IB Junior English Journal Response 32 (Extra Credit Entry)

1) Consider where you started in IB Junior English?

2) What have you learned in this course?

3) What do you think you need to work on before the next English course?

Extra Credit

1) Initially, as I entered IB Junior English, I thought that I was in a position where I could write under higher expectations.  However, this was not correct as I found that the work that was considered excellent in Advanced Sophomore English was rated 40% - 50% lower (meaning a whole grade level down).  Imagine if one had to, all of a sudden, cope with three to four times the expectation in advanced classes.  The depth of thinking, organization of ideas, and quality of thought had to be shown on paper in a small time constraint.  I also had no commentary or essay examples to see.  I think that we needed at least one case of how the (essay/commentary) criteria was applied successfully.

2) I have learned some different tips to improve the appearance of my writing such as reducing the words that make my paper sound more active than passive.  Through observation, I noticed the depth of thought that we needed to analyze a play.

3) Before the next English course, I definitely need to consider improving how I write an essay and/or commentary on a play.  I also need to improve on my depth of analysis of a novel or play.  Another thing I would also need to focus more on being more descriptive and focusing on one topic to analyze instead of a broad idea for writing structures.

IB Junior English Journal Response 31 (Lorca Journal 6)

1) Find nine quotations, three from each act, that suggest a cultural connection.

2) Discuss your thoughts on each in one to two sentences.

Lorca Journal 6 (Quotes and Cultural Connections)

-Act I-

Bridegroom: “Three years.  I was finally able to buy the vineyard.” (9).

-This quote could connect to the characters family class and reveals how middle class families managed their financial assets.

Mother-In-Law: “The water deep and black.” (17)

-This has a connection to the depth of character in a person (the deepest desires or Id which relates to Freud).  This can also have a connection to how fortune is unknown.

Mother-In-Law: “The blood was flowing / Stronger than water.” (26).

-This could relate to the immensity of the Spanish Civil War and how conflict brought many casualties.  It also relates to the phrase "blood is thicker than water" which means that family is more important than others.

-Act II-

Maid: “set the orange blossoms…so they form a crown on your hair.” (41).

-Greek influence can be seen here because of their ceremonial attire.

Father: “flower of the mountain! / Like the wife of a captain!” (51).

-This shows the predominant role of men in Spanish society.  They were viewed as the decision makers in the family.

Father: “And these hands…will punish and will dominate and will sow the seeds.  Many sons are needed.” (61).

-This can relate to how a significant portion of the Spanish population were farmers under wealthy landowners.

-Act III-

Second Woodcutter: “Leave a green branch for love.” (88).

-The “green branch” can refer to peace and purity of religion in this era.  This character can also be part of the chorus of the play.

Little Girl: “The thread runs and runs.” (96).

-This relates well with the three fates in Greek mythology.  They were responsible for measuring the life span of a mortal.  Similar beliefs could have been practiced in Spain.

Mother-In-Law: “Place a cross of ashes…” (97).

-This shows the strong attachment of the Spanish people to their Christian faith.  The symbol of the cross was used even without ceremony or semi-formality.

IB Junior English Journal Response 30 (Lorca Journal 5)

Make a list of themes that Lorca creates.  With the list completed, write about the following ideas and how each could connect to a theme:

1.  The symbolism of the woodcutter, beggar woman and moon

2.  What happens when the runaway couple are caught?

3.  What happens to the Mother after the death of her son?

4.  At least three significant lines of imagery

5.  What elements of a tragedy does Lorca incorporate in Blood Wedding?

Lorca Journal 5 (Themes):

List of themes:

-Relationships

-Passion

-Concern

-Duende

-Church

-Gender Roles

-Class Structure

-Fate

-Death

-Marriage Type

-Life

1) The Woodcutter seems to influence the theme, by showing how society expresses concern for any major situation.  They seem to symbolize the “chorus” which characterized most Greek tragedies.  For instance, the Third Woodcutter comments on the Bridegroom’s reaction to the results of the wedding in the quote, “The Bridegroom will find them…I saw him start off - like a raging star! His face, the color of ashes, revealed the fate of his whole family.” (80).  This shows that the Bridegroom shows concern for the turmoil that is foreshadowed in the play.  The Beggar Woman could connect to fate because of her intuitive dialogue that hints on what would happen next.  She symbolizes the medieval view of fate and fortune (blind woman spinning wheel).  The Beggar Woman also seems to symbolize the harbinger of death in the scene where she observes the movement of Leonardo & the Bridegroom saying, “Shine on his vest, open the buttons-/ then the daggers will know their way.” (84).  The Moon seems to represent the aid for death and bringer of omens.  The Beggar Woman seems to leading this characters decisions.

