Showing posts with label Essay. Show all posts
Showing posts with label Essay. Show all posts

16 Jul 2017

Fantasy versus Science Fiction

Hello readers!

I have taken a break from my writing on Fallen Love in order to update to you on my latest comings and goings, including my now published essay, Fantasy versus Science Fiction: A Curious Divergence.

You may be aware that I wrote this essay a while back; I did so in order to submit it to a competition run by Issues in Earth Science. I subsequently won that competition—but some edits were requested, and it took a wee while until the essay was finally published (along with me receiving the money!)

Anyway, it’s here now: Fantasy versus Science Fiction

If you have any questions, comments, arguments, whatever—just put them in the comments section below. I always appreciate a bit of healthy intellectual debate.

In other news, I have read and reviewed two books—as usual, you can find them on the Reviews page, though for your convenience, here is the link to the book I enjoyed and the one I hated.

Now, I must return to my work. I will update you with my progress on Fallen Love, along with some photos of my time here in Vatra Dornei, in a few days. Until then!

28 May 2017

A Summer of Words

Good day, readers!

Today, Alex has finally taken the time to write a proper update—although Alex hopes you did enjoy the second guest post by Molly. Quite a number of things have happened since Alex last wrote; therefore, this post will be a longer one. We will have four topics as the subject matter: to begin with, Alex’s university life, followed by all elements of his writing—poems, essays, and of course, Fallen Love.

Without further ado...

A University Experience

The academic year is scheduled as follows: there are two 16-week periods, and two 6-week periods, with breaks in between, and a nearly two month long summer holiday. Alex has completed the first 16- and 6-week period; the second sixteen week period, which he is in now, is almost at an end. Thus, there are six more weeks until the summer holiday.

The next 6 weeks will have Alex study for a course known as “Global Identity”, which—according to former students—is quite a bore. Therefore, Alex has hopes to make significant headway in his writing.

University life has brought many challenges for me (yes, we’re not in third person anymore). Friendship, romance, loneliness—to name a few emotions. On top of that, there have been practical difficulties. Accommodation, bank accounts and bureaucracy were just some of them.

Academically, I have found university to my liking. I have obtained excellent grades so far. Although, of course, it has meant significant work: ten exams, ten substantial essays, and countless smaller assignments. What can I say? I need a proper break.

Two Lovestruck Poems

I have alluded to romantic feelings, and indeed, there has been a special someone whom I have fallen for. They will be known only as “The One Who Shall Not Be Named”.

The poems are called Eromenos (transliterated from the Greek, meaning “beloved”) and the Dove. You may read them below.

Eromenos

The Dove

Essays, and Money

I have won my first paid essay competition! The science publisher, Issues in Earth and Space Science, has accepted my essay for a €50 prize. The title of the work is “Fantasy and Science Fiction: A Curious Divergence”. I won’t release it just yet—but it will be published in short order.

I have not yet decided on what I want to use the money for, although I hope to make a modest donation to charity.

In addition, I have also submitted to another academic publisher—the ERIS Journal for Humanities, run by the VU university—which will release the results this summer. First prize is €350, so wish me luck!

Fallen Love: A Difficult Tale

In addition to all these efforts, there has, of course, been what is perhaps the most important: Fallen Love, my upcoming novel.

Its tale is a long and fraught one. Initially—nearly two years ago, in fact—I began writing the Ark, which was the story I first planned to tell. Alas, that did not work out as expected; I wrote on my experience here. Instead, following a moment of dark inspiration, I chose to write the tale I am now creating.

Efforts so far have not gotten me nearly as far as I would have wished. I wrote 48,000 words; after a fair amount of revision, I am now on 46,000. I expect Part One will come in at under 45,000. After that, I will began writing Part Two—for a grand total somewhere between 80K and 90K words.

Since I have been rather taciturn with regards to the story (I have only posted a blurb on the “Upcoming Books” page) perhaps it is time I let slip a few more details.

