Fooling Around With Surrealism

There's not a lot of time left in the semester, so we had to race through the topic of surrealism today. A student made the apt point that a "manifesto of surrealism" seemed liked an instance of hypocrisy: we need a manual of rules for telling us how to break the rules?!

We also talked about the important role surrealism played in Modernist poetry; arguably the most famous Modernist poem, The Waste Land, is surrealistic.

Sometimes it's easier to start talking about surrealism in connection with painting, so I established a spectrum between Impressionism and Abstract Expressionism, with Dali and Pollock thrown in there somewhere for kicks. Almost everyone in the class loved paintings by Monet and Van Gogh, thought Dali was amusing and relatively accessible, but didn't quite know about Pollock. I described Warhol's film of the egg, and they didn't seem amused, although a couple of them noted that showing such a film would make people reconsider the practice and act of viewing films.

We then read a poem by Charles Simic, and one by Theodore Roethke. In the Simic poem, the key is that he begins by refusing to see the fork (in this case) in a routine way. The poem assumes we are seeing a fork for the first time, and that assumption is the trigger for surrealism. Roethke's poem takes a different approach. It is more like expressionism. It presents a kind of violent, confused emotional response to something ordinary--cuttings, as in cut flowers or cut willow branches. Surrealistic images spring from the emotional response, the inner turmoil. But again, the poem refuses to be merely descriptive.

We then talked about why anyone would want to write surrealistically. Answers: to represent reality more faithfully than realism (ironically); to break through the confines of conventions and predictable genres or modes (like the contemporary first-person, autobiographical narrative poem); to explore the unpredictable murk of the psyche.

I had also asked the class to bring relatively ordinary objects from home. These included a penny, a 2 dollar bill, a black candle, some kind of mysterious lamp shade, a stuffed animal that looked like a kitten and actually seemed to breath (this item freaked out everyone), a deer-skull, a watch, and dice.

We then began to write poems about the objects--our object own or someone else's. The poems needed to be "surrealistic" in some way--that is, not simply and conventionally descriptive. Robert Bly calls this kind of poetry "leaping poetry," and he argues that there's not enough of it in the American tradition. Of course, as I mentioned to the class, the trick is to make sure the reader has a prayer of making those leaps with you.

At any rate, I chose the dice (or die) someone had brought--red, with white dots. I couldn't resist. This is the draft I wrote:

Dice

Fold night several times until
it becomes a cube. The North Star
shines on one side, Orion's Belt
on another, and so on. Repeat the
process. You have two cubes.
Now let your fist swallow both
die. Hold your fist high, shake
it against the sky defiantly.
Make a wager with God.
Toss the cubes onto
a flat black velvet night. Look
at the way the constellated cubes
have come to rest, inert
and grave. Of course, you've lost.
The House always wins. God is
the House. The sky is God's casino.

Copyright 2008 Hans Ostrom

Thing-Poems for Spring?

For college-teachers, these early days of January compose the interval in which we create plans for courses we are slated to teach in Spring. Our quirky little name for such plans is "syllabi," the plural of "syllabus." Before one of my recent high-school reunions (I suspect it was one I did not attend), a former classmate found my home-page on the Internet, and I put syllabi from courses on there. He sent me an email in which he claimed never to have used the word, "syllabus," in his life, partly because he hadn't (he informed me) gone to college. (At least at our high school, in our era, one did not hear or see the word "syllabus".) The remark was his not-so-subtle attempt to point out the obvious: I am a nerd. I always was a nerd, even though I played sports, came from the backwoods of the High Sierra [something hickish this way comes], and didn't wear horn-rimmed glasses or compete in debate-tournaments. I wrote back and told him that if I hadn't become a professor, I probably wouldn't have occasion to use the word, either. I mean, it's not like I derive measurable satisfaction simply from saying or writing "syllabus," nor am I attempting to put on airs by using the word. When one works a job, learns a trade, or joins a profession, one picks up the lingo, that's all. When I worked as a carpenter's assistant, I used the words "partition," "truss," "stud," "joist," and "eight-penny [nail]," but it wasn't personal.

Working on a syllabus for a poetry-writing class, I went in search of some thing-poems: poems that express some kind of concentrated, fanciful, and/or vivid view of an object (although I often lump poems about creatures and vegetation into this category, too.) William Carlos Williams' "The Red Wheel Barrow" is a classic example of a thing-poem--and an ironic one, for the main thing that makes the poem famous (arguably) is the line "So much depends," not the description of the barrow, per se. One impetus behind the writing of thing-poems in the early 20th century--an impetus that has persisted--was the desire to get away from flaccid poems about emotions and abstractions. A thing-poem may certainly evoke emotions and imply concepts, but the first task is to look at and to represent a concrete thing. "No ideas but in things," wrote Williams, in his poem, "A Sort of Song."

