Arts and Humanities Commons^™

Ekphrasis: An Exploration Of Poetry Inspired By Art, Caitlin Cacciatore

Dissertations, Theses, and Capstone Projects

“Ekphrasis: An Exploration of Poetry Inspired by Art” is an Open Educational Resource (OER) that occupies the underdeveloped niche of freely available teaching and learning materials about the interdisciplinary poetic medium of ekphrasis. Ekphrastic poetry is a form dating back to Book XVIII of the Iliad, experiencing a revitalization in the latter half of the 18^th century, when demand for written descriptions of paintings was in high demand, and again taking on a new, modern meaning in the early 19^th century, with poems like John Keats’ 1819 “Ode on a Grecian Urn.” Ekphrasis is …

Please Believe: Muriel Rukeyser, Mary Mccarthy, And Their Literary Lives, Vivian Noah Hoyden

Senior Projects Spring 2024

Senior Project submitted to The Division of Languages and Literature and The Division of Social Studies of Bard College.

‘Poetry Is Not A Luxury’, Rage Should Not Be A Privilege: The Potential Power Of The ‘Racial Imaginary’, Georgia Mcgovern

CMC Senior Theses

Female rage exists outside of the constructed masculine ideal of anger. To examine female rage, one must analyze the intersections between gender and race. I examine white women's privilege and access to female rage in reality and the fictional world. I explore Black Feminist poetry as a form of storage for rage at gender-based prejudice, racial injustice, and their intersection. Using Myisha Cherry’s term “Lordean Rage”, I recognize this specialized manifestation of female rage as an artistic, intergenerational source of energy for change.

I examine Claudia Rankine’s term “racial imaginary” as an imaginative space in which white people draw lines …

(Di)Versification: Transgressive Poetics In The Twenty-First Century Classroom, Ronnie K. Stephens

English Dissertations

(Di)versification: Transgressive Poetics in the Twenty-First Century Classroom pairs literary analysis with pedagogical implications in an attempt to argue for the increased use of poetry in the classroom as a mechanism to subvert anti-ethnic and anti-LGBTQ censorship efforts. I argue in favor of a structuralist approach to analyzing early twenty-first century poetry in the transgressive classroom as a site of resistance against legislative efforts to censor or prohibit discussions of structural racism in public education. The work is separated into five chapters, each of which interrogates distinct formal traditions in American poetry: received forms, invented forms, erasure, nontraditional forms, and …