Session 11 on Poetry with Dr. Schaberg

[Anonymous]

Another moment of epiphany for a teacher who doesn't teach the humanities! The big takeaway for me in reviewing the literature of ancient Chinese poets, similar to the more recent Korean poetry we've studied, is the common human experience that transcends culture or millenia.

With regard to "The Kingdom's Dead," I see an opportunity as we discuss the upcoming 10th Anniversary of the September 11th attacks and the subsequent wars and loss, there is an opportunity to tie this common theme of valiant sacrifice and struggle into our remembrances of the terrorist attacks on our nation. I think in terms of the commonality in the Theatre of War production of Sophocles' "Ajax and Philoctetes" and the themes of sacrifice, gallantry and loss.
edited by kireland on 8/8/2011

[Anonymous]

I very much like Dr. Schaberg's lecture on the songs of ancient China. I am interested in preparing a lesson, as he suggested, in which my students put a contemporary song on a theme next to an ancient Chinese one on a similar theme. By doing this, students could discuss not only symbols and metaphors, but also the commonality of human experience and feelings. I see the only problem here in having to pre-screen the songs the students would bring in regarding whether they would be appropriate to a Catholic, all-girls' school venue. It would certainly be worth the effort in order to have the students experience a more difficult form of literature that would ask them to use higher order thinking skills in analyzing it.

[Anonymous]

The pace for this session was definitely very different from others. Instead of racing through thousand years of history, we got to slow down to read a few poems/songs. As it turned out, the activity was as difficult, if not more so. The process of interpretation was arduous because of our uncertainty of the context and social practices as well as the usage/meaning of some words. I enjoyed the interpretive process of the first three songs that we did, but the powerful emotions that the last two (Bozhou and The Kingdom’s Dead) evoke were the most impressive for me. The endless grief of a lover (possibly?) and the soaring spirit of the warriors are eloquently and movingly brought out through the words.

[Anonymous]

The last two songs, I can use for my classroom. Boxhou, The Kingdom's Dead. What I need are the lyrics to a country western song from the present day that the kids would relate to. And a present day song that celebrates our solders and their service.

Does anyone have an idea?
edited by jdarrough on 8/8/2011
edited by jdarrough on 8/8/2011

[Anonymous]

I agree with Tony; the pace of this lesson was great and it was definitely challenging. I believe that poetry can tell you a lot about a person, time period, philosophy, and cultural beliefs and values. Analyzing poetry is definitely not one of my strongest areas - I tend to prefer facts and overarching themes rather than abstract thinking. I do, however, enjoy analyzing films as I have a visual of what is happening. I think that if I were going to do an activity such as the one we did today, I'd first do a brief introduction to poetry, ideas, beliefs, etc. from that period, then complete the analysis activity, then try to find a short film clip that ties in with the overarching theme of the poem and then discuss the poem again. I think this would be a great way to engage students in the lesson.

I also really enjoyed the later poems, particularly The Kingdom's Dead. It really drew a picture for me and made me not only think of honoring our soldiers, but also the strength, physically and emotionally, that soldiers have even during times of hardship, death and defeat.

[Anonymous]

Learned from the song of "The Kingdom's Dead", I compared it to our modern day's " GM" empire ( The old General Motor filed for bankruptcy ), I can use these examples to our students to learn from the history. ( One from the Ancient Chinese, Another one from Modern American )
We also will learn from this example of Old Kingdom/Old Paradigm's dead ( Localized Industrial Era ) and Shift to the New Era/Paradigm ( Global Knowledge Era ), to have our students to get ready for the New Exciting Global Opportunities.

[Anonymous]

I enjoyed listening to the interpretation of the five classic songs from the Book of Song by Dr. Schaberg. I especially enjoyed reading the three love songs - "Quince," "Guan Ju," and Dead Roe Deer." These are the master pieces of the ancient Chinese love songs. In the songs, the maiden or young boys talked about their love, excitement, and melancholy.

I am amazed by Dr. Schaberg's ability that NOT he can read and interpret those songs, but he can also memorize some of the songs. Unbelievable!

[Anonymous]

By discussing the Chinese ancient poems/songs, Dr. Schaberg pointed out how a simple love song can be used to communicate an underline meaning in a political setting. When an official wanted to criticize his superior in a hierarchical society, he could use the inner meaning of the song to express his criticism without getting into trouble. I'm wondering if this form of indirect response, or coded communication, can be related to the Chinese culture of subtle expression in daily lives. Of course, with globalization and culture exchange, we may encounter less in people's expressions with subtlety in China nowadays.

[Anonymous]

My take away, is that there are many instances where it might not be politically correct to openly discuss certain topics but by burying a thought or philosophy in a song, and including or tacitly approving a song, the scholars or leaders of the period are communicating their messages to the people.

[Anonymous]

The rap that Dr. Dube's student submitted proves that you should never underestimate the depth of your students.

[Anonymous]

I second that, Dan! The rap was great!! Although I would have loved to have heard Prof. Dube rap it himself!
edited by kmoore on 8/8/2011

[Anonymous]

This morning was by far the most difficult for me....I am not a teacher of the humanities, and have never been exposed to this kind of information. The take away for me was that despite the fact that little was known about the context in which the poems were written - they convey universal themes that transcend time and culture. I appreciated the way in which Dr. Schaberg took the time to coax responses from the group, and to share his interpretations of the work. His suggestions about having students bring contemporary songs that are meaningful them and comparing them to some of the themes in the ancient poems were also very helpful.

[Anonymous]

Analyzing the poems was a little intimidating, but I tried my best as this has never been my forte! I would definitely need easier poems for students to analyze if I was going to use them with my SPED students. The student rap was fabulous!

[Anonymous]

I agree with Tony about the uncertainty of the context and social practices make it hard to interpret the poems. When I first read the "Guan ju" long time ago, I heard a different interpretation at least for the first four verses. Of course, after going through the whole poem, Dr. Schaberg's analyzing makes sense.

[Anonymous]

Dr. Schaberg's lecture on the songs of ancient China was both enlightening and ambiguous at the same time. It is much safer to offer an interpretation of poetry when there is an established cultural background as a frame of reference. Dr Schaberg is a master at drawing out ideas from the class. His inquisitive questions and his unhurried mannerism are traits I want to emulate in my classes. I agree with Tony that sharing “The Kingdom’s Dead” with the students would provide an opportunity to tie the theme of valiant sacrifice and struggle with our September 11th remembrance

[Author]

Posts