Fallen Love is a story set in Dublin, in the year 2620. It is a strange place: Ireland is run by an authoritarian regime known, simply, as the Party. Europe is united in the form of the European Superstate, against the Chinese menace. Dark things walk the Earth—mutants that prey on humans, driven by a passion known only to them.

Mark, a young man belonging to the Fallen—a Class of people with few rights—doesn’t understand why his father abandoned him, nor why he’s fallen for Conall, an arrogant Upperclassman with a love of beautiful things.

Neither of them suspect what lies in store for them. There are barriers that guard their world from the forces of the Dark One; but they grow thinner, and the menace looms larger. Mark will soon discover that his father had every reason to leave...

Finishing Thoughts

I am a busy man, as you can see. My work takes on many forms—be it academic essays, romantic poems, or evocative novels. My only command is that you stay and listen. There is more yet to come... though not this week. There is one more exam yet to go!

2 May 2017

May Day (Or was that yesterday?)

Hello readers!

Alas, I have not been able to keep the Magical Realm up-to-date with the latest developments; you can blame it on my university work (papers, and exams!), as well as my work on Fallen Love and Red Pers. Still: no time for excuses. Today my update will be brief, but hopefully informative.

Progress on Fallen Love

Alas things have been going slowly. I have a large number of ideas for revision, and not nearly enough time, it would seem, to get down to writing them. To recapitulate: part one is complete, and I am currently halfway through revising it. I am changing the tense to present-tense; I am making changes to various scenes; I am adding things; I am subtracting things; and generally I am obsessing over things.

Red Pers

My journalism has been more productive. I have edited two articles: Shambhavi’s on the Turkish referendum and Saga’s article which will be published on the website Wednesday. I shall be writing an article of my own soon, though this week I have had an exam with another coming on Thursday; time is in short supply.

Essays

Finally, I have a confession to make: I have been very busy writing essays for paid competitions. I have submitted to ERIS, a humanities journal; and to IES, a website dedicated to space science. I cannot release my essays just yet... but I am confident they will win. Do keep an eye out for the announcement.

Life in General

I will finish this blog post with a few general notes on my life in other areas. I have visited my parents in Glasgow, and will soon release the photos I took therein. I have also been reading—writers are, after all, profligate readers—and once more I will remind you that my reviews can be found in the “Reviews” tab up top.

Very well. Time waits for no one; I shall be back with more updates, but until then, keep following!

13 Sept 2015

Special: On Refugees

Hail readers! As a departure from my usual musings on poetry and other literary endeavours, I have today a special post on the refugee crisis. Being, indeed, special, this post—and all future works like it—will be prefaced ‘Special’ (funnily enough). Such technicalities aside, let’s get down to the difficult questions: what is the refugee crisis, why is there a refugee crisis, and what can and should we do about it?

The What

The refugee crisis is a term coined for the current situation in Syria (primarily) and the resultant impact on Europe.

To elaborate: Syria, at present, is suffering from a severe civil war. The incumbent Head of State, Bashar al Assad, is a hereditary dictator masquerading lackadaisically as an elected president; his regime is an authoritarian one, having pursued military action on largely peaceful ‘Arab Spring’ protesters. On top of this, he has instigated the murder—and tortue—of 11,000 people in detention centres reminiscent of Auschwitz.

The UN has even implicated Assad personally in war-crimes 1, and he is currently due for prosecution by the International Criminal Court 2.

In essence, the first cause of the Syrian civil war—and the resultant refugee influx—lies with Assad.

It is worth noting that the Assads have been ruling Syria since 1971, following a coup d’état. Though this history is not directly relevant to the situation at present, it is worth knowing. Syria was actually established as a French colony—bearing no national identity to its citizens—in the 1920s, with the consent of Britain. 3 Initially a feudal state, it was later replaced by a class-ridden rentier society, whereby two percent of the population received 50% of the income.

In 1946, Syria became an independent state. However, things had not changed; indeed, they worsened in 1948 following a war with Israel. Thereafter, military dictatorship became the norm.

