The romantic poets and their preoccupation with nature.

It has been said that the romantic poets were preoccupied with nature, both for its simple pleasures and as a conduit to the divine. Each of the poets viewed and used nature in a variety of ways, dependant on their personal philosophies. Arriving on the literary landscape at a time in which the industrial era was well underway and at the end of the age of reason, poets like Wordsworth and Coleridge saw lessons in nature. Both of them took this further, viewing nature as a guide and teacher. On the other hand, Keats used nature as a metaphor to describe human feeling and experience. Shelley viewed nature and human culture as parts of a greater whole, at times the natural world replacing a religion he no longer believed in. With that in mind, were the romantic poets simply preoccupied with nature, or was this infatuation part of a rebellion and exploration of the rapidly changing world around them?

William Wordsworth could perhaps be considered the foremost nature lover of the prominent English romantics. Shelley, in To Wordsworth (1816, p. 863), describes him as a ‘Poet of Nature’, a title that seems quite apt after but a brief scan of his works. Andrew Hubbell writes of critics using the term ‘Wordsworthian eco-poesis’, creating a standard of nature poetry with which to compare all others (2010, p. 14). In the poem The tables turned (1798, p.765), Wordsworth is either proclaiming, or being called himself, by the sun, to ‘Let Nature be your Teacher.’ Keeping in mind the importance of the poet’s use of syntax (Stephens, 1992), the capitalisation of nature and teacher in this line signifies the importance the poet is placing on both these roles. Through the blank verse poem Lines (1798, p.765), Wordsworth conveys how nature, and his view above Tintern Abbey in particular, due to its ‘beauteous forms’, keeps him refreshed, claiming through ‘hours of weariness, sensations sweet, / Felt in the blood, and felt along the heart;’ see him through these times. More than providing restful space for the mind, nature is also viewed by Wordsworth as a teacher, muse and path to divinity. In book 1 of The Prelude (1850, p. 781) he states he ‘grew up / Fostered alike by beauty and by fear’ in his ‘belovéd vale’. The rest of this conversational poem outlines a number of experiences and awakenings he encountered as he grew towards a man and poet. Throughout he tells of developing a deeper appreciation of the nature that surrounded him and which he found offered more than just a place to gambol as a child. The methods, or ‘means which Nature deigned to employ’, used to educate him are alluded to from lines 340 to 356. Through nature he is able to have a vision of the duality of existence. Nature’s ‘Inscrutable workmanship that reconciles / Discordant elements, makes them cling together / In one society’ coupled with ‘hurtless light / Opening the peaceful clouds’ guides his ‘immortal spirit’ as it grows. Severe or light the lesson is taught ‘as best might suit her aim’. Wordsworth sees in nature the face and hand of the divine, guiding through life and informing his works.

Samuel Taylor Coleridge was another that saw the dual purpose of nature as both a means to find relaxation as well as a teacher or muse. He describes his ‘love of nature’ as one of his ‘original tendencies’ (1817, p. 7) and claims that ‘Nature recites and recalls…by a perpetual revelation’ the existence of God. Coleridge imbues aspects of nature with emotion and human action. In The Aeolian Harp (1796, p. 805) he describes clouds as ‘Slow saddening round,’ and the ‘desultory breeze’ as able to caress the song of a lute ‘Like some coy maid half yielding to her lover’. This Lime-Tree Bower My Prison (1800, p. 807) reveals his frustration at being unable to journey through nature with friends due to an accident. He is able to picture them as they ‘Wander in gladness, and wind down, perchance, / To that still roaring dell, of which I told’, while aggravated by the loss of this opportunity to converse with both his friends and nature. All is not lost however, as nature reveals herself in a way that ‘Comes sudden on my heart’. This last stanza reveals his belief in nature as more than a thing to be viewed or used. ‘Nature ne’er deserts the wise and pure; / No plot so narrow, be but nature there,’ harkens to the spirit of nature, as guided by God, and its personified quest to ease and guide the receptive mind and soul. The consequences of life coming between Coleridge and nature, is shown in the words of Dejection: An Ode (1802, p. 828):

But now afflictions bow me down to earth:
Nor care I that they rob me of my mirth;
But oh! each visitation
Suspends what nature gave me at my birth,
My shaping spirit of Imagination.

This loss leads to ‘viper thoughts, that coil around my mind,’ symbolising the darkness he feels by the breakdown of his relationship and the resulting inability to view the calming beauty of nature, therefore feeling a loss in his connection to the divine.

