T.S. Eliot’s poem ‘The Love Song of J. Alfred Prufrock’ creates a sense of disillusion as one of the central ideas of modernism through the inclusion of it as one of the key themes in this work. Unlike the romantic period that preceded it, the modernist literary movement reflected the feelings of a ‘lost generation’ affected by industrialization and war trauma. As a result, modernist literature often employs cynical or detached worldviews in worried tones. One of the most famous writers of the movement, T.S Eliot, explored modernist themes of disillusionment through his poetry. His poem focuses on the theme of indecisiveness as a symptom of modernization in society. Show Want to receive an original paper on this topic? Just send us a “Write my paper” request. It’s quick and easy! Write my paper T.S Eliot’s “Love Song of J. Alfred Prufrock” is representative of the modernist literary canon through its exploration of the speaker’s personal feelings of anxiety and stagnation.The repetition of questions and refrains in “The Lovesong of J. Alfred Prufrock” is used to express the speaker’s self-doubt and insecurity in a modernized, changing society. The poem primarily focuses on the speaker’s inability to talk to women, and how this relates to his fragile self-esteem as a whole. Throughout the poem, the speaker repeats, “In the room the women come and go Talking of Michelangelo”. This repeated observation of the women coming and going serves as a disruption to the speaker’s hypothetical dialogue with the woman he loves. He is unable to approach women because they intimidate him, especially in a new society where women are more educated and independent. The speaker also uses repetition by questioning himself,” How should I presume?” The question follows his memories of past rejections, wavering his resolve to pursue a woman romantically. He is so paralysed by his insecurity that he cannot even hold a conversation. This repetition is significant because it shows the speaker questioning his place in society, a common theme in modernist writing. Eliot’s poem also incorporates multiple allusions to classic literary works, which are indicative of modernist skepticism of tradition. The references come from varied texts, including the Bible, Dante, Chaucer, and Greek philosophers, but Eliot especially focuses on Shakespeare. In one stanza, the speaker laments “No! I am not Prince Hamlet, nor was meant to be; Am an attendant lord, one that will do to swell a progress, start a scene or two”. Here, the speaker feels a lack of personal agency, and only sees himself as an extension of others; he will only ever be in a supporting role for those who lead. Classical allusions like this are a signature of the modernist writing, where the traditional is used as a framework for contemplating the contemporary. These allusions are meant to show the speaker’s weakness, of what he can never attain. They are not used for glorifying the past, but for questioning the present.In the poem, the speaker’s fear of inadequacy with women is connected to his larger fear of aging and mortality and shows his existential crisis. When trying to gather the courage to pursue his romantic interest, the speaker resigns “I am no prophet – and here’s no great matter; I have seen the moment of my greatness flicker, And I have seen the eternal Footman hold my coat, and snicker, And in short, I was afraid”. The speaker sees his social awkwardness as more than just situational; it is the story of his life, the only thing that defines his character. In every small failed interaction, he feels that his life has no importance, and that any instance of success is fleeting. He imagines Death, the “eternal Footman,” mocking him, just as he imagines women mocking him. Through this imagery, the speaker imagines his failure to win over the woman he loves as the literal death of him. By connecting romantic insecurity with existential insecurity, T.S. Eliot explores both the small- and large-scale implications of modernist thought.In conclusion, modernist literature differed from previous literary movements in its exploration of the internal mind, rather than the external world. Modernist literary works often take the form of stream-of-consciousness, or in the case of “The Love Song of J. Alfred Prufrock” remains a primary example of modernism because of its ability to make the reader connect so personally with the speaker’s internal conflicts, and consequently understand the external conflicts of the early 20th century. "The English novelist Virginia Woolf declared that human nature underwent a fundamental change 'on or about December 1910.' The statement testifies to the modern writer's fervent desire to break with the past, rejecting literary traditions that seemed outmoded and diction that seemed too genteel to suit an era of technological breakthroughs and global violence." —from the EDSITEment-reviewed Academy of American Poets “The Modernist Revolution: Make It New” Modernist poetry often is difficult for students to analyze and understand. A primary reason students feel a bit disoriented when reading a modernist poem is that the speaker himself is uncertain about his or her own ontological bearings. Indeed, the speaker of modernist poems characteristically wrestles with the fundamental question of “self,” often feeling fragmented and alienated from the world around him. In other words, a coherent speaker with a clear sense of himself/herself is hard to find in modernist poetry, often leaving students confused and “lost.” Such ontological feelings of fragmentation and alienation, which often led to a more pessimistic and bleak outlook on life as manifested in representative modernist poems such as T.S. Eliot’s “The Love Song of J. Alfred Prufrock” (1917), were prompted by fundamental and far-reaching historical, social, cultural, and economic changes in the early 1900s. These changes transformed the world from one that seemed ordered and stable to one that felt futile and chaotic. In this lesson, students will explore the role of the individual in the modern world by closely reading and analyzing T.S. Eliot’s “The Love Song of J. Alfred Prufrock.” Guiding QuestionsWhat are several key characteristics of literary modernism? What were the effects of these influential factors? What are several historical, social, and cultural forces that prompted the modernist movement? Learning ObjectivesUnderstand the literary context of modernism. Define and understand in context common poetic devices. Analyze several modernist poems, including T.S. Eliot’s “The Love Song of J. Alfred Prufrock." Evaluate the historical, social, and cultural context of modernism at large.
Subjects & Topic: Reading Writing Curriculum: Introduction to Modernist Poetry Grade: 9-12 Lesson Plan Author:Kellie Tabor-Hann 11/13/09 Updated by EDSITEment team on 06/25/19 Preparation If you wish students to complete the worksheet at home, hand out the Prufrock Analysis Worksheet for students to complete as they are reading T.S. Eliot’s “The Love Song of J. Alfred Prufrock” in preparation for Lesson Three. Otherwise, make copies for students to complete during in-class individual or group work. |