Eventually this was forcibly replaced by a military committee of discontented peasants, nationalists (Syria was created arbitrarily without national identity) and a movement comprising radical socalists and pan-Islamists called Ba’athism.

As you can see, Syria’s history is long, complex, and—to put it bluntly—disastrous. We can point the finger at Britain and France, of course, but that was decades ago. The fault of the conflict now lies clearly with Assad.

‘Alex! But what about the refugees?’ you ask. And this is where the situation worsens once more. Aside from a bloody civil war between (understandably) angry rebels and a ruthless dictator—a conflict which has already involved several uses of chemical weapons, with death tolls in the thousands 4—there is one more fire in the pan: Isis.

This particular entity needs little introduction. Composed of murderous, raping, Islamic fundamentalists, it has made quite a name (or is it names?) for itself, what with beheading journalists and enslaving Yazidi girls into sex slavery. This particular unsavoury group has activities in both Iraq and Syria.

The situation is complicated by the fact that Isis is being opposed not only by the Iraqi army, and by Kurds, but also by Assad himself. Of course, Assad isn’t doing it for humanitarian reasons (ha!)—no: Isis is a major threat to his power (being determined to create its own caliphate) and is therefore being resisted.

Anyway: let’s leave such deliberations aside and get back to the problem of the refugees.

Refugees, Refugees...

The Syrians are fleeing their country for obvious reasons. On the one hand, Assad is busily torturing and killing dissidents; on the other, there’s a dangerous civil war going on. And to top it all off, Isis is also in the fray, busily pillaging and killing away.

It should be mentioned that the Syrians aren’t the only ones fleeing. In addition to their 9 million 5—a million of which are in the tiny country of Lebanon, with many more in Turkey and other neighbouring countries—there are also Libyans fleeing a failed state, various victims of Egypt’s wonderful rulers, and several disaster zones in the Congo, in Somalia, and in much of Africa.

Whatever to Do?

Several solutions and workarounds have been proposed. Firstly among these is accepting more refugees; a noble quest, but there are questions to be addressed.

Britain—nor any other country—cannot and should not support a large group of dependent, non-working people. It would be a substantial drain on our already damaged and inequality-ridden economy. And besides: none of us were in power when colonialism was about; we share no culpability for this.

However, this is not to say that we shouldn’t let the refugees in. No. My suggestion is a simple one: let the refugees work. Abandon arbitrary and tedious conditions on asylum; and let them be productive members of society. Because, whichever way you look at it, the situation in Syria is not going to get better anytime soon. Might as well enjoy the popcorn.

There are other concerns with these refugees. Some have expressed worries that they will be like some of our Muslim citizens—i.e. dangerous, fundamentalist, and batshit crazy. We can already see those ‘British’ Muslims getting plane tickets to join Isis.

But there’s a problem with this argument: the vast majority of these people were persecuted by Isis, and have every reason not to engage in that type of behaviour. And if they did fancy joining Isis, chances are they would have done so already. Also, to be blunt, if they are that way inclined—deport them! Let them sow the fruits of their harvest.

But let’s not get carried away by these fears. The vast majority of these refugees are impoverished, traumatised, and desperate. They are people just like you and me—people with dreams, with hopes, with ambitions. People who lost their children in a gas attack; people who faced being shot, bombed and beheaded as part of their daily lives. Do we really want to abandon them to the mercy of Assad?

But What About Assad and Cronies?

There is an important argument to be had here. We can take on 20,000 refugees, or a hundred thousand, or—like Germany—we can take on 1% of our population: 600,000.

And with a convincing pan-European plan, we might get a few million refugees safe.

But there are millions more living in a destitute Lebanon; millions more still waiting to escape Syria. This cannot be a permanent solution. Europe cannot be the lifeboat for the Middle East; we have neither the capabilities nor the culpability to merit such action.

So: what do we do about Syria?

