What stood out to you about John Keats’s “Ode on a Grecian Urn” or Wallace Stevens’s “Thirteen Ways of Looking at a Blackbird”? Post your short reflections here and feel free to ask questions and respond to the comments made by your classmates. Use these posts to generate ideas you might be able to use later for longer, formal essays. Ask questions about meaning and interpretation. Think about literary terms that might be useful in your interpretation of the poem or poems you have in mind.
This entry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license.
Hi!
▒▒▒▒▒▒▒█▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀█ ▒▒▒▒▒▒▒█░▒▒▒▒▒▒▒▓▒▒▓▒▒▒▒▒▒▒░█ ▒▒▒▒▒▒▒█░▒▒▓▒▒▒▒▒▒▒▒▒▄▄▒▓▒▒░█░▄▄ ▒▒▄▀▀▄▄█░▒▒▒▒▒▒▓▒▒▒▒█░░▀▄▄▄▄▄▀░░█ ▒▒█░░░░█░▒▒▒▒▒▒▒▒▒▒▒█░░░░░░░░░░░█ ▒▒▒▀▀▄▄█░▒▒▒▒▓▒▒▒▓▒█░░░█▒░░░░█▒░░█ ▒▒▒▒▒▒▒█░▒▓▒▒▒▒▓▒▒▒█░░░░░░░▀░░░░░█ ▒▒▒▒▒▄▄█░▒▒▒▓▒▒▒▒▒▒▒█░░█▄▄█▄▄█░░█ ▒▒▒▒█░░░█▄▄▄▄▄▄▄▄▄▄█░█▄▄▄▄▄▄▄▄▄█ ▒▒▒▒█▄▄█░░█▄▄█░░░░░░█▄▄█░░█▄▄█
Joe, thank you for posting what looks like the interstellar rainbow poptart cat.
Good day, sir.
░░░░░░░░░░░░░░░░░░░░░░░░░░░░░ ░░░░░░░░░░░░░▄▄▄▄▄▄▄░░░░░░░░░ ░░░░░░░░░▄▀▀▀░░░░░░░▀▄░░░░░░░ ░░░░░░░▄▀░░░░░░░░░░░░▀▄░░░░░░ ░░░░░░▄▀░░░░░░░░░░▄▀▀▄▀▄░░░░░ ░░░░▄▀░░░░░░░░░░▄▀░░██▄▀▄░░░░ ░░░▄▀░░▄▀▀▀▄░░░░█░░░▀▀░█▀▄░░░ ░░░█░░█▄▄░░░█░░░▀▄░░░░░▐░█░░░ ░░▐▌░░█▀▀░░▄▀░░░░░▀▄▄▄▄▀░░█░░ ░░▐▌░░█░░░▄▀░░░░░░░░░░░░░░█░░ ░░▐▌░░░▀▀▀░░░░░░░░░░░░░░░░▐▌░ ░░▐▌░░░░░░░░░░░░░░░▄░░░░░░▐▌░ ░░▐▌░░░░░░░░░▄░░░░░█░░░░░░▐▌░ ░░░█░░░░░░░░░▀█▄░░▄█░░░░░░▐▌░ ░░░▐▌░░░░░░░░░░▀▀▀▀░░░░░░░▐▌░ ░░░░█░░░░░░░░░░░░░░░░░░░░░█░░ ░░░░▐▌▀▄░░░░░░░░░░░░░░░░░▐▌░░ ░░░░░█░░▀░░░░░░░░░░░░░░░░▀░░░ ░░░░░░░░░░░░░░░░░░░░░░░░░░░░░
During Friday’s class discussion what stood out to me the most was how the class analyzed Wallace Steven’s “Thirteen Ways of Looking at a Blackbird”. The fourth stanza only consists of 4 lines, but it delivered more interpretation than I initially thought. It was interesting to see how Wallace connected the sacrament of matrimony between a woman, man and Jesus to the blackbird. The blackbird replaces Jesus in the religious union, which leads the reader to believe the blackbird may have a higher divine power. This may not be the only religious reference in the poem. The number 3 is mentioned twice in stanza 2, “I was of three minds”. Although there is no clear answer as to why the number 3 is significant in the poem, it is significant in the Catholic religion. In Catholicism, God is made up of three entities, God the Father, God the Son and God the Holy Spirit. It may be a stretch but is an interesting interpretation for me.