In contrast to the above poets, John Keats is more inclined to use nature as a subject or metaphor than viewing it as the inspiration above all others. Aspects of nature fulfil the purpose of poetic adjective and imagery, such as the lines ‘Hold like rich garners the full-ripened grain;’ and ‘Huge cloudy symbols of a high romance,’ from When I Have Fears (1818, p. 906). Where Wordsworth may have turned to a mountain stream to convey his meaning, Keats searched mythology, particularly Greek, for his symbolism. This is not to say that the natural world was not important to Keats. In his Ode to Phsyche (1819, p. 933), it seems just as significant the ‘two fair creatures, couchèd side by side’ are ‘In deepest grass, beneath the whisp’ring roof’, coupled with the other natural imagery, as is what they actually do. The fourth stanza has Keats comparing his thoughts to that of a tree:

Yes, I will be thy priest, and build a fane
In some untrodden region of my mind,
Where branched thoughts, new grown with pleasant pain,
Instead of pines shall murmur in the wind:

Keats goes on to describe how he will landscape his mind providing a space that ‘shall be for thee all soft delight’. The concept of the eternal nature of the human experience is expressed through the collective memory of the nightingale, in Ode to a Nightingale (1819, p. 935). Richard Fogle contends that Keats is using the nightingale to portray ‘a state of intense aesthetic and imaginative feeling, too poignant for long duration, which arise with the song of the bird and vanishes when the song is done’(1947, p. 81). This idea highlights the use of nature by Keats to work through thoughts and concepts, without the need to deify the natural as many of his contemporaries obviously did. While Keats appreciates natural beauty, it is to be used more to express humanness rather than the divine.

The last of the poets this essay will discuss is Percy Bysshe Shelley, which brings the conversation back to one who is most definitely in the nature loving ranks. This is not to state that Shelley engages in the deification of the natural world, rather he demonstrates an appreciation that would not be out of place in this modern era. Although it is debated, it would seem that in the words of Mont Blanc (1817, p. 866) Shelley is identifying the conflict between what he sees in nature and a Christian faith. Michael Erkelenz states that Shelley believes that faith in a deity has brought only ‘misery and ruin’ (1989, p. 103). On line 127, Shelley announces ‘Mont Blanc yet gleams on high:--the power is there, / The still and solemn power of many sights, / And many sounds, and much of life and death.’ He adds to this further in the same stanza ‘The secret Strength of things / Which governs thought, and to the infinite dome / Of Heaven is as a law, inhabits thee!’. Kapstein believes Mont Blanc is an attempt by Shelley to reconcile ‘the nature of mind, the nature of knowledge, the nature of reality, and the relation of the human mind to the universe’ with his ‘doctrine of necessity’ (1947 p. 1046). This doctrine forms the basis of Shelley’s atheism and Kapstein reads a defiance even in the wisdom and power of the mountain, as the last three lines change the meaning by displaying ‘in contradiction of what he has been saying for a hundred and forty-one lines he brings the poem to an anti-climax.’ Rather than an anti-climax, these lines could also be seen as a final declaration of the supremacy of man’s thinking and spirit above any deity, whether based in nature or religion, which would relate back to the opening lines ‘The everlasting universe of things / Flows through the mind, and rolls its rapid waves,’ confirming the human brain as the true source of wisdom.

This selection of poets each had his views of the natural world. Wordsworth and Coleridge, with a very similar appreciation of God working through their natural surroundings to reach them, took immense pleasure in nature. More than that, it would seem they see in nature the actions of God’s holy spirit, guiding them and offering succour in dark times. Keats on the other hand, made little reference to the divinity of nature, seeking instead to understand the workings of the mind, using nature as metaphor when it suited his purpose. At the other end of the spectrum, Shelley at times uses nature to confirm his lack of belief in a divine being, though still seeing many lessons in the natural world. In the end, it is incredibly simplistic to say that the romantic poets had an obsession with nature. Each used or felt guided by nature in different ways. The thing they all had in common though, was the ability to gracefully use nature in a way to come to terms with the world around them.

References

Erkelenz, M 1989, 'Shelley's draft of `Mont Blanc' and the conflict of faith’', Review Of English Studies, 40, 157, pp. 100-103, Humanities International Complete, EBSCOhost, viewed 11 September 2013.

Ferguson, M., Salter, M. and Stallworthy, J. 1996. The Norton anthology of poetry. New York: W.W. Norton.

Fogle, RH 1947, 'A Note On Keat's Ode To A Nightingale', Modern Language Quarterly, 8, 1, p. 81, Academic Search Complete, EBSCOhost, viewed 9 September 2013.

Hubbell, J 2010, 'A Question of Nature: Byron and Wordsworth', Wordsworth Circle, 41, 1, pp. 14-18, Humanities International Complete, EBSCOhost, viewed 9 September 2013.

