Friday, November 21, 2014

RESPECT DAY VS. LOCKDOWN

As everybody knows, this was Righetti's second lockdown in this month. Where are we going wrong? Are we, as upper classmen teaching the right lessons to the lower classmen? On the day of the lockdown, 19th November 2014, Lilly and I went to El Camino Jr. High School to volunteers as leaders for respect day, where we explained, discussed, and taught the consequences of bullying, prejudice, stereotypes, racism, etc. It is so ironic how students like us, who want the  negativity surrounding everyone to decrease - if not stop. And then students of our school represent us in such a way that's embarrassing and degrading.

These two amazing leaders are trying to evoke change in young minds through sharing their personal stories and requesting and encouraging students to get rid of the hatred, pain, and negativity from their hearts.

I'm extremely proud that I could be a part of these (picture above) students' lives and hopefully ignite a change in them that they can eventually spread to the rest of the community. I'm proud that they all had the courage to share their stories and admit what was wrong from right. They now are a part of a small family where they have us and the fellow group members to communicate their feelings instead of take it out on someone that had no fault in it.

I hope that my group members, in the future, become the leaders and the reason of change.

*I will upload some videos in the next blog post.

Sunday, November 16, 2014

WORDS AND ACTION

            "Have more than you show, speak less than you know." This quote by Shakespeare defines Hamlet to be the most intelligent young man who knows how to manipulate those around him. All of Shakespeare’s characters serve to be self-motivating and self-overhearing characters. Hamlet, a Shakespearean character, is a smart, intelligent, wise, and determined individual, who is passionate and unwavering about his duties and decisions. But he struggles to bring about a practical response to his decisions and thoughts. Hamlet’s speech constitutes locutionary, illocutionary, and perlocutionary forces – theory of performativity conceived and constructed by J.L. Austin. As described in The Performative Utterance in Hamlet by Fredrik deBoer, Hamlet has “aesthetic power, descriptive power, artistic power” in his language and speech. His soliloquies and dialogues are self-convincing and self-reflecting, but they lack to evoke the drive in Hamlet to convert them into action.

            Hamlet, being a maturely developed, having complex psychological abilities, and transcending expectations of any teenager, is fettered by “cognitive paralysis,” where he is incapable of bringing his mental assurances to physical confirmation. “..That patient merit of the unworthy takes, when he himself might his quietus make/with a bare bodkin?,” Hamlet clearly distinguishes between the expectation from his father and the real-world result that he faces. He knows he must kill Claudius to avenge his father’s death, but his inability to bring about the expected action frustrates him. According to deBoer, Shakespeare has an unstated requirement to use the theory of performativity and the method of self-overhearing to reveal the inner personalities of his characters. If Hamlet did not have soliloquies in the middle, it would be extremely difficult for the readers to analyze and psychoanalyze Hamlet to understand his emotions, internal and external struggle, and his distinct ability to make intact decisions. Shakespeare’s technique to have Hamlet reveal his thoughts not as thoughts but as spoken speech creates a sense of reality for the readers.

            “So, uncle, there you are. Now to my word; It is ‘Adieu, adieu! remember me.’ I have sworn’t.” These words by Hamlet to his father reveal a sense of action to the audience where the viewers are assured that Hamlet is completely certain to kill Claudius. Every statement, as such, moves the plot forward and characterizes him and others a little deeper. In this quote, his certainty towards avenging his father’s death assures the viewers of Claudius being the villain of Denmark. His ability to reflect on his “love” for Ophelia, respect for his father, anger for his mother, and hatred for Claudius in his speech proves Austin’s theory of performativity to be accurate. His speech clearly conveying his emotions across, hatred towards Claudius, – locutionary force – and through his emotions, he brings about a responsive action, he will kill Claudius, – illocutionary force – and finally, him evoking feelings of sympathy and anger from the readers – perlocutionary force. Shakespeare is capable of using theory of performativity in all of Hamlet’s soliloquies, which are an act of self-overhearing – where in each dialogue Hamlet and the readers realize one unique quality of him every time.


            The Performative Utterance in Hamlet takes Hamlet and its analysis to a higher level than just a superficial analysis of a “crazy, confused, and suicidal” teenager, which by the way is the most illogical conclusions reached based on reading the text only on the surface. He is a very smart teenager in ways that he knows and plans his “plays” to make Claudius admit to his sinful deeds. It’s extremely doubtful if a crazy and confused teenager would refuse to kill Claudius when he was praying because Hamlet did not want to send him to heaven – it’s an act of desire of pure revenge. Hence, his use of language to convey his emotions (such as anger and frustration to his mother both before and after killing Polonius, mistaking him to be Claudius) is immensely impacted by performativity, as Hamlet is a character of words. With him having much more than he shows, and speaks much less than he knows, he is definitely one of the most fitting Shakespearean character and one of the best one yet!

