“Kew Gardens,” suggests Stevenson, “can be read, from a very objective, detached, abstract point of view, as a physics experiment”:
A hidden microphone (the snail) is placed randomly within a large public garden, and it records fragments of the conversations of a series of couples as they approach and pass, their voices emerging out of noise to make sense, then fading again into noise . . . There is also an omniscient observer, no less apparently trans-human, standing outside the system and encompassing or enclosing it, although this second observer or point of view becomes clearest at the story’s end.
Stevenson goes on to discuss the relation between these two perspectives, arguing that the narrative is “a sort of self-enclosed, self-creating, autopoietic ‘system’.” What is the effect for readers of this shifting viewpoint, and how might we facilitate the reading of such complex narratives for young people?
Reference
Stevenson, F. (2008). Enclosing the Whole: Woolf’s “Kew Gardens” as Autopoetic Narrative. Journal of the Short Story in English, 50, n.p. Available: http://jsse.revues.org/index721.html
I like the idea of the two perspectives as set out by Stevenson. The snail as microphone I find to be especially interesting and I wonder if there is any symbolism to be found there other than the snails physical similarity to a kind of ‘spy tech’ listening device.
As I was reading Kew Gardens I was still thinking about ways we could graphically represent fiction. I saw the story as having an omniscient observer as well. I gave this observer a long lens, in the cinematographic sense. This was a lens the observer was focusing in and out but that was locked to one spot.
To return to the graphical representations I was thinking about, I wanted to represent the focus of the story (the lens I describe) as a circle. The circle is bisected by a horizontal line that is the ‘story’. Because the author has limited our viewpoint we can only see events that pass through the circle.
I liked this story. Stories generally follow a character or set of characters around from place to place. I like Kew Gardens as it exposes and inverts this convention, staying rooted in one spot. In this way I think the point of view belongs to the garden itself.
I think Kew Gardens is a worthwhile text to study in the classroom. Although it is not a story driven piece which, as we discussed today is one of the more favoured forms for adolescent readers, it provides students with a chance to experience a less common narrative perspective. I think when students perform a close reading they could find a variety of interesting worlds within Kew Gardens. I might for example suggest that students focus of perspective. One key idea which struck me was when Eleanor says: “Why should I mind Simon? Doesn’t one think of the past, in a garden with men and women lying under trees? Aren’t they one’s past, all that remains of it, those men and women, those ghosts lying under the trees,… one’s happiness, one’s reality?” It is from Eleanor’s distanced perspective that these men and women seem perfect, happy and neat. Likewise the well maintained garden from a distance seems controlled and neat, though to the snail every leaf presents a problem. I would have the students consider other way perspective shifts inform our understanding of the “self-enclosed” Kew Gardens. I think it would also be interesting to attempt to connect the dialogue and mood of the text with the physical descriptions of the garden which Woolf provides.
Additionally I think the language itself within Kew Gardens can provide an avenue into the text. It might be useful for students to identify the various conventions of poetic language which Woolf employs.
The following is a list of questions which I think might provide a way into the text:
1. What emotional responses do each of the couples walking by elicit from you? Are you more sympathetic to the first couple or to the young couple?
2. Describe how a passer by might perceive Kew Gardens, how is that different or similar than how a snail might perceive it? Additionally, in what ways is the idea of perception troubled by Woolf in this short story?
3. Describe some aspects of the poetic language used in this story. In what ways does it clarify or confuse the narrative?
Great ideas hnay! I agree completely. I was reading a book on teaching poetry to secondary students, and one of the pieces of advice was ‘teach what you love.’ It went on to say that the point isn’t to shove your favorite reading list at them, but rather, teach material interesting to you and the students will experience genuine appreciation for the passion being explored. That being said, hopefully, it is also, in a sense, also our duty to be capable enough to extricate interesting facets of, well, most pieces anyway. ‘Kew Gardens’ presents, like the posts above share, an interesting twist in viewpoint, even as typically constricted by man himself. The way Fred presents his idea, it seems to open up the idea of further ideas of surveillance, in an Orwellian sense.
For me, I think of John Clare’s “the Shepherd Boy” reading this and think of the romantic sense of helplessness attached to the indifference of nature. Does it matter to the snail who, or what says what? Nature here, seems exclusive of any belonging to human meaning, perhaps revealing the pure harshness and inhumanity of nature–or any subjective benevolence in nature, or in mans construct of nature, nature is solely his own projection and nothing else (anyone ever seen Grizzly Man?- great example). Nature as just a flux of chaos. I think these themes together with the bullet list provided by hnay (above) would be field for great exploration. To put in very accessible terms, perhaps you could discuss with the kids a bus-ride, or walk through a wedding party, or some public event where they are not known, but experience (see, hear) little pockets of unrelated conversation as they move through a crowd. The conversation could move from there.
oops! some of my sentences were cut off, but I meant to include that the talk could grow into larger themes of indifference, existence before essence, mans identity to himself and the world, and the literatures that cover these themes are in large supply! I think Herzog’s narrative from this clip exemplifies this well at the 2:00 and especially at the 4:59 mark. I think it would be neat to read a poem such as ‘kew gardens’ or others like it, and show a film such as this to the students to see if they can make the link to the literature or vice versa, I’d venture that hey would find it captivating and accessible as opposed to just reading it surface level.
