Imagination and Reality, Jeanette Winterson

Imagination and Reality, Jeanette Winterson.

Winterson says art sees beyond what is presented to us, art expands the view ob the object, and does not limit it self to the material superficialities ob the objects. She says that the artist is not manipulated by our money culture as the rest of us are, that is, to think of art as something static and something that expires, the artist sees art as something dynamic and continuous. In general Winterson sees art a s a way to present and fulfill our senses rather than to fulfill our needs to make us believe that we feel or we sense. Imagination of art is more than the substantial and the physical and materialistic connection or relation to the object. Reality of art is not only what we have lived or seen, is the reality of what we can see and dream.

The Owl has flown S. Birkerts

The vast and every day availability of new and exponentially increasing information disables our society from acknowledging all, and from learning what we are to learn with profound thought. But this is not always a negative sign, it is true that centuries ago, knowledge was a privilege of only few and those counted ones were seen as deities, such view allowed for infinity of tyranny and misconceptions of the many others who were not able to know. Our societies have changed as do the functions of every one of their members. As these functions differ, the kind of information they are required to know changes as well. It is true that these mounts of information make us select our reading, but we no longer have to relay on our memory as robots, we have the privilege of the accessibility of information with greater speed that it we ever thought before.

Bird by Bird Introduction

Bird by bird
Introduction.

In her introduction, Anne Lammot, describes how her experiences, her upbringing, in California, her scheduled visits to the library and the setting she was in during her childhood and developing years influenced her passion for writing.. I think that she tries to emphasize reading particularly as a way of improving our writing. The more we read the more we know the better we can write. Nor only was her father a writer, he was surrounded by writers and her whole background created an inclination for writing. I think that same thing happens with us students, the better informed, or illustrated we are about something, the better we can express our views and feelings in that specific something.

Getting started

Although we have already discussed this, I want to reiterate my understanding of the issue. I like the simplicity of the reading, specifically the way the author describes every day actions that relate to, I would like to assume, every student at one point or another before and during writing an assignment. As for me, I think I am the first one reflected in every single example she mentions during the reading. I think that the best tip she and indirectly her father offer in this material is to divide any task in smaller ones and then work one little task at a time.

POLAROIDS P 39-43 A Lammot

POLAROIDS.

Continuing with the theme of writing just for the fun (or torture) of it, the author explains that our writing usually starts as a blurred processing picture, and until all the images of such picture is revealed we can appreciate its full contents. The same happens with our writings, we might think we are writing about one centered theme or object, but in fact we might end up taking different focal points from that object ending up in a complete different view of our original object. If this is the case, the different perspectives are what give one topic the interest or disinters of the readers.

SCHOOL LUNCHES
By Ann Lammot

I believe that the author describes the school lunches as a way to relate herself with her students as well as with anybody else within the American Culture; however, she failed to relate to anybody else outside that frame because that cannot be the case in a third world country. She tries to make an analogy between something trivial and ordinary as a school lunch and the process of writing; nevertheless I will ignore my previous observation, and I will try to concentrate in the point she makes in her writing which I believe is to talk about overcoming the fear of writing just by doing it. And if you don’t have a good theme or topic to talk about, start writing about anything as common as having your lunch, and go from there. Once you have started writing just for writing you can have many situations, characters, times, feelings, and or experiences derived from there that were not originally planned before starting. At that point, you have a vast selection of pieces that could help you to develop your writing.

Description of a painting.

There I was in line to get a coffee to keep me awake for the next four hours. Suddenly I realized I was in front of the chimney inside the college cafeteria and right above it my homework. My opportunity to notice it, because now that I think about it I hadn't noticed it before. It is a big rectangular painting about seven by ten feet not very well centered on the east side of the wall, with three lights shining right above it. I am surprised I had not paid much attention to it since it is right in front the cafeteria's entrance and it is rather big, but not very interesting. It looks as if it was part of a big panoramic picture, but only the bushes, woods and plants were centered, framed and the rest of the view was cut out, blocking any kind of light, or blue sky, or any other happening there. I can distinguish the foliage and the different plants: some with some red fruits and others with something that appears to be flowers. I tried to count how many trunks there were. Nine, I could see, but I couldn’t decide if there were nine different trees, or only branches of the same fewer trees because the woods depicted there are very dense. It is overwhelmingly green and for me, it blocks the view rather than expanding it.