Mimesis and Poiesis in the Novel: William Faulkner's "Go Down, Moses" and the Mythopoeic Turn in the American Imagination

Total Page:16

File Type:pdf, Size:1020Kb

Mimesis and Poiesis in the Novel: William Faulkner's Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1993 Mimesis and Poiesis in the Novel: William Faulkner's "Go Down, Moses" and the Mythopoeic Turn in the American Imagination. Paul Richard Connell Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Connell, Paul Richard, "Mimesis and Poiesis in the Novel: William Faulkner's "Go Down, Moses" and the Mythopoeic Turn in the American Imagination." (1993). LSU Historical Dissertations and Theses. 5621. https://digitalcommons.lsu.edu/gradschool_disstheses/5621 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9419875 Mimesis and poiesis in the novel: William Faulkner’s “Go Down, Moses” and the mythopoeic turn in the American imagination Connell, Paul Richard, Ph.D. The Louisiana State University and Agricultural and Mechanical Col., 1993 Copyright ©1994 by Connell, Paul Richard. All rights reserved. UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 MIMESIS AND POIESIS IN THE NOVEL: WILLIAM FAULKNER'S GO DOWN, MOSES AND THE MYTHOPOEIC TURN IN THE AMERICAN IMAGINATION A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of English by Paul R. Connell B.B.A., University of New Brunswick, 1980 B.A., Thomas More Institute, 1985 M.A., Louisiana State University, 1988 December 1993 Acknowledgements I would like to thank my director, Dr. Bainard Cowan, for his counsel and judgment throughout this project, as well as the other members of my committee who encouraged and coaxed this dissertation to its completion: Dr. Leslie Bary, Dr. Rick Moreland, Dr. James Babin, and Dr. Jack May. I would also like to thank Dr. Veronica Makowsky and Dr. James Olney who read portions of this dissertation in progress but who were unable to sit for my final examination. Dr. Louise Cowan's informal direction has been invaluable, and her influence on my approach generally is impossible to assess, as is my measure of gratitude. This dissertation would not have been written were it not for the generous financial support of the English Department of Louisiana State University. I have been fortunate in that my family has not only left me to my folly, but has supported me both practically and unpractically for the duration of my studies. Dr. Peter Sampo and Dr. Mary Mumbach of Thomas More College have given me the best tasks in the world and I wish to record my gratitude to them here. My friends, particularly Eamon Halpin, Kathleen Kelly, Gregory Marks, Peter O'Connor, Sheila O ’Connor, and John Zmirak, who are all similarly seeking their glory in graduate study, have assuaged considerably my portion of the universal thump. Preface When I first undertook this project, I proceeded from an intuition about Faulkner and his role in reevaluating the novel. It is a commonplace of criticism to assign Faulkner a central position in modernism and in the innovation and development of the form of the novel. Yet, despite the substantial amount of criticism that explicates his intimate association with modernism's various trends, I detected some other movement occurring in his work that was not fully accountable in the modernist paradigm. The study of recent African-American and Latin-American authors and their invocation of Faulkner’s influence made me take a second look at him and the novel in light of this new canon of opinion. In this process I discovered a "cosmos of my own" and uncovered a shift in the novel which Faulkner was instrumental in effecting but which was only detectable in hindsight through the lens of the contemporary novel and its attendant commentary. In sources as various as Toni Morrison, Carlos Fuentes, Edouard Glissant, and Milan Kundera, and in older authorities including the German Romantics Schlegel and Novalis, Mikhail Bakhtin, and Walter Benjamin, I discovered intellectual and cultural affinities which had either direct or indirect application to the novel. Among these novelists and theorists I found a common and almost naive optimism about the novel and culture, a disposition all the more surprising considering the suffering at the hand of the political that many of these same figures iii had endured. It is to generalize only slightly to say that they all agree in the novel's capacity to recreate and renew the human image and to assist in cultural formation. This activity of reimagining a people and reassessing their collective story has been the special role of the novel in culture, a duty performed in the full recognition of the negation of that desire by the political order. This attribute of the novel to set forth, however tentatively and provisionally, an image of life where all