Kapstein, IJ 1947, 'The Meaning of Shelley's 'Mont Blanc'', Pmla, 4, p. 1046, JSTOR Arts & Sciences III, EBSCOhost, viewed 12 September 2013.

Stephens, J 1992, Reading the Signs: sense and significance in written texts, Kangaroo Press Pty Ltd, Kenthurst NSW.

Reflective synopsis

The use of technology in the learning environment should not be assumed to be simply a good or bad thing. Correctly applied, web 2.0 tools can enhance the learning experience. Conversely, the use of technology for its own sake is to be avoided at all costs. The past seven weeks have provided the opportunity to explore many new learning tools, as well as revisiting some from a fresh point of view.

One of the key learning’s to be taken away from the weekly tasks is the need to view any new tool with an open mind, or a variety of hats. While past experience can provide valuable insight regarding what works in a learning environment, to allow that to strongly colour the learning manager’s thinking when encountering a new tool, could easily lead to missed opportunities. This was demonstrated right from the start, with a look at mobile phones utilising De Bono’s six hats framework. Using this framework forces the user to consider ideas that may well have remained hidden. Personally, considering the uses of mobile technology in and out of the classroom was a real eye opener. From a position of “no way do I want phones in my classroom”, to one that sees that, with care and planning, they could prove a key to unlocking a the world is my classroom attitude.

Looking at the possibilities of various learning spaces, I was most taken by the potential of using the three tools in unison. A website space, like Weebly, could be used as a virtual classroom, hosting links to all the learner’s materials. The use of blogs in this course has demonstrated that a blog can become an online exercise book or continual essay host. I set up a Wikispace, looking at freeform poetry. Combined, these tools will allow me to expand the concept of the learning environment. No longer required to be brick and mortar, learning can happen anywhere there is Wi-Fi.

The idea of using imagery and video in learning is hardly new. I have used images and memes in recent classes as discussion starters. Looking at a statement, what do the learners think of it? Questioning to induce reflection, a conversation is able to be had, which ideally will lead to the students reflecting on their own beliefs and ethics. As posted in a blog separate to these, here, I believe that YouTube and other video sharing tools can be a fantastic teaching aid. Being able to watch classes at home can free up the learning manager to do more assistance work in class time. Again, the concept of learning environment needs to change; old thinking can be restrictive in viewing this idea in a positive light.

Presenting in the learning environment needs to engaging. The modern student is used to being entertained at all times. While teaching is not strictly a performance, there an element of that to it. Using the right tool, these efforts can be enhanced. I personally loved using Prezi and have used it since that week in the classroom setting. Others may prefer to stick with PowerPoint, which, once it is learned, can be wonderfully dynamic in the right hands. These tools of course tie back in with the previous paragraphs.

As mentioned earlier, my thinking around the use of portable devices in the learning environment was coloured by my closed minded thinking. With the use of De Bono’s hats, I was able to see ideas that were previously escaping thought. How the other tools are used is dependent on the device that is used to access them. With a phone or tablet device, the learning environment can be wherever the student is. Checks and balances are most definitely required to ensure that the devices are used in an ethical manner and also so they do not become a distraction in the classroom. I have witnessed how students being able to listen to music on their players can have a negative effect on the classroom. A clear understanding of the expectations regarding their use will need to be established.

The experience I have had in playing with and using these tools has been incredibly beneficial to me going forward. Each tool has its strengths and weaknesses. As a learning manager, I will need to be conscious not to be using technology for its own sake. Used thoughtfully, web 2.0 tools will assist my learners to become fully engaged in the learning as well as catering to a wider range of learning styles. I will need to always keep an open mind and be prepared to discard those ideas that are not as useful as I may have first thought, as well as looking for new opportunities.

Links to the blogs:

http://notenoughtimeto.blogspot.com.au/2013/07/teaching-tools-of-web-week-3-e-learning.html
http://notenoughtimeto.blogspot.com.au/2013/07/more-on-digital-tools.html
http://notenoughtimeto.blogspot.com.au/2013/08/i-kind-of-want-to-just-skip-ahead-to.html
http://notenoughtimeto.blogspot.com.au/2013/08/e-learning-tools-devices.html

E-learning tools - the devices

The idea of using mobile technology in the classroom can be quite daunting at first. It is easy to see the issues without considering the potential benefits. To move past this, as discussed in the first of this series of posts, a different type of thinking structure can be utilised, leading to ideas that otherwise would have been left lying dormant in some forgotten corner of the mind.

