Home
Creators
Search Recent Random
Posts
Search DMs Popular Hash Lookup Tags Random
Importer
Import FAQ
Register Favorites Keys Review DMs Logout
Community
Telegram ThePornDude
Home Creators Posts Import Register Favorites Logout

Ulysses Lecture VI - Wandering Rocks & Sirens (Patreon)

Published:
2022-10-12 17:22:38
Imported:
2026-06
haven't archived this post yet. have a subscription? use the importer!

Content

"Bronze by gold heard the hoofirons, steelyringing."

Today we are wandering through the streets of Dublin before settling in for some music in another difficult, but immensely rewarding, episode of Ulysses.

In the Penguin Modern Classics edition, this takes us from pages 280-376

Timestamps:

  • 0:00 Wandering Rocks
  • 1:30 the scheme of this episode
  • 2:00 rendering time & space
  • 3:30 Joyce’s cinematic prose
  • 5:00 artifice vs nature
  • 7:15 the hand of the ‘Arranger’
  • 8:15 retrospective arrangement
  • 13:10 the Homeric parallel
  • 14:07 walking with Father Conmee
  • 15:00 a study in characterisation
  • 15:30 close reading exercises
  • 16:09 Joyce & le mot juste
  • 20:10 subtle Joycean masterstrokes
  • 25:00 perceiving simultaneously
  • 27:00 keeping our eye on the time
  • 28:41 Bloom through eyes of others
  • 31:25 comparing Bloom & Stephen
  • 32:56 Stephen, Hamlet & dust
  • 34:56 ‘do others see me so?’
  • 37:52 the Sirens episode
  • 39:00 the Homeric parallel
  • 39:36 Sirens as musical chapter
  • 40:55 aspiring to the condition of music
  • 42:55 musicality & Irish culture
  • 44:00 how to charge language with meaning
  • 45:00 Dublin as musical city
  • 46:30 overture/warm-up/tuning
  • 48:49 returning after intermission
  • 50:00 how to read the warm-up
  • 51:00 ‘Bronze by gold heard the hoofirons’
  • 51:39 ‘Imperthnthn thnthnthn’
  • 52:35 ‘Chips, picking chips…’
  • 53:35 the sound of piano tuning
  • 55:18 Leopold Bloom vs Odysseus
  • 57:55 the uncommon in the common
  • 58:25 Rimbaud’s derangement of the senses
  • 59:50 the music of this section
  • 1:00:11 the ballad ‘Croppy Boy’
  • 1:04:17 what’s behind the music?
  • 1:07:00 moments of ethereal beauty
  • 1:09:00 music & peak experiences
  • 1:12:00 our next episodes

Resources:

Our Joycean Journey:

Questions to Consider:

1) Do you have any favourite examples of perfect words? Either from Ulysses or any other work you love?

2) Does all art constantly aspire towards the condition of music?

Happy reading, everybody!

Files

Previews only

Ulysses Lecture VI - Wandering Rocks & Sirens

0:00 Wandering Rocks 1:30 the scheme of this episode 2:00 rendering time & space 3:30 Joyce’s cinematic prose 5:00 artifice vs nature 7:15 the hand of the ‘Arranger’ 8:15 retrospective arrangement 13:10 the Homeric parallel 14:07 walking with Father Conmee 15:00 a study in characterisation 15:30 close reading exercises 16:09 Joyce & le mot juste 20:10 subtle Joycean masterstrokes 25:00 perceiving simultaneously 27:00 keeping our eye on the time 28:41 Bloom through eyes of others 31:25 comparing Bloom & Stephen 32:56 Stephen, Hamlet & dust 34:56 ‘do others see me so?’ 37:52 the Sirens episode 39:00 the Homeric parallel 39:36 Sirens as musical chapter 40:55 aspiring to the condition of music 42:55 musicality & Irish culture 44:00 how to charge language with meaning 45:00 Dublin as musical city 46:30 overture/warm-up/tuning 48:49 returning after intermission 50:00 how to read the warm-up 51:00 ‘Bronze by gold heard the hoofirons’ 51:39 ‘Imperthnthn thnthnthn’ 52:35 ‘Chips, picking chips…’ 53:35 the sound of piano tuning 55:18 Leopold Bloom vs Odysseus 57:55 the uncommon in the common 58:25 Rimbaud’s derangement of the senses 59:50 the music of this section 1:00:11 the ballad ‘Croppy Boy’ 1:04:17 what’s behind the music? 1:07:00 moments of ethereal beauty 1:09:00 music & peak experiences 1:12:00 our next episodes

Comments

Elizabeth Madden

Jonathon, on a slight side note: do you ever use the Graph of Action when you are analyzing a scene in a play or a novel with your students? It's a great way of showing students how tension or other emotional states can be represented through language and is also invaluable as an exercise if you want them to have a go at doing some creative writing themselves.

Elizabeth Madden

I am, at long last, going to move on to the next Episode, Cyclops: see you all there.

Jonathon Glover
>>116166326

I have never used it. I often use Freytag’s Pyramid. This seems like a helpful strategy that I will look into 👍

Elizabeth Madden
>>116166482

Not a problem; entirely a pleasure. I think we have provided some grand food for thought for later readers, too, through the discussions we've been having in this group.

Elizabeth Madden
>>116166326

I am not sure you will find it explained in detail elsewhere- I may have invented it meself. Let me know if you can/can't find it.

Elizabeth Madden
>>116166326

Jonathon, I have just thought of a great practical way of showing your students how the 'graph of action' idea works in terms of the building and releasing of tension in a scene: give all the students an elastic band or a bit of string and get them to tighten and release it, as Bloom is doing in the incident with Boylan and his thoughts afterward do. When the band is snapped or the string falls to the ground, that's the climax of the scene. I wish I had thought of this while I was still teaching. You could use it with this little fragment or, if that is too edgy or difficult, any scene in which there's a similar effect being created by the writer or filmmaker. I always used to find that practical illustrations really stuck in the mind.