I've created a page that briefly discusses some of the musical references in The Mill on the Floss and provides audio clips of relevant musical passages. Have a look at Music from The Mill on the Floss.
Book Third, Chapter 7:
From Book Third, Chapter 8:
From Book Third, Chapter 9:
From Book Fourth, Chapter 1:
From Book Fourth, Chapter 3:
From Book Sixth, Chapter 6:
From Book Sixth, Chapter 12
From Book Seventh, Chapter 2
Here's a sampling of ideas expressed in expository fashion — some of the passages are almost essays in miniature — drawn from the first two books of The Mill on the Floss.
We'll discuss them in class, but if, before or afterwards, you have any thoughts about them, leave a comment below.
From Book First, Chapter 3:
From Book First, Chapter 5:
From Book First, Chapter 7:
From Book First, Chapter 9:
From Book Second, Chapter 1:
From Book Second, Chapter 4:
I'd like to follow up a bit on an idea we've discussed in class and that I referenced in the discussion question for today: the idea that when one narrative invokes another, through allusion or some more extended form of hybridity or intertextuality, the invoked text becomes a "frame" or "screen" or "lens" that in some way structures or organizes the main text, producing meaning.
Here are some visual analogies for this way of thinking about the way one text produces meaning in another — meaning that we wouldn't otherwise experience.
The first is an optical illusion called the Spiral Aftereffect. Follow the link and try it out. The illusion illustrates how, after looking at a certain kind of image, the world itself looks (if only briefly) different.
Perhaps a closer analogy is another optical illusion called Neon Color Spreading, in which the converging black lines with red ends create a halo effect in the center, a kind of visual equivalent of the meaning that "emerges" from the interaction between two texts.
Finally, there's the irresistible American Express commercial that's been running on television lately, in which some of the images set us up to see something in the other images that we wouldn't have seen otherwise.
Just this afternoon, after watching this clip, I went into the washroom in Welles. I couldn't resist taking out my cellphone when I saw this:
You can look at the results of the midsemester survey you took (you did take it, didn't you?) here.
In light of your answers, I'm interested in your further thoughts on a few matters. Feel free to offer them by clicking "Add Comment" on this page or by dropping in to see me. Please don't feel obligated to answer these questions right away; you might feel more comfortable coming back to this page after the semester's over. I'll try to remind you...
- If the class were to give more time to lecture, what kind of lecture would be most helpful? Historical? Biographical? Interpretive?
- How could the course's web presence be more of a "real addition to the learning experience?"
- Is there a way to make the oral reports more useful?