“Ode to a Grecian Urn” had an interesting, and very complex way, of describing a piece of artwork. Keats doesn’t just use vivid imagery to describe what is drawn on the urn, but also applies it to how different reality is from it. He emphasis that life on the urn is in fact much more tranquil due to the fact that time is frozen and preserved within the urn, unlike real life. I really liked this quote “beauty is truth, truth beauty” as he sums it all up with the idea that though not everything is beautiful, it’s still the truth and in turn not everything that is ‘beautiful’ will be permanent. As humans, Keats points out that we tend to seek immortality as a gift so as to live beyond, but we fail to acknowledge that the lives we live now is what is reality and can be better than what we seek. This poem spoke to me, as sometimes we are too focused on living a better life, that we cease to enjoy the one we have now.
“Thirteen Ways of Looking at a Blackbird” by Wallace Stevens is the poem that intrigued and stayed me after the class. It is a poem I’ve read for my English class in my senior year of high school, yet the interpretations I got are completely different. Upon the first reading of the poem I believed the speaker to be the blackbird and I didn’t understand what else the poem could be seen as. Our discussion on Friday made me think that the blackbird would perhaps represent a variety of human emotions. Depending on the context in where the blackbird is used, I felt as if you could replace it with an emotion. In the first stanza I replaced the blackbird with fear, thinking that the speaker among such a isolated environment would feel fear and their moving eyes could perhaps be interpreted as when eyes quiver due to fear. When speaking about the golden birds and blackbirds, I believed the golden birds to represent delusion. In stanza seven, “ Why do you imagine golden birds? / Do you not see how the blackbird/ Walks around the feet/ Of the women about you?”, the speaker can be thought to be asking those around him why they delude themselves, thinking they can have a better life when it is clear they are all surrounded by despair. Although my interpretation is a bit of a stretch and wonky, I think if delved more into, it makes for a interesting close reading of Stevens’ poem.
Written by Wallace Stevens, “Thirteen Ways of Looking at a Blackbird” allows the reader to gain an understanding of the representation the blackbird offers in thirteen stanzas. The blackbird takes up different forms in this piece as it can be interpreted as certain emotions as well as a physical being that the speaker can look to. Landscapes and moments in time are described by Stevens with the blackbird being an integral part in each image. The bird’s presence can be felt in each setting. The form in which the bird is present differs in each stanza, which I found to be compelling. The way in which the speaker shifts the narrative was interesting as well as it allowed me to understand the fluidity that is in this piece. It does not take place in one time or place. It is scattered in terms of setting and elusive as the blackbird can be or mean anything that Stevens wants, yet it is an attainable physical being that the speaker has a fondness of. He compares the blackbirds to golden birds and his affection for the blackbird can be seen. The poem’s speaker and the great power that the blackbird holds over the speaker are truly thought-provoking.
While reading Wallace Stevens “Thirteen Ways of Looking at a Blackbird” I was left with many questions. The stanza that stood out to me was stanza 4. In it Wallace Stevens compares how a man and woman are one, and then adds to it by saying how a man, a woman and a blackbird are one. I believe the blackbird is a symbol of death in some way due to a blackbirds connection to ravens which are associated with death. In this way by saying the man, woman and the blackbird are one it could be a way of saying how death is inevitable to everyone no matter what. This is idea is supported by the fact that throughout the poem the idea of winter is being hinted at. The winter is a time of year when everything dies, which is similar to the idea created by the inclusion of the blackbird. Thus while the poem of overall very confusing I believe the poems has a central theme of death, and how the blackbirds appearance is a symbol of its inevitability.
(My attempt at a poem. Based on an experience I had this morning)
A face familiar, I stumbled across today
He remembers my name
To which I smile and say
Wish I could say the same
Then, of course, comes the cliche
Where do you study?
I live down the block
Do you remember this girl?
From our class? No?
She killed herself
Well, have a great day!
The poem by Wallace Stevens, “Thirteen Ways of Looking at a Blackbird”, was one that piqued my interest in the complex meanings within the words. Although the stanzas were quite minimally written during a first read, it’s the way that the most simplistic phrases can translate to dozens of varied interpretations. Stanza VII was one of the stanzas that had me critically thinking about what point Stevens was trying to get at: “O thin men of Haddam, / Why do you imagine golden birds? / Do you not see how the blackbird / walks around the feet / of the women about you?”, with the details of “golden birds” juxtaposed with the “blackbirds” catching my eye. I found the contrast between the colors of the two birds very interesting as it seemed to represent many different things. The blackbird seems to be synonymous with the idea or themes of death, sadness, etc., and that juxtaposed to the “golden birds” which can be synonymous to very angelic or heaven-like images. In context with the stanza, it can metaphorically represent how one can long for an entrance to heaven in the afterlife, but in actuality will only be met with death, anguish, etc. The colors can also represent other things, golden can also be synonymous with wealth and being rich and black can be synonymous with poverty and being penniless. This also tiptoes around the former interpretation, but only this time the men are longing for wealth and money instead of an entrance to heaven but are nevertheless surrounded by all this poverty, instead of death and anguish.
