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Ellen-Arwen Tristram

Arthur Rimbaud

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A new week, and a new way of working. I have to say I prefer working from books, but that's just a personal preference (there's something about the feel of a book in your hands...); I know that any student will need to be able to assimilate information from many different sources.

Today, I completed the exercise about interpreting a poem in another language, in this case French. I could understand the majority of the poem without the translation as I have studied French, which is a bit of a shame, because it meant it was harder to just listen to the sounds. 

I enjoyed reading Rimbaud's poem 'Le dormer du val' and it's made me want to know more about him! He wrote this poem when he was only 16, and continued writing poetry until 20, becoming more experimental. This poem is clearly an early work; it is in the classic sonnet format. 



According to Wikipedia: "Rimbaud was known to have been a libertine and for being a restless soul, having engaged in an at times violent romantic relationship with fellow poet Paul Verlaine, which lasted nearly two years. After the end of his literary career, he traveled extensively on three continents as a merchant before his death from cancer just after his thirty-seventh birthday.[4] As a poet, Rimbaud is well known for his contributions to Symbolism and, among other works, A Season in Hell, which was a significant precursor to modernist literature."

He appears to have been very influential on a number of very well known artists, including: Dylan Thomas, Jack Kerouac, Henry Miller and Van Morrison. He has had a number of films made of his life from people of different nationalities, including 'Total Eclipse' featuring Leonardo DiCaprio as a lead role; he evidently made a huge impact. Many of his poems were published after his death. He also wrote a lot of letters which have been published, luckily for inquisitive people like me. At 16, he wrote:

"I'm now making myself as scummy as I can. Why? I want to be a poet, and I'm working at turning myself into a seer. You won't understand any of this, and I'm almost incapable of explaining it to you. The idea is to reach the unknown by the derangement of all the senses. It involves enormous suffering, but one must be strong and be a born poet. It's really not my fault."

Obviously, a very intelligent and thoughtful young man. I wonder if his violent relationship was the reason he stopped writing? He died young - probably of bone cancer. As his father left early, he would have spent time with his mother who is described as a "withdrawn, stubborn and taciturn" person, apparently the opposite of his father. She appeared to have been very strict with her sons, making them learn hundreds of Latin verses by heart with punishment for not completing this meaning she starved them. He excelled at school, but I can see why he wanted to run away so much... (Poor kids!) Apparently he ran away through boredom and search for adventure, but it seems to me that his home situation might have had more to do with it than is credited! He became openly hostile and drank, stole and cursed - nothing that normal teenagers don't do nowadays! His father had nothing to do with his three children: he wasn't present at their births or baptisms, and after the birth of the third child, Isabelle (Arthur was the second child), he left. The couple never divorced, but never regained contact.

His relationship with the American Paul Verlaine (also a poet) was short, but violent. Verlaine behaved like a madman in many ways, and ended up in prison. Rimbaud is later said to have regretted not continuing their relationship...

He completely changed careers to become a tradesman after leaving the poetic world. There are many speculations as to why, but I suppose no one will know the true reason, despite there being a deluge of autobiographical information about Rimbaud (mostly letters).

"I saw that all beings are fated to happiness: action is not life, but a way of wasting some force, an ennervation. Morality is the weakness of the brain.''

Clearly, a very troubled man, but he went on to inspire future generations. I'd like to look more at his later work.

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Ellen-Arwen Tristram

Reflection on Unit 2 so far

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Edited by Ellen-Arwen Tristram, Friday, 3 Nov 2017, 10:29

reflection on water


So, having made it through another week without a blog post (oops), I've reached the end of Unit 2 in the book format! The next step is entirely online, which will be an interesting change.

I'd forgotten how much fun study of literature is! Unit 2 has definitely been more enjoyable to me than Unit 1. Familiarising myself with the different terms relating to poetry has been easy, and I have really enjoyed the poems that I've read. I know most of them already, but I've only studied a few and it's such fun to delve further into them. Like with classical music, I find that poetry (well, good poetry at least) improves vastly with reading and rereading. The recordings were also really helpful in getting to grips with the poetry, particularly the dialect ones, and the ones that have a strong metre. (As well as 'Beasley Street' by John Cooper Clarke, which is a song, and I believe we will be studying in more detail in the online part of this module.)

I have loved studying poetry and not found this module a slog, although I know some other OU students have. I've become quite active in the forums and - I hope - offered some helpful thoughts to other students. I think I come at this module from a very fortunate background, having studied poetry in depth before (though a long time ago), and because I read a lot of poetry. Even with the poems I knew already, it has been genuinely enjoyable to learn more of the context and study them closely. 

With some of the activities I found myself looking at the 'discussion' section at the same time as writing my own answers. Although this isn't the intended way to study it, I still came up with original ideas, so I'm not too worried. As I move forwards, I'm going to try harder to be more confident in my own ideas and therefore not use the 'pre-made' answers as a crutch

There were three opportunities for further self-guided study on the poems: Owen's 'Dulce et Decorum Est', and 'Strange Meeting', and Nichols' 'Where I Hang.' I studied two: 'Strange Meeting' and 'Where I Hang.' I felt more trepidicious going into these, knowing there was no 'discussion' afterward to compare my thoughts to, but I'm glad I did both of these; it showed me I can actually come up with my own ideas, although I did find a brilliant online analysis of 'Strange Meeting' as this poem was more opaque to me (despite knowing it off by heart!). With 'Wherever I Hang', I only used my own ideas and was pleased that I actually had a lot to say. I may have missed some specific points, but I think that I made valid observations. I also wrote a little about John Agard in this section; although the poem I was referring to was not a 'protest poem', it fit very well: Agard and Nichols both have similar ethnic backgrounds. 'Joining the dots', so to speak, was very satisfactory.

The final activity of the non-online part of this section asked us to consider 'Which was the most effective protest poem?' Well, I protest! I don't think this is a possible question to answer, nor do I believe that it is helpful to compare such different poems. The four key poems we studied were so different that to say one was 'better' than another felt meaningless to me. Instead, I used this exercise to write a sort of summary of why each poem was effective in its different ways.

The study diamond was introduced to us at the beginning of this module:



I have to say I didn't consciously use the study diamond when I made my own analyses of the poems, and maybe I should have; however, it felt too formulaic to me. I covered all of these points, but I didn't necessarily label them and say: 'now I am going to talk about techniques...' etc. I'm also unsure why starting with 'effects' is the advised way to go forward; in academic writing, it is usually the techniques that are focused on, as you are not writing from a first-person point of view. I will come back to the study diamond and give it another go. I suppose I felt it was a little patronising - I hope arrogance will not be my downfall! In general, I lack confidence, so that would be a strange anomaly...

At some point before I finish the poetry module, I would like to go back and study 'Dulce et Decorum Est' by Wilfred Owen, and perhaps utilise the study diamond to guide my writing. 

So, onwards and upwards! TMA01 is handed in, and the next section awaits... 


(I wonder whether other OU students are using their blogs. I might ask on the forum.)

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