In today’s seminar, we took a look at Walt Whitman’s poem Crossing Brooklyn Ferry. I had already read the poem before the class on Wednesday, so I knew what really stood out to me and I had my opinions set in my mind. However, I always like reviewing these kinds of things in class the next day so that we get different insights on them and are able to view them from a different point of view. When we reviewed this poem in class, we spoke about the symbols used in the poem, as well as the way the poem itself was written and the effect it had on its meaning.

I never realized how much of an effect the rhythm of a poem could have on the poem itself. We spoke about how the repetition and rhythm of the poem echoed the boat rocking back and forth, as well as the people getting on and off the boat. This definitely complemented the overall theme of the poem, and gave a great new perspective on the poem that allowed me to picture the vivid imagery of the poem. A great poem will have rhythm to reflect its meaning, just like an emotionally powerful song can have a slow tempo with long-held dramatic notes to make the song come together.

Walt Whitman really ennobled the experience of riding the ferry, perhaps reminding us to enjoy the little things in life. He spoke so elegantly and created great imagery through his diction and rhythm, which I would never realize on my own.

On Wednesday, our class got the opportunity to go see the play The Heiress. After reading Washington Square by Henry James, I was eager to see it in another light, and I was not disappointed.

I think the play was excellent. It wasn’t a carbon copy of the book, but that was not the purpose of it. It did a good job of maintaining the key aspects of the book while adding many humorous and dramatic touches. Unlike the movie, I did not feel the play modernized the book, but rather it just allowed readers to see it come to life like never before. For example, the part involving Catherine’s red dress was really able to be visualized as we could see the vibrant red dress and hear Dr. Sloper’s tone of voice as he spoke to Catherine. The ending was probably my favorite part, as the curtain went down to the fading sound of Morris crying out, “Catherine! Catherine!” It was different from the book, but the dramatic aspect of it was incredible. I never thought I would feel that way about a play, but I was really overcome with emotion when I heard the cries for Catherine as she walked away and the curtain went down. It was definitely another great experience for me, and I was happy I enjoyed it as much as I did.

In Wednesday’s seminar, we spoke about the opera we had seen the previous week. Now that I had seen the opera and had established my own opinions of it, I was excited to see what everyone else thought of it, and if we had similar opinions and observations. Like me, a lot of students were impressed with the music and how the music and dialogue went hand in hand. We began further discussion of how music, even without lyrics, can evoke such feeling and emotion in a person. We learned about how different note arrangements and different instruments can really portray an entire story by themselves. For example, a low bass instrument can create an ominous atmosphere, while a strings section can create an airy and peaceful atmosphere. Also, a bassoon can add a comical, whimsical touch.

When Professor Sirotta came into class and played us the composition by Brahm, I wrote down my reaction to every instrument I heard. The first clarinet riff that came in had a very “sneaky” sort of feel to it, and the harmonizing clarinet that came in after it felt slightly off of the scale that the first one one following, which definitely added to the sneaky aspect i felt. Various emotions were portrayed quickly after each other. When all the instruments came in, the song became happy and consonant, contrasting from the dissonant notes played right before it. Brahm experimented with dissonance to create a stressful and suspenseful atmosphere. When the flute comes in playing what sounded like a harmonic minor/egyptian scale, it reminded me a lot of a snake charmer song. This lesson showed me how powerful every single instrument is in a musical piece.

Wednesday night, we went to go see Turandot at the Metropolitan Opera. I can honestly say that even though I didn’t think I would ever go to an Opera, I actually enjoyed it. Every aspect of the Opera that we learned about in class came together to create a beautiful creation that I will always remember.

Before Monday’s class, I had always associated Opera with a man in a fluffy costume yelling at people in angry languages. However, my viewpoint was completely turned around after that class. After learning about all the aspects of the Opera, I was impressed with all the work that was put into it and was excited to actually see the Opera. When we walked into the theater, I couldn’t believe the immense size of it. I had learned that the Opera singers did not use microphones, but I could not understand how a person could possibly fill an entire amphitheater with just their voice. However, as soon as the vocals started, I was blown away by the fact that everything was so clear and perfectly audible. I could hear every note sung as if the singer was sitting in the seat next to me. The performers’ talent was incredible.

As well as the singing, I was also very impressed by the overall experience of the opera. It really did tell a very visual story. When I looked down at the stage and saw 100 people walking around on a beautifully crafted stage with lamplight, I was awestruck. It didn’t look like some cheesy play; rather, it truly looked realistic. The orchestra hit every note with feeling and emotion that perfectly complemented what was going on on stage. Overall, it was a great new experience for me.

In today’s seminar, we had a special opportunity to go visit an art gallery a few doors down from our classroom. However, this was not just an ordinary gallery consisting of random pieces of art. When I walked in, I was very surprised at what I saw: paintings of religious events and icons. When Dr. Liu started to speak about how art, religion, and science were all related, I was confused at first, because I had never associated any of those things together. However, after reading the pamphlet from “Expanding Frames of Reference: Art, Science, and Religion in the Physica Sacra of Johann Jakob Scheuchzer,” it all became clear to me.

Dr. Liu vividly explained “Physica Sacra plate CCCLXXI” and how it relates to art, science, and religion. While gazing at this picture, I immediately noticed that the sun was the focal point of the picture. The beams of light emanating from it show its radiant power. In Dr. Liu’s analysis, he explained that the moon couldn’t be full when it is in the daytime sky, and thus it was a miracle. The painter conveyed this miracle in his painting by highlighting the sun and the moon as if these all powerful, radiant celestial beings were frozen in time. Along the border of the painting, there are a series of diagrams that show the expected illumination patterns of the world at different times during the day and night. I find this the most interesting part of the painting; it makes us think of the entire world as a whole, rather than just think of ourselves. The sun is perceived as this display of grandeur and power, possibly an allegory for God, that covers the entire earth and gives us light to see when we do not know where to go. The artistic, scientific, and religious aspects of this picture come together to create something beautiful.