Thursday, November 10, 2011

Borges' "Shakespeare's Memory", & criticism


"Quien adquiere una enciclopedia no adquiere cada línea, cada párrafo, cada página y cada grabado; adquiere la mera posibilidad de conocer alguna de esas cosas. Si ello acontece con un ente concreto y relativamente sencillo, dado el orden alfabético de las partes, ¿qué no acontecerá con un ente abstracto y variable, ondoyant et divers, como la mágica memoria de un muerto?" (Borges, 1998).

Found something cool
Borges' "Shakespeare's Memory" is a fantastic short story I happened to stumble across this morning. Interested, I began to research literary criticism on it major themes after devouring the text itself. Though it does not appear to deal thematically with Shakespeare himself, its connection to Shakespeare and the themes that it does bring up are fascinating. I ended up responding myself to the criticism given-- because I realized myself how relevant TO Shakespeare the story was. Although I agree in many respects with the criticism, I feel like it needed to be amplified to be true to Borges' opinion of Shakespeare.

What Borges says, goes
From what I have studied of Borges, his greatest appeal comes from the way he confidently investigates the metaphysical. By its very nature, that which is metaphysical is mysterious and intriguing to us all; looking simply at the quantity and diversity of world religions, the history of philosophy, etc. one realizes humanity cannot be separated with our desire to understand the bigger picture. Because Borges takes these themes down so smoothly and masterfully, it fills our imagination with awe (read "Babel's Library", "The Garden of Forking Paths", etc).

Shakespeare, Borges' hero
 In an interview with Borges, Professor Ted Lyon (of BYU) asked why he didn't ever try to write anything in English, although he was taught it growing up by his grandmother. Borges replied "What, you mean, write in the language of Shakespeare? I wouldn't feel worthy" (see Dr. Lyon for details). It seems that Borges' estimation of Shakespeare is also evident in the short story, which discusses what it would be like to have Shakespeare's memory gradually take over--even replace your own--memories. The short story comments on the nature of reality and memory, and brings up the interesting theme of personal identity.

One of the basic premises of the story is that the brain is like a "palimpsest", that can be written on over and over again, and the current memories and experiences in a way wipe out all of the other aspects of of former self. This is seen when the protagonist loses control of his own faculties to remember and feels memories that he never had.

Criticism
Norma Garza Saldívar's article on the work discussed says that Borges' intent was to describe how memory can be an impetus of personal change (the palimpsest idea):

"El ejercicio de la memoria no se limita a evocar un momento determinado de una historia, no adquirimos con la memoria cada instante de una vida, más bien adquirimos con ella el poder de convocar el pasado para desencadenar una serie de relaciones y posibilidades, para abstraer y proponer con esa memoria otra forma de pensar." (See the article)

Essentially, memory not only serves 'to be there' if we care to remember, but rather to allow us the option of "unchaining the series of relationships and possibilities" to acquire a new way of thinking. That is, because we as human beings are always changing, the way we remember the past can also actually change us. If we were to fully remember the way were were (felt, acted, thought) when we were 8, 18, 28, etc, would we not be likely to change some of the things that we feel now? Would it not be fascinating?

Along these lines, I think that Saldívar's best/major point in his article is the following:


"El Yo para Borges está atravesado por el tiempo, está destinado a ser siempre otro. Un tiempo y un Yo que evocan la imagen de un palimpsesto, como aquel que recuerda Borges en su cuento “La memoria de Shakespeare”."

In other (English) words, our "ego" is a transient entity by nature; it is whimsical and subject to be changed with any wind of influence that passes our way, almost as if we assimilate to anything that presents itself. "It is destined to always be something else", he says, translated, as if it retained no solidarity of personality of its own. Basically, we adapt to our surroundings, whether those surroundings be ideas, languages, memories, etc.

I agree to a certain degree that this is the case, but it is much broader in scope than Saldívar mentions.  That the soul of a person adapts to new circumstances I agree; Saldívar makes an excellent point there. When exposed to an attractive way of thinking that is not our own, I believe that we are prone to comparison. It is the condition as old as "the grass is always greener on the other side of the hill". Now, since the protagonist's life work (in the story) has to do with researching and studying Shakespeare, when he is offered his memory he cannot turn it down. The protagonist is overcome by Shakespeare and essentially becomes Shakespeare. The idea, then, is that (like we mentioned) because he was exposed to the memories powerfully, they became part of him, written on his Palimpsest (it is also important to note that one of the conditions of the story is that one has the option of heeding the memories or not- the encylopedia's pages idea). This is where Saldívar gets his argument.

