Showing posts with label Encounters. Show all posts
Showing posts with label Encounters. Show all posts

Sunday, February 5, 2017

Poets on Poetry: Signe Swanson and Julia Madsen


Signe
Can you tell me a bit about your personal journey to where you’re currently at as a poet? How did you get started writing ↦ present day?

Julia
I've often felt uncomfortable talking about myself, in my writing or otherwise. In the Midwest, and perhaps Iowa in particular, where I’m from, there's this thing about extreme humility and humbleness. It's very Protestant I think. But lately I've been trying to break out of this, in my writing at least. I always think of this quote from Richard Hugo's “Writing Off the Subject” where he says “to write a poem you must have a streak of arrogance, not in real life I hope. In real life try to be nice.” Right now, my writing and film work is centered on where I’m from and the landscape, people, and stories that were there with me. I would go into more detail, but at the moment I’m a little protective and afraid to jinx it, so to speak. It’s been inspiring to do this work, and has felt productive in a new way. I would say that my work has moved toward documentary poetry and the personal essay.

I grew up in a rural Amish town with a population of roughly a hundred. My old computer would barely turn on, for the longest time we didn’t have television, and there were no video games or anything like that. It was very quiet. Silence was everywhere, sometimes peaceful and other times it would eat you. But it was a productive locus in which to read and write. A slowness rotating in the field. It’s how I mainly occupied my time.

As an undergrad I became particularly obsessed with poetry. I would check out something like thirty books of poetry from the library each week, trying to read as much as possible and writing when inspired. That kind of obsession. A lot of self-teaching. But at Brown, of course, I came into contact with electronic writing, which was pivotal for my thinking, writing, and creative practice in general. I’ve always had a strong interest in film and visual work, and my experience at Brown really incited me to pursue this. I took a brilliant course on essay film with Carole Maso that planted the seeds for the project I’m currently working on, which is essentially an essay film. And of course working with C.D. [Wright], Forrest [Gander], and Cole [Swensen] was absolutely insightful, and I am so grateful and appreciative for the time I had with them. C.D.’s documentary work in particular continues to echo and reverberate, it’s like a steam train that’s always coming down the tracks, rattling skulls and windows and anything else that might break. That’s the power of her language.

Signe
Something I have at times struggled with is how accessible to make my poetry. I feel like poetry missed me before coming to Brown because it was an abstraction too removed from the immediacy of my home culture, and I sometimes fear that as I grow to be deliberate with language I lose something with people at home who have thick accents and use a lot of idioms, haha. Have you ever felt this way? Could you speak a bit to the experience of working class language as it relates to poetry?

Julia
I’m so pleased to hear that you’ve come to poetry, and are thinking about important issues like class and voice – issues I certainly think about as well, and I think it’s safe to say that, as you know, there are no definitive answers. But this is where, to my mind, the role of the documentary and documentary poetics comes alive. I am so inspired by the work of documentary poets like Mark Nowak, who focuses on class and capitalism. I love Shut Up Shut Down and the way he uses the archive as a means of gathering and amplifying working class voices. In my practice, documentation involves inquiry and question asking. It involves research of all kinds, including talking to people about their daily lives and experiences. I’m genuinely intrigued by people and their stories and the way they tell them. In interviewing people from home, there’s something very grounded in the experience, perhaps different from the abstraction to which you are referring. Although, as I’ve already touched on, this is somewhat of a newer practice for me. In the past my work has been more theoretical, conceptual, etc., and in many ways it still is. I think that all of these registers are important for me to feel like my practice is running on all cylinders, so to speak. But certainly there are rarefied, sequestered, removed, and privileged aspects to the history of poetry that I’d like to think can change and are changing. 

Signe
In relation to the last bit, I’ve definitely struggled in the past with relying on place in my poetry. I think a lot of first-generation college students at Brown feel an attachment to place and local identity in a way that reflects class anxiety, or at least that was a big part of my freshman year experience. This semester I’ve been really interested in the poetics of place, namely reading William Carlos WilliamsPaterson, Charles Olson’s MaximusPoems and Daphne Marlatt’s Steveston, all of which instrumentalize working class language/identity in a kind of unnerving way. How do you conceptualize place as a poet?

