Life’s Brief Candle

          “Life’s Brief Candle” was once being included in the KBSM English Literature Component from 2002 until 2009 for Form One students. Even though now there are other new poems being taught in the Form One syllabus, I still think that my research is beneficial not only for poetry lovers but also for the sake of education. The Education Ministry in the many years to come may  (or may not) use the same text again like “Interlok” which was taught in Form Six in the 70s and now it has resurfaced.

“Life’s Brief Candle”, though some have claimed to be dull and boring, to me is the easiest to comprehend of Shakespeare’s other poems. Those (Malaysian) who were ‘against’ the poem perhaps were not familiar with the cultural nature of the poem, with it being foreign. They did not share the same background schemata with the poet. Those (Malaysian) who were ‘supporters’ of the poem perhaps have learnt the poem in universities or maybe they are simply literature (of all kind) lovers.

           

        I believe that this research contributes towards the learning of metaphors and symbolism, especially in the chosen poem itself. By giving definitions and easy examples, the research provides readers or students the specific words, phrases and lines found in the poem.

The language used in this research is easy to moderate where I purposely did not use higher levels of vocabulary because my target readers are mainly pupils and students and Malaysian teachers teaching English literature in schools. I do not mean to underestimate or belittling our students and teachers’ command of the language, but I aim to make it easier for them to grasp the idea. In my opinion, there is no point in using bombastic or higher levels of vocabulary if it does not serve any purpose and further confuses the readers.

Reading through the research, some might notice that I have used some metaphors. That, I did on purpose. I simply wish to let the readers (especially students) to know that one does not necessarily be a poet to use metaphor. It is used to encourage students to use metaphors in their essay writing.

           

          Thus, I sincerely hope that this research would be of assistance to our learners and educationists, not only in the literature field, but other fields as well.

Talking about fields, it reminds me of the scene where Professor John Keating brought his students to the field and kick the ball. He teaches poetry in many interesting and unexpected ways. He deals with all the multiple intelligences. Personally, I believe that every teacher should do that in teaching literature because literature is, I admit not everyone’s cup of tea. Educationists should, with regards to my research, teach metaphors and symbolism in ways that involve a lot of multiple intelligences so students would not murder literature with their boredom expectations. Never let them bask in silence during poetry lessons but let them participate actively and we might be surprised with what they actually have in mind. I believe our students have something that they do not even realize they have. As teachers, we need to have plans that could serve as a trigger to their creative minds.

On-line Task 4

SPEECH is one of the interesting alternative text to be used in the literature classroom. The speech provided for you in the module is one by Martin Luther King.

Question:
1. Think of at least 3 benefits of using speeches by famous figures, in the classroom.

i) Speeches by famous figures are interesting and appeals to everyone so it can attract the students’ attention.

ii) Motivational speeches by famous figures give goose-bumps and thus help to maintain students’ attention.

iii) Speeches by famous figures are well-written and can be inspiring for students to write good speeches.

2. Go to www.youtube.com and find the audio-visual on the speech. In not less than 50 words, state would the audio-visual be of any use in helping understand the speech better? State your reasons.

The use of media in the classroom is as suggested by the ASSURE model. It helps students to understand the text better as reading only can prove to be boring. By watching the audio-visual, students can refer to the text when there are words that are not clear. Listening to the tone of the speech also helps them to determine the key points. It aids the visual-spatial intelligence.

3. Who is Martin Luther King?
Martin Luther King is an African American iconic leader in the advancement of the civil rights in the United States of America using non-violent ways as he was a follower of Mahatma Gandhi.

4. Based on the questions below, analyse the features of the given written speech:

a. What is the purpose of the speech?

The purpose of the speech is mainly to motivate and persuade the white people in the USA to take action against the racial injustice that was given to his people. He makes them realise that racial equality was necessary for America to realize the noble aspirations of the Declaration of Independence and the Constitution.

b. What is the tone of the speech?
The tone is persuasive and this shows that the message he is conveying is very meaningful to him.

c. What interesting major feature(s) can you see from the speech? (i.e.Repetition of phrases, emphasis on certain things said etc)

Repetition of the phrase “I have a dream.”

d. Any interesting facts that you can gather based on the background of the speech?