My argument--that goes beyond Saldívar-- is that Borges believes that the power of Shakespeare himself is great, in and of itself, that is. We already know from a first-hand account that Borges did esteem him highly, the story is further evidence that Borges looked up to the efficacy of Shakespeare's pen. I for one certainly like to interpret the story in the light of how Shakespeare has affected my own life. Shakespeare's style is to present an idea common or Universal to society, and allow us to ponder on its significance in our own lives:

Perhaps there is something that I did a while ago which I have guilt for: then Hamlet would cause me introspection, and then the memories would help me change. Perhaps I have often felt enraged by others' actions and justified my own: then Winters Tale would cause introspection and the memories of my own life associated with it would cause me to change. See, then, how Saldívar is right? We are like Palimpsests that are changed with the writing by memories' resurgence. It is more though, since Shakespeare is the man particularly adept at helping us to do so. THAT is what "Shakespeare's Memory" is all about. I do not believe that this story can be taken out of the context of the importance of Shakespeare.

This is when it all comes back to the quote at the beginning. Borges makes a direct comparison of an Encyclopedia to Shakespeare. If knowledge is possible with the 'memory of books', how much more powerful would it be with the "mágica memoria de un muerto" (magical memory of [Shakespeare]).

It has been a rewarding to look at Shakespeare critically in this way, albeit a round-about way. All that it proves to me is that Shakespeare really is universal.



Posted by Erik on 1:53 PM · Comments (3) ·

Monday, November 7, 2011

"Nothing can be made out of nothing"



OSWALD:  What dost thou know me for?
KENT:  A knave; a rascal; an eater of broken meats;
a base, proud, shallow, beggarly, three-suited,
hundred-pound, filthy, worsted-stocking knave


...


EDMUND: This is the excellent foppery of the
world, that, when we are sick in fortune,—often the
surfeit of our own behavior,—we make guilty of our
disasters the sun, the moon, and the stars:  as if we
were villains by necessity; fools by heavenly compulsion


...


KING LEAR:                        
It may be so, my lord.
Hear, nature, hear; dear goddess, hear!
Suspend thy purpose, if thou didst intend
To make this creature fruitful!
Into her womb convey sterility!




While reading the text king Lear, I was impressed by how often people attribute one thing or another to a person without seeming to give much thought. Perhaps I could put that into better terms and say that many of the characters exhibit the attitude of "the way things are cannot really be changed". As one example of this, in many instances in the text, there have been insults (which by their very nature seem to arbitrarily define the essence of a person, in a fixed, immovable way in the eye of the insulter). Perhaps Shakespeare is drawing out the idea of nature itself.


As evidence of this, Lear himself seems to believe in the power of nature. He invokes, after all, that nature work her powers in order for him to do his bidding. Earlier, Edmund seems to find some justification (whether sarcastic or not)by saying that he did not choose to be the way he is; nature decided it for him.


It is interesting when we compare these prevailing feelings of futility against the power of nature to the the respective attitudes of the sisters. Goneril and Regan seem contrariwise very capable of manipulating their father to get what they want, while Cornelia for having been honest is rejected. Is Shakespeare saying that the plotting deceivers blame nature for their actions? Cornelia does not seem to do so at all, rather looks at her nature as something to which she ought to be true. It would follow then that nature can seem a good thing when looked at from the perspective of being "good", and can be used as an excuse when trying to justify one's actions.


The way nature plays out in the text can teach us a lot about the way we view our own nature, then, and how we treat ourselves.

Posted by Erik on 9:48 PM · Comments (0) ·

Friday, November 4, 2011

Shakespeare Project

Just some simple project ruminations...

At first, I got to thinking that Spanish Translation had to take a part no matter what in the final project that I am going to do with Shakespeare. I still think that I am going to continue this work, but I have been captivated by the idea of the Shakespeare Art Gallery and would love for that to take its place. Mason and Cassandra and I have been chatting about how this will work, and it sounds like a blast; we are about to start working on the ideas to 'finalize' it.

