This thesis argues that Claudia Rankine's two American lyrics destabilize the subject-object dialectic underwriting American lyricism. First, I consider Don’t Let Me Be Lonely’s rejection of spectatorship, insofar as spectatorship objectifies the suffering of the Other. Second, I analyze Citizen’s subversion of the lyric “I”, particularly as it vocalizes the “you”-position traditionally relegated to poetic object. I suggest that both works, by returning power to the object, manifest an aesthetic disruption to the racially-based power dialectic underpinning American lyric tradition. Eventually, I propose that Rankine mobilizes the poem as a future-space for the realization of an ideal politics.

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Made available in DSpace on 2016-12-08T16:52:07Z (GMT). No. of bitstreams: 1 Raquel.pdf: 776852 bytes, checksum: a76408a0e5f392543e1fde4e15a3f21e (MD5) Previous issue date: 2010-11-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research is concerned with the vocal and sonorous production directed to the teaching of drama at school through the methodological approach of drama, whose creative procedure is associated to the construction of theatrical narratives. The investigation of sounds is related to a set of activities such as games, plays and strategies capable of emphasizing the vocal emission and the composition of sounds. The understanding of voice in theater is given from the perspective of poetics and explores the principles of musicality as a bearer of the meanings attributed to words. The meaning comes from the result of the connotation of the word itself and the way that sonorous elements are organized in vocalization. Dialoguing with the voice, the sounds make up the sonorous space and are produced by different materials such as paper, plastic and metal, obtaining different sonorities depending on the way in which objects are manipulated (friction, percussion, etc). The sonorous potential of voice and noises is explored in the theatrical narrative, created in the process of drama, in form of scenes, composition of dramatic atmospheres, sound design, vocalizations and other activities that emphasize the vocal and sonorous production. The process drama is the practice of teaching developed by the research in the scholastic environment, it is related to the after-criticism educational theory that deconstructs the notion of knowledge as a set of universal contents and proposes the understanding of the local and specific character of knowledge related to the very own educational experience in which it was, primarily produced / A pesquisa trata da produção vocal e sonora direcionada para o ensino do teatro na escola através da abordagem metodológica do drama, cujo procedimento criativo está associado à construção de narrativas teatrais. A investigação sonora está relacionada a um conjunto de atividades que se caracterizam como jogos, brincadeiras e estratégias capazes de enfatizar a emissão vocal e a composição de sonoridades. A compreensão da voz no teatro é proferida pelo viés da poética e explora os princípios da musicalidade como portadores dos sentidos atribuídos às palavras. O significado é um resultante entre a conotação própria da palavra e o modo como os elementos sonoros estão organizados na vocalização. Em diálogo com a voz, os ruídos compõem o espaço sonoro e são provocados por diferentes materiais (papel, plástico, metal); eles adquirem diferentes sonoridades em função do modo pelo qual os objetos são manipulados (fricção, percussão, etc.). O potencial sonoro da voz e dos ruídos é explorado durante a narrativa teatral, criada no processo de drama em forma de cenas, composições de atmosferas dramáticas, sonoplastias, jogos vocálicos, entre outras atividades que dão ênfase à produção vocal e de sonoridades. O processo de drama é a prática de ensino desenvolvida pela pesquisa no ambiente escolar e está relacionada com a teoria educacional póscrítica que desconstrói a noção do conhecimento como um conjunto de conteúdos universais e propõe a compreensão do caráter local e específico do conhecimento, relativo à própria experiência pedagógica na qual ele foi, antes de tudo, produzido

This doctoral thesis involves two components, a book length collection of poems and a critical study of ‘Herbert White’ and ‘Ellen West’ by Frank Bidart. The collection of poems, The Coagulate, consists of four parts: 1) Semi-personal poems focusing on nature both in a general sense and in specific reference to the natural British landscape. 2) Poems that explore the nature-based myths and contemporary social idiosyncrasies of Japan.3) Poems that explore the social perception of mental illness and the individual voices that exist in spite psychological classification.4) Poems by an alter-ego and pseudonym named Lee Cole, a completely foreign perspective to my own. These poems were written with the intent to adhere to Frank Bidart’s concept of Herbert White as ‘all that I was not.’ However, unlike Bidart, these poems attempt to remove the presence of the poet and forgo the use of a feint. The collection is organised with contexture in mind rather than chronology. Poems build upon one another and one section flows into the next causing the book to have a fluid quality. The critical component examines Bidart’s treatment of two mentally ill characters in respect to the establishment of the form, style, and voice that would become a hallmark of his poetry. Chapter 1 looks at the first poem of Bidart’s first book, ‘Herbert White.’ This chapter examines how Bidart’s unique use of typography, voice, Freudian theory, and the sharing of the poet’s history contributed to the crafting of a mentally ill character and the contexture of Golden State. It suggests that the inclusion of the poet, a stable presence in comparison to White, allows the reader to recognise certain universal human personality traits in a character that seems inhuman. Chapter 2 examines how Bidart crafted ‘Ellen West,’ a character just as unlike Bidart as ‘Herbert White.’ Central to this analysis is the examination of how to construct a character struggling with identity. It also examines the use of dramatic monologues and how ‘Ellen West’ fits into a form with a flexible definition. As with Chapter 1, Chapter 2 examines how Bidart uses the poet’s self to add to a fictional narrative and how that reflects upon his personal poetry, indicating that Bidart’s use of the self is a redirection from how the Confessional poets used first-person.