Taking on Isis would be a start. Being a non-state entity, it isn’t subject to the pesky technicalities of international law in quite the same way as a state is. But defeating it is easier said than done: like all guerilla forces, it is tenacious, capable of hiding itself, and thus not defeatable by a bombing campaign or a simple Blitzkrieg operation. It is like a virus.

Isis itself isn’t that powerful—its oil revenues are modest, it has no aircraft or tanks, and its soldiers don’t possess the level of training or armament that a developed nation can bring to bear—but it exists in a region filled with weak governments, civil war, and nations barely capable of providing for their citizenry (let alone creating the Wermacht).

But this leads to a possible solution. Can we not help the Iraqi government, the Kurds, and the Turks to take them down? Can we not arm them, train them, and equip them?

The danger is that we may create a situation similar to the Mujahideen. Formerly armed in a similar fashion by the CIA, these Jihadists were initially employed to beat back the Soviets from Afghanistan many years ago. Unfortunately, they went on to create the Taliban, Al-Qaida, and now Isis. Reluctance to engage in anything similar is understandable.

But the Kurds are not the Mujahideen. They have been ruthless at times, as anyone in their position may well need to be; but they fight ultimately to defend themselves, their husbands and wives, and their children from Isis barbarity. They are not ideologues and warlords.

Although I do not profess to be an expert, it seems to me that the situation is not analogous to that of Afghanistan. It is a proposition worth considering.

Aside from that, there are other possibilities. Britain may continue to employ airstrikes and drone attacks—which have some limited effect—but as Tom Watson, the deputy Labour leader, has said: no airborne campaign will succeed in beating Isis without ground support.

Which leads us to another possibility. Can we, and should we, bring in the army? I am not opposed to this on a moral and practical basis. There is no danger of creating another Mujahideen; and it would be substantially more effective than dropping bombs.

Still, it is fraught with problems. A force like Isis will not be defeated in an a year; for it can hide, and it can recruit. As long as there are angry, bloodthirsty fundamentalists and murderers about—well, you may need to keep those troops in there for a while. Maybe for a decade, or so. It will cost money, and lives.

Morally, I am not opposed to a couple thousand soldiers giving up their lives—and a few billion to be spent—if it can save millions from suffering. But I know that my view will be unpopular among many; and there are other, less expensive possibilities to consider.

Jeremy Corbyn, newly elected leader of the Labour party, has proposed cutting off Isis by controlling the Turkish border. While the intent is effective—cutting off Isis supply lines and oil revenues will certainly weaken them—controlling the Turkish border is easier said than done: Turkey’s border spans more than a thousand kilometres between Syria and Iraq, along with Iran. Even if the Turks somehow manage to patrol and control such a border (an improbable feat indeed) it is well known that Iran tacitly supports anything that will weaken its neighbours.

The final problem alluded to previously is one of ideology. There is little doubt that Isis promises of heaven, and virgins, and killing the infidels (and all the rest) finds itself home among a region dominated by fundamentalist Islam. Devotees certainly do find solace in the various scriptures of Islam—that support Jihad and violent action—as well as the precedents set out by Muhammad and centuries of warlords thereafter.

Saying this will no doubt solicit some ire, but is is ultimately true. Richard Dawkins is right to point out that religion is a major part of what is going wrong in the Middle East—as indeed has gone wrong for the last millennia. The statistics are frightening to bear. The entire Islamic world has translated fewer English texts in a thousand years than Spain has in one. 6 Illiterary is rife, particularly among women; and it has been so for thousands of years. Imams and scripture regularly call for and defend the subjugation of women.

There is little point in continuing. All of the Abrahamic religions have long and bloody histories, with long and bloody Bibles. The fact that Isis devotees genuinely believe that killing thousands of innocent people in a suicide attack will send them to heaven is, really, a testament to how violent religion really is.

What Are We to Get from This, Alex?