The venue of the speech is at Lincoln’s Memorial, Abraham Lincoln was the USA President who signed the Emancipation Proclamation many years ago and yet until the day he delivered the speech, the black people were still ‘enslaved’ by the white people. He also made careful research of the Bible, Emancipation Proclamation, United States’ Declaration of Independence and the United States’ Constitution to include in the speech.

5. Suggest a while-reading activity that can be derived from this particular speech.

Locate and highlight the main ideas of each paragraph and write a summary out of it.

Aesop's Fables - The Jay and the Peacock

   I love Aesop's fables which are interesting and illustrated truth about life and human nature.  They can help children learn new moral values and build their own value system in their future lives.   

    I really love the moral in "The Jay and the Peacock", "it is not only fine feathers that make fine bird."

    Nowadays, a lot of people copy others because it seems like the better route to fit in.  Don't copy others; you are special in your own way!  We should learn to express ourselves and being with who we are.  Being different is absolutely beautiful and it attracts people to you.  Remember, don't let people change you!  Don't be a second rate version of someone else.

On-line Task 3

NELSON MANDELA

In his vein runs

blood of pride

of ancestral grants

to hold on to their rightful rights

struggle is his life.

In his heart grows

the spirit against injustice

to cease the sorrow

and give his people peace

struggle is his life.

He made them annoyed

and he was thrown into  the filthiest of chambers

 imprisonment he couldn’t avoid

burdened with lime on his shoulders

but in the end glory is his life.

Iroquois: The Girl Who Was Not Satisfied With Simple Things

     

   Can you discriminate good apples from bad ones by their appearances?  For me, it is difficult.  Appearances can often be deceptive.  Sometimes, judging by appearance can be misleading.  The girl in the story "The Girl Who Was Not Satisfied With Simple Things" is a sample for us.  She is always very critical to the appearances of the men who want to take her as wife.  Later on, she married a handsome warrior, who turns out to be a horned serpent.  So, don't always go by appearances.  

    However, the girl is the lucky one.  She is able to get rid of the serpent.  Then, she learns how to be satisfied with simple things.

    Therefore, we also can use this story to advice our students to be satisfied with simple things and be mindful of the little things in life.  They should always appreciate.  Appreciation is one of the best ways to strengthen our relationships.  If we not appreciate, our family, our friends, our children, or ourselves, that relationships will start to die.  They respond immediately when we give them appreciation.

      Remember, we should appreciate for all we have in life.

On-line Task 2

Do we have a canon for Malaysian literary works? Let's say we do, who do you think are in it? Consider the fact that their works are well-known and most importantly included as part of the school syllabus- (both in BM and English)

1. A. Samad Said

2. Ali Majod

3. Shirley Lim Geok Lin

4. M. Shanmughalingam

5. Marzuki Ali


The poems by Erica Jong raises some feminist issues.  What are they?
1. On the First Night

2. Penis Envy

Do you think they are suitable to teach at the secondary school level?  Explain.

In my opinion, Erica Jong’s poems are suitable to be taught at the upper secondary school level (Forms 4 and 5) only for the advanced students. I think it might be a bit challenging for students of average and low levels. To me, if Erica Jong’s poems are to be taught at secondary school levels, Form 6 Literature in English syllabus would be an excellent syllabus to chip them in. In conclusion, I do not think they are suitable to teach at the secondary school level.

Is Hillary Tham's poem more suitable?
Yes, because the elements in his poems are familiar to our Malaysian students. Being Malaysians, we share almost the same background schemata. For example the poem “When Lilacs Last…for Walt Whitman”. Students can relate to it as many of the ideas are around them.

The short tale from the Native American group is about a girl who is unsatisfied with her life. How is this a universal experience? Can it teach our students anything?
This is a universal experience because human beings are never satisfied with what they have regardless of race. Arrogance, jealousy, envious etc, fuels the urge to feel unsatisfied with many things. The story is a brilliant choice to be taught to our students because it is full of moral values which they can use to reflect.From internet sources find out more about Langston Hughes.