The tablet or phone tools we now have available to us are truly remarkable. It is only a short journey back in time when the capabilities of the average smartphone would have been unthinkable on the best computers in the world. Consider the multiple functions: phone, conference facility, video camera, digital camera, music and video player. That list is substantial before we even begin to look at the multitude of apps available to enhance all of the above.

In the education setting the opportunities are only limited by the thinking of the participants. It is perfectly conceivable that whole assignments, including research, could be put together on a device about the size of a piece of paper, before being shared through Google Drive or similar. With video editing apps cheaply available, students could be using footage they have taken as part of presentations. For students separated by distance or even illness, the capabilities coupled with the mobility of these devices, mean they can be part of the classroom from home or hospital. Even for those in the classroom, presenting to the device may be a step towards speaking confidence for the introverted student.

This last group of tools has the potential to enable all those involved in the learning experience to fully grasp the potential of the other tools discussed in these posts. Education does not need to be restricted to one place or time. Utilising all the technology available, in a well thought out manner, could lead to education becoming truly embedded in the lives of the students. There is much to be considered when planning technology use and all use should be purposeful in the learning environment. On the other hand, to be restricted by the fear of the prospective issues, could lead to the missing of some wonderful opportunities.

My short paper gibberish, available for critique.

Reading with the wisdom of Stephens and the insight of Rose

While the requirement for analysis crosses many disciplines, the nature of poetry sees this need perhaps greater than other forms of literature. Through seeking deeper understanding and significance, the reader of poetry is able to feel the words in a more insightful fashion than what a straightforward reading may offer. With this in mind, poetry should be looked at as more than the sum of its parts, or structure. A sonnet, such as Drayton’s 6^th, offers much more than fourteen lines of pretty words.

How many paltry, foolish, painted things,
That now is coaches trouble every street,
Shall be forgotten, whom no Poet sings,
Ere they be well wrapt in their winding-sheet.
Where I to thee eternity shall give,
When nothing else remaineth of these days,
And Queens hereafter shall be glad to live
Upon the alms of thy superfluous praise.
Virgins and matrons, reading these my rhymes,
Shall be so much delighted with thy story
That they shall grieve they liv'd not in these times,
To have seen thee, their sex's only glory.
So shalt thou fly above the vulgar throng,
Still to survive in my immortal song. (Drayton, 1619)

Although there may be several styles of sonnet, this is most definitely the English form. The ABAB rhyme, three quatrains and a couplet leave little room for any other definition. This sonnet catches the eye and ear with the contempt or disdain Drayton shows for all other women, when compared to his heart’s desire. From the collection of sonnets that make up Idea, published in 1619, this sonnet is one of 73 proclaiming the glories of Anne Goodeere, whom Drayton was said to be in love with (Jokinen, 2007).

The ‘paltry, foolish and painted things,’ troubling ‘every street’, seem to be utterly unworthy of his, or anyone’s contemplation. The stress placed on the first syllables of those three adjectives can be almost spat out as much as spoken. His contempt is completed through the second half of the first quatrain 'Shall be forgotten, whom no Poet sings, Ere they be well wrapt in their winding-sheet’; they will be dead and gone with none to remember them. This language marks all other women as very poor things indeed. In this first quatrain he is also setting up the rest of the sonnet; the ‘whom no poet sings,’ line is in direct contrast to what he is offering below.

The next quatrain sees the tone of the speaker changing, softening to one of seduction. Rather than reflecting on the lowliness of others, these and the following four lines focus on the glory of Anne and the poet himself. This quatrain sees Drayton’s ego let off the leash, claiming that even queens will be glad to live on the leftovers from his ‘superfluous praise’. The idea of achieving immortality through words is presented more clearly in these lines; only hinted at in the negative through the first quatrain. This immortality is a gift able to be bestowed by the author, ‘Where I to thee eternity shall give’, the words surviving long after what ‘remaineth of these days’. Drayton is gifting Anne with ‘eternity’.

The last of the quatrains bring both their glories together; his writing and her splendour. Written at about the same time, it is not too far a leap to the sentiment of Shakespeare’s St Crispin’s day speech in Henry V. where those not able to be at the battle or, in this case, witness the beauty shall ‘hold their manhoods cheap’ or ‘grieve they have not lived in these times’. Again, Drayton is returning to the idea of immortality achieved through words. This time he is suggesting that not only will they be wishing for but a fraction of the praise outlaid in these sonnets, they will also regret that they were not around to witness the beauty here described, the last of these lines crowning her the female ‘sex’s only glory’.

The couplet contains a promise, that through his writing, she will forever be above all others, or ‘fly over the vulgar throng’ in Drayton’s words. The promise of immortality also returns, this time directly attributing this ability to his ‘immortal words’. With other Drayton pieces based on the earlier style of Horace and Ovid (Jokinen, 2007), it may be suggested that the poet was well aware of the eternal nature of literature.