One of the Poems I enjoyed the most so far was The Snow Man by Wallace Stevens. One of the reasons why I enjoyed this poem is because it was pretty short and not to difficult to understand since the author would illustrate the winter throughout the poem. Since it was a descriptive poem describing how harsh the winter is and to bare with the cold weather the reader could tell that the snow man is bothered for the most part ,which I am assuming is a man who is miserable, but is trying to resist . The reason why I say that is because in stanza 3 line 1-2 he states “Of the January sun; and not to think of any misery in the sound of the wind.” This line to me makes it clear that he isn’t enjoying the weather and is trying his best to deal with it since he may be in a sitation where he has to and is doing his part in trying to avoid the misery or temptation of suffering from the weather. Also in a way even though it seems like he dosen’t like the weather it seems like he is still trying to embrace nature and understand that you must try to be one with your surroundings. In the last Stanza he states “For the listener, who listens in the snow.” I also liked this poem because it is winter in new york city and at times we also have to deal with the cold so I found it enjoyable to read.
Note: These thoughts are kind of all over the place, and I couldn’t fit them all into a 200 word response…so bear with me here 🙁
Realizing your impermanence on this earth can either 1) take the pressure off the importance of instrumental goods in life or 2) lead you down a rabbit hole , leading to some sort of existential crisis. When reading Shakespeare’s “Sonnet 73”, I definitely think impermanence is seen more through the perspective of the second option. Although the theme of impermanence (in relation to death) carries itself throughout “Sonnet 73”, aesthetic impermanence seems to be the root of distress for the speaker. Shakespeare’s use of metaphorical language allows the reader to understand the stress placed upon aesthetics. Specifically, lines 9-10 exemplifies the distress associated with the fading of youth. The youthful fires of beauty are slowly being consumed by time, the speaker is left upon the ashes from this fire; the ashes of youth scorn the speaker (9-10). Although placing emphasis upon the fading of youth, I don’t believe the speaker is coming from a place of narcissistic superficiality. I believe he is less concerned with the effect aging has on him, but the effect it has on his love. Him fearing his fading youth seems to be rooted in the fear of losing his love, or his love losing him. This concept persists throughout a few Shakespeares other sonnets, such as “Sonnet 49”.
I found several aspects of Langston Hughes’ “Theme for English B” interesting from a structural perspective. First, the fact that the poem moves from being in free verse at the beginning to having a rhyme scheme at the end. In a way, he seems to be simulating the creative process of what it’s like to write a poem in the structure of the poem itself. The way in which, during the creative process, ones thoughts start out as a kind of brainstorm and are more chaotic in nature, but, with time develop a kind of order and coalesce into an organized work that has its own structure. This is interesting because it ties into the theme and plot of the poem. A young aspiring writer is given an assignment and, after he walks out of the classroom, begins to gather his thoughts and to find a subject matter. He starts off mainly thinking about himself but later moves on to more universal themes of racial justice, discrimination, and equality. I also found it curious that the professor’s words in the beginning are written in rhyme, but, at least the first half of the poem itself, in written in free verse. Normally, it would be the other way around (people speak in prose, but write poetry with a rhyme scheme).
I found several aspects of Langston Hughes’ “Theme for English B” interesting from a structural point of view. First, the fact that the poem starts off using free-verse but develops a rhyme scheme toward the end. With this technique, he seems to be simulating the creative process of what it’s like to write a poem. One starts off just brainstorming ideas, which are at this point still in a more unorganized and chaotic state, but with time, ones ideas begin to take on a coherent form and coalesce into a structured whole. This fits with the theme and plot of the poem because the narrator is a young aspiring poet who gets an assignment from his English professor and, as soon as he walks out of the class, begins thinking about ideas of what to write about. He begins by mainly thinking about his own life, but, toward the end, moves to more universal themes like racial justice, equality, and discrimination. I also found it interesting that the professor’s statement in the very beginning is written with a rhyme scheme while, at least the first half of the poem itself is in free verse. This is the opposite of what would usually happen (people speak in prose but write poems with rhyme).