Of course, by the time the class reaches the official day for thing-poems, we will have already read and discussed--and written--thing-poems, including Williams' famous one. But on that official day, we will, I decided, discuss the following poems (from The Norton Anthology of Poetry):

1. "God's Grandeur," by Gerard Manley Hopkins--a counterintuitive choice, I must admit. The title suggests something theological. But the poem itself is a tribute to "dappled things," "stuff" (not Hopkins' word) that on first glance looks like a bit of a mess but on closer inspection is beautiful. The implicit advice is to look for God's grandeur in ordinary, mixed up, disheveled things of this world.

2. "To a Chameleon," by Marianne Moore. This is not her most famous poem, but in my opinion it is as good as if not better than her most famous poems.

3. Charles Simic, "Watch Repair." Simic gives us an accessibly surreal, whimsical look inside a watch--an old-fashioned watch, not a digital one. I've probably mentioned this poem before on the blog.

4. Eric Ormsby, "Starfish." An accomplished, effective poem. I may also use "Skunk Cabbage," by Ormsby.

5. "Facing It," by Yusef Komunyakaa. This poem concerns a visit to the Viet Nam War Memorial--and the wall itself. Obviously, this is a potentially treacherous subject for a poet to take on, but Komunyakaa has the chops, and the poem is terrific.

6. "The Ant Hill," by Cynthia Zarin. Fresh description.

The anthology doesn't include another favorite thing-poem of mine--and one students tend to like: "Manhole Covers," by Karl Shapiro. His descriptions and comparisons are exquisite, and tells us (or reminds us of) why we sometimes find these huge round metal plates so fascinating. I still stare at and read the words on one near campus frequently.

Any thing-poem enthusiasts out there? It's okay to include plants and animals, in my opinion.

The most famous thing-poem in English? That's a question guaranteed to start an argument among syllabus-wielding nerds. I'll get the argument going by claiming the answer is "Ode on a Grecian Urn," by John Keats. Hang that answer on a joist and see how you like it (the answer, not the joist).

More Pressing Poetic Questions Posed to Presidential Aspirants

Here are some more questions that I wish moderators (many of whom seem immoderate) would ask the presidential aspirants as the aspirants stand on stage in full makeup under lights and behind podiums (or is it podia?):

1. An aphorism attributed to the famous Irish poet William Butler Yeats goes as follows: "Of our arguments with others, we make rhetoric; of our arguments with ourselves, we make poetry."


Politics is largely about arguments with others, and of course many of these arguments are staged or gratuitous; they are as much theater as rhetoric: that's the way politics works. What is one important argument you have had or continue to have with yourself? Of course, you might begin you answer with a quip, but after that, please describe a serious argument you have had or continue to have with yourself.

2. In the poem "Harlem" and in other works, American poet Langston Hughes wrote of "the dream deferred," referring perhaps to the aspirations of many African Americans, many working-poor families, and other groups. In your opinion, for whom is the American dream, so to speak, still deferred, why, and what have you done about it in your career as a politician?

3. American leader and orator Malcom X once observed, rather poetically, that "We [African Americans] didn't land on Plymouth Rock; it landed on us." What is your reaction to this observation?

4. What is your favorite poem about war, and why is it your favorite poem about war?

5. What is your favorite poem about peace, and why is it your favorite poem about peace?

6. In "Sunday Papers," the new poet laureate Charles Simic writes, "The butchery of the innocent/Never stops. That's about all/We can ever be sure of, love,/Even more sure than the roast/You are bringing out of the oven." To what extent has the United States been involved in the butchery of the innocent?

7. In "Fire and Ice," Robert Frost speculates about whether the world will end in fire or ice. What is your view? Will the world end in fire or in ice?

8. In the poem, "Motto," Langston Hughes writes, "I play it cool/And dig all jive./That's the reason/I stay alive./My motto,/As I live and learn,/is/Dig and Be Dug/In Return." What is your motto--0r at least one motto, by which you live as you learn?

9. In the widely anthologized poem, "This Be The Verse," British poet Philip Larkin writes, "They fuck you up, your mum and dad." [The moderator may have to say "eff" or be willing to be "bleeped".] In what ways did your mum and/or your dad "eff you up," and how have you dealt with this circumstance? By the way, on his Actor's Studio show, James Lipton likes to ask guests what their favorite curse-word is. What is your favorite curse-word? Do you tend to use the f-word in private conversation, or not?

10. In the poem "God's Grandeur," poet and priest Gerard Manley Hopkins writes, "Glory be to God for dappled things. . . ." Assuming for the sake of argument that you believe in God, what would you praise God for creating? Please don't say "the United States"; everyone will see that one coming. Instead, try to think of some particular thing or set of things, as Hopkins does. The more specific, the better. Thank you!

11. Poet Adrienne Rich writes about "The Phenomenology of Anger," a title of one of her poems. Will you please identify one feature of American society that has made you espeically angry in your adult life. Why has this feature made you so angry?