.Pilgrimage to see Jane Eyre.

This Friday, I and several of my classmates from our Bronte's class ventured to the Neon theater downtown for a viewing of the new film Jane Eyre.  We had all just finished reading the book for class (some of us for the second, third, or more times) so there were several scenes not included that we definitely missed, but altogether it was a lovely movie.  The acting, musical score, costumes, and cinematography were all fabulous.  For me, the music added so much to the narrative - the string-driven songs reminded me of the score from The Village, which I also love - and I've been listening to the excerpts on iTunes, reliving scenes in my mind.  I've had photos from the film hanging in my office at school since Scott brought them home in The New York Times review of the film, so I thought I'd share some of them, and several more, here.

{Mia Wasikowska is a superb Jane and I love this somber picture of her in her cape}

{Likewise, Judi Dench is a great Mrs. Fairfax - they did a fabulous job with casting of this film!}

{Similar to the book, I had to warm to Mr. Rochester but he steals your heart at all the right times - corny, I know, but it's so true!}

{This scene is amazing!!}

(From a response for class): In Jeffrey Sconce’s article, “The Cinematic Reconstruction of Jane Eyre,” he discusses the complexities of adapting Bronte’s work to a cinematic medium.  He writes, “Bringing Jane Eyre before the cameras in the early Forties required a reading that captured the novel’s importance and identity for a contemporary audience through a narrative form familiar to them, a task perhaps better executed by a Hollywood producer than by a devoted Brontephile” (517).  I found this quote particularly interesting in regards to the most recent adaptation of Jane Eyre, particularly in considering the scenes and articulations not included in the film.  For Sconce, at least, the logic lies in the “contemporary audience” as reason for why these particular scenes were omitted.  As we’ve already briefly mentioned in class, there were several key scenes not included in the newest adaptation, including the infamous “gypsy” scene, the ending “conclusion” with Jane and Rochester as a family, and Miss Temple is almost (if not fully) non-existent.  In keeping with Sconce’s notion that these omissions can be blamed on the viewing “contemporary audience,” why would these particular scenes be the first to omit for our own contemporary viewers?

Secondly, I enjoyed the opening of Donna Marie Nudd’s article, “The Pleasure of Intersexuality: Reading Jane Eyre Television and Film Adaptations,” when she writes, “Virtually every informed audience member or reviewer will discuss whether the adaptation he or she is viewing is ‘faithful.’ But the inevitable question arises: ‘Faithful to what?’ Is Bronte’s three-volume Victorian novel a romance? a melodrama? a gothic mystery? a Christian morality tale? a feminist classic? a fictionalized autobiography?” (523).  Again, this question was particularly interesting in regards to the new Jane Eyre because the previews presented it as a “gothic mystery” (or at least that’s what I expected when watching the trailers).  So, again, considering Sconce’s “contemporary audience,” could this emphasis on the gothic elements be partly blamed on the current fascination with vampires, gothic fairy tales, and dark romance?

.Reflections on Week 2.

Week two with the refugees went really well in our intimate gathering of C group students (most advanced). We started the night with five students, and ended with four, losing one to another group for some remedial instruction on reading. First, we had them go around and say their names and where they were from using a piece of string that connected each of us in a united web. The string was a bit unruly when we were passing it around, but it actually seemed to help us all become more comfortable with each other, and there were smiles and laughs all around.

 
We then had them write short paragraphs about themselves and their goals. One that really struck me was the man that I later got to work with who said he wanted to get his degree, sustain a job, and get married and have three beautiful babies. They all willingly shared their goals with each other and were excited about hearing our goals as well. I was really struck by this especially, because I think they enjoyed the fact that we were taking part in writing with them and stating our life goals. I didn’t expect them to ask to hear ours but they seemed very eager for us to participate as well. From what I’ve already learned about these students, I was not surprised to find that each one of them placed a great deal of emphasis on their goal to continue their education, get degrees, and better their English.

After we all wrote and shared our short paragraphs we had them do a noun tense fill-in-the-blank sheet that they completed with little trouble. They went around and gave their answers orally, and when they all seemed to be getting them correct, we quickly realized they were advanced even more than we thought; we’ll have to bring more challenging exercises for some of them. We also learned through this exercise that some of them are much better when reading and writing, but are much more shy and apprehensive when speaking. That they are so advanced in either areas truly impresses me and I commend them for their efforts in learning the new language.