2) When the runaway couple are caught, the bond between them strengthens their relationship.  This is shown when Leonardo says, “As you wish! If they tear us apart, it will be because I am dead.” (93).  Here, one of the leading characters protects a futile relationship to the last.  This contributes to the themes of passion and gender roles.

3) After the death of the Mother’s son, the Mother blames the Bride as the cause of all the trouble in the relationship when she says, “But what about her honor?  Where is her honor?” (101).  The mother does not understand why the Bride would elope with another instead to marrying a wealthy and respectable Bridegroom.  This undermines the Mother’s basic morals.  This can contribute to the theme of relationships, passion and class structure because the Bridegroom was in a higher position in the social class.  He could successfully sustain a healthy marriage.  However, the Bride chooses to elope because of passion for Leonardo

4) Lines of Imagery:

First Young Man: “Awaken, senora, awaken! / As orange blossoms rain through the air.” (51).

-This symbolizes a place where happiness and good relations seem to dominate the scene.

-The theme of the Church could tie in with this concept because flowers are used in weddings and funeral ceremonies. 

Maid: “The rivers of the world. / Carry your crown!” (42).

-This symbolizes the life achievement and commitment that the Bride is about to take on.

-The theme of life seems to relate because being in a marriage shows unity and the freedom to make decisions. 

Mother: “Three walnuts by the mill, one whole vineyard and a plant called Jupiter, with blood-red flowers, but it died.” (28).

-These images could symbolize the death of an important figure and represents the struggle between the Bridegroom and Leonardo near the end of the play.

-The theme of death and fate seem to apply because these images represent some of the major events that occur later in the play (between the Bride, Bridegroom, and Leonardo).

5) Some characters have a tragic flaw which brings about their downfall.  Once such example would be when, the Bride develops a sense of duende for Leonardo.  Leonardo cannot stand to be split from the Bride’s company saying, “To keep still when we’re on fire is the worst punishment we can inflict on ourselves.” (47).  This shows that the “fire” that is generating feelings of passion between them is stifled by the impending marriage.

IB Junior English Journal Response 29 (Lorca Journal 4)

Read Act II

4)  How does the set change between acts and what effect does the set have on the atmosphere? 

Journal 4 of Lorca (Set Change and Effects)

4) Between acts one and two, the staging changed from the interior of the house where the Bride lives, to a more detailed location in the same house.   At the end of act one the window is used to give the effect of proof of something and a view into the outside world.  The Maid shows this when she said, “Look - out there, was it him?” (38). The lighting from act one scene three has been dimmed to speed time of day.  This gives the effect of peace and calm.  In the beginning of second act, the staging emphasizes “The veranda of the BRIDE’s house.  The front door is upstage.” (39).  When characters enter this area, they will express their emotions and thoughtfulness as the effects.  This is a scene where calm tones meet troubled thoughts.  The flowers and the mirror clue the audience into the upcoming wedding.  The staging describes the bride as, “dressed in ruffled white petticoats covered with lace and embroidered scallops…” (39) showing further preparation for the wedding.  This gives the effects of worry, tension, excitement, and thought.  These set designs reflect how the characters will act and feel at the start of act two.

IB Junior English Journal Response 28 (Lorca Journal 3)

1)  Choose any two symbols from your list and discuss their significance.

2)  Examine Lorca's use of the horse.  I don't expect brilliant answers, but I do expect a good hypothesis with reasoning and possibly a couple of questions attached.

3)  Respond to at least two student's blogs.

Journal 3 of Lorca (Symbolism, Horse, & Blog Replies)

1) One of the symbols I listed in my previous blog post was the repeating image of knives in the first scene.  The Bridegroom only regards the knife for its practical use with foods, as in the quote, “I’ll eat some grapes…Give me the knife.” (5). The Mother, however, despise the very invention of knives giving the connotation that the object will cause dread and death to a family.  She quotes, “Anything can cut into a mom’s body…and that man does not return…why [do] I allow this serpent inside the cupboard!” (6). She relates knives to mythological creatures in Greek times that can compare to this connotation of destruction.  Another symbol I noted was the image of water as it was described at the beginning and ending of Act 1 Scene 2.  here, water is characterized by its “deep and black” (17) appearance and also quotes, “Who can say, my child/ What the water holds/ - With its flowing tail/ Along its verdant hall…The Horse does not want water” (17).  From this, one can say that water could be a symbol for fate because of the concept of water’s free-flowing mysteriousness.