The first time I read Wallace Stevens, “The Snow Man,” I thought it was a poem about winter and a snowman in third person point of view. This is because he starts off with, “One must have a mind of winter,” and in line 4, he writes, “And one must have been cold a long time,” which kind of describes how a snowman is. There’s snow during winter and a snowman is made of snow; it also has to stay cold in order to survive.
However, what’s weird is that the snow and man is separated in the title as if it’s describing a snow person. Therefore, I think the poem can also be about a depressed person or loneliness. In the last line, he writes, “Nothing that is not there and the nothing that is,” in which I interpreted as even though there are the wind and trees around the snowman, the snowman is all by himself, since Stevens use the singular noun “listener” in the poem. It’s as if a person is walking in the snow fighting its inner demons, since winter is usually considered dark, lonely, and bare.
P.S. I did an online search to see if Wallace Stevens suffered from depression, and it turns out he did.
The first time I read Wallace Stevens, “The Snow Man,” I thought it was a poem about winter and a snowman in third person point of view. This is because he starts off with, “One must have a mind of winter,” and in line 4, he writes, “And one must have been cold a long time” which kind of describes how a snowman is. Only in the winter do one see snow, and since a snowman is made of snow, it has to stay cold in order to survive.
However, what’s weird is that in the title, the words snow and man are separated as if it’s describing a snow person. Therefore, the poem can also be about a depressed person or loneliness. In the last line, he writes, “Nothing that is not there and the nothing that is” in which I interpreted as even though there is the wind and there are trees around the snowman, the snowman feels alone. This is because he uses the singular noun “listener” in the poem which means there is only one subject there. The “listener” can be used to describe the snowman or a depressed person walking in the snow thinking how bare and lonely the place is.
P.S. I searched up whether Wallace Stevens suffered from depression, and it turns out he did.
“Thirteen Ways of Looking at a Blackbird” has free verse. The simplicity of the poem and its myriad hidden meanings were very interesting to me. My favorite line was “Icicles filled the long window with barbaric glass.” This points to the juxtaposition of the natural and the man-made. Nature is connected to the blackbird in this poem. Stanza II brings forth the symbolism of the number three and trees. Trees have their roots in the ground while they also point towards sky/ the heavens. The number three brought up an image of the Catholic Trinity: three persons in one god. This can be compared to the tree with three blackbirds in it. I thought it was interesting that in Stanza IV, there is a theme of death; a man and a woman are one until “death do us part.” I interpreted Stanza IV as humans keeping their eyes on earthly possessions and wealth (golden birds) rather than facing the inevitable reality (blackbirds) that death will one day arrive.
“Thirteen Ways of Looking at a Blackbird,” by Wallace Stevens was one of the most challenging poems I have encountered in this class. When I first read the poem, I was confused as to why Stevens tried to relate everything with a blackbird. I thought to myself, “Out of all the things, a blackbird?” I then read it again and I saw that each stanza was somewhat describing a different scenario. Each of these scenarios had included the blackbird, in some shape or form, however hidden. In other words, the blackbird existed in every situation, but not apparent. The blackbird acted as a shadow that occurred in all settings.
The discussion in class then drove me to think about the kind of shadow the blackbird could possibly represent. In class, the theme of death came up and it clicked in my head that the shadow of the blackbird that is apparent in every scenario is the shadow of death. Metaphorically, it can be said that death is not something that is apparent, however, it always exists. Stanza IX states, “When the blackbirds flew out of sight/ It marked the edge/ Of one of many circles.” The circle in this case can represent life, and when the blackbirds are gone and the circle reaches the edge, it indicates that life has ended. Thus, I think death is a valid interpretation of what the blackbird may represent.
Thirteen ways of looking at a blackbird was different from the other poems we’ve read in that this poem has stanzas that are clearly divided. I feel that this is important, as we are not following a linear story. Therefore, it makes sense that the blackbird is not consistent. It is not be described the same in each stanza, and it does not represent that same thing in each stanza.
For example, in stanza 2, I think the blackbird represents the mind, or intelligence, due to the imagery of three blackbirds on a tree. In stanza 4, I get a sense of essentiality of the blackbird, as the blackbird is being grouped with a man and a woman. This is a contrast to stanza 3, which calls the blackbird a “small part of the pantomime”, making the blackbird unessential.