Dealing with Isis is a complicated matter. Sending in the army would be a good step, but the cost may be too high to bear—and without a broader plan, it is ultimately futile. Isis must be fought along several frontiers: the Kurds must be aided in their fight against them, but cautiously; airstrikes should be continued, but faith must not be placed on them; and borders need to be controlled as best as feasible.

But more than anything, in the long term, the Middle East needs education. Its citizenry must learn of science, of the Enlightenment, of liberal democracy and tolerance. We should support attempts to replace violent dictators—because ultimately, there will never be progress so long as they remain in power.

That’s right: realpolitik has failed. It has failed time and time again. By all means, be careful to avoid creating power vacuums and anarchy; and if you’re not willing to invade and control a country in order to depose a dictator, don’t do it. But don’t be afraid to support forces that desire prosperity and freedom from doing so either.

Wrapping Up

I have discussed at length on this matter. The situation is undoubtedly complicated, and poses many difficulties for Britain and the EU. But there are solutions, both short-term and long term.

In the short term, we need to work with the European Union to adopt a Europe-wide asylum policy. We need to accept our fair share of refugees; and I do mean our fair share—the same as Germany and France. We need to do this not because Europe wants us to, but because it is within the scope of our shared humanity.

It sounds corny, I know, but it’s true. If you’ve a heart, for the love of all that is good—give these people safety. If you lived with the daily threat of gas attack, bombing and beheading; would you be any different?

On a more practical level, the refugees need to work. And the root causes need to be addressed.

Europe cannot be the lifeboat for the Middle East. Instead, the Middle East needs to become a prosperous place: it must became safe, so that millions need not flee for their lives; it must grow economically, for destitution has no place in the 21st century. If you don’t support their wellbeing for their sakes, at least support it for ours; for millions will enter Europe, no matter how many barbed wire fences your erect—nor indeed for how many will drown in the Mediterranean.

Doing so will require destroying the forces of evil, be it Isis or Assad. It will require education, and emancipation for women; for minorities; and from the toxic clutch of religion.

Some may call me fanciful. They will continue with their realpolitik, with their dodgy deals and dictators. And on one level, deals will need to be made—not with the evil, but often with the unsavoury. Politics is a dirty business.

But politics can also bring hope, and vision, into life. And that’s something we’re going to need.

2 Sept 2015

On Writing and the Ark

Hail readers!

Today I bring to you my musings on the Ark. It is proving a difficult endeavour—as any such work ought be, in truth. However, one question in particular poses a special kind of difficulty—that being: in what manner ought the Ark be written? Should it be formal, and (were I unkind in my interpretation) full of flosculations? Or should it be tight, informal... but at the same time, lacking in eloquence and vivid description?

The question may be phrased in a different way: should it be mainstream, or literary?

Mainstream, Literary... or Both?

It seems I have fallen fowl to the apparent dilemma plaguing many a writer. On the one hand, I wish to write beautiful prose, and words of elegance and wit; on the other, I worry that I am too formal, too complex in my vocabulary and manner of expression. I worry that I am too dense.

The mainstream writers may say: but Alex! The realm of literary fiction is a small one; and what good are words, if they have no readers? Is is not the reader, who defines the poem?

The literary writers will no doubt reply: but even if your words find solace only among a few; even if you are not blessed with riches and fame and the adulation of the masses... surely it is worth bringing beauty and imagination to those erudite few?

Both arguments are to some degree valid. I, for one, am usually of the former disposition; I do believe that words are best when sampled by the many, not the sanctimonious few. And yet... aesthetic prose, and words written free of any consideration for audience sensibilities, can be powerful.

But to frame the discussion in such terms ignores a fundamental truth: that beautiful tales are formed both by beautiful words and expert execution. The novel is not the poem; it cannot partake in exercises of writerly practice, or of vain exhibitionism. Or in other words—it cannot be written purely for the sake of it. It must convey a story, a message within its lines and sentences.

But nor is a good tale composed merely of anodyne phrasing and lackluster prose. It is the strange nature of writing: it is not merely the what which creates the tale, but also the how.

