Recently my students and I finished up a "chapter" of English 88 on the New York School. The final class in this part of the course was devoted to some collaborative close readings of several poems by John Ashbery: "The Grapevine", "What Is Poetry", and "Hard Times". (Well, the discussion of "Hard Times," due to lack of time at that point, is really just me reading the poem and making a few comments.) A number of people watched the video live on their computers at home and work, and several of them telephoned in to ask questions or make comments. Here's your link to the video recording of the class.
Thursday, June 17, 2010
class on Ashbery back by popular demand
This earlier post has been so often visited and requested that I've decided to re-post. I know this goes against both the spirit and design of blogs (after all, you can just search for the earlier entry), but so be it:
Recently my students and I finished up a "chapter" of English 88 on the New York School. The final class in this part of the course was devoted to some collaborative close readings of several poems by John Ashbery: "The Grapevine", "What Is Poetry", and "Hard Times". (Well, the discussion of "Hard Times," due to lack of time at that point, is really just me reading the poem and making a few comments.) A number of people watched the video live on their computers at home and work, and several of them telephoned in to ask questions or make comments. Here's your link to the video recording of the class.
Recently my students and I finished up a "chapter" of English 88 on the New York School. The final class in this part of the course was devoted to some collaborative close readings of several poems by John Ashbery: "The Grapevine", "What Is Poetry", and "Hard Times". (Well, the discussion of "Hard Times," due to lack of time at that point, is really just me reading the poem and making a few comments.) A number of people watched the video live on their computers at home and work, and several of them telephoned in to ask questions or make comments. Here's your link to the video recording of the class.
"I teach horizontally, meaning that while I might begin with a fixed idea of what I'm going to teach that day, I let it drift rhizomatically way off topic, often pulling it back when it gets too far. I rely on non-fixed materials to teach this way; the whole world is at my fingertips. Should I go off on a tangent about John and Rauschenberg and their love relationship as expressed in Rauschenberg's bed, an image of that bed is always a click away. From there, we can head anywhere into the non-fixed universe, be it film, text or sound. And of course, that always takes us elsewhere. As Cage says, 'We are getting nowhere fast.'" 
that anyone has yet got the imaginative measure of that terrifying day six years ago. Certainly our Tolstoy has not crawled out of the rubble. The closest we have, Don DeLillo, succeeded as an essayist-journalist ("In the Ruins of the Future: Reflections on Terror and Loss in the Shadow of September,” Harper’s, December 2001) but, to my mind, failed as a novelist ("Falling Man"). One reason, perhaps, is that the remembered emotion was instantly buried under a pile of cultural junk.' - Tod Gitlin in his review of Susan Faludi's The Terror Dream (written for 
