Each of the
literary works by Cullen, Dunbar, and Shelley present the monster of
self-recognition and finding truth in understanding ones identity. This is
something that every person goes through during his or her lifetime. Learning
about how the world sees you and how you see yourself is a fundamental process
that people from all parts of life continuously go through. The process is
unveiled in the 5th grade classroom at Tunbridge and in the literary
works introduced this past week.
Frankenstein by Mary Shelley depicts the
acceptance or apprehension of self-image. In chapter 11, the monster explains
to Victor how he felt post creation. The monster begins his journey alone; he
experiences the world without the viewpoints of others and therefore is unaware
of the concept of self-image. In search of essentials to survive the monster
makes his first encounter with humanity and is awakened to the idea of
self-perception. He interacts with an old man and who runs away out of fear and
people from a village react the same way shortly after. The monster then stays
away from humans and develops a self-image because he understands that his
presence causes a negative interaction.
In
“Tableau” by Countee Cullen, the relationship between two boys who overcome and
look past racial separation and the world is described. The boys are unaware of
the separation that society demands, for example “From lowered blinds the dark
folk star “ and “In unison to walk”. In the first line, Cullen shows the
disapproval of society. In the second line the image of the boys continuously
walking side by side ignoring the disapproval of society is shown. They are
aware of their self-image relating to enjoying themselves as kids without the
twisted viewpoints of society during their time. The self-image kids have at a
young age is priceless because in most cases the demands and ideas of society are
not the biggest influence. Reflecting on my last visit at Tunbridge, most of
the kids were very social. Without having much knowledge of the true development
of self-image in a 5th grader my assessment is purely from a few
observations. Peers and teachers heavily influence the self-image developed in
a 5th grader. There are a few “class clowns” who call out during silent reading
to obtain attention and quiet giggles from those sitting across from them in
petite desks. They also gain the audible correction of Mrs. Hazle who looks
sharply in their direction with a stern demeanor. The Social acceptance of
those around them molds the self-image these children are developing. Some of
the children identify as comical, smart, or athletic. I believe most of the
children label themselves in a simple context.
In
“Theology” by Paul Laurence Dunbar, religion is viewed in a somewhat comical
perspective. The poem is very straightforward in the beginning and then adds a
comical punch at the end, “If there were not, where would my neighbours go”.
Self-image can also be identified in religion and in the poem the speaker seems
to take religion lightly and could seemingly have an easy going and relaxed
persona. During my time at Tunbridge, religion has not been a firm theme and
none of the children have discussed anything of a sort. But some of the
children are easy going and comical which does relate to the way the reader
perceives the speaker at the end of the poem.
Overall, self-image is something that
can be obtained from many places. In most cases those around you have the
deepest effect on how you perceive yourself.
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