Jane K. Marshall
In thinking through this section on the comparative study of metaphor and symbol in poetry and paintings, I soon realized that some distinction would have to be made between what is meant by metaphor and what constitutes a symbol. In my mind, metaphor denotes an
ongoing
comparison between two unlike objects which have at least one characteristic in common. One object defines (a quality of) the other. Symbol, on the other hand, is that which
stands for
an emotion, thought or even a philosophy. In a sense, metaphors become symbols, and yet they are not always symbols. Symbols are usually generated from metaphors although the original meaning of the metaphor may be lost as the symbol begins to speak only for itself in the mind of readers or observers. I have endeavored to portray the process of this transition specifically in the section on Tennyson’s poem, “The Eagle,” as compared with the American eagle as a symbol of the USA (painting).
The next stumbling block I encountered was getting over the idea that symbols are more associated with paintings and metaphors with poetry. One quickly admits that poetry makes great use of symbols through allusions which make metaphors come alive in many instances. But how do metaphors work in art? The answer was to be found in Picasso’s “Baboon and Young”—a bronze statue which Picasso created from a toy car.
He took a toy car . . . and turned it into a baboon’s face. He could see the hood and windshield of the car as a face, and this fresh act of classification inspired him to put his find to the test. Here, as so often, the artist’s discovery of an unexpected use for the car has a twofold effect on us. We follow him not only in seeing a particular car as a baboon’s head but learn in the process a new way of articulating the world, a new metaphor, and when we are in the mood we may suddenly find the cars that block our way looking at us with that apish grin that is due to Picasso’s classification.
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A formal delineation of the difference between metaphor and symbol is not included in the lessons which follow. Instead, differences are implied through a study of the process of transition and/or the way metaphor and symbol work together.
This section is somewhat different from the previous one on “mood” in terms of strategy. Vocabulary is introduced earlier (symbol). The method remains intact however as symbol is quickly related to visual images for purposes of understanding. Students become artists/poets earlier in this section, rather than as a final culmination; active participation seems to me to be an effective way of engaging students in striving to understand this very important and rather complicated concept.
The following provides a brief summary of lessons and activities for this section.
Students are initially introduced to the concept of symbol through simple, readily-understandable or familiar examples. Psychological, religious, and philosophical symbols are introduced. The Star of David, for example, is analyzed. Students are asked to think of symbols as well as devise symbols (metaphors) of their own on various themes. Two paintings, rich in symbolism, are then presented. Students, having already formulated a basic understanding of the term, “symbol,” are led through an informal analysis of each painting which leads to discovery of symbolism as it relates to theme. Students are then ready to note symbols and metaphors in poetry. A poem is introduced along with a brief explanation of the terms simile and metaphor. Students are asked to comment on the mood and theme of the work (informally through questions). They are also expected to see symbols as they are often, in this particular work, related through comparisons or metaphors. An additional comparison of poetry and painting follows which emphasizes the transitions of metaphors and symbols. Finally, writing and artistic “exercises” are included which endeavor to enhance student understanding of these concepts and how they work, as well as trigger creative impulses among students.These exercises need not come at the end of this section, but might be introduced at various points, depending on class needs.
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1. What is symbol?
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What does
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stand for?
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(figure available in print form)
(figure available in print form)
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The first obviously symbolizes a state of happiness, the second a state of unhappiness.
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(It might be interesting to note that opposite emotions are being presented and, in this instance, one symbol is the exact inverse of the other. Note: smile/frown, the positions of the eyes.)
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2. A. The above is a symbol of an emotion or psychological condition. What does or stand for?
(figure available in print form)
(figure available in print form)
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(Religious significance) How does the symbol work? Why a star? a cross? (analysis of each symbol)
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How do we know that stands for Christianity? (Past experience; obviously, familiarity is essential.)
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B. Philosophy: way of viewing life
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yin/yang
(figure available in print form)
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A philosophy of life which is like a circle where one side is dark, the other light. (explanation of this philosophy)
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3. Think of symbols for the following: fidelity, evil, work, joy, peace, strength, life, death, love, pain, fertility, USA, plenty.
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(Some symbols will be stereotypes we are all familiar with, others may represent your own ideas.)
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The above will be shared among class members. A discussion will follow concerning universal symbols as well as creative impulses (metaphors).