can participate and tell their story is intensified and tested most thoroughly in America where the cultural aspirations of the novel are the most ambitious, and the realizations, perhaps, least tangible. The novel has sought to embody, however imperfectly, the hope in a common cultural consensus about value, a hope realized not in the domination or privileging of one discourse over another, but a discursive system where all may participate in an "open unity" and an ecumenical consciousness. I do not, however, invoke the dream of a harmonic totality, a dream by which the American imagination has been led astray. Yet it may have been precisely due to this nostaglic passion about its own origins that the American imagination was forced to counter the possibility of the disintegration of reality as it announced itself at the end of modernism. For whatever reason, despite the cold hand of politics, the novel retains this hope, and bestows a power which enables the world to denounce its own emptiness and disorder. iv As I perceived this positive prescription in the novel, a fundamental distinction emerged out of the critical wilderness. To account for this shift from pessimism to hope, from history to the imaginary, a mimetic/poietic opposition seemed to be the pigeonhole that I needed to enable me to generalize my position. But as I fought to retain my categories, demonizing the former and valorizing the latter, there crept in the increasing realization that in the best novels, mimesis and poiesis successfully cross- fertilize each other and produce the novels that further the genre as a whole. The tendency that I earmark in these two categories remains valid, however: in Faulkner and in a strain of subsequent novelists the novel has moved away from a conventional sense of mimesis, or at least has modified it with a new mimesis which is more faithful to Aristotle's dictum. The concept of poiesis is similarly refined, having moved away from an understanding of the poetic act typified in Harold Bloom's invocation of the figure of the "strong poet," to a form rooted, not in the producer or the aesthetic object, but in the object of vision as it forms itself in the imagination of a culture. In the mission of reenvisioning culture, the novel comes closest in its generic focus to the epic impulse, and in America this is manifested in the novel's primary intertext: the Bible, and particularly the Old Testament. The resurfacing of foundational narratives of a people on the landscape of the novel is manifested as a type of generic atavism. However, this atavistic maneuver in the novel is not a "throwback," but a new genetic patterning that is part of the forward motion of the novel's cultural project. In the struggle with the meaning of the novel and the new myth of America which it sets forth, I try to account for the multiple refractions and reverberations that the novel is sounding at the present time. The process of sorting through these sometimes mixed messages has been, at times, a bewildering task. Like the wedding guest in Coleridge's famous poem who is stopped and transfixed by the strange tale of the ancient mariner, I sense I am proceeding with the uncertainty and nervousness of anyone or anything poised on a threshold moment.
Recommended publications
  • Fictionality
    COPYRIGHT NOTICE: Edited by Franco Moretti: The Novel, Volume 1 is published by Princeton University Press and copyrighted, © 2006, by Princeton University Press. All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from the publisher, except for reading and browsing via the World Wide Web. Users are not permitted to mount this file on any network servers. Follow links for Class Use and other Permissions. For more information send email to: [email protected] CATHERINE GALLAGHER The Rise of Fictionality No feature of the novel seems to be more obvious and yet more easily ig­ nored than its fictionality. Like prose, fictional is one of those definitive terms (“a novel is a long, fictional prose narrative”) that most historians of the form have tacitly agreed to leave unexamined; we tend to let it lie dormant in our critical analyses as well. And yet we all know that it is active and de­ termining in our culture, for we cannot walk into a bookstore or read the Sunday papers without noticing that the primary categorical division in our textual universe is between “fiction” and “nonfiction.” Perhaps we imagine that a distinction so pervasive and secure can get along without our help, that it would be redundant to define such a self-evident trait. Or, perhaps we find that the theories of fictionality debated by philosophers and narratolo­ gists finally tell us too little about either the history or the specific properties of the novel to repay the difficulty of mastering them.
