blog, week 1:

Friday, February 25, 2011

The day was surprisingly cold at first, given that we live in the desert; and then all of a sudden it was far too warm for February. I spent the morning worrying about what to wear, concerned that my choice should be modest, yet temperature appropriate. I was astonished at how difficult it was to fit all those criteria. The simple act of putting on clothes, from having a wide variety of apparel at my disposal was a great concern to me later in the day. Our students have one color to choose from, and a few lengths and sizes to fit all body types. What do they do in the hot weather; how do they cool down? And is their clothing warm enough on mornings such as these, when my toes are numb with cold?

I was agitated during the whole drive to Florence. Before the semester started, I was still riding high from my experience with ENG 484, the Pen Project, and the excitement of being selected to go to Florence in the spring to teach. I admired Richard Shelton's accomplishments and hoped that I could model him in some minute fashion, to the smallest degree. However, when week after week we were denied clearance to the prison, waiting in vain to hear some news, fear began to take hold. I discussed it with Gabby on the way home. She said that she was nervous before the semester started, but that as weeks passed where we couldn't go to the prison to teach, she began to grow frustrated and the nervousness left. I was the exact opposite. I was so excited at first, but as I waited those weeks for entry, and as I read Conover' s "Newjack," I began to fear my class without even knowing who or what to expect.

Those fears were happily abolished last Friday when we were finally able to make our way across the yard and into the classroom on the North yard. I was sad to see that only six of our eleven students showed up, but I think it was a blessing in disguise. It was much easier to keep the attention of six men in one group than it might have been to split into two or three groups between Gabby and I. I was not surprised that they chose the scene from Hamlet to look at over Midsummer Night's Dream and Richard III; it is more well known, more masculine. I was actually surprised at how much they didn't know about Shakespeare, even Romeo and Juliet. They knew the name, and some of the basic facts, but very little was actually there. Or the case may be that they did know, they just didn't want to admit to it. There was a little knowledge about Hamlet and Macbeth, but other than that they didn't know much. I figured that this would be the case, but I psyched myself into thinking "What if one of them knows a lot about a play or about Shakespeare? What do we do then to keep him as interested as the rest?"

We took our time going through the scene, and I could tell (and I'm sure Gabby could too) right off the bat that meaning was completely escaping them. I think that Gabby and I played well off each other in trying to explain passages. She did so well keeping them involved. I'm lucky she is my partner.

The students laughed sometimes, seemed happy to answer or guess at other points. One or two were particularly quiet (Mikey and Victor), but I hope with time they will warm up to the class. I was surprised at the majority of white men in the class, and our one black student (Bruce). I was more surprised to hear that Travis is somewhat their leader; but the more I think about it, it makes sense. While he is just as talkative as KC, but less so than Steveo, there is something about Travis' demeanor that is imposing, intimidating, that separates him from the rest. Though stoic, he doesn't seem as indifferent as KC or Victor. There is something about him I can't put my finger on just yet.

Next week we will be looking at the other scenes we had prepared, and some sonnets as well. We should also come to a decision about what play to focus on. I look forward to seeing what choice they make, although I dread that it might be Hamlet or Macbeth, since those will be difficult subjects to get approval for.

 

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