My initial ideas:

I would love to try to experiment in Mixed media, and also do some piano composition. I am not extremely well-practiced in art at all, and making anything at all would take a lot of time; that would certainly make it worth it. I am anxious to see what others are thinking about the "gallery" as well. I guess it is just time to throw a bunch of ideas out there. Thanks  Cassandra for the offer to support with resources!!!

I guess some questions are:

1. how will we combine our interests?
2. how much art are we looking at?
3. what are the objectives?

... what else?

I was thinking I could start researching possible locations for all of this to take place?




Posted by Erik on 10:33 AM · Comments (2) ·

Thursday, November 3, 2011

Formalism, take one


King of France, “proposal” to Cordelia: (King Lear, Act 1)

°Fairest Cordelia, that art most rich, •being poor;                 __          / u u / u u u u / u /
Most °choice, •forsaken; and most °loved, •despised!          __            u / u / u / u / u /**   
Thee and thy °virtues here I seize upon:                               __              …
Be it lawful I take up what’s  •cast away.                              __
• Gods, gods! ’tis strange that from their cold’st neglect      a
° My love should kindle to inflamed respect.                       a
• Thy dowerless daughter, king, thrown to my chance,        b
° Is queen of us, of ours, and our fair France:                       b
Not all the dukes of waterish Burgundy                                c
Can buy this •unprized °precious maid of me.                      c
Bid them farewell, Cordelia, though unkind:                        d
Thou •losest here, a °better where to find*.                          d

Something new
I’m trying out a different way to view Shakespeare: looking at just one passage with close-reading eyes (without thinking about Spanish, this is new!). Formalist readings have never been easy for me, but here goes.

Etymology
My gaze was first drawn to the fact that Cordelia’s name seems different linguistically than “Regan” or “Goneril”. After researching, I found that the prevailing opinion is that Cordelia’s name comes from the French phrase: “Coeur de lion”, or “lionhearted”. In the light of the fact that Cordelia is bravely refusing to please her father with the painted words of adulation her sisters give (holding her love deeply inside instead), I would say that this is quite fitting, and seems to be an intentional usage on Shakespeare’s part. “Goneril” is a purely Celtic name, which is fitting, and Regan means “heir if a king” from what I have researched. Though I found no site specifying one way or another, I presume it comes from the Latin “rex”, meaning “king”. This seems to give a preliminary air of apartness to Cordelia, that her name has a more powerful name in comparison to her two sisters. This contributes to the overall meaning:

Meaning
Most interesting to me is how it seems all the formal aspects of the (almost) sonnet contribute to suggest that the King of France is set apart from the world, and therefore qualified to bind himself to Cordelia as an appropriate match for her, which I will argue here.

Different than other portions of the text, this passage utilizes 4 rhyming couplets, whereas the first portion of the text does not. The consecutive usage of rhymes draws attention to itself; it is not subtle.

At the same time, there is an obvious use of contrasting ideas, lacking in subtlety just like the rhyming. On one hand France emphasizes the perspective of the others present who have rejected Cordelia for one reason or another (her father, Burgandy, etc.). They see her as at loss, rejected, and almost as refuse. The contrasting idea that either immediately precedes or procedes the previous idea is that of how the very rejection leads France to love her more. The goodliness and virtue of Cordelia is emphasized (*Above I have marked the two ideas in filled and unfilled dots, respectively).

Both the rhyming and the immediate, “in-your-face” contrasting of ideas over and over again—which contrast happens 8 times in 12 lines—carry on air of distinction or apartness, separation from everyone else: as if her were saying: “this is the way that they are, but y’know, you and me are different”. By repeated juxtaposition of his own feelings to the negative perceptions of the others, therefore, in essence France sets himself up as higher than those that would oppose her or tell her she is wrong (either to flatter or to convince, I can’t be sure). 

What I draw from these assumptions about the attitude of France is solidified by the word choice of France. The negative words he projects upon the assailants of Cordelia are, that they: “despise” her, “neglect” her, have “cast her away”, is viewed “unprized”, and basically “forsaken”. In comparison, France asserts Cordelia is: “most choice”, “most rich”, “most loved”, “precious”, and “better” off in the end. It is almost as if he is stereoptyping, putting up only two extremes to make the situation more radical, as politicians often do, since being in the ‘middle’ is bad for the primary elections. 

