FF Tuesday November 8

Caroline Cotto’s Notes for November 8, 2011
In class today we discussed the third edition of JK Rowling’s infamous series, Harry Potter and The Prisoner of Azkaban. During our introduction to the novel, as a class, we learned that Rowling gave many of her reoccurring characters specific names to enhance their characteristics. For example; Dumbledore’s name was meant to symbolize a bumble bee, because Rowling pictured him meandering around Hogwarts humming and mumbling to himself. Rowling also liked to make many references to ancient Rome or use words with Latin roots like; Minerva McGonagall, a reference to the Greek goddess Minerva (roman Athena) who’s most identifiable trait is wisdom, or Remus Lupin, his first name an allusion to one of the two founders of Rome and his surname a connotation to his wolf like traits. Through learning this I realized that as an author she puts much thought into the characters as a whole. Afterwards we reflected on how the two worlds that JK Rowling illustrates are depicted, that of the Muggles (what we know to be our reality) and that of the Wizarding world (where Harry spends most of his time) and how it may be compared to C.S. Lewis’s Narnia. The first point that was brought up was that one society remains in the dark about the existence of a whole other world that exists in their own. A good example of this in the reading was The Knight Bus, and how audaciously flamboyant it is and yet the “muggles” have no clue that it weaves in and out of their lives every day, coming within inches of colliding with their world. While Narnia is a world that must be stepped into from a wardrobe, and is not as intertwined with our modern day reality as the Wizarding world is. Hogsmeade serves to be the only town in this realm that is completely inhabited by witches and wizards, the rest of the settings are placed in either London (Diagon alley, Kings Cross platform 9 ¾). What they both have in common is that the magical locations can be accessed by portals very similar to a wardrobe. Once this conversation was finished, we moved on to analyzing the different classes that Harry, Ron, and Hermione were required to take at Hogwarts and how they can possibly be compared to our education system. Divination with professor Trelawney was seen as a class that strayed from the norm, because it requires the student to not depend on their study habits but more on their innate aptitude for clairvoyance, whether it is little or great imagination is key. Was related to a modern-day Art class taught by an eccentric woman. Another class that was evaluated was Potions, taught by Professor Snape a very rigorous teacher (who would rather be teaching Defense Against The Dark Arts) with a less hands on teaching style and forces his students to teach themselves, very similar to a chemistry class where student measure and calculate which elements are used to make up certain compounds and their affects. As a class we came to the conclusion that Hogwarts like any other school has a structure; Professors, Headmasters, Head Boys, Prefects, and a curriculum that requires it’s student to study for exams and do homework just as children would at any other boarding school in England or elsewhere. Following this we discussed how JK Rowling gives many of her characters animal companions for very particular reasons. For instance Hagrid has Fang his overly oafish boarhound that is used o mirror his owner in that he may look intimidating but he is really loyal at heart. Even by giving each house a specific animal to represent the characteristics of those who reside in it, like The Griffindor lion that signifies courage, strength, and, nobility. We concluded this lecture with the question; To what extent is Harry Potter a hero because of his fame or his deeds? It was consensus that he is at times extremely lucky when placed in certain life threatening situations and at other times he uses his wit to save himself, of course always with the help of his friends.

Moira McAvoy, Wiki Notes for November 8th, 2011
The class began with a cursory, yet telling, overview of J.K. Rowling’s background: she holds degrees in both French and Classics, worked with Amnesty International as well as in Portugal, and received an O.B.E. in 2008. A discussion of Rowling’s method for naming characters the ensued, and it was established that her names often serve to reflect something about a character’s personality and/or position in the novel, as exemplified by Severus Snape, a severe servant. The realm in which these characters find themselves was examined for its validity of a secondary world, and was contrasted with its primary world. While some argued–almost erroneously– that the secondary world was a sort of escapist reaction to the pessimism and doubt of the primary world, consensus seemed to fall within the bounds of the Wizarding World being incredibly connected to the primary world, with a sense of appreciation for the smaller, more insightful beauties of life being their true, definitive difference. This view was then contrasted with the representation of Narnia and its relationship to its primary world, and it then became apparent that these two worlds really do have very little in common. For instance, the Wizarding World is intermingled within the primary world, and it is merely a matter of circumstance (the ability to do magic) which keeps it separate from the primary world. Narnia, on the other hand, exists in a seemingly different universe, with a different fabric of time and space, and must be entered through a single portal. The ease with which a character in Rowling’s novels could enter the secondary world, especially when contrasted with that same concept in Lewis’ work, is indicative of Rowling’s work with the Harry Potter series as a means of collapsing the primary/secondary world distinction. This lack of true difference is evident even in the “magical classes” in which Hogwarts students are enrolled. While many seek to teach specific magical skills–Divination is the study of prophecy, Defense Against the Dark Arts a look at how a wizard or witch may protect him -or herself from curses and the like–they teach, on a less obvious level, lessons often taught at the traditional British boarding schools upon which Hogwarts may have been based. These lessons include patience and are often predicated on a valuing of practical knowledge over an emphasis on theoretical insight. The successes and pitfalls of the various teaching styles were evaluated, with most of the Hogwarts teachers being passionate, yet flawed instructors. An example of this can be found in the case of Hagrid as a Care of Magical Creatures professor: he is quite obviously enamored with his subject matter, and is infinitely knowledgeable, yet a lack of confidence and tendency to neglect basic safety regulations when it comes to interaction between creatures and students nearly ruin his classes and teaching career. A counter to this, however, is McGonagall, who is not only an expert in her field, but also an effective teacher. This discussion is used to transition the ways in which Dumbledore acted as a teacher throughout the novel–he taught subtle, yet vital lessons, such as humility and patience. From here, a discussion of the relationship between animals and their counterparts emerged, and it became apparent that, in most cases, familiars reflected some common, definitive traits with their masters. Fang, like Hagrid is a lovable giant; Crookshanks is just as intelligent and cunning as his mistress, Hermione. This lengthy, insightful conversation–which often led to discussions of the daemons from Pullman’s novels and the common concept of a familiar being the opposite gender of its counterpart–allowed the class to begin discussing the personalities of actual characters, particularly Harry. Despite his status as a hero, it is decided that Harry is relatively average aside from his prowess in quidditch and DADA, and much of his success is due to aid from his friends and mentors.