5 March. Blazing World and Future Tech/Artifacts

Featured Images:A replica of a microscope by van Leeuwenhoek

Part I: Your Future Tech/Artifacts

Please freewrite for a few minutes in response to prompts one and two, and then complete prompt 3.
  • 1.What sort of object, technology, curiosity, or artifact, do you plan to render from your world?
  • 2. Briefly describe you object:general description of your object, i.e. if you are rendering technology from your future world, what does that tech do/what problems does it solve? If you are rendering a curiosity, what portion of your world does that object represent? If you are rendering an artifact, what purpose does that artifact serve?
  • 3. Finally: draw the “blueprint” of your object on the board. Once everyone has drawn his/her prompt on the board, we’ll take 10 minutes to circulate and examine one another’s drawings. Which of the objects are most successful and why?

van Leeuwenhoek’s microscopes by Henry Baker

English Civil War

Class Leads

  • Give us a quick overview of the main highlights from our final discussion of Shakespeare’s The Tempest, and and then write your discussion questions for Cavendish’s The Blazing World on the board

Class Section Students
1102.F3 Dalila, Anish & George
1102.HP2 Matthew & Michael
1102.D3 Kia, Jami, & Lama

Part I: Blazing World (1666)

Get into groups and respond to question assigned to you below.
  • Group One:Where does The Blazing World Overlap or seem to respond to More’s Utopia and/or Shakespeare’s Tempest? Compared to More and Shakespeare: how does Cavendish deal with one or more of the following: empire, money, hierarchy, education, religion, etc.?
  • Group Two: Just as the fictional futures you are creating solve potential threats to continued existence of life on earth, what sorts of threats or problems has Cavendish solved in the world she imagines? And then how does she use the discourse of world building OR future promise of impinging worlds to come as a means to redress the inequity she experiences in her real life?
  • Group Three: How does Cavendish organize and classify the inhabitants of the Blazing World? Does she rely on “scientific” and/or narrative techniques? Can you tell the difference? Implications?Are there any political elements at odds in this text, i.e. rigid hierarchy and not traditional gender roles?
  • Group Four: On what sorts of technology do the inhabitants of the Blazing World rely? For example, what role do machines that enhance perspective play? Is technology/science in part responsible for the peaceful lives the characters lead?

RQ: Blazing World, 1-33

Directions

Keep the following questions in mind as you read The Blazing World, 1-33 The questions are designed to guide your reading practices and our class discussions. You are not required to provide formal answers in class or online.

What is the context of Cavendish’s story? Who’s the audience for this book? How does Cavendish respond to her audience?

Where does The Blazing World Overlap or seem to respond to More’s Utopia and/or Shakespeare’s Tempest?

Just as the fictional futures you are creating solve potential threats to continued existence of life on earth, what sorts of threats or problems has Cavendish solved in the world she imagines? What sorts of wishes is Cavendish fulfilling here?

So far, we have seen how imagined worlds have a tendency to subordinate whole groups of people to the overall goals of the society or personal ambitions of the author. How does Cavendish first mark herself off as a member of a historically marginalized group? And then how does she use the discourse of world building OR future promise of impinging worlds to come as a means to redress the inequity she experiences in her real life?

How does the lady arrive in the Blazing World?

Why don’t we see two suns from our world?

How does Cavendish organize and classify the inhabitants of the Blazing World? Does she rely on “scientific” and/or narrative techniques? Can you tell the difference? Implications?

On what sorts of technology do the inhabitants of the Blazing World rely? For example, what role do machines that enhance perspective play? Is technology/science in part responsible for the peaceful lives the characters lead?

Why is Paradise, the seat of the Emperor, safe from all “Foreign Invasions” (20)? Why do the people in Paradise live “in continued Peach and Happiness” (20)? In other words, what adjustments to architecture, language, economics, education, etc. does Cavendish make in her world?

Are there any political elements at odds in this text, i.e. rigid hierarchy and not traditional gender roles? For example, how does the lady become the Empress?

Is the Empress a scientist? How does she benefit from her work in natural philosophy?

Would you want to move to or visit the Blazing World, why/why not?

 

“Object” Blue Print

For full credit, please complete the following:
  • 1. In CAD Software or another design medium of your choice (including hand drawing and then scanning your drawing) create a “blueprint” or visual draft of the 3D object that you plan to create to represent your world. Your “blue print” should give the reader some sense of what to expect in the final version of the object, i.e. dimensions, material, and scale.

    Remember the object you make should be a model of a technological invention in your future world or an “artifact/curiosity” that represents some element of the society you have invented. The object should be small enough to fit inside a shoebox, approx. 4-6″ x 4-6″ 

  • 2. Please also include a 150-300 word general description of your object, i.e. if you are rendering technology from your future world, what does that tech do/what problems does it solve? If you are rendering a curiosity, what portion of your world does that object represent? If you are rendering an artifact, what purpose does that artifact serve?.
  • 3. MLA format if necessary

Citing Images from a Database