atomic power of the orghastic futuresalimondoDecember 13 2006, 18:40:44 UTC
Exactly!
"An English critic had misheard the opening cry of gaveh as yahweh. Brook approved, saying that gaveh meant both cow and soul of man. 'That is what we were seeking, exploding atoms of sense.'
"An Avesta scholar angrily pointed out that gav meant cow and gaveh had nothing to do with this. A Persian: 'Gaveh also means nonsense.' Brook: 'Even better!'"
spare-a-digmsalimondoDecember 20 2006, 18:50:02 UTC
I think all true third-period scribbles share more than a family resemblance with this particular Phrygian hermaphrodite godform daydream. Most people who recognize this (phreud) decide that this makes the scribbles "meaningful" to the extent to which they recapitulate the cosmic giant -- admittedly on some "littler" and more easily digested scale (i dress like my father ... on vacation).
Or is the cosmic giant simply an echo (memory) of the fourteen-year-old's mind on fire? Which perspective is more useful? Are the lines in the paper or the world, or should we just ignore them because Ted "007" Hughes was of course a famous and presumably dreary adult, whereas it was up to Sylvia to splash around? These are the questions.
Floating ice-cap mountaintops for youpharminatrixDecember 20 2006, 20:27:25 UTC
STOP! You're both right. I think the fourteen-year-old's mind-on-fire (and maybe floating like a candleboat - boredom in high-school math is an under-utilized state of consciousness that, at the very least, opened me up to a lot of shapes and resources that came to me in doodles) recapitulates the cosmic giant small-scale, and the recapitulation can be successfully nurtured so that it stays with us into adulthood, growing larger as we do, maturing towards a state so much huger and more immortal than we can ever be. This is what I would call successful art.
The lines are on the paper because the world puts them there. I remember appreciating them as something to play with (as contributing formal elements or departure points) when I doodled in class. For some, they're a structure that contains an incitement to rebel. How the world reasserts its responsibility for the lines beyond the paper tends to occur on an individual basis; there are several continua for this but one I'm thinking of ranges between the obedient slave of the Black
( ... )
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Sóyinnablárga fóttahoánya
I was in darkness brought into light
Grókidotúttu guérraoánya
I was broken in pieces light healed me
Gwégra bullórga égrahoánda
Where the fire of darkness and the fire of light
Soóolpelinún
flow together
Ya ullúrgith ya ullúrgith
I am immortal I am immortal
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"An English critic had misheard the opening cry of gaveh as yahweh. Brook approved, saying that gaveh meant both cow and soul of man. 'That is what we were seeking, exploding atoms of sense.'
"An Avesta scholar angrily pointed out that gav meant cow and gaveh had nothing to do with this. A Persian: 'Gaveh also means nonsense.' Brook: 'Even better!'"
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I approve of multiple layers of meaning. It makes for tasty deduction.
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It reminds me of a Russian I know.
You know some I know.
Do you still read me?
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So Mr. and Mrs. Mouse are in divorce court.
Judge: I don't understand. Insanity is not grounds for divorce.
Mickey: I didn't say she was crazy, I said she was f-cking Goofy!
There was an all-ages one about shellfish:
Q: Where do clams keep their money?
A: The river bank!
He was also a big fan of the Conversations with God series and 60s zen. Hope to see your gang soon!
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well...if youre free saturday at 11
at fr daves accross the street
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It's watered down through his hippie-esque consciousness, but all the basic pieces are there.
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Or is the cosmic giant simply an echo (memory) of the fourteen-year-old's mind on fire? Which perspective is more useful? Are the lines in the paper or the world, or should we just ignore them because Ted "007" Hughes was of course a famous and presumably dreary adult, whereas it was up to Sylvia to splash around? These are the questions.
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STOP! You're both right. I think the fourteen-year-old's mind-on-fire (and maybe floating like a candleboat - boredom in high-school math is an under-utilized state of consciousness that, at the very least, opened me up to a lot of shapes and resources that came to me in doodles) recapitulates the cosmic giant small-scale, and the recapitulation can be successfully nurtured so that it stays with us into adulthood, growing larger as we do, maturing towards a state so much huger and more immortal than we can ever be. This is what I would call successful art.
The lines are on the paper because the world puts them there. I remember appreciating them as something to play with (as contributing formal elements or departure points) when I doodled in class. For some, they're a structure that contains an incitement to rebel. How the world reasserts its responsibility for the lines beyond the paper tends to occur on an individual basis; there are several continua for this but one I'm thinking of ranges between the obedient slave of the Black ( ... )
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