Summative Blog 19th Century

Throughout the 19th Century, both the Romantic and Victorian age have emerged pivotal concerns, in which we correlate with today’s society. It is through these concerns that in this day and age, we can feel a deeper connection and have meaningful and creative lives as we continually opened to the world who previously experienced the struggles and questions in which we do now.

The women of the Romantic age expressed the way they felt; many authors and poems shared that they were stereotyped and repressed due to social values. It was through this, that a feminist power seized itself into the 19th Century. Women such as Dorothy Wordsworth and Mary Wollstonecraft were brought into the light, where women were able to voice their opinions and express their discontent with their own societies. With the strong movement of women’s rights in the 21st Century, we now have been encouraged to speak the perspective of women and so forth be labelled as feminists. This has taken a toll on the way the world is perceived as people who have a more appealing voice in the world such as ‘UN Women Goodwill Ambassador’, Emma Watson, has recently been able to make this happen with her debut and influential UN speech “He for She” in 2014. Likewise, Jane Austen took a similar but dividing route in her novel “Emma”, as she portrayed the protagonist as someone who wanted to control every element of her mundane lifestyle. From this, we now have come to terms with the fact that life forges its own path and we are just along for the ride. A similar experience emerges when Emma tries to match make who she thinks belongs to who. However, she discovers towards the end, she has a deep and uneasy revelation in her life when she realises something she can’t control, her vulnerable and stripped back feelings.

Another author who gauged their audiences in the Victorian Era was Charles Dickens with his novel “Hard Times”. He bases his idea of an ‘Imaginative Freedom’ around a young circus girl named Sissy Jupe. Her role as the protagonist it to optimise the way of freedom, to take risks and live one’s life to the fullest. However, some may say that the antagonist, Mr Gragrind, who was her teacher and later on in the novel her guardian detested everything about her and what she stood for. In the world we live in today, this can be an ongoing theme with people of a higher status or people who believe in the importance of facts and the utilitarian lifestyle. These usefulness factors still stand in today’s society. People who are seen as poor, ‘not normal’, rebel against what they have already been given stand in the place of Sissy Jupe. These people are ones who express their mind on topics some are unwilling to touch. For example, now we have a civilisation were LGBTI’s are free to express their creative minds through makeup, colours, and even who they are in the world.

Art in the 19th Century has made an enormous impact on the way people feel and view the world today. An incredible piece by Eugene Von Guerard “Milford Sound” (1877-1879) reflects the balance that can be created through realistic and non-realistic feelings. This constant essence of being comfortable with nature can be seen through the colour palette. Starting from the top of the painting the lilac and grey sky to the brown and green rocky mountains then gazing into the crystal blue water onto to the pulled back green and brown land. When looking at the feelings artist receive today, it shows them that there is no limit in the way art can be expressed and that the colours they choose to do so display the powerful meaning and feeling they receive from their environment and landscape. Another artwork which reveals the concerns of the time is Frederic Lord Leighton’s piece “Cymon and Iphigenia” (1884). Cymon means beast and foreshadows the idea that this individual is a reckless person, however, seems to be smitten with Iphigenia who reveals herself as a symbol of seduction. In this time images like this were very popular but frowned upon. In the 21st Century, they are increasingly prevalent to express the emotion of the time and how one individual or one experience can change another’s ways.

Finally, one novel in which I truly would recommend to anyone who would want to explore literature would be George Eliot’s “Silas Marner”. Although the story is about Marner, the thing that sprung itself onto me was the character, Godfrey Cass and his relatability to 21st Century. Cass is seen as a harsh persona who is only concerned with his wealth and his image. If that doesn’t sound like the 21st-century stereotype then I don’t know what else could be. Later on in this story, he wants to take his love child back for himself and his new wife and claims that she would be better off with the wealth he has. The mistake that this character has made and that I guess most individuals seems to make is that the infatuation with money has nothing to do with the person and their identity. His biological daughter, Eppie has grown up with a loving step-father (Marner) and has become the loving, caring and generous person she is due to his paternal instincts. This story can be seen as a ‘man in the mirror’ reflection. Cass needs to look at himself and see that money doesn’t solve everything it is the love you have for the people around you and in this case, it’s for his daughter.

As you can probably notice by my summary I really enjoyed learning and diving into the world of 19th Century Literature and Art. I do strongly believe that through the Romantic and Victorian Ages authors, novelists, poets, dramatists and artists highlight concerns in which we as the 21st Century civilisation incur. These forms of literature truly express in more ways than one how our creative and meaningful lives can be truly lived to the fullest and I’m extremely taken back by how much they do this.


