GATSBY AND BROWNING MODULE A-COMPARATIVE STUDY OF TEXTS AND CONTEXT

1. Elective 2:TEXTS IN TIME GATSBY AND BROWNINGMODULE A-COMPARATIVE STUDY OF TEXTS AND CONTEXT

2. GATSBY AND EBB • In this elective students compare how the treatment of similar content in a pair of texts composed in different times and contexts may reflect changing values and perspectives. By considering the texts in their contexts and comparing values, ideas and language forms and features, students come to a heightened understanding of the meaning and significance of each text.

3. Key Vocab: Similar content--- Key ideas and concepts, characterisation, thematic concerns, authorial commentary Different times--- Specific socio/historical And cultural influences Changing values —Key values that have shaped each work. What has changed? How?Why? How is this reflected? What was/what is?

4. Changing perspectives –Identify focus and the perspective presented. Whose view are we presented with? What is the shift in perspective? Why does it occur? How is it reflected? • Context– Key socio/historic/cultural influences that have shaped and are reflected in the works

5. Values---What values are reflected in each text? • What values are challenged? • What is important, given status, seen as significant? • After WW1 people got away from the traditional life style and were recovering from a violent and bloody war- their moral considerations were suspended. • These changes are illustrated by the personalities, behaviour and life styles of several characters in the book. Firstly, these characters are concerned chiefly and only with themselves. Throughout the book, they act vulgarly and cruelly. This criticism points out the fact that selfishness is one of the major traits present in the society.

6. As Nick observes Tom and Daisy who have been cruel ad vulgar, he explains their attitudes towards others by saying that “they smashed up things and creatures and then retreated back into their money or their vast carelessness or whatever it was that kept them together, and let other people clean up the mess they had made“(187).

7. SETTING- Secondly, although people meet frequently in social events, they lack sincere intimacy. At Gatsby’s party, Nick hears the guests milling around, exchanging rumours about their host but no one seems to know the truth about Gatsby’s wealth or personal history.

8. This indicates that although people seem very close, they don’t really share anything and are distant. The corruption of society is clearly indicated by this secession among people.

9. In addition, suspension of devotion to family comes along with corruption of values. For example, Jay Gatsby was in fact called James Gatz.

10. He changed his name because “His parents were shiftless and unsuccessful farm people-his imagination had never really accepted them as his parents at all .The truth was that Jay Gatsby, of West Egg, Long Island, sprang from his Platonic conception of himself. He was a son of God” (104). As it is emphasized in this quote, Jay Gatsby struggles to establish a new life for himself just because his parents are poor and don’t fit into the idealistic figure of modern family.

11. Furthermore, materialism replaces the vanishing values and money promotes to be the only aspiration of the people. The luxury of Tom’s house is described by elaborate decorations such as “the frosted wedding cake of the ceiling”, “wine-colored rug” and an “enormous couch” (12

12. This rich and detailed description shows how important Fitzgerald felt appearance and money were in his society. The fact that decorations of this house are considered significant and worked on elaborately despite the problematic relationships is a proof of the corruption and materialism in the society.

13. Barrett Browning’s era • Patriarchal society • Highly religious- shown by her use of religious imagery • traditional • conventional • a more innocent age – no war atrocities

14. also a time of great technological advances, industrialization and scientific discovery. • concept of the ‘ideal woman’ • time of contrast- more churches built at this time and more brothels existed.

15. IDEAS -- What are the central ideas explored and how are they explored? • What do they say about the society they reflect?

16. Language forms and features, structures connotations, resonances and their impact

17. use of imagery in both texts • Petrarchan sonnet model- typically male form. Her manipulation of it highly adept and effective- the set line length, rigid rhyme scheme and iambic pentameter helped Barrett Browning constrain her overwhelming feelings.