It is perfectly understandable if the reader is left in no small amount of awe at Drayton’s degree of devotion to his love. His heart is openly on display for the world to see, both in this and the rest of the collection. This particular sonnet is almost amusing in parts, though all of the sonnets combined are an epic work of flattery.  Mr Keating, Dead Poets Society, spoke of poetry being used to 'woo women'. This takes it to a whole other level. That Drayton never succeeded is in no way reflective of his poetic efforts to do so, though without this profounder understanding, through analysis, the reader may be excused for viewing these fourteen lines as not much more than an historical curiosity.

Week 5 E-learning blog

I kind of want to just skip ahead to what, for me, has been the find of the course so far and just talk about how awesome it is and that the world is now a better place. Surely that would reduce my marks though, which would make me sad. I do not wish for that. This week we are considering the use of three presentation tools as well as a host of technologies that can be used to aid learning. I will save my fave for last, so here is just a couple of comments on the others.

The first tool we came across, can be used for both good and evil; the infamous PowerPoint. I have sat through many a presentation, hating the PowerPoint creators with no small amount of passion. I am sure I am not the only one. This tool, more than any other we have discussed, encompasses the concept of not using something just because you can. Used well, the PowerPoint slideshow can be dynamic and make for a compelling experience. Used badly and it harks back to Uncle Marvin’s holiday slides.

The term scrap booking put me off from the start, though I am sure Glogster is much more than that. The idea of incorporating a variety of virtual media on the one space, I am sure could be fun and exciting. Collaborative projects could be put together with ease and vibrant displays made with the students working from wherever they may be. The fact I was unable to get an example to download onto my screen though, highlights an issue with all such technology and could well lead me into a diatribe about the NBN, download limits and, so-called, comparable access. I will have to look more closely at this one in 2020 when we should have a reasonable connection at home.

There really is a whole world of tech out there to explore; we had a nice little list of examples to consider. Google maps and earth are tools that most would be familiar with. The ability to explore the world through your computer screen is incredibly exciting. Just today I was checking out the size of Central Park in New York; amazing how big the city is compared to a city like Sydney, let alone downtown Proserpine. A simple comparison such as that could be used to give students perspective, or, using the photos and information embedded in the program, more in depth explorations could be made. The other really cool thing, one that I have seen in a number of TED talks, is Gapminder. An interactive graphing tool, Gapminder is a way of displaying information, statistics in particular, that is both interactive, easy to understand and fun to use. There are heaps already to use or you can make your own. This one, shows the growth of CO₂ emissions since 1820. There is also a map tab, so that the growth by countries is more easily seen. Many, many classroom uses across all subjects are imaginable.

Now to the really good bit.

As stated earlier, PowerPoint has its place. That being said, its place is no longer near me. My world is now Prezi. Combined with the snipping tool, the other great find of this course, I very quickly started putting together the unfinished lesson displayed below. It seems to be everything PowerPoint is, but easier to use and more dynamic. Video, text and images are able to be quickly dumped on the page. Titles can be aligned using the guides that pop up at the appropriate time. If you require guidance, there are premade templates as well as many Youtube clips to assist the development of your vision.

For the lesson I am teaching next week, this term is being spent looking at domestic violence, I am in the position of being unsure exactly what will be covered by the regular teacher or the DV counsellor between now and then. Therefore I am setting up a flexible lesson that can flow wherever it needs to. We can look at what to do if your friend is being abused, how to know if are being abused yourself and I want to finish with looking what constitutes being strong. I can present this like I would a normal slide show, or I can easily zoom in and out, jumping to where the classroom conversation leads us. I can see it being used this way exclusively, or a whole terms learning could be placed on the canvas, allowing students to access the learning as they desire. Add a smart board to the classroom and any board work could be dumped on the canvas at the end of the lesson. This could create something similar to the maths galaxy on Khan Academy. I know I am only scratching the surface and am sure I will be utilising this with great regularity.

More on digital tools

This week we have been asked to look at more digital tools that may be of use in the classroom. While there is a need to remember that technology is pointless for its own sake, it would be equally pointless, perhaps more so, to ignore its use due to personal prejudices. The tools we look at this week are digital images, podcasting/audio and digital video. Of course all these could be taught in their own right as part of an IT subject, at this time however, it is how they may be used to assist teaching across a more general range of subjects that is being looked at. Before starting though, everything mentioned below needs to answer this; like any classroom tool, if the teacher, and therefore the student, are unable to identify a clear purpose for its use, why use it?

