the themes of desolation created earlier in the poem.  He says, “I have it in me” (15), where “it” represents all the imagery of vacancy and death. “It” is “in” him; he is empty.  In the last line, the speaker expresses ownership of the “desert places”, he calls them “my own” (16). 
In this poem, there is a progression from literal imagery to figurative interpretation that links the deserted exterior landscape to the internal emptiness of the speaker.  The speaker is deserted by life and has “nothing to express” (12), as he is vacant, flat snow.  The speaker reveals his emotions by comparing them to a desolate winter scene where everything is uniform and dead.  He is without hope and companionship – a deserted person in a deserted place.  Like a holograph, where each unit of information contains the whole image, “desert places” (16, title) encompasses the whole poem: the speaker, the forest, and how they are connected.  

Work Cited
Frost, Robert. “Desert Places.” 20th-Century Poetry and Poetics. Ed. Gary Geddes. 5th ed. Don
Mills, ON: Oxford University Press, 2006. 54-55.

Saturday, September 7, 2013

Segue Back Home


Bubbles On The Boston Commons
When I walked between my classes during my last week in Boston I saw so many faces I knew. I waved to the bass player who was in my musicianship class and the saxophonist who was in my jazz ensemble. I stopped to give my roommate a hug and to chat with friends from Brazil.  I couldn’t walk anywhere in the Berklee vicinity without seeing people whom I was happy to call my friends. 

Contrast this social butterfly image with the me of five weeks ago – the me who was apprehensive about leaving her dorm room for the fear that she might meet and need to talk to people on the stairs. At the end of the five weeks, although I still preferred to hover on my landing and watch the antics of people three floors below, I became much more confortable with talking to people and initiating conversations. 

Flower Garden on Boylston St
In my last musicianship class, rather than having a test, we all discussed what we had learned in the Berklee Five Week Program.  I said that I had learned how to talk to strangers.  In order to explore a foreign city I needed to ask countless locals for directions.  To enjoy the program, I needed to make friends among my fellow students.  When the Five Week started, if I saw someone I recognized I would have been more likely to walk in the other direction than go say hello.  By the end, I would walk towards someone I knew and then just hope that they liked to talk. 

And, major breakthrough, I once initiated a high five!  I was shocked, but no one else noticed how amazing it was.  The next high five I gave was to my 2-year old cousin the weekend I flew home to Vancouver from Boston. 


Being in Boston this summer was an amazing experience.  It changed the way I interact with people on the street and it taught me so much about music.  I learned a whole textbook of music theory, and, and, and… a bunch of other stuff that would only be interesting to musicians.  Although, if you want to hear some more details let me know in the comments and I’ll happily write your eyes off. 

One of the hardest things since returning to Vancouver is the lack of shared experiences.  The lack of music is hard, being back in Vancouver is trying, but what is worse is that no one I know is as ga-ga over my summer as I was and continue to be.  I have slipped easily back into my normal life here and it is a little depressing.  Sometimes its like Berklee never happened.  I resumed my university education Wednesday with inorganic chemistry, organic chemistry, ecology, and intro to poetry.  Its another culture here in science land.  It's not easy.   

On my last night in Boston I stayed up hanging out with my friends and exchanging last minute emails.  By the time 3:00 am rolled around there was no point in sleeping, the cab was coming at 4:00.  My closest friend from Boston and I stayed up talking, exchanging photos, and promising each other we would write and visit.  Eventually.  She walked me down to my cab and then I was off to the airport.  I slept the whole way home catching up on sleep I hadn’t been getting for the previous five weeks. 

I loved attending Berklee—it was the most fun I have ever had at school.  It was certainly the only time I’ve been happy to wake up for a 9:30 class after going to bed at two AM.  I would love to go back and attend their full time program, be immersed in music again, and be inspired by all the other awesome players. But for the immediate future I will continue my Biology and English degree at SFU.  That way, when I do go to music school, I will have a day job to support myself.