18. Use of first person in both texts- personal • intertextuality- Theocritus – known for his pastoral poetry • dark and gloomy imagery • contrasted with positive connotations of love ‘Not Death but love’ • use of punctuation- ellipsis, exclamation marks

19. use of descriptive language in ‘Gatsby’ • imagery • setting - houses, parties, East egg, West egg, Valley of Ashes • characterisation • symbolism-green light • dialogue

20. Heightened understanding-what has changed/shifted? How has it developed?

21. Meaning– • What is the intention of the composer? • What is the message of the text? • What concepts underpin the text? • What is the comment about humanity? • What is the focus of this story • What is the moral function? • How is the meaning relevant to you and your values? • What connections can be made with contemporary concerns?

22. Significance- • What is significant to the module focus and the specific elective? • What is the importance in terms of your own response to the texts? • What are the concerns of the texts? • What is memorable, notable? • What distinguishes this text as note-worthy?

23. Similar content Both ‘Gatsby’ and ‘Sonnets from the Portugese’ deal with similar content. Idealised love ( or lack thereof)- therefore commodified love In SFTP love is seen as monogamous/spiritual. It is not superficial and not principally physical. It is described in terms of religious images, love thought to exist beyond the grave. The physical aspects are barely hinted at and presented as elevated passion.

24. Love in Gatsby is seen as transitory- a disposable item in a materialistic society- therefore commodified. • Daisy seems to love both men simultaneously but is she capable of loving either? Nick is unsure if he loves Jordan and George and Gatsby’s love is depicted as pathetic . Physical love is depicted as tawdry and symbols of sexuality ( Myrtle’s breast in the accident) are depicted violently and in a tawdry manner.

25. Idealised love can make you vulnerable • Gatsby’s life is dominated by the dream of love , he dies protecting someone unworthy • The speaker in the sonnets risks being hurt by owning love, she is torn by her passion versus her paternal love ( garment ripped apart image)

26. Idealised love impossible in Fitzgerald’s era. • Materialism, war, social class apathy of the time, nihilism all impede idealised love. • The war literally separated Gatsby from Daisy, but also his social class “rich girls don’t marry poor boys” Fitzgerald wants us to see that in this morally vacuous time ideal love was impossible. • Myrtle’s love based on her lust for possessions- the diamond studded dog collar • Daisy’s love based on her need for status and security • Nick also unsure of his own love and ability to love

27. The reality of social and personal restrictions initially interfere with Browning’s idealised love because of personal constraints. She is unwell- an invalid- common in women at this time. • She has low self esteem.” worn out viol” and is unsure of Browning’s true intensions. • Her father’s dominance. His desire for her not to marry reflective of the patriarchal world she lived in

28. However, she overcomes these personal and social restrictions because her love is sound and genuine- thus reflecting that the Victorians, particularly the Romantics valued idealised and transcendent love. • This is shown through the religious and natural imagery used by Browning. • The inadequacies of using measurement or economical terminology to express deep personal emotions- a personal insight into Browning’s thoughts on the burgeoning industrial Victorian society.

29. Both texts offer ideas about hope or hopelessness • In ‘Gatsby’ the pervading atmosphere of the novel is pessimistic reflecting the nihilism of the Post World War 1 era. • Gatsby’s hope and dream of finally winning Daisy’s heart, seen as unattainable, beyond his reach- like the green light. • Myrtle’s hopes, of escaping the valley of the ashes and George, are crushed literally by her death. Symbolically by a car- representing Fitzgerald’s perspective on the hedonistic society of the Jazz Age.

30. The inevitability of death • the finality of death • mortal struggles In ‘Gatsby’ death is ineviatble bit insignificant The characters approach to death is uncaring – no one attends Gatsby’s funeral

31. For Barrett Browning death is ineviatble and significant • A religious event, involving judgement, God’s power asserted • In ‘Gatsby’ death is final- no religious belief- reflected in materialsim, carelessnesss and apathy • BB- love can transcend death, eternal life is perfect

32. G- life involves struggle • mortal life unpleasant- shallow relationships, lack of emotions, superficial motivations, sense of hopelessness • BB -Mortal life can be unpleasant but faith and love give it purpose. Love raises us above the realities of living.