Unfortunately, the subtitles are a bit distracting from what otherwise is a great picture. And this is Herzog’s final commentary of the film for those who haven’t seen it and don’t want the ending spoiled!
https://www.youtube.com/watch?v=3dyFW-j6kxY
The microphone metaphor used by Stevenson is extremely relevant because establish a connection between the development of the literary technique and certain forms of technology. However, it must be revised from a historical point of view: this story was published in 1919 and the microphone use was massed in 1920. Therefore, the reference to this device is anachronistic. On the other hand, it’s possible to sustain that the use of photography was more common. In fact, in 1880 was the release of Kodak camera. Therefore, it is more probable that the technique that influenced the text was the photography rather than microphone records (I know what Stevenson was trying to do was exemplify the process of construction of a text through a metaphor but if we go deep in the historical context it can be very useful).
Walter Benjamin, in fact, develops a concept called photographic unconscious. It can be defined as: “the capacity to develop, from a technical novelty, a new narrative form and a own language” (Brea, José Luis. El inconsciente óptico y el segundo obturador. In http://aleph-arts.org/pens/ics.html). In other words, technique modernity and technology give us new ways to produce and organize reality (our representation of reality) which before this weren’t possible or at least not so obvious. In the next images there are some examples of this:
Before photography human consciousness could hardly imagine these process (the drop of water and the lightning). The same thing make us feel the Woolf’s narration: “The snail had now considered every possible method of reaching his goal without going round the dead leaf or climbing over it. Let alone the effort needed for climbing a leaf, he was doubtful whether the thin texture which vibrated with such an alarming crackle when touched even by the tip of his horns would bear his weight; and this determined him finally to creep beneath it, for there was a point where the leaf curved high enough from the ground to admit him.”
Kew Gardens make us be aware of the different perspectives that exist in microscopical and macroscopical; this tale reveal representations ways that were hidden. It’s interesting to note that this revelation it’s possible because of the use of technique (microphone would say Stevenson; photography I say).
In this context, if we -as teachers- are able to identify these elements and update them, maybe we are gonna be able to create interest in our students. For example, if we explain the relationship between the photography and the tale, and then we asked them to think in similar examples of our own context: how does affect our perception, the uses of special effects in movies? How does affect our perception the use of new information technologies?
In other words, if we are able to move the text from the past to a real and diary context the students more probably will understand this narrations have something to say about our own experiences.
After our discussion in class on Wednesday, the idea of teaching “Kew Gardens” in a classroom is appealing in the sense that it could be used in more ways than a ‘standard’ plot-lined story. While, like hnay stated above, it might not appeal to adolescents who are story-driven readers right away, after discussion within a classroom setting, “Kew Gardens” could be used as a focal point in bringing other creative factors into the classroom. “Kew Gardens” could be used jumping point for creative writing. For example, get students to read “Kew Gardens” then write a short story from the point of view of one of the couples. “Kew Gardens” could also be used to introduce screenwriting. The idea of “Kew Gardens” as almost ‘cinema’ like in its movement in perspective; get students create a screenplay, with Kew Gardens as the first scene, then moving ‘the camera’ outwards to London and so on. “Kew Gardens” is merely a prompt for a potentially substantial creative project.
In class, we also discussed the idea of Woolf as capturing a moment in ‘real time’ and almost painting a picture with words. Maybe a picture really is worth 1000 words (or however many words “Kew Gardens” is)! Students could paint their interpretation of Kew Gardens, catering to visual and spatial learners, who in an English classroom, are not often catered to as much as other types of learners. What stuck out to me the most was that “Kew Gardens” not only demonstrates elements of the poetic narrative and a unique narrative structure, but it creates a platform for numerous creative freedoms and projects to be used in the classroom setting.