Thursday, November 13, 2014

CONVERSATION (NOTES) ON HAMLET AND "PERFORMATIVE UTTERANCE..."


  • State of being flexible is extremely important in the world.
  • As a successful learner, you have to acknowledge new information and change your mind accordingly.
  • Hamlet is convinced of his duty but he is unable to act on it.
  • If you say something, it creates a sense of reality and not just ideas and thoughts put in words.
  • Talking creates understanding.
  • Talking to ourselves creates a sense of understanding for us and ourselves.
  • An expectation for an action was set by King Hamlet.
  • Perlocutionary: dictionary definition: relating to an act preformed by a speaker upon a listener.
  • Self fulfilling prophecy: confirm what we know. An action that tends to support a hypothesis.
  • Hamlet is reinforcing his thoughts and beliefs.
  • He concludes based on his thought process that he will not be able to act upon his duty.
  • There is no difference between words and action.
  • Polonius is a character of words and Claudius is a character of actions.
  • Why is Polonius more similar to Hamlet than Claudius is? Because Polonius is a creature of words and language.
  • Hamlet's motive is not to just get rid of Claudius but to take revenge and send Claudius to hell.
  • Is not killing Gertrude and punishing Claudius a sexist act?
  • Letting Gertrude suffer through her guilt is the biggest punishment the ghost wanted to give her.
  • Claudius finally realizes that Hamlet knows what he did and he needs to take an action against him by sending him away and getting rid of him.
  • Chorus is a group of people in a play that stands on a side and sings what happens in the play and explains it.
  • Killing Polonius moved Hamlet from a character of words to a character of action.
  • It served as a spark for Hamlet to evoke his emotions and let out his anger.
  • For the first time, Hamlet has integrity: he was ready to kill Claudius. He finally proved himself to be a murderer.

Wednesday, November 12, 2014

HAMLET ACT III: NOTES


  • In this act, Claudius and Polonius both send Ophelia to talk to Hamlet so they could spy on them.
  • Hamlet says his "to be or not to be" soliloquy.
  • Claudius senses that Hamlet knows something that can be damaging for him so he decides to send him somewhere outside of Denmark.
  • Polonius still believes that Hamlet's behavior is because of lost love.
  • Hamlet hints his regret of living Ophelia and tells her to go to a nunnery.
  • He tells her that a woman destroys a man's life and turns him into a monster.
  • He also hints Claudius' death by saying only one couple shall live.
  • Hamlet requests Horatio to play close attention to both Claudius and Gertrude and their reaction to the play.
  • He informs Horatio that Claudius killed King Hamlet.
  • Claudius flees the scene of the play.
  • Hamlet does not kill Claudius even though he had a chance to.
  • Claudius admits to his sin.
  • Death of Polonius by Hamlet by accident.
  • Why did Shakespeare have Hamlet  accidentally kill Polonius? What could the death of Polonius serve as a purpose to the story?
  • What did not killing Claudius when he was praying symbolize for the audience? what could the audience analyze from it?

Tuesday, November 11, 2014

THE PERFORMATIVE UTTERANCE IN HAMLET: NOTES

  • A play about a man who couldn't make real what was found in his mind.
  • He does not waver a bit as to his decision towards his understanding of his duty to complete it with dedication.
  • He wavers to convert his mental dedication towards physical space.
  • The entire play is spent on Hamlet's narrative to enact his determination and duty towards his dad and murder Claudius: he's able to speak and think but not do.
  • J.L. Austin's work, How to do Things with Words (1962), captures the idea: "how certain language does not merely describe action but acts in being spoken."
  • Performative language acts: can affect real change in the world.
  • Three forces of performative language: the locutionary force, the illocutionary force, and the perlocutionary force.
  • Locutionary force: ability of language to deliver a message, the force of mutual intelligibility.
  • Illocutionary force: what is done in being said; denying a request or giving an order.
  • Perlocutionary force: what is achieved by being said, the consequences of one's utterance; an order being followed.
  • Philosophy of doing-language: represents a bridge between the business of language and the business of the "real."
  • Sky Marsen: "use utterance strategically in combination with physical act so as to influence the surrounding reality and contest the mistaken philosophical belief that speakers produce only statements that describe this reality."
  • Harold Bloom in Shakespeare: The Invention of the Human (1998): "Shakespeare's characters frequently develop through "self-overhearing."
  • Thought to language to action: locutinary meaning of an utterance creating the illocutionary effect of that utterance which in turn drives the perlocutionary effect.

Thursday, November 6, 2014

TO BE OR NOT TO BE: MY VERSION!

I wanted to recite this in class because I actually knew it, or rather know it, very well. But I didn't get a chance to, so here is a video of it, recorded in Dr. Preston's class!!


TO BE OR NOT TO BE: LILLY

Lilly Navarrete: This one's for you.. Had to put the first one too!! Too funny not to!Lol!!