Week 8

What did I do?

Read through Diptych in class

In class we discussed the context and meaning of Diptych by Robert Gray and the techniques used. Diptych, true to its name, is a poem with two parts (panels) – his perceptions of his mother and father. Through this poem, Gray portrays the characters of both his parents through the differing perspectives of his childhood and as an adult. He reviewed the way in which he viewed his parents, including a great deal of symbolism representing their relationship and, through repeated motifs, summarising each’s character.

Diptych is a poem that is especially relevant to the idea of reassessing discovery. Throughout the poem, Gray relays his discovery of the tension between his parents, he then reassessing this as the poem continues. In the case of his father he changes his tone from cynical and mocking of the his father’s gentlemanly facade, to an almost reverence, taking in to account (and revealing to the audience for the first time) that his father served in a war and that he was in fact dying. There is an emotional and unprecedented connection between Gray and his father, when sprinkles his ashes with an openly bleeding hand, claiming that he felt that no words were necessary anymore.

Categorised the poems under RUBRIC terms

This included allocating phrases used in the RUBRIC, when broken down, in terms of whether or not they were relevant to the themes of discovery of each poem that we have studied so far. Many of the phrases overlapped and each poem had many phrases. As questions asked in exams will be taken from or based of the ideas of the rubric, it was helpful to see the relevance that each poem had. The process of determining whether or not a phrase was appropriate to summarise the type of discovery featured helped shape the way that I see those poems and I hope to continue that practice in further study.

Image: Nicolas Froment. (1474). Matheron Dyptich    http://www.wga.hu/frames-e.html?/html/f/froment/diptych.html


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