Talking about the inability to talk

Al Filreis

Pier Marton’s film Say I’m a Jew is about Marton’s inability to talk about the Holocaust. He is a child of survivors and found that he could not talk articulately at all about it, so he decided to talk about that — his inability to talk about it. And about the inability to talk he could talk about freely.

The film is twenty-eight minutes and can be viewed (in RealVideo format — for which you need a “RealPlayer”) — on Marton’s web site. Look for a link to Say I’m a Jew on the right side of the page.

Here’s what Stephen Feinstein has written about Marton in Witness and Legacy: “Pier Marton is a second-generation artist who has wrestled with problems of his parents’ survival and the impact of contemporary anti-Semitism. This led him to merge the video interview of children of survivors, called Say I’m a Jew, with an installation entitled Jew, set in a cattle car. Being a member of the second generation and experiencing European anti-Semitism in France in the 1950s and 1960s led Marton to the inability to openly express his Jewishness. Drawing from his own experience, Marton was obsessed with the question of how children of the second generation have coped with growing up in Europe after World War II. While attending a convention of second-generation survivors, Marton advertised for individuals willing to tell the story of their European and Jewish identity experiences on camera. Many volunteered. Marton edited bits and pieces of the video together to form an engaging artistic and psychological work. The American-European painter R. J. Kitaj has represented what he terms “diasporism” as a major component in contemporary artistic life. This is a useful concept to explain the works of many artists in this show, who constantly have to deal with a Jewish identity problem in a world that is potentially enticing and supportive and also contains anti-Semitism, denial and insult. Marton's space was made to represent a blend of cattle car, barracks, and a mausoleum. As Marton has written, “Memory can fuse separate locations in an inextricable blend.” Within the installation area were seats where the video played continuously. Those attending the show were encouraged to write their responses on the walls of the entrance and boxcar itself, recalling the memory of how deportees did the same on their way to death camps.”

September 20, 2008

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DIGITAL PEDAGOGY: This was a magazine story published in 2001 about my use of e-media in teaching. “Postmodern poets focused on the process of their poetry, rather than on what the words in their poems actually said. The purpose was to make poetry and language new again. There's no better way to describe Filreis's teaching style. He uses technology to free class time for discussion, which to Filreis is more important than the course material itself. The point is to develop his students' ability to think critically, not to have memorized every last fact about Gertrude Stein. And yet, he said, through that active engagement with the material, students end up remembering more of the content.”

Click on the image.

ASHBERY PERFORMS STEVENS: In October of 1989, John Ashbery went to St. John's the Divine Cathedral in New York to be part of the induction of Wallace Stevens at the Poets' Corner. There was a vespers service and Ashbery read six sections of Stevens's "An Ordinary Evening in New Haven." Imagine that--that poem read at a vespers service! Anyway, I certainly don't know of another recording of Ashbery performing Stevens. Stevens was a fairly bad reader of his own poems. Ashbery is deemed by many to be an indifferent reader of his poems. (I don't agree, but understand the point.) But here, reading Stevens, Ashbery is marvelous. Here is a 7-minute recording of sections 3, 5, 12, 17, 18 and 30 of the Stevens poem that comes closest to real serial writing (seriality at the level of the section, anyway).

THE (ANTI)MODERN PRESIDENT. After looking at an abstract mural at the U.N. then President-elect Eisenhower said, “To be modern you don't have to be nuts.”

THE END OF THE LECTURE & PLANNING TO STAY. As often as I can, I call for the end of the lecture as we know it. I'm pretty serious about this - not often exaggerating on the point. Click here for one of many forays into the topic. Once you're there, click on the "end of the lecture" tag for still more. My thoughts on institutional politics and the arts were presented in a manifesto called "Planning to Stay" (published as a pamphlet by No Press); the text of that talk is available here.

KELLY WRITERS HOUSEPhiladelphia's PBS affiliate, WHYY-12, produces a TV show that in each episode features four centers for the arts and creativity in the Philadelphia region. For its winter 2010-11 program, the show devoted 15 minutes to the Kelly Writers House in a segment called “The Creative Campus.” To watch the video, click on the image above.

REPRESENTATIONS OF THE HOLOCAUSTI dislike Spielberg’s Schindler’s List intensely. It's a film, I think, that is very friendly toward sovereignty. For more on this minority view, click on the image above. I teach a course at Penn on representations of the Holocaust in literature and film every other fall semester.

In 2003 I founded and continue to direct the Center for Programs in Contemporary Writing at the University of Pennsylvania. CPCW brought together the university's writing programs and projects: Critical Writing, Creative Writing, the Kelly Writers House, PennSound, RealArts@PENN, Writers Without Borders, Creative Ventures, Jacket2, and more. For information and links to each of these projects, click on the logo above.