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4. Introduce: “The Marriage of Giovanni Arnolfini”—Jan Van Eyck (untitled)
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Who are these people? What are they doing? What does the white veil symbolize? What do the expressions of man and woman reveal about their view of the occasion? This is a painting which encompasses many symbols connected with marriage. Study the many details of this painting and ask yourself what significance each might have as a symbol of marriage.
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Discussion of: 1. dog 2. shoes 3. candle 4. signature 5. figure by bed 6. fruit 7. mirror 8. window 9. colors 10. broom.
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5. Introduce: “Portrait of Ezra Stiles”—Samuel King—Students are given background information/ identity of the subject, time period.
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Students discuss the following questions: 1. What do the drawings which surround Ezra Stiles symbolize? Discussion: religious symbols, books (knowledge), Newtonian symbol. 2. Why might such a man wish to have these symbols incorporated in his portrait? What sort of a portrait is this?
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5. Introduce poem: “A Birthday”—Christina Georgina Rossetti Why is the poet overjoyed? What does she compare her heart to?
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(Explanation: terms, metaphor and simile.)
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The poet makes use of many symbols both within her comparisons (first stanza) and later in the work (second stanza). Read closely. Be prepared to discuss the significance of: 1. the apple tree 2. fruit 3. doves 4. peacocks 5. gold/silver Why was the poem entitled “A Birthday?” (rebirth—renewed life)
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6. Introduce: “The Eagle”—Tennyson (untitled) Students try to guess what is being described. Students must read closely to unravel clues and comprehend metaphor “crooked hands” and simile “like a thunderbolt.”
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7. Painting/ Eagle While looking at this painting, try to ascertain why the eagle was chosen as a symbol of the USA.
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What metaphors are to be found within the symbol itself? What qualities does our country hope to have which are comparable to the qualities of the eagle?
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Discussion would cover: 1. the strength of a nation as compared to the strength of the eagle’s wings. 2. sharp eyes/ a country with vision 3. fierce aspect/ a country which will and can defend itself if necessary 4. Largeness of bird/ largeness of country (both physically and influentially) 5. claws—tenacity, “crooked hands”—Who has? What does this metaphor imply? 6. isolation of eagle (flies above the rest). This is symbolic of the USA, especially during the d930’s—a time of isolationism.
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8. Return to “The Eagle”—Tennyson. What is Tennyson’s vision of the eagle? What does the eagle represent to him? How did Tennyson “paint his picture” of the eagle?
Exercises: Written and Visual for Metaphor/Symbol
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1. Discussion of Horoscopes. What does each animal symbolize (in terms of supposed personality traits) Many people feel they do not really fit this picture in terms of their dominant personality characteristics.
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Think of an animal which best symbolizes your personality. Sketch it in such a way that the traits of this animal, which are comparable to your personality traits, are somehow accentuated. You may need to include surroundings to make clear your message.
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Write a brief poem expressing the same idea. You might start: I am a ___. (When possible incorporate a metaphor or simile within the overall symbol.)
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2. Introduce representative paintings from young hospitalized children. Can you “read” the metaphors/symbols? What unspoken message is each child sending?
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3. Practice writing metaphors/similes with the accent on the unusual way of seeing.
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A. Simile—Revise hackneyed expressions with original, interesting, (amusing?) comparisons of your own. Feel free to use as many words as you like.
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1. He is as busy as a bee.
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2. He is as strong as an ox.
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3. He is as sly as a fox.
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4. She has hair like gold.
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Finish the following statements:
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1. When I come home late my mother is like . . . .
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2. School is like . . . .
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Similes are used in advertising. Example: Peppermints are like a breath of fresh air. Create three of your own.
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Assemble a collage from cut-up magazines which expresses your comparisons. (ads)
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B. Metaphor Image Writing/ follow the steps below: answer the questions.
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d. Choose an object.
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2. What does it remind you of?
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3. What do the two objects have in common?
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4. What would you like to do about it?
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4. Associative value of Colors/Numbers. Discussion.
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Colors as symbols. As personality indicators?
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Numbers—What is “1” associated with? etc. Think of pop songs which make use of numbers as symbols.
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5. Modern day symbols vs. symbols of the past. Discussion would touch on such themes as
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1. success
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2. beauty
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3. justice
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6. Make a statement about today’s world through symbols of your own choice. Depict this visually in a painting. The symbols stand for your philosophical view of the world. Think of how you could portray the relative importance of each symbol within your whole work.
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Entitle your work.
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Portray the same thoughts in words.