Week 7 – Reflection

Today like any other Monday at Prac I helped the classroom teacher with administrative elements of the morning. She said to me, she wouldn’t know what she’d do without my help with roll call, sick/away notes, special homework and spelling because having the extra pair of hands speeds up the work and allows her lesson to plan to go on schedule. Being a part of community engagement has made a big impact on me because I’m starting to understand over the past few weeks how truly draining and how much hard work goes into just one day of teaching.

In today’s lesson the year one student’s were introduced to a new ‘strategy’ called sequencing. As someone who hasn’t gone through elements as basic as this, it was refreshing to once again remember what it was like to be a child and learning the fundamentals in which are so commonly forgotten in my time.

When looking back at a theory i learnt a few weeks back on humanist approaches to learning it corealted with a sitation which occured today. Although these students are still young and unable to fully be applicable to the theory, there was a thought on Abrahan Maslow’s Hierachy of needs.

In his conclusion, he believes that in order to fulfil goodness and wholeness one must reach self actualisation, sequencally. When looking at sequencing in class I thought it would be a great link toa situation that occured today. There are a minor cluster of students who have immigrated here from Lebanon. One student in particular continues to struggle in grasping the language and therefore acts out because of it. By going through Maslows hiearchy anyone can see that there are many limitations to young people, such as what they would be going through at the time. The order of the needs are not catering for his situation. If I was able to swap needs I would say “Safety” and “Self-Esteem” should be combined. In the young boys case, it may with the help of motivational strategies such as positive reinforcement, to allow him to believe in his abilities and be able learn from his mistakes  in the future.

Week 6 – Reflection

This week’s prac experience was very eventful, as I not only aided inside the classroom but outside the classroom as I was allocated recess duty on the grass area. By having this responsibility to watch over the students carefully gave me a true sense of what it would be like in any teacher’s shoes. The key factors that I needed to watch for were contact of any kind, e.g. touching, pushing, kicking etc. To make sure that each student who arrived at the grass area was wearing a hat, which is a firm rule made by the school. As well as the teacher on duty asked me to watch out for any verbal or physical fights which might occur, to settle them by simply talking it out or if I became too difficult to call on her. A situation did occur were a few boys who funnily enough were in the class I was assisting in were playing tips. A young boy went to tip and instead of tipping the other students shoulder he hit him firmly in the chest. Not knowing that what he did was wrong as this particular boy has bad asthma and has been away for a couple of days I had to assess to see if this was a situation I could handle or not. Firstly, I asked for them both to describe what had happened then I got the young boy who tipped the other to apologise. Knowing that this was a physical incident, which could then in future affect the boy, I told the teacher on duty so then she could direct what would happen next. I’m glad I got to experience such an incident because it has allowed me to be involved and understand what the correct steps are to take for situations such as these.


In last week’s lecture, we spoke about managing learning in the classroom. When I first engaged in the information I immediately related it to my time at prac this semester. Firstly, the physical and social learning aspect was something I remembered very heavily. Physical learning, I associated as the way my teacher in charge positions her students on the floor. She places her obedient learning in the middle, her distracters closer to her and her shy ones in front of the obedient children. I questioned the methods to her madness but she believes in order to have a cohesive classroom the whereabouts of the students play a major role in how they learn. The social learning aspect would be the ability to have students work in groups. In order for this to work smoothly, for example, in reading groups, groups are formed due to the level one is up to. Although you might not necessarily be in the same friendship group as the people who are made up of these groups, students can indeed learn off one another. An alternative factor would be the methods in which is taught. The teacher I’ve been paired up with uses an equal balance of physical writing activities and technological task. She completes this by engaging students in activities that are attractive to them This could be when learning about phonics she’d ask the students to sound out any words they couldn’t spell and use the phonics card sounds to help them out. As well, using technological devices such as Ipad’s, computers and the Smart-board to refine their motor and coordination. An item which a constant in classroom management would be administrative roles. In the year one classroom, to mark the role there is a lily pad set up and 28 frogs with the student’s names on them. The teacher asks the students to find their name and drag it to the pad in order to see who is here and who isn’t. In this time she also collects sick notes, charity money and special homework for the students who have done extra advanced work or who struggle with certain areas.

