Emily Dickinson

Emily Dickinson

Curated session

Yulitza Andrea Giraldo María Alejandra Orozco

INDEX

1. Intructions

2. Psychological approach

3. Historical approach

4. Critical approach

5. Pesonal approach

6. Conclusions

Instructions

What are we gonna do?

Psychological approach

FIRST QUESTION

What psychological forces and factors are involved in the words, behaviors, thoughts, and motivations of the characters in a story?

SECOND QUESTION

Do dreams, psychological disorders or the context of the author play a part in herwork?

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THIRD QUESTION

How did the author’s life experiences affect his or her intellectual and emotional formation? How is this psychological impact evident in the text and/or the author’s act of writing it?

Historical approach

FIRST QUESTION

What specific historical events influenced the author?

SECOND QUESTION

How does the work represent an interpretation of its time and culture?

THIRD QUESTION

How important is the work’s historical context to understanding it?

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Critical approach

QUESTIONS

THIRD

SECOND

FIRST

What do you think makes Dickinson's poems so relevant and important to literature?

What aspects of the Romantic movement are reflected in the author's work?

What aspects characterize Dickinson's writing?

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Personal approach

QUESTIONS

Are there any intertextual (references) from other texts that you have read? Movies that you've watched or songs that you've listened to?

What kinds of memories, knowledge, and thoughts does the text evoke from you?

What were the parts that you enjoyed reading the most?

Conclusions

Final thoughts

“Those who are loved cannot die, For love means immortality.”

- Emily Dickinson

THANKS

See you soon!

A great transgressor

Second transgression

The second great transgression in her life was against her father, a conservative and tradition-bound man with a tyrannical, almost intractable character. And yet she stood up to her father. In Emily's time it was not considered right for women to be entangled in books and verse. The idea was widespread that if a woman made a great intellectual effort, it would have a very negative effect on her healt and on her reproductive capacity. She complained bitterly about the contradiction of her father giving her books that he did not allow her to read. According to him, so she wouldn't get sick. But his willpower was unbreakable and he won that battle too. He got what he wanted most. Time and a place to write (the famous "room of one's own" of which Virginia Woolf spoke so accurately).

A great transgressor

Third transgression

The third rebellion has to do with poetry. She openly confronted the prevailing poetic rules in the American poetry of his time. She was able to create an absolutely personal style and to write poetry of such an experimental tone that even today, one hundred and thirty-two years after her death, it has not been totally surpassed. For Emily, poetry was the most important of all the things that life could offer her, and in her commitment to the poetic word there was not the slightest fissure.

A great transgressor

First transgression

The first major rebellion that took place in her life was when she was attending Mount Holyoke Seminary School, between 1847 and 1848. As professor and editor of the journal Women's Studies, Wendy Martin argues there she fully rejected the traditional idea "of an all-powerful God who demanded her soul." This, which may seem silly to us now, played a decisive role in her life and work. From that moment on she defended her spiritual autonomy tooth and nail, even if it did not make her the most popular woman at the time.