I also saw “Kew Gardens” as a great starting point for creative writing. Perhaps students could choose another thing in the garden: a tree, a flower, a spider, the leaf the snail is trying to get around – and write from its perspective. When I first read the text I saw the omniscient observer as the garden itself, able to focus in and watch the visitors from any view point within
by rupi ~ September 15th, 2010
In today’s class discussion a lot of students discussed how Kew Gardens was a story about nothing and some even said that they would not want to teach it in their English classes. I actually was debated whether or not I would want to teach this particular story and would it really be a good choice in helping students become critical thinkers. I came to the conclusion that I would teach it, but for other reasons. I do not think that I’d teach Kew Gardens for the “critical thinking” aspect but more so for the underlying themes that are present within the story. I think I could get students to engage with the story because I feel that they would be able to relate to it. Kew Gardens has themes of alienation and loneliness, both of which students can deeply relate to. Every person in Kew Garden feels lost and lonely despite having a companion by their side. There is this emphasis that everyone seems to be disconnected with what is going on around them, which in many cases happens to high school students when it comes to fitting in and assimilating in a new environment with new people. I would touch on this topic and also point out that even though the narrator focuses on the aspect of loneliness, he also emphasizes the fact that our thoughts are our own no matter how lost one can get in a hectic and noisy atmosphere. I would ask the class to maybe then form groups and touch on topics and point of specific events where they felt lonely or alienated. This could perhaps help those students become more comfortable with one another if they feel that they all once went through similar feelings during their highschool experiences.
Kew Gardens was, for me, a leap back down the rabbit hole that is Virginia Woolf. I will never forget my “aha!” moment when reading To The Lighthouse… when, after several attempts to break into the text I suddenly was given a framework for her work. Someone merely made reference to the concept of time and how in certain chapters time is drawn out and then in certain chapters sped up and a series of ten years or more passes in the blink of an eye (or a few pages). Once I understood Woolf’s varied ways of playing with time and space I was able to grasp and appreciate what she was doing and why the work was interesting or important. Kew Gardens worked similarly for me.
I think that if I was teaching this to students I would work with them on framing some of her approaches to help give them a context – I believe that makes her work more accessible. That said, I think that this piece would be a lot of fun to dig into with students. It could make for an interesting project to have them emulate Woolf’s style.. that zooming in and out of a space, playing with time, point of view and various spaces in a creative writing assignment.
I know that we have discussed Kew Gardens in great detail, and it has been very helpful reading how other teacher candidates might present the text to students. I wanted to comment on chantal’s idea of how Woolf plays with the concept of time because I think it provides another interesting avenue for students to examine the text and Woolf’s style. For example, what does the passage of time signify to each couple, and what memories are recalled?
In particular, how many sentences contain the words “years” in the dialogue?
-“Fifteen years ago I came here with Lily,” he thought.
-“Imagine six little girls sitting before their easels twenty years ago. . .”
-“. . .he began talking about the forests of Uruguay which he had visited hundreds of years ago. . .”
I think it is also worthwhile to observe how Woolf compares the couples’ obsession with the past and the snail’s oblivion to it. While the humans’ thoughts constantly jump back in time, only the snail seems to be firmly rooted in the present with his “definite goal” of crossing through the gardens.
As a final topic about time, I would also ask the students to consider this question. Can we as humans stay as focussed on the present as animals and simple snails do, or are we forever stuck in thoughts of the past or our dreams of tomorrow?
In today’s discussion a lot of students discussed how Kew Gardens was a story about nothing and some even said that they would not want to teach it in their English classes. I as a teacher feel that even though some stories may seem like they are about nothing, or they are not meaty or entertaining enough for our students, I feel that we should expose students to as many texts as possible and then see if it works. It could very well appeal to students or if it did not work in our particular lesson, at least we can say that we have tried it. I actually was debating whether or not I would want to teach this particular story and would it really be a good choice in helping students become critical thinkers. I came to the conclusion that I would teach it, but for other reasons. I do not think that I’d teach Kew Gardens for the “critical thinking” aspect but more so for the underlying themes that are present within the story. For the most part, teaching the subject of English should not be so much about grades or fulfilling IRPs but rather an opportunity for us as teachers to bring in other issues into the classroom like social issues. From what I remember from being in high school, teachers did not make an effort to spark interest in students to read. At least if we expose them to a text even about “nothing” it could spark some interest. I think I could get students to engage with the story because I feel that they would be able to relate to it. Kew Gardens has themes of alienation and loneliness, both of which students can deeply relate to. Every person in Kew Garden feels lost and lonely despite having a companion by their side. There is this emphasis that everyone seems to be disconnected with what is going on around them, which in many cases happens to high school students when it comes to fitting in and assimilating in a new environment with new people. Especially students transitioning from grade 7 to 8 can be very difficult and I think engagement with these types of works, as teachers we could probably open the doors to a discussion of how normal it is to feel a sense of loneliness and detachment to social norms of fitting in. I would touch on this topic and also point out that even though the narrator focuses on the aspect of loneliness, he also emphasizes the fact that our thoughts are our own no matter how lost one can get in a hectic and noisy atmosphere.