Week 5 – Reflection

This week in lectures we discussed learner differences through their intelligence and gender. When looking at the classroom I’ve been placed in all 28 children have many different strengths and weaknesses which allow them to succeed and or fail in what they are conducting. Robert Sternberg’s Theory of Successful Intelligence includes three categories, “ANALYTIC, CREATIVE, PRACTICAL”. Some people find it unreliable and unconventional. That these three categories can’t possibly be the only things that measure one’s intelligence. The two polar opposite areas are Intellectual disabilities and the gifted and talented.


Intellectual Disabilities? Students who have impairments for general mental abilities. In some senses, these students often are behind or struggle to keep up with the mode/majority of the class. In these cases, extensive aid needs to be given to ensure the student can reach their optimal potential. For example; in my prac this week a student who is switched on in terms of the content has a hard time reproducing it through writing. To deal with this the classroom teacher advises that after he learns something new he writes it down straight away. By doing so he alerts his mind on the things he has learned.
Gifted and Talented? These are the students who excel beyond their age medium, who grasp things extensively faster than their peers. In some schools, students who possess the status of being ‘gifted and talented’ are placed in programs where they can continue to excel with people of their own kind, people who possess the same or other gifted and talented skills. For example, when it comes time for reading groups which highlights, reading, writing, listening, grammar and punctuation. Students who obtain the title gifted and talented move to the class which is allocated for these students which create a safe environment for them to continue learning, without feeling out of place and or embarrassed.

When looking at the way boys and girls learn back in the 1970s & 1980s, social inequality arose and the addition policy for gender equality directed at females. Since then a lot has changed. Schools are now more concerned with the way boys absorb and learn then the way girls do. Girls have now been placed in the firing line in the sense of increased policies which cover things such as verbal bullying outside and within the classroom.

For example; When I was in school boys and girls, both in primary and high school both were reprimanded for being distracting, talking or even not completing the right set of tasks. And this was between the years of 2003-2015. From just being in the community engagement program for only 2 months I have observed that this is not the case. There is no balance anymore. In this particularly year 1 classroom many boys are distracted, talking or not conducted the correct task. Whether this can be an attention seeking ploy or not can’t be seen but it’s highly prevalent in society today. Although the girls do muck up every so often, the female stereotype of sitting up straight, raising their hands when spoken to and even obeying when told a command is prevelant in todays day and age.

#6 Peer Review

Hi Victoria,

Wow! I also choose this question and the character but our responses are done in a way which is unique to our writing styles.
With every word and new idea, you bring up it all flows. I really applaud your mention of “Yes she is a product you have manufactured, but she is not a daughter you have loved.”, because for some reason I don’t even think Godfrey Cass sees the damage he has caused in this little girls life and his own by not claiming Eppie as his own. Instead, she’s been yearning to feel that masculine hole inside of her that she finds in Silas Marner.
Your concluding paragraph is structured in a way where you are looking into Godfrey’s mind and forcing him to hear what you’re saying. He has done the wrong thing but he now has to live with the consequences of his actions.
Maybe, you could of adding a picture but I don’t really think it needs one as your words are already so vivid!
You’ve done a fantastic job!!

#7 A Letter to Godfrey Cass

Dear Godfrey Cass,

You don’t know who I am, you don’t know where I am from, but I know your story. Although the way you reveal yourself to the world as being someone harsh and cruel, in one certain circumstance you show a glimmer of hope. Nobody can tell if you are being sincere because they’ve never seen that side of you before but I’m willing to see both sides of your story. You seem to have been ashamed of one of your own hidden and neglected her for many years and only now you seem to have realised the missing piece in your life.

Eppie is not only your blood and your daughter but someone who can change you for the better. It is only now after she has developed a bond with someone else whom you despise that you want to claim her as your own to save your image and relationship with your wife Nancy. Although it may be true that a daughter should have a relationship with her father, Silas Marner has filled that void in immensely, where you should have previously been and by commanding and demanding a forced relationship with your biological daughter isn’t the right way to start a relationship.

You have lost in this case because the true affection that you can see Marner has towards Eppie and vice or verse overcomes the ‘happy family’ image that you are trying to display. The higher status lifestyle doesn’t always trump the lower class lifestyle. The materialism that you can’t shake loses against the depth of having a genuine connection and a happy and healthy lifestyle.

If you believe it is your ‘duty’ why didn’t you do it from the beginning? Be the father you knew deep down you should have been. However, flashing your monetary wealth is the way you do so. You are showing your daughter, her step-father as well as your wife that you are someone who always gets what they want by any means. Even I can see it when you’re trying to portray to Marner that monetary benefits will be provided by having your daughter in your life. Why would you show off your money? That is not all that matters in this world? Is your daughter healthy and happy? The answer is yes. Has she been well looked after and raised? The answer is also yes.