Julia
Oh, I love all of those books you mention! I’m really glad to hear that you are thinking about the role of place alongside such tomes and compendiums of fluorescent poetry. Susan Howe is another poet I admire whose work has focused on place and documentation. I’ve watched so many brilliant essay films on place—Ross McElwee’s Sherman’s March and Guy Maddin’s My Winnipeg come to mind. And of course Robert Smithson’s work on location. Place is such a character, isn’t it? A place has history and is haunted by history. A place ages, changes, develops, degrades. As a first-generation college student I absolutely understand feeling an attachment to place and local identity, as you mention. I think that this is an attachment out of which evocative art can be born. It’s a sort of passion. There’s so much beauty in local identity or what one might deem commonplace. There’s much to uncover and/or recover, as well as that which simply cannot be uncovered or recovered. The Production of Space by Henri Lefebvre and Postmodern Geographies by Edward Soja have been pivotal for me in thinking theoretically about space, place, and social issues like class. Baudrillard’s America and Bachelard’s The Poetics of Space, too. A lot of my work on place comes back to something very simple, I think, and that’s the American Dream. David Lynch’s films are useful in meditating on this. The places I am drawn to seem to simultaneously (and curiously) uphold and show flaws inherent in the American Dream.

Signe
A more general question: how do the various communities you’re in, influence your writing process?

Julia
I could begin by talking about my family and community back home—a community that certainly influences me visually. So many moments and images from childhood and home crop up in my mind when I’m writing and working. It’s both settling and unsettling. There are dark moments. I suppose I could broadly define this as the Midwestern Gothic. It’s hard to describe the feeling of sleeping alone in an old creaking farmhouse with nobody around for miles. And what if a stranger rings the doorbell in the middle of the night? That’s happened. It splits the silence. And of course worse things happen—you don’t need to look far to find what the fields and snow and silence covers, you just have to look. Being back in academia at the University of Denver and the poetry community here has been so helpful in thinking about the importance of our stories, even when we think that they’re somehow not good or interesting enough. It has allowed me to sharpen my instincts.

Signe
While reading “LATE-NIGHT TALK SHOW BEGINNING WITH COMMERCIAL” I started thinking about private versus public thought and experience. How do you see the line between public and private manifesting in culture and in poetry’s reflection of culture?

Julia
I am very influenced by the Situationist movement and theorists like Guy Debord and The Society of the Spectacle. When I think of the public sphere I tend to think of mass media and Debord’s focus on the social relationships between people that are mediated by images. In the poem you mention, there is, to my mind, a blurred distinction between public and private in relation to mass media, the latter of which relies on the visual, the spectacle. The image, broadly speaking, is endlessly fascinating to me. It is both outside and inside—our capacity for vision is a complex relationship between the outside world and the function of our brains. The poet Ronald Johnson has a great interview with the filmmaker Stan Brakhage where they discuss the evolution of sight from the reptilian brain—something about how light created the capacity for sight. I love the image of light pouring onto the ancient, reptilian brain. And this is perhaps how mass media attempts to get ahold on the life of the mind, our innermost thoughts and desires. This is how mass media can liquidate us.

Signe
What do you think technology’s role is in poetry: now and in the future? Do you see technology impacting the accessibility of poetry?

Julia
I’m thinking of a quote right now from C.P. Snow, that technology brings you gifts with one hand and stabs you in the back with the other. Which reminds me of Derrida’s essay on technology as pharmakon, both cure and poison. To illustrate his point he discusses written language and documentation as a technology and prosthesis for memory that actually enables us to forget. And then there’s Heidegger digging deep into the meaning of techne as poesis and “bringing forth.” Both technology and poetry are acts of bringing forth, of revelation. How can they work together to bring forth stories, images, voices, etc., in innovative ways, and how can they work to disseminate these in ways that might increase poetry’s accessibility? I think there are many answers and the question itself excites me!


•••

Signe Swanson is a second-year student at Brown University, where she is studying Literary Arts and Comparative Literature. Her writing is influenced by her experiences with place, class, and translation.

More of Julia Madsen's work can be experienced >>> here


Friday, March 4, 2016

Follow the Mannequins

by Eduardo Robles


Spring 2016

On the first day of the graduate seminar Museum Interpretation Practices, offered by the RISD Museum in partnership with the John Nicholas Brown Center for Public Humanities, students were assigned the task of describing, deducing, and speculating on an object’s values and beliefs, and our ideas about its time, without the aid of exhibit labels. I chose Andy Warhol’s Race Riot, 1964.

