Wednesday, February 20, 2013

Prompt Revision Sept. 16 prompt


"2010, Form B. “You can leave home all you want, but home will never leave you.” —Sonsyrea Tate
Sonsyrea Tate’s statement suggests that “home” may be conceived of as a dwelling, a place, or a state of mind. It may have positive or negative associations, but in either case, it may have a considerable influence on an individual. Choose a novel or play in which a central character leaves home yet finds that home remains significant. Write a well-developed essay in which you analyze the importance of “home” to this character and the reasons for its continuing influence. Explain how the character’s idea of home illuminates the larger meaning of the work. Do not merely summarize the plot."

Home does not have to hold memories of warmth and comfort. The walls that separate shelter from the merciless wild don't necessarily keep out the cold. Often, the classic idea of the warm hearth and the happy home is turned on its head, presenting the idea of a home that left a scar. The Phantom of the Opera (2005 movie) excellently showcases how a classically comforting idea can turn dark. In the Phantom's case, his scarring impression of home started from birth, the day his mother beheld his deformed face. He was instantly unwanted, instantly feared, and instantly imprinted with an idea of the norm that would ultimately lead to a tragic downfall.
For a mother to fear her child goes against all accepted and expected norms. Mothers are understood to love and adore their child unconditionally, not hesitating or doubting because of a mental disorder, much less a simple physical deformity. That expectation dooms the Phantom. His mother hates him from birth, giving him a mask to cover his face as his first piece of clothing. It's not simply her abuse that scars him so deeply; it's the sight of well dressed young children, laughing and throwing in his face how unusual and freakish his family life is. He grows with the skewed belief that he was so terrible, his own mother was forced to fear him; far from the truth of the matter, where the blame lies squarely on his compassionless mother's shoulders. His face became something he dramatized and hid, escalating the fearful reactions of people who saw him. Because of his mother, he learned to start assuming their fear was based on not just his face, but his entire being. 
His mother's abuse centered around his deformed face- and his face would not stop haunting him. His natural defense mechanism, rage that scared off any that would potentially hurt him, only encouraged the feeling of being unwanted to imbed itself deeper within him. All that he met (spare two) feared him instantly, and his prompting them with acts of violence actively worsened the situation. If his home had taught him anything, it was that he would never be wanted; indeed, it was better to just scare away any that came close. He would never be given anything; he simply had to take it. It never occurred to him that others would ever feel differently. This natural violence lead to his making unfortunate decisions, treating even those he loved like enemies that had to be manipulated into tolerating his presence. 
Nothing but fear and rage was taught to him while occupying the gypsy freak show and his mother's house, the two places he originally called home. Love, and all concepts related to it, were left mysterious and intangible, fantasies to hover out of his reach. What he got instead of love was hate. When it came to his own passions, he had no model to follow; all he had were the lessons his mother and the operas he so coveted had taught him. Indeed, throughout the musical he employed shows of violence and poetic romance to further his goal, unable to put the cruelty of his upbringing past him. He went to great lengths to put together his own opera and then secure the lead male role as his own; but at the cost of the previous lead's life. Those who disobeyed him were to be tormented or killed. Those who tolerated him would, in his mind, betray him in the end; they had to be manipulated. His misunderstanding of human relations essentially drove him to his doom, as he could not understand the reactions of others enough to properly formulate an acceptable response. 
The memory of home is one that can be molded and changed. Few find themselves going through life with only one true home to speak of. Often, however, it's left up to others to let this happen; and for some, such as the reclusive Phantom, others are all too often unwilling to help. The play's messages about seeing past the appearance, innocence and how it can turn to evil, and how neglect can ruin the good hearted are all brought to light through his suffering. His memories of a cold and cruel home setting the standard for his life, he lived plagued by the ideas taught through such an upbringing, and it eventually engineered his fall. 

Monday, February 11, 2013

Response to Course Materials

Of the roughly three things we've been doing in class recently, the most exciting for me has been reading Rosencrantz and Guildenstern are Dead, which I finished in school the day we started it. This is one of the more interesting plays for me; while I enjoyed The American Dream greatly, the message was a bit heavy handed and plain, something I've had hammered into my skull many times before. R&G is, for me, far from obvious or heavy handed, and it's a fresh idea. I greatly look forward to in-class discussion, as I think this play will really help me get a grasp of how to really read into messages that aren't obvious.

Moving on to less exciting things, we've spent the majority of our time either watching/discussing the movie versions of Hamlet, or preparing for the final exam. As I discussed the movies more last time, I'll talk more about the exam here. Our acting, of course, was far from professional, but it was interesting to see the different scenes people chose. Several of them were scenes I didn't previously think of as scenes that could be interpreted two ways, which was enlightening; looking back at the text after, I could see why they were interpreted these ways using DIDLS (dang, it's useful after all). I knew that movie producers could have different interpretations of scenes that differed wildly from my own, but it was interesting to see so many from just one class.

Lastly, we've done a lot of multiple choice practice. This is extremely helpful stuff. Every time I think I know what I'm doing, and every time I miss a couple questions that were painfully obvious. I know I'm getting better; the terms are coming a bit more easily, though all those "a" ones are still hazy, and I'm starting to learn how to cross out the incorrect more efficiently. Still, I'm getting too many wrong, even with the help of a peer group. Hopefully we'll continue this.

Oh, right, and the imagery practice. Frankly, I detest it, and I hate writing things like that as a group. I feel like we're not really using "form follows function" right at all, and it takes a painfully long time to write anything down. Those kinds of things I'd much rather do alone.