Set apart
By the language devices evident in the short passage, we readily feel the urgency of France to make a distinction between himself and others. All of his literary devices reflect his attitude of setting himself apart; and so, in doing this he attempts to show Cornelia that he identifies with her on a basic level. ‘Both of us appear to be in the same boat’, he says, essentially, which he might suggest for wanting to comfort her or put in a good word for himself. Whichever the case, I am going to keep an eye out for that as I continue to read, and hopefully get some more clues.

** Also interesting that the passage is written entirely in iambic pentameter, except for the first line. I am curious about the import of that breakage.

Posted by Erik on 9:40 AM · Comments (0) ·

Tuesday, November 1, 2011

Self-Assessment

A. Learning Outcomes:

1. How have I gained Shakespeare Literacy?

Honest confession: when I started to read our first play together, Hamlet, I had to spend significant amounts of time in order to be able to understand simply what was going on. I started from scratch, not knowing what was going to happen, and trying to pick it all out. Since then, I have developed literacy in two ways: (1) utilize better tactics to understand Shakespeare: for the rest of the plays now, I use sites to get a background knowledge on the plot, and I understand the importance of using video renditions (see here too) and the plays themselves to get a better context and comparative analysis. The more times I have repeated this process (with The Winters Tale, Richard II, Love's Labour's Lost, and The Tempest). Doing all the reading for these plays and then bringing in outside productions has helped me learn how to come to understand Shakespeare. (2) Additionally, I am getting a feel for the language, and picking up a working vocabulary of what many of his words mean, like "Marry", "It booteth me not", "prithee", etc.

2. How have I analyzed Shakespeare critically?

I have enjoyed the most working on my Shakespeare translation project (see here (when I started) and here (for meter) as well) which also involves now a correspondence with a prestigious university in Spain. I have been comparing translations, commenting on the style and effectiveness, and seeing the pros and cons of each style of translation.

3. How have I engaged Shakespeare creatively?

This one is a blast, but I should have done it more. I started off ambitiously composing a song for one of Laertes' soliloquies, but have not finished that. The project that I most enjoyed was envisioning my own staging of the Tempest.

4. How have I shared Shakespeare meaningfully?

Although I was hesitant at first, I had such a rewarding time with this. There was a time I started up a conversation about Loves Labour's Lost with a co-worker at the MTC, talking about all the plays with my wife and family, and how it relates to present challenges I face, etc. The coolest ones have been teaching Richard II to my 3 young brother in laws (blog pending), and conversing with a homeless gentleman. Both these past two have surprised me how much people know and understand the old Bard.

Self-directed Learning

I have been take quite a bit off guard, to be honest, by the way I have started to take control of my Shakespeare learning. Starting with Love's Labour's Lost, I have been noticing in all the protagonists of the plays character traits that are not favorable in them that I also possess. This has been both startling and humbling as I notice my own character flaws and try to remedy them. I have chosen not to blog about these, given the sensitive nature that they are to me, but have served as the impetus to get conversations going with my wife and with myself about how things are going. Strange to say, perhaps, but, it seemed like Shakespeare knew the fallacies of humankind so well that he could show me where I falter. One example is here.

Collaborative and Social Learning

In the group that I am working with, all of the students have contributed about equally with their comments. I have tried to comment on two or more a day, and it seems like most all of the other students did the same, Especially Averrill. I enjoyed a comment thread with Martina, which got me thinking. All of the students have fomented discussion in small ways.

Working with the groups has given me more motivation to look for specific criticism when reading, because I know that it is coming up. I will look at possible venues in my mind, comparisons to other works, and the overarching meaning or theme so I don't sound like an idiot when we get discussing. It could be improved, perhaps, if we were to talk as a group what we want to discuss next time so we can delve deeper when we do.

The blogging and commenting in class has helped me contribute and get into the mindset of my group. Outside of class, I have really enjoyed the correspondence I have set up with Spain. When I received the reply Sunday morning, I was ecstatic. With my dad and brothers I have also been talking, and they have engaged my ideas too. Their comments have also caused reflection.

Looking Ahead

I would like to develop a more creative approach to Shakespeare. I feel like I have tried always to be academic, and yet have probably been or sounded deficient there as well. I want to do something artsy for the final... maybe finish that song. I enjoyed thinking about that idea today that we could create a proposal for our own play. I would like to take charge of the music, were that the case.





Posted by Erik on 1:19 PM · Comments (0) ·