    [Show full text]
  • The Serpent of Lust in the Southern Garden: the Theme of Miscegenation in Cable, Twain, Faulkner and Warren
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1973 The eS rpent of Lust in the Southern Garden: the Theme of Miscegenation in Cable, Twain, Faulkner and Warren. William Bedford Clark Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Clark, William Bedford, "The eS rpent of Lust in the Southern Garden: the Theme of Miscegenation in Cable, Twain, Faulkner and Warren." (1973). LSU Historical Dissertations and Theses. 2451. https://digitalcommons.lsu.edu/gradschool_disstheses/2451 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image.
    [Show full text]
  • The Marriage of Mimesis and Diegesis in "White Teeth"
    University of New Mexico UNM Digital Repository 2019 Award Winners - Hulsman Undergraduate Jim & Mary Lois Hulsman Undergraduate Library Library Research Award Research Award Spring 2019 The aM rriage of Mimesis and Diegesis in "White Teeth" Brittany R. Raymond University of New Mexico, [email protected] Follow this and additional works at: https://digitalrepository.unm.edu/ugresearchaward_2019 Part of the Literature in English, British Isles Commons, and the Other English Language and Literature Commons Recommended Citation Raymond, Brittany R.. "The aM rriage of Mimesis and Diegesis in "White Teeth"." (2019). https://digitalrepository.unm.edu/ ugresearchaward_2019/5 This Article is brought to you for free and open access by the Jim & Mary Lois Hulsman Undergraduate Library Research Award at UNM Digital Repository. It has been accepted for inclusion in 2019 Award Winners - Hulsman Undergraduate Library Research Award by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Raymond 1 Brittany Raymond Professor Woodward ENGL 250 28 April 2018 The Marriage of Mimesis and Diegesis in White Teeth Zadie Smith’s literary masterpiece, White Teeth, employs a yin-yang relationship between Mimesis and Diegesis, shifting the style of narration as Smith skillfully maneuvers between the past and present. As the novel is unfolding, two distinctive writing styles complement each other; we are given both brief summaries and long play-by-play descriptions of the plot, depending on the scene. Especially as the story reaches its climax with Irie, Magid and Millat, Smith begins to interchange the styles more frequently, weaving them together in the same scenes. These two literary styles are grounded in Structuralist theory, which focuses on the function of the language itself.
    [Show full text]
  • Mathm 1431546286.Pdf
    Abstract Tellings is an art exhibition that interprets the impermanent state of storytelling through visual art, narrative, space, and objects. Exhibited in the Stamps School of At & Design’s Slusser Gallery, this MFA thesis project places the viewer in the delicate position between the world of things and the imagined spaces of folklore and fables. Sculptures, installations, and narratives draw on folklore, mythologies and personal memories, to obscure the role of storyteller and leave the audience to build their own narratives. The work deconstructs the narratives/fables into key moments, translating them into viewer experiences in visual storytelling. This MFA thesis explores the relationships of these elements and will illuminate their role in conjuring the exhibition, Tellings. Keywords Folklore, memory, mythology, narrative, nostalgia, objects, storytelling ! 2! ! 3! Contents The Story Is: The Structure of Story and Space The Rock Is a Rock, The Book is Being a Book: Material Power Building an Island: Access Through Space Painting Around the Holes: Narrative Transformation Conclusion Exhibition Index Bibliography ! 4! The Story Is: The Structure of Story and Space Story is more than a narrative. Within this document and within my work I use the term story often. To begin with clarity I attempt to use them as the following. Narrative is the tale: a collection of characters, setting and details sewn together within a plot. They are the written fables that pair each installation. Story is greater. Story includes the narrative, but also the visceral reactions to those narratives, the collective conjuring of imagined realities, and the emotional ties to personal experience and memory.
