Teaching the Dramatic Monologue

If your syllabus looks anything like mine, at least once a semester you’re dusting off your Tennyson and Browning skills and teaching the dramatic monologue. My personal favourites to teach are “My Last Duchess” and “Porphyria’s Lover” (Day One) and then “Tithonous,” “Ulysses,” and “St Simeon Stylites” (Day Two).

This semester I decided to do something a little different. I have the privilege of teaching my Victorian literature class in one of the fancy new classrooms at the Taylor Institute for Teaching and Learning at the University of Calgary. My 40-person class has six big touch screens, and as a result we’ve been able to do a lot of hands-on work in small groups leading into discussions with the whole class. Continue reading “Teaching the Dramatic Monologue”

The Transatlantic Digital Moonstone

the title page of the Moonstone shows an illustration of a naval scene.
The Moonstone, Harper’s Weekly, 1868-05-23. Image digitized by Melanie Radford, courtesy of Special Collections University of Calgary Library.

In my senior seminar on “The Victorian Bestseller,” we’ve just finished a big class project. When I found out that our Special Collections at the University of Calgary holds both of the periodicals in which Wilkie Collins’s The Moonstone (1868) was originally serialized–Harper’s Weekly in the U.S. and All the Year Round in the UK–the opportunity to get students into rare books and thinking about the material culture of the text was too good to pass up. In conjunction with Special Collections, the assignment I devised asked each student to take on one of the thirty-two parts The Moonstone originally appeared in, and to compare and contrast its publication in Harper’s and All the Year Round. Students selected and annotated about half a dozen images from the periodicals–which could be anything from advertisements, to illustrations, to the articles and fiction that appeared alongside the novel–to make an argument about the difference the publishing context makes to the reading experience. They then used Omeka to mount a digital exhibit showcasing what they had found in the archives. Our class archive now explores 13 out of 32 parts of the novel, leaving room for another class to try this project again.

The results were fascinating. Students found everything from advertisements for diamonds to articles on the colonies and knots and riddles–important contexts for a mystery story about a gem stolen from India! This project was both more work, and I think more rewarding, than the traditional research essay for all involved. It was only possible because of the tremendous support we had from Annie Murray, Kathryn Ranjit, and Catelynn Sahadath at the University of Calgary Library. Here are a few of my takeaways from the project: Continue reading “The Transatlantic Digital Moonstone”

Teaching the Yellow Nineties Online

Screenshot shows the homepage of the Yellow Nineties Online.
Screenshot of the Yellow Nineties Online.

A couple of years ago, Connie introduced us to The Yellow Nineties Online, a project edited by Lorraine Janzen Kooistra and Dennis Denisoff at Ryerson University dedicated to producing a TEI-edition of late Victorian periodicals including not only the Yellow Book but also periodicals like the Evergreen and the Pagan Review. Since that post, I’ve used The Yellow Nineties Online in two of my courses this past winter term (we don’t even pretend to call it a spring term here in Calgary!), and I thought it would be a good follow-up to blog about my experiences in the classroom here.

Continue reading “Teaching the Yellow Nineties Online”

Twitter in the Victorian Studies Classroom

For the past few semesters, inspired by Joshua Eyeler’s post on “Teaching with Twitter; or Adventures in Student Engagement,” I’ve had a social media participation component in my classroom. I’ve now used Twitter at all levels, from the freshman writing seminar to the graduate classroom. It’s worked well in all of these settings, but I think I’ve had the most success at the 400-level, with third and fourth year university students studying Victorian literature. The reason for this success, I think, is two-fold. One, third and fourth year students are sophisticated and engaged enough with literature that they get the possibilities of the medium immediately: they use Twitter to respond in real-time to plot developments (there’s a madwoman in the attic!), to comment on versions of Victorian texts that have entered the cultural mainstream (Please sir, can I have some more?), and of course, to raise questions for class discussion. The second reason for this success, I think, is that third and fourth year university students are not yet too worried about formulating identities as professional literary critics on the web, which leaves room for a freewheeling discussion.