After we went over the noun tense sheet, we split up and did some one-on-one teaching, and this was by far my favorite part. I think that it would be best if we could continue breaking the class up in this way – having the first half devoted to learning as a group and then giving one-on-one attention to each student for the remainder of the time. I was very impressed with the man I worked with, because not only could he read, write, and speak really well, he also knew quite a bit about grammar rules. We went over nearly two pages of the college entrance exam for English together and he got almost all of them correct, even pointing out independent and dependent clauses. I was disappointed, however, to find that because of his work schedule he will be unable to attend our classes each week. He told me he had already taken the GED and had only missed 10 over the limit for the reading section. This really saddened me that he had gotten this far and done so well, only to learn that he did not pass. Likewise, I knew by then that he would not be able to come and work with us, so I’m hoping we can send along some exercises for him to work on. Also, my two students from last week were not able to come so I’m hoping they will be attendance next week.

Already I’ve learned so much about their cultures and I’ve been touched by their enthusiasm and joy. Even though, as we’ve been reading in Little Bee, they may have come from violent and awful situations, they smile, laugh, and tell their stories to us, excited and eager to be learning and sharing with one another.

One image that has really stayed with me this week is when we left the cafeteria where we teach – we were met by dozens of families leaving the gymnasium where some kind of basketball league was ending for the night. I watched the contrasting faces leaving the building – the African refugees excited about the new English words they had learned and can now take out with them into their workplaces and the white middle-class families toiling over the wins and loses of a youth basketball game. It really occurred to me, as it sometimes does, that in America we have very flawed perspectives and priorities. We all left the building together, but some of us would be carrying many more privileges with us, while others would be struggling and striving to make each moment and opportunity count.

.boxes of soap.

Today I presented one of my papers at the graduate symposium at my school and one of the other presenters talked about his entrepreneurial endeavors of developing his own soap company called "Society Bodycare."  As a graphic designer, he makes his own vegan soaps, and sells the uniquely packaged bars, which are wrapped in old pages from books, donating a bar for each one sold (similar to Toms shoes "one for one" campaign) to local non-profits.

I got two samples today and they have uniquely refreshing scents, and each one has a story! Just thought I would share it and urge you to check out his website and purchase a bar of soap for yourself (while providing someone else with a daily necessity).

.Spring Quarter...though the weather suggests otherwise.

I'm getting ready to start week 2 of the spring quarter and I have to say this might be the best one yet! I really like the ENG 102 class and all my students, and I had no doubt that I would enjoy "The Brontes" and "Writing and Social Activism."  Since I haven't updated in a bit I thought I would reflect about our first meeting of the Social Activism class where we pre-tested the English of about two dozen African refugees.  We'll be working with them the rest of the quarter, teaching them English, and writing a grant proposal for the program we are working with.

I first read the Writing and Social Activism emails over spring break, visiting my family, and I couldn’t wait to run downstairs and inform them of what I was going to be doing in the class; I had heard rumors that we would be meeting downtown somewhere and working with people writing grants, but I had no particulars until getting the emails about the African refugees.  At first reading, I was nervous but that emotion was instantly pushed aside by excitement, curiosity, and an eagerness to get started.  Upon arriving at the center where we would be pre-testing the English of these refugees I was again filled with nervous excitement, but it soon faded when I sat down with my first student, A* (age 52).  A’s smiling and welcoming face guided me through the testing process – rather than the other way around.  He told me about his three children, who all share his name as their middle name, and about his love for education.  Ultimately, he wants to attend school and get a job, and his eagerness to learn humbled me as a fortunate grad student with the privilege of attending school everyday.


My second student was J (age 26) who seemed quite nervous talking to me at first, but soon eased (even to the point of sitting with me until the rest of the time was up).  She came from Ghiana and has a three-year-old little girl who she says calls her “Mum,” because she learned British English in a daycare before coming to America.  She said she laughs and tells her, “No, we’re in America now. You have to call me ‘mama.’”  She, too, is very eager to learn and be in school again – she did attend college for a while, but now lives here cleaning during the day.


I was quite impressed with the speaking, reading, and listening abilities of my students; their English, in my opinion, seemed pretty advanced.  I tried to put myself in their shoes and thought if I’d only been in America for a few months I would not have been as comfortable conversing in English as they seem to be.  All in all, it was a wonderful experience and I look forward to seeing and working with both of them over the course of this quarter, as well as meeting the other students.   *I won't share their names here

Also, one of the texts we are reading for the class is Chris Cleave's NYTimes Bestseller, Little Bee.  I've only read half of it so far, but I suggest putting it on your reading list!