You will need to do some additional research and then write a paragraph on each of the contextual factors; explaining in your own words, how and why they are relevant to the story. Add your paragraphs to the blog.
- Slavery and emancipation
- Colonial influence/ownership
- Status of women in England and Caribbean cultures
- Wealth/social class and English inheritance laws
- The supernatural (Obeah)
- Attitudes towards race and colonialism – at the time and now.
100 word challenge: Reduce the plot of WSS to exactly 100 words – no more, no less. Make sure that you include all the central themes, the author, setting and narrative voice.
Top Ten Quotes: Working independently come up with what you believe are the 10 most important quotations in the novel – then work with a partner and create your definitive 10 top – this make involve arguing why your quotes are more important than theirs.
One from each pair comes and writes a quote on the whiteboard – explain why you chose it. Unpick the quote to identify AO2 – why does Rhys do? Can you identify where AO3 and or AO5 could be explored in reference to your chosen quotation.
“I felt no surprise. It was as if I’d expected it, been waiting for it.” – Who said this and why? Why is it an important quote?
Explore: Madness linked with images of heat, fire, and female sexuality.Madness is Antoinette’s inheritance: her father was mad, according to his illegitimate son Daniel as was her mother, Annette.
Antoinette’s upbringing and environment exacerbate her inherited condition, she feels rejected and displaced, with no one to love her. She becomes paranoid and solitary, prone to vivid dreams and violent outbursts.is significant that women like Antoinette and her mother are the most susceptible to madness pushed as they are into childlike servitude and feminine docility. Their madness consigns them to live invisible, shameful lives. The predominance of insanity in the novel forces us to question whose recollections are trustworthy.
Antoinette is powerless and also emotionally vulnerable she loves Rochester and feels sexual passion for him. Yet, despite being equally drawn to her, Rochester fears this depth of emotion and the ensuing lack of control.
Rochester is subject to a conflict between his own sexual desire on the one hand and ideologies of race and gender on the other:
Like other white colonists, he makes racist associations between Caribbean culture and sexual excess. Thus when he wants to hurt Antoinette, he justifies it by criticising her natural, unconstrained sexuality as being foreign, frightening and probably rooted in a black ancestry also, as an Englishman of this period, he has grown up with the notion that ‘respectable’ women should not feel or display sexual passion. This, too, gives him an excuse to punish her. It is also a powerful component in the way he defines her as ‘mad’. “Pity. Is there none for me?”
1.Is Antoinette’s ‘madness’ the result of rejection by her mother, family and finally, Rochester?
2.Is it a result of her fractured sense of identity?
3.Is ‘madness’ in fact just loneliness?
4.Is it a response to her dispossession from the place she loves?
5.Rochester calls Antoinette his ‘mad girl’ but his motives also require examination
Is it a way of dealing with and dismissing a sexual passion and a culture that he is frightened of?
Does he label her as ‘mad’ because she has deviated from the role he expects of a wife?
because there are aspects of her personality that he cannot control?
- Find some quotations on the theme of madness in the novella and try to explore what they could suggest about characterisation and contextual influences.
- In your opinion what do you think contributes to Antoinette’s ‘madness’
- Is it the arrival of Rochester or was it inevitable from the start?
Essay question set‘Antoinette’s insanity is far more complex than that of the stereotyped lunatic’.
In light of this statement, consider Rhys’s portrayal of madness in the novel’
- Establish the main arguments here e.g. Rhys challenges the representation of Bertha in JE by giving her a voice to express a different version of her narrative – consider intertextuality
- Patriarchy? Attitudes towards madness? Perceptions of Creoles?
Remember that you need to link points to narrative methods/context/possible interpretations. Choose the best examples/incidents you can find, based on our discussion in class, to support your points!
- could consider her background/portrayal of her childhood
- doubling with her mother
- presentation of her sexuality?
- descent into madness following Rochester’s coldness/infidelity
- experience at Thornfield
- could consider representation of his unreliable narration/stream of consciousness
- attitude towards her sexuality?
- responses to her increasingly volatile behaviour?
- desire to control her – e.g. drawing of Thornfield; reference to doctors to diagnose her; taking her to England; p111 perception of self as sane
Save a really good point for here e.g. women are perceived as mad when they attempt to exert control and independence? Female madness is a product of their experience of patriarchy
I’ll be setting a setting question on Monday under timed conditions, so, Friday’s lesson was exploring the significance of setting a little more.
Setting is important in literary analysis; The first type of setting is the neutral setting. It is the place where the events of the story occur. The second type of setting is the spiritual setting. This represents the values and morals being taught in the book.
The convent school provides a safe haven for Antoinette for eighteen months. She appreciates its calm order and its environment of alternating spaces of sunlight and cool shade. She learns prayers for the dead and applies them to her mother, although she is not sure of the location of her mother’s soul.