    [Show full text]
  • PART 1 Rresistanceesistance to Sslaverylavery
    PART 1 RResistanceesistance to SlaverySlavery A Ride for Liberty, or The Fugitive Slaves, 1862. J. Eastman Johnson. 55.9 x 66.7 cm. Brooklyn Museum of Art, New York. “You have seen how a man was made a slave; you shall see how a slave was made a man.” —Frederick Douglass Narrative of the Life of Frederick Douglass, an American slave 329 J. Eastman Johnson/The Bridgeman Art Library 0329 U3P1-845481.indd 329 4/6/06 9:00:01 PM BEFORE YOU READ Three Spirituals WHO WROTE THE SPIRITUALS? he spirituals featured here came out of the oral tradition of African Americans Tenslaved in the South before the outbreak of the Civil War. These “sorrow songs,” as they were called, were created by anonymous artists and transmitted by word of mouth. As a result, several versions of the same spiritual may exist. According Some spirituals served as encoded messages by to the Library of Congress, more than six thousand which enslaved field workers, forbidden to speak spirituals have been documented, though some are to each other, could communicate practical infor- not known in their entirety. mation about escape plans. Some typical code African American spirituals combined the tunes words included Egypt, referring to the South or the and texts of Christian hymns with the rhythms, state of bondage, and the promised land or heaven, finger-snapping, clapping, and stamping of tradi- referring to the North or freedom. To communi- tional African music. The spirituals allowed cate a message of hope, spirituals frequently enslaved Africans to retain some of the culture of recounted Bible stories about people liberated from their homelands and forge a new culture while fac- oppression through divine intervention.
    [Show full text]
  • Rethinking Mimesis
    Rethinking Mimesis Rethinking Mimesis: Concepts and Practices of Literary Representation Edited by Saija Isomaa, Sari Kivistö, Pirjo Lyytikäinen, Sanna Nyqvist, Merja Polvinen and Riikka Rossi Rethinking Mimesis: Concepts and Practices of Literary Representation, Edited by Saija Isomaa, Sari Kivistö, Pirjo Lyytikäinen, Sanna Nyqvist, Merja Polvinen and Riikka Rossi Layout: Jari Käkelä This book first published 2012 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2012 by Saija Isomaa, Sari Kivistö, Pirjo Lyytikäinen, Sanna Nyqvist, Merja Polvinen and Riikka Rossi and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-3901-9, ISBN (13): 978-1-4438-3901-3 Table of ConTenTs Introduction: Rethinking Mimesis The Editors...........................................................................................vii I Concepts of Mimesis Aristotelian Mimesis between Theory and Practice Stephen Halliwell....................................................................................3 Rethinking Aristotle’s poiêtikê technê Humberto Brito.....................................................................................25 Paul Ricœur and
    [Show full text]
  • Mimesis, Duality, and Rhetorical Education.” Rhetoric Society Quarterly 41.4 (2011): 295-315
    Terrill, Robert E. “Mimesis, Duality, and Rhetorical Education.” Rhetoric Society Quarterly 41.4 (2011): 295-315. Rhetoric Society Quarterly Vol. 41, No. 4, pp. 295–315 Mimesis, Duality, and Rhetorical Education Robert Terrill The pedagogical strategy of imitatio cultivates particular attitudes and habits that are useful resources for democratic citizens. Specifically, a mimetic pedagogy cultivates duality, as manifest in a faculty of perspective taking and enabled through the close analysis of rhetorical texts. Reviving imitatio as the central component of a rhetorical education entails a productive critique of norms of sincerity that prevail in contemporary culture, and as such constitutes one of the more significant contributions that rhetorical education can make toward enhancing and sustaining democratic culture. Scholars from disparate disciplines have recognized that a reinvigorated rhetorical education might contribute to the training of critically engaged citizens well-suited to a diverse democratic culture. Bryan Garsten, for example, has suggested that training in rhetoric is essential to cultivating a ‘‘capacity for practical judgment,’’ and that living in a culture that disparages rhetoric has crippled our political cul- ture by leaving us without the skills necessary to bring our lived experiences to bear ‘‘on a particular case in a way that yields a decision’’ (174–175). Danielle Allen has argued that it is ‘‘time to turn to the imperfect ideals for trust pro- duction crafted in the rhetorical tradition’’ (140–141), and thus to rediscover tac- tics for repairing some of the fissures that characterize contemporary public culture, particularly but not exclusively with regards to race. And Elizabeth Markovits proposes a program of ‘‘rhetorical literacy,’’ analogous to the enduring calls for media literacy but with the far more vital potential to restore our ability to ‘‘talk and listen to one another in our own democracy’’ (Markovits 174).