In undertaking this assignment, I followed T.J. Clark’s style of experimental art writing in The Sight of Death, where he chronicles daily visits to the Getty to better understand his shifting perspectives on his object of study, and gathers a storehouse of experiences before synthesizing an interpretation. Clark’s interpretive method favors the hyper-local, quotidian, and durational. If Foucault has it that power operates at all levels of society, Clark’s criticism answers with a politics of everyday life. Combining his diaristic style with methods in material culture, artifact studies, and critical theory, my interpretation of Race Riot, 1964 took shape as the following:

Sunday, May 27, 2012

Why the black boys are fighting...

By Andrew E. Colarusso

I'm no social psychologist. I'm no anthropologist, ethnographer or doctoral analyst by any means. I'm only an (astute) observer and it is from observation that I write this article. I go on no authority outside of my own experience, which is to say that my analysis and conclusion is highly subjective. 

I've been contemplating: what is at the root of violence in inner city public high schools? Particularly among the boys. Having recently had the honor and privilege of co-teaching alongside my high school creative writing teacher, I was witness to some disturbing phenomena. Between classes (during passing as they saytwo boys locked in combat and goaded on by peers, spilled into our classroom. My first impulse was to pull them apart before some serious damage was done, but the teacher cautioned my doing so. For one, who knows what could happen--I could be seriously injured. Two, if teaching professionals are to actively try and prevent fighting, they can also be held liable for unintended consequences. Three, it is always implied that that's what the security guards are for. One boy grabbed the other boy forcefully by the collar, pushing him hard through a few desks and up against a chalkboard. The aggressor had a twisted grin on his face while the boy being pushed against the wall wore a fearfully helpless expression. Soon I had the impression that this fight was not so much a fight as it was a demonstration--of power, of authority, of aggression, of an imposed social order. 

Two things are visibly certain: 1) More and more black and latino students are being placed in remedial classes, even in instances when they are not developmentally delayed and 2) black and latino students in inner city public high schools are more likely to experience violence from peers and authority figures (teachers, police officers) on a daily basis. These phenomena, happening within the New York City public school system, speak to greater trends in politics, justice and economics (both local and national). But why? There is certainly a dedicated literature to this discussion and there are myriad reasons why this is happening. It isn't any single person's fault and it's not something that can be completely eradicated. We have to acknowledge that an element of horseplay will always be a part of male development. 

For a long time I kept thinking of that boy's grin as he pressed the other student. For him, there must have been an element of pleasure in the encounter. Had this scuffle been precipitated by a financial or verbal dispute, the consequences would have been more grave and both parties would have had cause to be more aggressive. This dispute was one sided--something more like bullying. 

They are both being conditioned into a vicious cycle of arousal, aggression and fear. Where are their outlets? I played sports to keep myself from going overboard--a lot of students do. But some students never get that chance. 

As I've witnessed it, the question we must ask: Where are these students receiving affection and physical attention? The exigencies of a growing body cannot be ignored and actuarial science (while it may be effective in illustrating correlative trends) cannot measure the individual's need. It is often said that it takes a village to raise a child--where is the village? Are these students being reminded, with a kiss and hug, with encouraging words, that they are loved, that they have purpose? Is it a household with an absentee parent or parents who are overworked? 

So much of what we know to be success and resilience comes from a solid foundation of love. We, as adults, must not be afraid to responsibly engage our students and challenge them to grow. We must encourage those younger than us to aspire to greater heights, even when they make mistakes. It doesn't hurt to give a student, a young brother or sister, an affirming hug, an embrace, a handshake. These young men are conditioned to withdraw from that sort of positive affection and affirmation with shame (NO HOMO, for example). Many respond more readily to violence and disciplinary reproach--so much so that they come to expect it as a part of their reality. And unfortunately it is a part of their reality.

To properly discipline a child, reproach must be tempered with love and understanding. Otherwise it's just abuse. So when are we going to come together as a village and mend our wounded places?