2) Lorca uses the horse to symbolize work and exhaustion as well as resistance of something.  In the poem in Act 1 Scene 2, the horse is shown as an animal with, “wounded hooves...frozen mane…and in his eyes a silver dagger...does not want water” (17).  This can refer to a person who does not want to accept his fate because of the physical or mental damage he has gone through.  Later in this scene, MOTHER comments on the horses appearance saying, “He’s stretched out there, with his eyes rolling around as if he’d come from the ends of the Earth” (22).  This could symbolize daily toil and torment a person can go through.  Could this symbol have other meaning such as persistency of character?  Why is the horse associated with some other symbols?  What is the effect of this symbol?

3) Responses to Other Blogs:

Arianna: You have an interesting analysis of the Mother.  Are there any character traits that seem to separate her from this archetype? Good analysis so far.

Adria:  Interesting analysis of the Mother.  Is there anything else that could characterize her archetype, possibly?  Good ideas.

IB Junior English Journal Response 27

Read Act 1

1) Create a list of symbols that you come across.

2) Examine how Lorca characterize the archetypes of the play?

3) Does Lorca embrace or reject the archetype?

4) What is the effect of the characterization?

Journal 2 of Lorca (Symbols & Characterization)

1) Symbols:

-Knives, Dagger

-Vineyards

-Water

-Horse

-Vines

-Blood

-Flower

-Child

-Land (Farming)
-Color (Yellow & Pink)

2) Lorca characterizes the Mother as having an irritated tone towards others.  They are older and more religious.  Her sharp remarks towards the Bridegroom are shown in the quote, “What would an old woman do in the vineyard!  Would you hid me under the vine leaves?” (7). The author characterizes the Neighbor as good-natured and sensible as in the quote, “you’re right…your son deserves the best.” (14). When MOTHER seems to be reacting very emotionally, the Neighbor says, “Control yourself...you’re getting old…for you and me it is time to be silent.” (16).

3) Lorca seems to reject the archetype of the mother because he makes it seem as if she is making every situation uncomfortable.  For instance, when the Father was talking to her about his harvesting experiences, she replied, “Don’t complain - I didn’t come to ask you for anything.” (29).  The archetype of the Neighbor appears to be favored by Lorca because of his/her peaceful attitude towards MOTHER in the quote, “Pardon me!  I didn’t mean to offend you, but it’s true…whether or not she was a decent woman, no one said” (14).

4) The author seems to be making two characters with opposite character archetypes to converse.  This creates contrast and reveals more aspects of both characters.  Through these types of conversations, the ideals of society represented in the book starts to show (e.g. the old should not be outspoken in the community).

IB Junior English Journal Response 26

1) Write a short pastiche for Anouilh and Ibsen

2) Paragraph discussing what you learned about differences in author’s styles.

Journal 1 of Lorca

1) Pastiches

Pastiche for Anouilh (Pg. 6 - Chorus)

Jared has given a formal decree that Pettersen, the person he supported, is to be buried with respect and care, and that Jekel is to be thrown away.  The pigs and beavers can have their fill upon his corpse.  No one shall weep for him.  No monument is to be built in remembrance of him.  And most importantly, any individual who tries to provide him with a proper burial shall have himself be exterminated.

Pastiche for Ibsen (Pg. 121 - Guests)

The Hairy Visitor: Ah, with just a bit of inspiration a person could do many things in twenty minutes.

The Thin Visitor: I agree, but what next, my friend, what next.

The Second Visitor: From what I’ve heard we can preview coffee and liqueur in the living room.

The Thin Visitor: Very well!  Then possibly Mrs. Løry will perform a piece. 

The Hairy Visitor (in an overtone): Just so Mrs. Løry won’t perform us out.

2) While I was working with Anouilh’s writing I noticed that his language is mostly directs and to the point at most times.  I found this easy to manipulate into another topic.  His grave tone combine with the formal atmosphere that he says it in sounded powerful.  Ibsen, on the other hand, was a bit challenging.  The syntax of his writing is meant to have an underlying message that is not always obvious to the reader.  I had to focus on how Ibsen portrayed each character while keeping the figurative language used. For instance, I desired using “coffee and buttered bread” but instead they used liqueur which was an unusual combination. Also, the use of figurative language was shown in the quote from the book, “play us to pieces”.  This portrayed Mrs. Sørby as a witty, logical and seemingly manipulative person.