    [Show full text]
  • Go Down Moses
    Go down moses Continue This article is about the song. The book by William Faulkner can be found under Go Down, Moses (book). Go Down, MosesSong by Fisk Jubilee Singers (early testified)GenreNegro spiritualSongwriter(s)Unknown Go Down Moses problems playing this file? See Media Help. Go down Moses is a spiritual proposition that describes the events in the Old Testament of the Bible, especially Exodus 8:1: And the LORD said to Moses, Go to Pharaoh and say to him, Thus says the LORD, Let my people go, that they may serve me, in which God commands Moses to demand the deliverance of the Israelites from bondage in Egypt. The opening verse that the Jubilee Singers published in 1872: When Israel was in the Egyptian land, let my people go so hard that they couldn't stand Let my people go: Go down, Moses Way down into Egypt's land Say to the old Pharaoh, let my people go The lyrics of the song stand for the liberation of the ancient Jewish people from Egyptian slavery. In an interpretation of the song, Israel depicts enslaved African-Americans, while Egypt and Pharaoh represent the slave master. [1] The descent into Egypt is derived from the Bible; the Old Testament recognizes the Nile Valley as lower than Jerusalem and the Promised Land; so it means going to Egypt to go down[2] while going away from Egypt is ascending. [3] In the context of American slavery, this old sense of down converged with the concept of down the river (the Mississippi), where the conditions of slaves were notoriously worse, a situation that led to the idiom selling someone down the river in today's English.
    [Show full text]
  • “Immersion and Defamiliarization: Experiencing Literature and World
    This is the accepted version of the following article: Anderson, M., & Iversen, S. (2018). Immersion and defamiliarization: experiencing literature and world. Poetics Today, 39(3), 569-95, which has been published in final form at: https://doi.org/10.1215/03335372-7032760 “Immersion and Defamiliarization: Experiencing Literature and World” By Miranda Anderson and Stefan Iversen Final draft submitted for the Poetics Today issue Unnatural and Cognitive Perspectives on Literary Studies: A Theory Crossover Introduction1 Analysis of narrative fiction’s capacity to induce immersion and defamiliarization has a long history in the fields of literary and aesthetic theory. Most theoretical treatments of the two concepts give privilege and normative impetus to one type of response or related type of text. In this article we set out to rethink the concepts of immersion and defamiliarization by bringing them into dialogue. This dialogue involves an investigation of overlaps and differences between two theoretical paradigms, cognitive narratology and unnatural narratology. Our aim is to track evidence of, and to advance, understandings of the forms and functions of immersion and defamiliarization, which have been inspired by cognitive and unnatural approaches to narratology. Where these concepts have been associated with dualistic notions of cognition and purely mimetic notions of narrative, immersion and defamiliarization have come to seem in opposition in a way that we are seeking to show is too simplistic. The three literary texts, which provide
    [Show full text]
  • Hidden Messages in Spirituals Intermediate (Grades 6-8) 1-2 Class Periods
    Lesson Plan 1 Hidden Messages in Spirituals Intermediate (grades 6-8) 1-2 class periods Program Segments Coded Lyrics Worksheet Freedom’s Land Coded Lyrics Worksheet - Teacher Notes Student Spiritual Lyrics (teacher should pre-cut and put in box for NYS Core Curriculum - Literacy in History/Social Studies, students to draw from) Science and Technical Subjects, 6-12 “Swing Low, Sweet Chariot” Song video (optional) Reading http://www.youtube.com/watch?v=Thz1zDAytzU • Craft and Structure (meaning of words) Writing Procedures • Test Types and Purposes (organize ideas, develop topic with 1. Watch the Underground Railroad: The William Still Story segment facts) on spirituals. • Production and Distribution of Writing (develop, organize 2. Explain how spirituals are different from hymns and psalms appropriate to task) because they were a way of sharing the hard condition of being a • Research to Build and Present Knowledge (short research slave. Be sure to discuss the significant dual meanings found in project, using term effectively) the lyrics and their purpose for fugitive slaves (codes, faith). 3. Play the song using an Internet site, mp3 file, or CD. (stopping NCSS Themes periodically to explain parts of the song) I. Culture and Cultural Diversity 4. Have students fill out the Coded Lyrics Worksheet while discussing II. Time, Continuity and Change the meanings as a class. III. People, Places, and Environments 5. Play the song again, uninterrupted. IV. Individual Development and Identity 6. Ask each student to choose a unique line from a box of pre-cut V. Individuals, Groups and Institutions VIII. Science, Technology, and Society Student Spiritual Lyrics.