Mr Mason visits her, bringing rather worldly presents of jewellery and clothes that she cannot wear while in the convent. She is seventeen, growing up. Mason begins to hint at arrangements for meeting a potential husband. Antoinette’s response is dismay and a great sense of loss. However, she hides her feelings from Mason, as she has learnt to do in the past.
Unsettled and afraid, Antoinette experiences her dream for the second time. On this occasion she is in a dark wood, wearing a long white dress. A man is with her, his face full of hatred, and she is weeping
Compare this with the first dream in part one:
- Can you see any significance in the timing of the dreams?
- How does the second dream differ from the first?
- How might the second dream be interpreted? (consider AO5 here)
What models and behaviour of femininity are available for Antoinette at the convent?
Find some quotations to support your findings.
I then gave out a list of significant quotations on each of the significant locations in WSS – each of the quotes had an analysis with it so that students can understand what it really means to unpick AO2 and recognise authorial technique.
Monday’s question will be –
‘The setting is to blame for the downfall of Antoinette’ – Consider Rhys presentation of setting in light of this statement.
I want students to think about time and place in their responses – the emancipation act, the conflicted, unsettled background of the narrative, the colonial uncertainty.
Was Antoinette doomed because she was born a creole woman in a particular time and place in history? Is Rochester incidental rather than instrumental in her downfall?
Some unpicked quotations on setting:
‘The road from Spanish Town to Coulibri Estate… was very bad, and… road repairing was a thing the past. (My father, visitors, horses, feeling safe in bed–all belong to the past).’
This isolates the speaker (Antoinette) from the civilisation of Spanish Town • ‘road repairing’ becomes metaphorical for the broken society which they are living in. As a result of the Emancipation, society was thrown into ﬂux with no way to rebuild civilisation, which is now becoming a thing of the past. • The absence of ‘feeling safe’ imbues the location with a threatening tone, implying violence. • With everything ‘belong[ing] to the past’, there is a sense of an evolving, changing society through the depiction of Coulibri.
‘an unlucky place’ • ‘empty’ • ‘shutters banging in the wind’ • ‘haunted’
The name of Mr Luttrell’s house, Nelson’s Rest, becomes emblematic of the British Empire linking it to Lord Nelson (an admiral who fought in wars to secure colonisation). However ‘rest’ becomes symbolic of the denying colonisation. • However, the house becomes imbued with Gothic uncertainty though the addition of superstition as supernatural elements. • This ‘haunt[ing]’ of Luttrell’s house may be in recognition of the mysteries of the island and its violent history which haunts the present. Links to a further Gothic theme of the haunting of the past on the present. • The use of the adjective ‘empty’ may depict the shallow, materialistic nature of colonialism as it falls into decline post- Emancipation.
Rochester- ‘who was massacred here? Slaves?’, Antoinette- ‘Not slaves. Something must have happened along the time ago. Nobody remembers now.’
This creates a sense of a conﬂict which has lasted so long that sides and events, even deaths, have become blurred due to the sheer scale of the conﬂict. • Antoinette’s denial of the past creates an uncertainty and a hiding of secrets from the past. This uncertainty of facts and the truth becomes a theme through the novel, creating friction in Rochester and Antoinette’s relationship.
‘But it had gone wild…I don’t remember the place when it was prosperous’
In relation to the Fall from Grace, this juxtaposes the image of the garden as seen previously to be an image of a corrupt and decaying place. • The garden, like Antoinette, is being left in neglect by its caretakers. While it is free to grow beautiful and wild, it is also permeated with decay. • The decadent Creole lifestyle as portrayed in the novel- predicated upon exploitation, wealth, and ease- finds its natural counterpart in the fallen garden.
‘After Mr Mason clipped his wings, he grew very bad tempered.’
The parrot, as an exotic creature, may be emblematic of Antoinette and Annette’s entrapment since Masons (and consequently Rochester’s) arrival. Equally the parrots name, Coco as a commodity exported by slaves, may link to the theme of slavery and therefore entrapment. • The clipping of Masons wings may be symbolic of colonists entrapping the natives, in this case Creoles or females. • The bad tempered nature of the parrot may reﬂect the social unrest and violent nature of the colonised people. In this case, it may reﬂect the descending madness of Annette.
‘She was part of Coulibri, and that had gone, so she had gone.’
The house, like the landscape of Grandbois, becomes symbolic of Annette’s mental state. So once it becomes colonised by Mason, Annette’s own mentality begins to fade.
‘tidy, pretty little house.’
Ironically, this is where she becomes trapped and restrained. This may become symbolic of the Western views of civility in comparison to the creoles views.