To be mainstream and to be literary, therefore, is no contradiction. On the contrary: truly good novels possess the qualities of both.

But What of the Ark?

The Ark is in some difficulty as of present; for I now suspect that the language which it employs, and the manner in which it is written, is indeed too much of the literary and not enough of the direct. Here—an example:

For a moment, I’m surprised. Not because I didn’t see him as a poet—he’d have to be to quote Dante in Italian—but because there is something at once so inopportune, and yet so felicitous, about it, that I cannot help but laugh.

Are the latter clauses too keen to employ rare words? Is the expression too stitled, too formal; too High English, even for poetic Casey—a sixteen year old boy? There are numerous concerns as to what audience would be interested in both the premise and the manner of writing; and questions too, concerning the aspect of believability.

And yet, such questions aside, it must always be remembered that bad words may be taken away; but that good words cannot be invented by the editorial mind. Also, the Ark is no ordinary tale; and its characters are not ordinary teenagers. There is nothing ordinary about the brilliant. No great tale ever became great by being average.

So what are we to take from this? Perhaps some of these phrasings will be altered; some words replaced with simpler equivalents. But nor is this to say that the words of the Ark, and the tale brought by its words, need careful manipulation by cynical purveyors of finance.

A tale is a tale is a tale—to paraphrase Gertrude Stein—and it must be written both for greatness and for readability. The two are not contradictory, and neither can one come at the expense of the other; true brilliance lies in both.

24 Jun 2015

Poem: Jörmunísskast

‘Alex!’ you cry; ‘wherever have you been? And don’t you owe us a poem?’ you enquire. Well, dear reader: you are indeed correct. Though my blogging has been less than impressive so far—blame the writing of personal statements—I do nevertheless have a poem in store for you. ’Tis known as Jörmunísskast (literally ‘Great Ice Castle’ in Norse) or Aslaug the Banished.

It may be helpful to know some of the underlying context behind this, however, before you go jumping in. Aslaug is in mythology proper a noble princess raised by peasants; I, however, have taken liberty to name Aslaug a daughter of Loki, and a former idol of man. Being displeased of her power, Odin banished her to Niflheim—the land of ice.

Aslaug, of course, was less than pleased with this development; and so she schemes, in her grand ice castle, of how she may contrive to grasp her former power.

As befits a dark goddess, Aslaug is a bitter old soul. She harkens to the days of old, when men bowed to her might, and she was great; and she holds her new protégées—the creatures of the Ice: Frost Giants, sea serpents, great bear-like beasts—in contempt. Jörmunísskast, on the other hand, is forged of her own power. It is a testament to her invincible power; to her rule, over her dark, cold realm.

In any case; I’ve given you enough on the way of background. If you are unfamiliar with the better known tenets of Norse mythology, Thor and Loki are the gods of thunder and wickedness (respectively) and have been at each other’s throats since time-immemorial. Hrothgar is a clement King described in the Beowulf saga; Midgardr is the ‘middle world,’—the human realm; and the serpent is Jörmungandr, a massive sea serpent that encircles Midgardr, and a child of Loki. Now, feel free to take a look…

Jörmunísskast, or Aslaug the Banished

Jörmunísskast, how great are thee!
O’er fallen cries of great white beasts
You stand tall; and even Winter’s
Inclement caress
Can but grace those
Gleaming icen walls.

You call Jörmunnordr—the
Great North—your timeless foe;
And yet, as you stand proud;
As you hold defiant, to savage Viking cry
And mighty Godly bellow
You call Jörmunnordr, brother.

Neither invaders’ grand desire
Nor death’s timeless machinations
Can defeat the regents of the Ice.
Your graceful, arrogant towers
Reach, with foolish hand, to Asgard’s
Fickle realm.

Of Niflheim, you are; and in
Your everlasting purlieu, your land
Of ice and star; your Queen,
Aslaug
Grows restless, in audacious
Treachery.

Like Thor and Loki,
You, Jörmunísskast, are but damned
To battle eternal; for she,
Man’s bitter love past
Shall forever lust for that
Forbidden fruit.

