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Video Notes: Language Change, Voice, and The Planets (Holst) — Vocabulary Flashcards

Language change in combat terminology

  • Discussion of a combat-related condition that escalates with stress on the nervous system.
  • Historical naming progression:
    • World War I: the condition was called shell shock (two syllables).
    • "Shell shock" directly echoes the sound of guns and the period’s direct-language approach.
    • World War II: renamed to battle fatigue.
    • Tone shifts toward a softer term; point: language becomes less stark with time.
    • Korean War (1950): termed operational exhaustion.
    • Eight-syllable formulation; escalates the length of the phrase, becoming increasingly clinical and sterile. It demonstrates how jargon smooths or sterilizes the experience.
    • Vietnam War: labeled post traumatic stress disorder (PTSD).
    • Still eight syllables; adds a hyphen and a formal medical frame; the speaker notes the phrase glosses over lived experience.
  • Core critique:
    • The evolution of terms from vivid, human terms to clinical jargon can obscure the severity of trauma and hinder the attention veterans receive.
    • The assertion: soft language contributes to a lack of urgency and a failure to address veterans’ needs.
  • Supporting example: shell shock would have kept attention on the human experience if maintained, whereas rising formality coincides with neglect in some contexts.
  • Additional example of euphemism in everyday life:
    • Toilet paper → bathroom tissue (2 syllables contextually noted as an everyday softening of language)
    • Sneakers → running shoes
    • False teeth → dental appliances
    • Medicine → medication
    • Information → directory assistance
    • The dump → the landfill
    • Car crashes → automobile accidents
    • Partly cloudy → partly sunny
    • Motels → motor lodges
    • House trailers → mobile homes
    • Used cars → previously owned transportation
    • Room service → guest room dining
    • Constipation → occasional irregularity
  • Observations on tone and reception:
    • The speaker expresses annoyance at the shift to euphemistic language and connects it to broader cultural changes.
    • The progression reflects a broader historical trend where language gradually sanitizes harsh realities.

Generational perspectives on comedy and voice

  • Distinction between two comedians discussed:
    • George Carlin: tends to use an argumentative approach with a clear thesis.
    • Thesis: language has gotten softer over time, which has made things worse.
    • Evidence provided to back up the thesis.
    • Olin Rogers: uses a narrative storytelling approach rather than a formal argumentative structure.
    • He uses a hook-like, story-driven format designed for online audiences and views.
  • Audience and delivery context:
    • Carlin: traditional stand-up with a captive, ticket-buying audience.
    • Rogers: YouTube story format aimed at generating views; relies on engagement hooks.
  • Stylistic analysis:
    • Carlin’s style includes a clear, argumentative thesis; a logical progression from premise to conclusion.
    • Rogers’ style emphasizes imagery, energy, and narrative flow to evoke emotion and attachment rather than argue a single point.
  • Generational commentary:
    • Millennials perceived as relatively self-critical but also capable of deep analysis; Gen Z characterized by broader cultural critique.
    • The speaker notes tension between generations in terms of humor taste, delivery style, and audience expectations.
  • Voice as creator identity:
    • Voice is a central element across writing, journalism, stand-up, and other creative forms.
    • It can be complex (involving tone, stance, and persona) yet simple at core (clear intention and perspective).

Class logistics: writing prompts, entries, and formatting

  • In-class and out-of-class entries:
    • Students may complete entries during class or outside of class.
    • Even a single opening sentence is acceptable if the student is pressed for time.
  • Submission format:
    • Entries can be typed or handwritten.
    • If typed, save as a Word document (not a PDF) and submit; an online Word option is provided by Wayne State.
    • If handwritten, ensure legibility and keep in a notebook to prevent loss.
  • Formatting standards (typed):
    • Font: Times New Roman, size 12.
  • Extra credit policy:
    • Extra credit entries are optional; they are marked as complete or incomplete in Canvas.
    • In practice, students at the high end of the grade range may not need extra credit.
    • The instructor notes a paradox: those who need extra credit often do not take it, while those who don’t need it tend to take it.
  • Flexibility and encouragement:
    • Students are encouraged to complete entries if they feel the need to reflect or relieve stress.
    • If you didn’t finish a prompt in class, you can finish it outside of class.
  • Resource note:
    • Times New Roman is the standard for essays and entries; if you use Google Docs or another editor, preserve similar formatting when possible.