More reading:
The Trouble With Black Boys: And Other Reflections on Race, Equity and the Future of Public Education by Pedro A. Noguera
"Why Are All The Black Kids Sitting Together in the Cafeteria" by Beverly Daniel Tatum
Brothers (& Me): A Memoir of Loving and Giving by Donna Britt

Thursday, January 5, 2012

Ode to Bolo Yeung

If you haven't seen Bloodsport, perhaps you should. It's a Jean-Claude Van Damme* film, essentially--debuted 1988. No, it's not particularly good, but maintains a respectable cult following. I suppose I can include myself, casually, within this cult. It is perhaps Bolo Yeung's second major American showing and the first time I would recognize him, by face, as the quintessential martial arts villain. His first major American appearance, arguably, was "Enter the Dragon"--Bruce Lee's magnum opus. 




Not much has been said of Bolo in public forums. He is content to play the villain and appears to be a man of few words. The details of his life seem to be shrouded in mystery and myth. But behind the hardened villain is a long devoted tai-chi practitioner and a deeply philosophical man. 

Here's a mini-biography from IMDB:

Bolo Yeung was born in China. He began his martial arts training at the age of 10. Growing up he took an interest in bodybuilding. Later he became know as Chinese Hercules after becoming Mr. Hong Kong bodybuilding champion. He held the title for ten years. Because of his impressively muscular physique he was chosen for several bad guy movie roles, with which his first big break came alongside the legendary Bruce Lee in the 1973 movie Enter the Dragon, where he played the role of 'Bolo'. They were really close friends.

Since then Bolo Yeung has appeared in countless martial arts movies, to date, also working on two movies with "The Muscles from Brussels"-Jean-Claude Van Damme in Bloodsport and Double Impact.

Now Bolo still looks great and still regularly trains at his local gym. Martial Arts and Bodybuilding is an integral part of his life and career.

from Double Impact

Quote:

Among those people who have religion, there are small proportions of people who do good things but conditionally. They are opportunists. The reason why they do good things is the fear of the hell and the desire for the heaven. This kind of person may not necessarily still do good things if there is no heaven or hell. This kind of person made the meaning of people into data. A lot of things are screwy now. Confucianism nearly disappeared. Taoism became the tool to tell geomantic omen. Even the Buddhism temple [has become] a profiting organization. There are even more. But I don't think I would like to talk about it anymore.





A tad sensational, but here Bolo is headlined by his Chinese name: Yeung Si


The very odd thing about this video is how real it is. How JCVD (51) and Bolo Yeung (65) have come so far, have made careers for themselves and still--their silences in this brief clip are remarkable. Mastery is an evasive distinction. These men are masters because after their limelight moments have passed, they continue to find meaning and reason in daily life, in the joy of family and friends, in the prospect of good things to come. 

Not to mention, the question: Why has there been no martial arts movie star to replace Jean Claude Van Damme? Maybe Bolo was just being nice...

*Van Damme's latest film "JCVD" (recognize the initials on his hat in the above clip) is a bit odd, but a worthwhile film. 

Wednesday, November 16, 2011

In (belated) Honor of Chinua Achebe

B Y   A N D R E W   C O L A R U S S O 

Just yesterday I was reminded by the poet Michael S. Harper of Chinua Achebe's natal day--on November 16th the great author celebrated his 81st birthday. Both Michael Harper and Chinua Achebe are professors at Brown University in Providence, Rhode Island. Late in Vartan Gregorian's term of presidency at the University, Harper wrote the citation, as honorand, of Achebe's Honorary degree (May 25th, 1998). Achebe would later be hired (from Bard) as faculty.

What can be said of Chinua Achebe's body of work that hasn't already been said? As novelist, poet, essayist, educator, and political ambassador, Achebe is an olympian figure. He has long represented the foundation of modern African literature and, for many of his readers, has been a tangible link to the imaginary of the motherland. Characteristic of great artists, Achebe's demands have been contradictory, complex and complicated by notions of race, myth, power and progress as exigencies of the languages we inhabit. The intellectual demands of his art have, for half a century, drawn water from stone. That is to say, the world has been radically changed by Achebe's word. He has challenged and provoked (as in his insistence on using english), assuaged and persuaded (as in his lectures on racism in Conrad's "Heart of Darkness"). The world was indeed changed by the publication of "Things Fall Apart" and the body of work that would follow. 

We glean from his oeuvre that there is no great mystery to the flash and happening of lightning--that no spirit, no tradition is indomitable. The world we live in is tangible and belongs to no single person, no single idea. 

--Andrew E. Colarusso