Continue reading “Twitter in the Victorian Studies Classroom”

NAVSA 2014

Banner for NAVSA 2014, "Classes and Classifications, showing butterflies
The banner for NAVSA 2014, http://navsa2014.com/.

Along with other Floating Academy bloggers, including Daniel Martin, I’ve just returned from NAVSA 2014 in London, Ontario.  It was a wonderful conference as always, and we all owe a huge thanks to Chris Keep and the conference organizers at Western.  I realized that I have now been attending NAVSA for ten years.  Where did that time go?  I attended my first NAVSA as a graduate student and observer back in 2004, when it was at the University of Toronto.  As a Canadian, I have to say that it’s great that NAVSA, the North American Victorian Studies Association, is in Canada every three years or so.  Little did I know in 2004 that NAVSA was a young organization at the time, founded in 2002.  This year, the presidency was handed over from the inimitable Dino Felluga to Marlene Tromp.  As I remarked to a grad school friend, we pretty much came of age in the profession as NAVSA did.  Now that I’m a few years out of grad school I value NAVSA not only for the intellectual exchange but also as an opportunity to reconnect with colleagues and scholars I’ve met throughout the years.  Though, as I noted back in 2012, it’s a big conference, and if you want to make sure you see people it pays to make plans for coffee or dinner in advance!

A few trends that I noticed at this year’s NAVSA were many papers touching on animal studies (including Gillian Beer’s keynote), the great popularity of Dickens (even more so than George Eliot) and the increased presence of social media.  But, rather than trying to summarize the whole conference myself, I thought I’d do something different and make a Storify of all the tweets.  Enjoy!

Digitizing Women Writers: Part Two

Mary Russell Mitford by John Lucas, after Benjamin Robert Haydon.  Image Courtesy the National Portrait Gallery.
Mary Russell Mitford by John Lucas, after Benjamin Robert Haydon. Image Courtesy the National Portrait Gallery.

Last fall, I posted about two projects that take different approaches to digitizing women’s writing:  one on Charlotte Yonge, and one on Oliver Schreiner.  This spring, I was lucky to participate as an editor in the second annual meeting of the Digital Mitford Project.

Around 15 of us gathered on the beautiful University of Pittsburg at Greensburg campus in the first week of June to talk about digitizing the literature and letters of popular nineteenth-century woman writer, Mary Russell Mitford.  Led by Elisa Beshero-Bondar, the project is currently in a testbed phase to digitize the works of Mitford from 1821 to 1826, a fruitful period for Mitford, who wrote several plays and innumerable letters during this time.  Continue reading “Digitizing Women Writers: Part Two”

Digitizing Nineteenth-Century Women: All or Nothing?

Olive Schreiner, National Portrait Gallery (NPG x128457)
Olive Schreiner, National Portrait Gallery (NPG x128457)

Over the past couple of years, my attention has been caught by new projects that digitize the letters of Victorian women writers.   I’d like to share two of them here, The Olive Schreiner Letters Project and the Letters of Charlotte Mary Yonge.  To me, these projects fulfill the best promises of the digital humanities, to make texts by marginalized writers freely and widely available.

The Olive Schreiner Letters project makes almost 5000 letters of the feminist and socialist writer, best known for the novel, The Story of an African Farm, freely available online.  The letters, held in 16 archives across three continents, have been transcribed, double-checked, and marked up in TEI.  The editors describe their impressive workflow here. (For more on the technical aspects of editing a digital edition of letters, see Miriam Posner’s helpful blog post, How Did they Make That?). Similarly, Charlotte Mitchell, Ellen Jordan, and Helen Schinske have collaborated to offer for the first time the unpublished letters of Charlotte Mary Yonge, carefully transcribed and double-checked, as an antidote to the partial information we have had about this popular mid-Victorian woman writer.  I wish this archive had been available a few years ago while I was writing a chapter on Yonge, and can only say that it has already proven helpful to me in contextualizing women’s writing in the mid-nineteenth century marketplace.

Continue reading “Digitizing Nineteenth-Century Women: All or Nothing?”