I usually don’t like poetry because it’s frustrating when I don’t understand the meaning of the poem. The same can be said for abstract art, which I also dislike. Slowly, I am starting to like poetry when I can understand a narrative, but a poem like this makes me think this guy’s just trying to mess with us.
(Imagist Poem)
I ride a blue bicycle
In the sun the blue faded,
Dulled, worned out,
But it is not white
And I am happy
For I fear a white bicycle.
“Theme for English B” by Langston Hughes had a unique structure because although it is written in free verse there was an apparent and explicit rhyme within several lines of the poem. Although, Hughes’ poem includes little rhythm it is still categorized as free verse because there is no continuous or specific rhythm. In lines 28 and 29 of Hughes’ poem, “So will my pages be colored that I write? Being me, it will not be white” rhyme, however in lines 30 and 31,”But it will be a part of you, instructor” there is no rhyme scheme. The stylistic choice of free verse was intended with this poem as it discusses freedom and what that looks like to different people (Hughes as opposed to his instructor). Hughes uses the literary techniques of personification and anaphora to solidify the message of the poem. In lines 17 to 20, “But I guess I’m what I feel and see and hear, Harlem, I hear you. I hear you, hear me—we two—you, me, talk on this page. (I hear New York, too.) Me—who?” Hughes writes about where he is from and the use of personification in these lines demonstrate his deep-rooted connection to Harlem, New York. Because Hughes chose to use the words “hear” and “talk” as if he is having a verbal conversation to Harlem, it further establishes the strong, bond between the two, giving life to Harlem and expresses that to the reader. Hughes discusses the different schools he attended and his social struggles as the only colored student in the class. The descriptive lines allow for a visual depiction of the scene and the specific location appeals to a person from New York or who has been there as they will be able to picture the exact areas he describes. It also allows the reader to imagine how Hughes felt and how he was treated as the only person of color. He writes his paper for English B about his oppression and struggles as an African American man. Hughes faces racism because of his heritage, identity and skin color. Hughes hopes his paper will educate his professor through his written experience as shown in lines 39 to 42 “As I learn from you, I guess you learn from me—although you’re older—and white—and somewhat more free.” Hughes is aware that both him and his superiors are American despite color as demonstrated in lines 33-35, “You are white—yet a part of me, as I am a part of you. That’s American.” Black, white, young, old, oppressed or free Hughes is aware that they are all American and have things in common. In lines 22 to 26, “Well, I like to eat, sleep, drink, and be in love. I like to work, read, learn, and understand life. I like a pipe for a Christmas present, or records—Bessie, bop, or Bach. I guess being colored doesn’t make me not like the same things other folks like who are other races” which elaborates on fact that they are not as different as it seems, and skin color is a superficial element of difference. Hughes is denied freedom due to his skin color and is aware that this is unjust and he deserves the same liberties as others. Hughes includes a lot of anaphora towards the end of the poem. In lines 29 to 34 “But it will be a part of you, instructor. You are white—yet a part of me, as I am a part of you. That’s American. Sometimes perhaps you don’t want to be a part of me. Nor do I often want to be a part of you” and in lines 36 to 39,“ As I learn from you, I guess you learn from me—although you’re older—and white—and somewhat more free” Hughes displays multiple uses of anaphora. Anaphora is used by poets as a technique to engage the reader and have them closely examine those lines. Hughes wants to emphasize his point that his instructor and him are a part of one another whether it be the school setting, the paper, being American or simply their coexistence, but they are a part of one another whether they like it or not and must accept it. He points out that his instructor is “more free” being a white man, but they are one in the same regardless of who is socially accepted and who is not. Hughes’ freedom is limited (even denied) because of his skin color and the negative connotation associated with it in society.
The poem “Ode on a Grecian Urn” by John Keats is a perfect example of ekphrasis. On the surface, Keats in describing a tangible and visible object which is an urn. However, on a much deeper level, the poem begins to analyze the readers or humans and examine how people are easily deceived by art. The urn was at peace with time frozen. This is a false reality. Time does not freeze. We cannot be preserved forever. Art is intriguing and beautiful, however it can be a false reality, much like death (“dost eternity” as he calls it) in which we have a mental picture or an expectation for it and it can be completely inaccurate. The ending quote “Beauty is truth, truth beauty” was a nice quote in which essentially says that the truth is not always pretty and that is the reality of it. Time does not freeze and we must accept that and let ive in the present not in a falsely imagined reality.