From your findings about his background, tell me about the dilemma he conveys through the poem CROSS.
Hughes Langston is half white and half black.  In this poem he expresses the frustration and grief that a half black and white person felt post emancipation of slavery in America.  The theme is of a struggle to accept and understand their ethnic identity in a world where black people and white people are considered opposites.

I find "Dinner Guest: Me" laden with irony and sarcasm. Briefly state if you feel the same.
I feel the same about “Dinner Guest: Me”. He talks about how black people are put in the lower class of social hierarchy. Being half white and half black, he is the center of attention at the dinner party at Park Avenue where white people look at him as black.

The experience in the poem Harlem is one that is true for many people. Do you agree?
I agree that the experience in Harlem is true for many people, Racism has caused a lot of people frustration and anger.  This could disrupt the harmony and peace in a community and subsequently would cause a country to collapse if no action is discussed and done fairly to all.


Langston Hughes fights for the voice of his people. What is the movement called?

New Negro Movement

On-line Task 1

Folktale

The Son of the Turtle Spirit is a Chinese folktale.

List some of the well-known folktales from Malaysia .
1.  Wind from the mountains (Angin dari gunung) - Sabah folktale
2.  How Dalat Got Its Name (Bagaimana Dalat mendapat namanya) - Sarawak folktale
3.  Paddy with Golden Rice (Padi berbuah emas) - Selangor folktale
4.  The Unfortunate's Luck (Tuah Si Malang) - Negeri Sembilan folktale
5.  The Loyal Elephant (Gajah Yang Setia) - Perak folktale

List some of the possible issues found in The Son of the Turtle Spirit
1.  Underestimating others' capability.
2.  Disrespectfulness towards the other kinds.
3.  Problems in a relationship between partners with different cultural backgounds.

Are those issues universal in nature or are they only relevant in the Chinese culture?
The issue are universal and do not only relevant in the Chinese culture.


Fables


What are the other morals that can be gotten from the other fables by Aesop? List at least two
1.  Bragging is unacceptable and could bring shame to yourself.  (The Hare and the Tortoise)
2.  Do not tell lies as it could backfire. (The Boy Who Cried 'Wolf!')

Myths


One well-known literary figure from the Elizabethan age used Ovid’s Pyramus and Thisbe as a model to one of his famous plays. Who is he and what is the play?
William Shakespeare - Romeo and Juliet


Legends

List some of the popular legends we have in Malaysia
1.  The Legend of Bujang Senang - Sarawak (Bujang Senang is a mythical crocodile who was once man who turned into a monstrous crocodile seeking revenge)
2.  The Legend of Mahsuri - Perlis (The maiden who bled white blood as a proof of her purity)


Le Mort d’Arthur 
1. Who is Thomas Malory?
      Sir Thomas Malory (c. 1405 -14 March 1471) was an English writer, the author or compiler of Le Morte d'Arthur.

2. When was Le Mort d’Arthur written?
      Year 1470

3. How many books/ parts are there in LMDA?
      21 books

4. What is book 8 about?
      It is about Sir Tristram's life

5. Who were the two people who had an affair?
      Queen Guinevere and Sir Lancelot

6. Book 6 has a strong connection to a popular modern fiction which is now a movie. What is the title of the popular modern fiction?
      King Arthur (2004)

7. State three well-known facts about King Arthur/ his time as a King
      1.  Arthur's sword was called Excalibur
      2.  Arthur married Guinevere and got the Round table as a wedding present from her father Leodegrance
      3.  Arthur was betrayed by his greatest knight, Sir Lancelot


Think of 2 ways in which you can use folktales/fables/myths or legends in the classroom. Explain briefly.
       1.  Big Book
             Students create a Big Book of a story that they choose.  (Themes, Moral Values, Characteristics, Settings etc)  Teacher provides sample of a Big Book for the students to guide them.


      2.  Graphic / Pictorial
            Teacher provides pictures of the important events in the story and asks students to write suitable dialogues /scripts.