Images have long been used in the classroom. Whether it be photography, paintings, digital art or even using graphs or other imagery to illustrate a point, the use is well established. The secret of their use has not changed. Students are not interested in watching a slide show of one irrelevant image after the other. The added challenge that digital images offer is that this is a much easier trap to fall into, as there is a whole internet full of quality images, each one better than the last. The key to this remains the same. What is its purpose? What point are you trying to make? I should not have to mention, is it appropriate? There it is though, just in case. The picture below could be used to start a conversation about domestic violence.

I have discussed in an earlier blog post how video has the potential to change how teaching is conducted. With that in mind, I will feel at liberty to discuss them in the same breath as podcasts and the like. Keeping with the idea that these tools should only be used to add to learning, something like this podcast from Radio National could be utilised. A series looking at multiculturalism, this could be used either as homework or broken into sections within the classroom then form the basis of a class, learning experience, conversation, or prompt for further research.

There is a great deal of material already available online, though that should not stop enterprising teachers and students from creating their own, unique material. A teacher could use a podcast or clip to explain a task or outline a topic. Poetry could be recorded so that individual interpretation would be able to be heard. Students could use recorded interviews with town elders as part of a local history assignment. In this manner, not only is the story recorded, the language and rhythm of the locality is captured as well. There are a wide range of tools to play with, including a variety of apps from the various players in the market. Below is something incredibly stupid I put together with the basic video maker that came with my laptop. Even with my ridiculously slow internet, this took only minutes to have this uploaded to youtube. With some thought, really cool things could be developed. Obviously this is not the case here, proving my earlier point that a purpose for learning should be clear.

Apart from not wanting to use these tools for their own sake, my only other real concern for having students use them, is the problem of getting caught up in the process. As cool as these things are, it is possible they can become distractions from the learning experience that the teacher is attempting to create. This too can be managed with a small amount of care and perhaps some restrictions. All in all though, these three tools are yet more to add to the teacher’s digital arsenal.

Drayton Sonnet No.6

A little bit of poetry analysis from this terms poetry journal

How many paltry, foolish, painted things, 

That now is coaches trouble every street, 

Shall be forgotten, whom no Poet sings, 

Ere they be well wrapt in their winding-sheet. 

Where I to thee eternity shall give, 

When nothing else remaineth of these days, 

And Queens hereafter shall be glad to live 

Upon the alms of thy superfluous praise. 

Virgins and matrons, reading these my rhymes, 

Shall be so much delighted with thy story 

That they shall grieve they liv'd not in these times, 

To have seen thee, their sex's only glory. 

So shalt thou fly above the vulgar throng, 

Still to survive in my immortal song.

Predating young Williams’s work, I would have to call this an English sonnet. The ABAB rhyme, three quatrains, the turn and a couplet leave me with no other choice. This sonnet caught my eye with the contempt or disdain Mr Drayton shows for all other women when compared to his heart’s desire. From the collection of sonnets that make up Idea, published in 1619, this sonnet is one of 73 proclaiming the glories of Anne Goodeere, whom Drayton was said to be in love with (Jokinen, 2007).

The ‘paltry, foolish and painted things,’ troubling ‘every street’, seem to be utterly unworthy of his, or anyone’s contemplation. He states as much in the second half of the first quatrain, they will be dead and gone with none to remember them. This language marks all other women as very poor things indeed. In this first quatrain he is also setting up the rest of the sonnet; the ‘whom not poet sings,’ line is in direct contrast to what he is offering below.

The next quatrain sees him let his ego off the leash, claiming that even queens will be glad to live on the leftovers from his praise. The idea of achieving immortality through words is presented more clearly in these lines; only hinted at in the first quatrain. This immortality is a gift able to be bestowed by the author, the words surviving long after what ‘remaineth of these days’. Drayton is gifting Anne with ‘eternity’.

The last of the quatrains bring both their glories together; his writing and her splendour. Written at about the same time, it is not too far leap to the sentiment of Shakespeare’s St Crispin’s day speech in Henry V. where those not able to be at the battle or, in this case, witness the beauty shall ‘hold their manhoods cheap’ or ‘grieve they have not lived in these times’. Again, Drayton is returning to the idea of immortality achieved through words. This time he is suggesting that not only will they be wishing for but a fraction of the praise outlaid in these sonnets, they will also regret that they were not around to witness the beauty here described, the turn crowning her the female ‘sex’s only glory’.

The couplet contains a promise, that through his words, she will forever be above all others, or the ‘vulgar throng’ in Drayton’s words. The promise of immortality also returns, this time directly attributing this ability to his ‘immortal words’.