    [Show full text]
  • Spirituals As a Source of Inspiration and Motivation
    http://ctl.du.edu/spirituals/Freedom/source.cfm SPIRITUALS AS A SOURCE OF INSPIRATION AND MOTIVATION One important purpose of many spirituals during the slave period was to provide motivation and inspiration for the ongoing struggle for freedom, a struggle which included systematic efforts to escape5 from bondage as well as numerous slave-led revolts and insurrections6. In the African tradition, stories of ancestors’ bravery, victories in battle, and success in overcoming past hardships were often marshaled as inspiration to face current life challenges. As stories of specific African ancestors faded over time, enslaved people appropriated heroes from the Christian Bible as ancestral equivalents7. The stories of Old Testament figures – often perceived by enslaved Africans as freedom fighters – held particular significance as models of inspiration. For example, a surviving spiritual entitled “Moses,” and still sung today in the Georgia Sea Islands, draws its inspiration from the Biblical story of Moses, commanded by God to lead the Hebrew people out of Egyptian bondage. [Harriet Tubman, the famous Underground Railroad conductor was known as Moses by many slaves. As another example, “Go Down, Moses,” similar in meaning to “Moses, Moses,” has been a staple of the concert spirituals tradition that has featured solo artists and choral ensembles in world-wide performances dating back to the 1870s tours of the Fisk Jubilee Singers8, and continuing with the performances of diverse artists and ensembles up to the present day. The singer-activist Paul Robeson, for example, sang “Go Down, Moses” frequently in his concerts, and his comments about spirituals as songs of inspiration in the continuing struggle for freedom9 were very much in line with the tradition of spirituals as songs of inspiration and motivation during the slave period.
    [Show full text]
  • Harriet Tubman: Conductor on the Underground Railroad
    BIOGRAPHY from Harriet Tubman CONDUCTOR ON THE UNDERGROUND RAILROAD by Ann Petry How much should a person sacrifi ce for freedom? QuickTalk How important is a person’s individual freedom to a healthy society? Discuss with a partner how individual freedom shapes American society. Harriet Tubman (c. 1945) by William H. Johnson. Oil on paperboard, sheet. 29 ⁄" x 23 ⁄" (73.5 cm x 59.3 cm). 496 Unit 2 • Collection 5 SKILLS FOCUS Literary Skills Understand characteristics Reader/Writer of biography; understand coherence. Reading Skills Notebook Identify the main idea; identify supporting sentences. Use your RWN to complete the activities for this selection. Vocabulary Biography and Coherence A biography is the story of fugitives (FYOO juh tihvz) n.: people fl eeing someone’s life written by another person. We “meet” the people in from danger or oppression. Traveling by a biography the same way we get to know people in our own lives. night, the fugitives escaped to the North. We observe their actions and motivations, learn their values, and incomprehensible (ihn kahm prih HEHN see how they interact with others. Soon, we feel we know them. suh buhl) adj.: impossible to understand. A good biography has coherence—all the details come The code that Harriet Tubman used was together in a way that makes the biography easy to understand. incomprehensible to slave owners. In nonfi ction a text is coherent if the important details support the incentive (ihn SEHN tihv) n.: reason to do main idea and connect to one another in a clear order. something; motivation. The incentive of a warm house and good food kept the Literary Perspectives Apply the literary perspective described fugitives going.
    [Show full text]