Humor me, why would you show off your money? That is not all that matters in this world? Is your daughter healthy and happy? The answer is yes. Has she been well looked after and raised? The answer is also yes.

Think about these mistakes if you ever get a chance to do this again. Learning from them is the best way to have even a slight relationship with Eppie. As I said before, a daughter should have a relationship with her father. As a concerned stranger, maybe look at it through someone else’s eyes.

Kind Regards,
Annaliese Ferraro

#5 Peer Review

Hey Adam,
I really like how unique this blog is! I like the fact that you are being true to your thoughts instead of rambling upon how relevant you previously thought your journey to the art gallery was our studies, shown in the opening line. When you start presenting the idea of Romanticism, I quite enjoyed the emphasis you place on this particular type of art that strays from the traditions, to convey, as you put it, the “cultural movement” of that time period.
I found it so interesting how to close your post you created your own piece of artwork to display what you’ve learned on your venture to the art gallery and how it truly contrasts to Da Vinci’s “The Last Supper”.
You’ve done such a great job! 🙂

Week 4 – Reflection

After a 4 week hiatus, my practicum starting back up again yesterday. I wanted to relate it back to last week’s lecture. During the lecture, we spoke about motivation, having goals, and why they improve individuals performance.

In my prac this week the teacher explained knowing the difference between what is deemed as fact and what is deemed as opinion. Although this is part of their school’s curriculum I believe, is a very important lesson that they can use in their schooling it also is something that they can use in their personal experiences.  Students, of course, at first glance confused fact and opinion but in time started to understand the process.

One of the students became so furious with themselves because they couldn’t grasp the content. So with the ‘all clear’ from the classroom teacher, I sat down with them and worked with them to find an easy solution in remembering the difference between the two. Fact, is something that has concrete evidence, and opinion is your own thoughts on what you think. The way I set it out for him is to write 2 facts and 2 opinions about his time at school and then he’d be able to use the portable whiteboard to complete the rest of his work. As he is one of the ESL students (arriving here from Lebanon 2 months ago) in my class being rewarded with something as simple as using the whiteboard can be a motivational booster to continue to work on the task at hand. As well, the whiteboard is something that is seen as enjoyable and fun so it takes the strain off the student when they are learning and having fun simultaneously.

In like manner, another ESL student who I took two weeks ago has now excelled with her individual performance. By identifying words and colours and how they correlate. Although I am assisting in a year one class, the pleasure of seeing students overcome these barriers and improve still makes me proud to know that I’m implementing the ideas and strategies that I learn about in lectures and tutorials.


#6 The Scholar Gypsy – Matthew Arnold

Question: Take one stanza from the Scholar Gypsy and carefully explicate its meaning saying how you think the language and form (stanza shape) contribute to the stanza’s power and effect.

The significance of this stanza was to highlight the rumors, which has begun circulating about the whereabouts of the scholar gypsy. It was as if wherever the scholar gypsy was located was such a sacred place and it would take some time to venture to. The location of the scholar gypsy was the countryside. It paints the scene in a sense that something big and miraculous is coming.

Written by Matthew Arnold: Stanza 6

“This said, he left them, and returned no more.-
But rumors hung about the countryside,
That the lost Scholar long was seen to stray,
Seen by rare glimpses, pensive and tongue-tied,
In hat of antique shape, and a cloak of grey,
The same the gypsies wore.
Shepherds had met him on the Hurst in spring;
At some lone alehouse in the Berkshire moors,
On the warm ingle-bench, the smock-frocked boors
Had found him seated their entering,”

In each stanza at the centre of the paragraph the structure changes for one line. The 6th line is the shortest and makes the shape of the stanza change its mold. It forwards a message that we have to think about and put the pieces together for.
The line reads as The same the gypsies wore.” – It is the only line in this stanza which pauses with a full stop, reading the unlikely matter which has been noted before. In this sense, the speaker is comparing or detailing the scholar persona to be alike one of a reaper (grim reaper context) “in hat antique shape, and a cloak of grey,”

I like the fact that you can see how far language has come from back then to now. Words have been grammatically corrected, sentences have been punctuated to allow for pauses, but In saying that the way this certain stanza is written with all it’s short and sharp sentences portrays the pace in which this story goes through. It’s fast and continually beating. The speaker effectively without making it too sudden changes the pronoun to second person pronoun. This is done intentionally to create a sense of intimacy with the scholar gypsy as well as for special effect.