I am left in no small amount of awe at the level of devotion Michael Drayton displays in this work. This particular sonnet I found quite amusing, though all of the sonnets combined are an epic work of flattery. Mr Keating spoke of poetry being used to 'woo women', this takes it to a whole other level.

http://www.luminarium.org/renlit/draybio.htm

Teaching tools of the web - week 3 e-learning blog

This week in e-learning, we have been asked to come to grips with a variety of tools available to all in the online world. The expectation has been for us to engage and play with three in particular, websites spaces such as Weebly, collaboration sites like Wikispaces, as well as the wonderful world of the blog like we have here. I was only supposed to discuss one, though became excited and did all three. At first, either knowing nothing about the tools or, having not used them, not being aware the extent of their capabilities, it may seem like this might all just be tech for tech’s sake. Indeed, there are many sceptics out there, who say that, beyond a few key tasks, the uses of technology and Web 2.0 tools are much overrated. Even those of us who are excited about the whole idea, such as myself, are only just waking up to the possibilities.

The most obvious place to start this discussion is at home, right here in blogworld. As I have stated elsewhere I started this more as a repository for myself than anything else. In its most simplest form, the same application can be made in the classroom setting. To push it along that path, perhaps a blog may even be a replacement for exercise books. Imagine a world where a student can no longer say they left their book at home or ‘the dog ate it’. It gets better though. The teacher no longer has to lug around books for marking. Checking for plagiarism would be a simple matter of cut and paste into a search bar. Students can support each other without spending hours on the phone. The ability to link to clips and articles makes the task a lot simpler for all involved. If I had had this at school, it would not have mattered that my hand writing was, and is, horrible. This really is just scratching the surface with thoughts arising as I type. A quick search finds many resources, such as these, these and those ones. Thinking of my own teaching disciplines, a blog could be where students post their essays for English. For HPE, they could embed a clip of someone performing an action, serve or jump for example, for critiquing purposes. Students and teachers need only be limited by their will and imagination.

Had I known about Weebly earlier in the year, I probably would not have started this blog when I did. It really is the kind of space I was looking for to store links, clips and other bits and pieces. On top of this, it presents information in a way that is so nicely ordered that, as a place to store items online, I have not seen better, although I dare say there are others out there offering pretty much the same service. For a teacher, it is easy to see how this could become your online classroom. Lessons arranged in topic folders. Links and clips all in one space. The ability to interact through comments. This is a tool I know I will be using. Often I have seen in the classroom students becoming distracted by the level of information available to them. While it is an important skill, to be able to cut through the rubbish and find the gold, having a space they can come back to where there is order could be most helpful. As I mentioned when discussing the blog, this is another tool that could help to replace the exercise book, at least as an item to be handed in. My first stumbling steps are here.

The last tool we looked at this week was Wikispaces. We have used this before in this course, the De Bono’s hats below, as well as other courses this term. This is the classroom in your pocket. As discussed in the earlier post, the level of interactivity is incredibly high. Students and teachers are able to edit the page with their own findings and questions. There is space for conversation at the bottom of the page to keep the task and the chatter separate. Earlier today, I quickly whipped up this space as an example. The idea would be for students to do their own research and develop their own opinions before sharing them with the class. As new questions may arise, myself or a student could add them to the table. This can be a static or ever expanding room for interaction based on sharing views. Particularly in subjects where there is interpretation and opinion, this is probably the most obvious web tool we have looked at. The space you are able to create is very customisable and the scope for use very broad.

While there is a continued need to be thoughtful in the application of technology in the classroom and technology does not hold all the answers, there is no need for fear and scepticism. For me, as I have explored each tool, uses have become apparent the more I have interacted with them. I am sure I will adapt some things and leave others as experience builds, just as I am sure others will use these tools quite differently to the way I will. There is cause for excitement in all this. Technology is not the enemy; it is a fantastic addition to the teachers storeroom of resources.

Does connectivist learning theory lead to ignorance?

Reading an article on the results of an Australian science survey, reminded me of a conversation I once had with a mother regarding her apparently gifted son. The article, linked below, suggested one of the potential reasons for the falling results was the increasing reliance on technology to provide speedy answers. The mother in the conversation, questioned why there is a need for students to put things in their own words, rather than just cutting and pasting. I did explain that this could be considered a little thing called plagiarism, though she was quick to dismiss this through referencing. It may seem a reasonable argument in this day and age. Why is there a need to be able to recall facts when they are so readably available? By finding the right information, the student is demonstrating knowledge of the task being asked of them and how to go about piecing together. Is any more really necessary?