Holst’s The Planets: Jupiter – musical interpretation and mythic connections

  • The first piece discussed is Gustav Holst’s Jupiter from The Planets suite.
  • Prompt and interpretation goals:
    • Listen to Jupiter and consider what Holst is trying to convey beyond the literal depiction of the planet.
    • Recognize musical features such as tempo changes: “slows down” then becomes more bombastic; the music moves between calm and energetic phases.
  • Key musical qualities observed:
    • Tempo fluctuations: calm sections interspersed with bombastic, energetic passages.
    • Overall grandiosity and sense of majesty in Jupiter’s portrayal.
  • Mythic and symbolic associations with Jupiter/Zeus:
    • Jupiter as the supreme god in Roman mythology (Zeus in Greek tradition): a figure of both benevolent fortune and sudden, potentially catastrophic power.
    • Students were encouraged to connect musical mood to mythic meaning (prosperity, luck, and possible calamity).
  • Example student responses and prompts:
    • Classical mythic frame: prayers to Zeus for good fortune and the possibility of calamity.
    • A mythic-narrative interpretation: a journey mirroring epic quests and an eventual return, with an emphasis on adventure and danger.
    • A nautical/space-montage metaphor: a voyage from planet to planet, with journeying imagery leading to a hopeful homecoming.
  • Uses of imagery and cross-media references:
    • Disney-like grandeur and cinematic nostalgia (e.g., Disney Renaissance visuals) as an associative image for Holst’s planetary music.
    • Possible Christmas/holiday associations when imagining certain tonal qualities or textures, though this is interpretive and contextual.
    • The discussion acknowledges that some listeners may perceive a “Disney” or “space adventure” vibe, illustrating the broad emotional reach of instrumental music.
  • Narrative prompts for outside journals:
    • Writers may draw parallels to mythic storytelling or personal experiences as they respond to Holst’s music.
    • The prompts can be flexible to accommodate non-school topics (e.g., personal stress, favorite foods) as reflective exercises.
  • Concept of a “return journey”:
    • The idea of journeying outward (exploration) and returning home is highlighted as a thematic throughline in the music and in student imaginative responses.

Creative prompts, journaling as therapy, and the role of outside journals

  • Outside journals serve multiple purposes:
    • Creative exploration and emotional venting (e.g., addressing stress or personal thoughts).
    • Acknowledgement that writing can be therapeutic even if not performed in a clinical context.
  • Suggested prompts and topics:
    • Major concepts from course prompts (e.g., mythic symbolism, narrative voice) without requiring a strictly linear argument.
    • Free-form entries about personal reactions to music, art, or current events.
    • If there is a particularly impactful moment in a piece of music, describe the image it evokes and why.
  • Therapeutic framing (caveat):
    • The instructor notes they are not a licensed therapist but encourages the use of writing as a constructive outlet for stress.
  • The importance of imagery and emotional resonance:
    • Narrative pieces benefit from imagery and emotional engagement to create connection with the reader/viewer.
    • Arguments benefit from a clear thesis and evidence; narratives rely on pacing, sensory detail, and emotional arc.
  • Final teaching point on voice:
    • Voice is a creator’s identity across different media (writing, journalism, music, performance).
    • The complexity of voice can be both subtle and explicit, with the potential to shape how an audience receives the material.

Connections to broader course themes and real-world relevance

  • The evolution of language and the impact on perception and policy:
    • How terminology shapes public attention, policy response, and veteran care.
    • The ethical and practical implications of euphemism in media and governance.
  • The tension between clarity and nuance in communication:
    • Debate between a direct, argumentative style (Carlin) and a narrative, image-rich style (Rogers).
    • How each style serves different purposes—persuasion vs. engagement—and how audiences respond.
  • The use of music as a gateway to interdisciplinary thinking:
    • Holst’s work as a trigger for myth, history, and storytelling.
    • How listening prompts students to synthesize musical form with cultural and literary references.
  • Practical course logistics and expectations:
    • Emphasis on consistent practice of writing and reflection in class and outside.
    • Balancing graded work with opportunities for extra credit and personal exploration.

Quick reference: key terms and references

  • Shell shock: 2-syllable early term for combat stress in WWI.
  • Battle fatigue: a later, softer term used in WWII.
  • Operational exhaustion: 1950 term used during the Korean War.
  • Post-traumatic stress disorder (PTSD): 8-syllable clinical term used in the Vietnam era and beyond.
  • Miscellaneous euphemisms: toilet tissue, running shoes, dental appliances, medication, directory assistance, landfill, automobile accidents, partly sunny, mobile homes, previously owned transportation, guest room dining, occasional irregularity.
  • The Planets: Jupiter: musical portrayal of a grand, regal, and potentially volatile deity; thematic links to Zeus/Jupiter and mythic narrative.

Summary takeaway

  • Language evolves with culture, often softening harsh realities and potentially diminishing perceived urgency for societal response.
  • Comedic and narrative voices reflect different audience aims: argument-driven critique vs. engaging storytelling, each with distinct structures and appeals.
  • Holst’s Jupiter invites a multimodal interpretation—musical form, mythic symbolism, and imaginative storytelling converge to illuminate how art communicates complex ideas about power, fortune, and peril.
  • Writing prompts and journals offer flexible, reflective tools to process emotion, practice argumentation, and explore creative connections across disciplines.