 The concept of connective learning, the idea that it is more important to know how to access knowledge than to acquire it, seems fairly rational at first. We are told we live in the knowledge era; where all knowledge is freely available and that knowing how to apply that knowledge is the most important thing. This is all very good and, for the curious minded, very exciting. Is knowledge simply a commodity though? A means to an end? I would suggest not.

While certainly able to be treated in this manner, it is not and should not be reduced to this. To me, this treatment answers the how, what and where. Perhaps the most important question of all though is the why. The why is the driver of innovation. The why is what drives new thought and causes sleepless nights as a person lies there, pondering that exact question. Why? Young children know this importance. They ask it constantly. It can be quite wondrous to explore how something works. To explore the intricacies that go into something greater than the sum of its parts. This view, nevertheless, sails straight past the conceptualisation of it all. Whether it is a jet engine, or the concept of flight, without a mind asking the why in the first place, the idea would never get off the ground.

Which brings me back to the question in the heading. Having recently been going over learning theory again, the concepts were fresh in my mind and caused me to ponder. The other three core learning theories, behaviourism, cognitivism and social construction, seem to be obvious in their connectedness. Each builds on the other to create effective learning. Connectivism and those who wittingly or not believe it to be the way of the future, seem to be saying that it can exist in relative isolation. In response to this, I ask what is the point of having all the knowledge in the world if you know not what it means? If the survey, also linked below, truly is a sign of things to come, then rather than an era of knowledge, we are approaching an epoch of committed ignorance.

http://www.abc.net.au/news/2013-07-17/science-literacy-falling-among-young-adults/4824232

http://www.science.org.au/reports/science-literacy.html

Another way in which the Internet can effect real change on schooling 

I have been very interested in this for a while, the concept of flipping the classroom was brought home to me today as I discussed the idea with a teacher is attempting to implement this in their current school. Very much following the concepts outlined so eloquently by Salman Khan in the TED talk linked to below, I have been able to listen to some the obstacles he is facing from those who are not believers. While I understand the concerns, as well as it flying in the face of decades, if not centuries, of teaching theory, there comes a time when new ideas need be pushed ahead regardless of the resistance.

More and more we are hearing about the knowledge era which is superseding the computer age. The idea that education can only come from a teacher belongs to the past. In my last post I discussed that for E-learning, we had been looking at the use of mobile phones in classroom settings. Developing that idea with what Salman talks about below, we can imagine a student engaging in their lesson while waiting for their parents to finish grocery shopping, catching a train or really any spare moment they have with a wifi connection.

Mobile Phone wiki

Mobile Phone Wiki Activity - Reflection.

As part of E-learning, this week we have been looking at the use of mobile phones in the classroom. To allow us to do this in a truly collaborative E-way, a wiki was set up for us all to comment in. De Bono’s six thinking hats were used as the structure for discussion.

The activity utilised the five Dimensions of learning theories, which is the framework on which effective learning is built (Marzano & Pickering, 1997). In particular, aspects of dimension three, such as analysing perspectives were used, as well large chunks from all parts of dimension five.

The collaborative use of the thinking hats framework truly allowed our group, which is scattered across the nation, to have a free flowing exchange of ideas, while still keeping us within defined parameters. The thinking hats themselves, I find, really push and challenge my thinking, forcing me to question preconceived ideas. The subject matter of this task, mobile phones in classrooms, was an excellent choice for this exact reason. My first thoughts were all very black hat; seeing the elements of added distractions in the classroom, with limited, if any, ideas of how they might be used effectively. Being forced to think outside what I thought I knew, I started to become quite excited about the possibilities that the technology may offer. The use of the wiki allowed me to witness other students going through the same thought process.

Reference

Marzano, R.J. & Pickering, D.J. (1997). Dimensions of learning teacher’s manual (2nd ed.). Aurora, CO: Mid-continent Research for Education and Learning.

Image

 http://gigglepotz.com/wp-content/uploads/2012/07/poster1.jpg

Multiple intelligence/learning style quizzes and me.

Have performed this test multiple times now and seem to get variations on the theme depending on how I am feeling at the time. Perhaps it also depends on how honest I am being with myself. This test and others like it, have assisted me learning the reason behind things I do without thinking, as well as understanding why some learning experiences have been more successful for me than others. The need to vocalise what I am learning, hopefully to others, should have been readily apparent to me. It was to my long suffering wifey. Despite this, it took it being highlighted to me to come to a true, maybe actual is more accurate, awareness. Hopefully this need for vocal clarification assists me when it comes to teaching.

Discovery Channel Song

This ditty and the ad in general sum up my philosophy on how the world should be viewed and approached. Always with a sense of wonder and curiosity.