‘Let man tremble against the powers of the ice,’ says she;
The capricious beast!
‘Let him wonder, as he enjoys ephemeral fire,
‘Of what patient foe lurks deep in northern Hinterland.’
’Tis true, her word: for man knows
The fickle heart of that capricious god.

When the Frost Giant’s breath shall blow far;
When darkness shall covet stars
Aslaug’s dreams shall find solace.
In her throne—a sculpted totem
Of Winter’s incipient fury—she smiles
Eyes gleaming, cold blue.

Like Hrothgar’s magnanimous caricature
She walks, form posed in lethal grace;
Ice follows faithfully, and the Cold Ones
Await her bloody promise.
‘Rise! Rise, creatures of the ice,’ she calls.

Her hand aloft, her sword alight
She calls to Jormunisskast:
‘Stand with me, great ice castle;
Stand, and let our enemies
Know Winter’s age-old wraith.’
So says man’s former Queen.

In Midgardr, the serpent coils
And the gates are torn asunder.

I shall also take the liberty to draw your attention to a few of the particulars. Take:

Neither invaders’ grand desire
Nor death’s timeless machinations
Can defeat the regents of the Ice.
Your graceful, arrogant towers
Reach, with foolish hand, to Asgard’s
Fickle realm.

The first few lines concern themselves with our castle’s impressive record: it has repelled Aslaug’s enemies in Asgard (the realm of the Gods), and it has even defeated the dauðr—undead beings of the ice, and former denizens of Niflheim.

The lines thereafter, however, are interesting in that they pay homage to a Christian myth: the Tower of Babel. Aslaug, the former God, still desires a place at Odin’s side; and, fittingly, her pride is what ultimately resulted in her losing it.

Let us also take a look at Jörmunnordr—the Great North. In some ways, it is Jörmunísskast’s enemy; or, implicitly, Aslaug’s foe. After all: Aslaug despises its denizens, and Jörmunnordr is a wall against her former worlds.

And yet, the two are like rival brothers. They seem to possess great dislike of one another; and yet, nevertheless, they share a fraternal bond—a brotherly camaraderie forged of common enemies and desires. There is also a literal aspect to this: the ice castle is designed both to hold the Great North’s elements at bay, and to guard Aslaug from her enemies. The former leads the two to enmity, while the latter is a gift they share.

Very well. I have discussed this little side-poem in detail; now I must concern myself with essays, more poems for the Fallen Saga, and of course: the Ark. With regards to the latter, I shall present to you two things: firstly, the ‘Upcoming’ page, which has been requested; secondly, I shall plan and begin the Ark.

Until then—may the stars be with you.

18 Jun 2015

A Review

Hail readers!

As promised, here is my review of Epiphanies Whilst High out of One’s Mind by HT Yim. Courtesy goes to Sage (my eminent blog tour host) for sending me a review copy, and of course: to Hayoung Yim, for indulging in this whole charade.

This review will also be up on my Reviews page (of course) and will soon be released on Goodreads and Amazon.

‘Alex!’ you cry; ‘surely you have not forgotten that you are a writer, as opposed to some high-brow, tedious critic?’ you may enquire. Rest assured that I have not forgotten; rather, I aim to provide you, firstly, with a taste of my writing in other endeavours; and secondly, to fulfil my duties as a blog tour host.

Rest assured also that I am fully engaged with my usual literary enterprises: I have another essay cooking (did anyone say Marxism?), a poem—likely one not part of the Fallen Saga—and of course, the Ark is coming soon.

Until then, you might as well take a look at this charming insight into the ever-contentious drug.

Epiphanies Whilst High out of One’s Mind: A Review

Disclaimer: I was provided a free review copy by Sage’s Blog Tours; I was not compensated for this review, and write this in the full capacity of an impartial reviewer.

Epiphanies whilst High (as I shall name for the sake of brevity) is in many regards an aptly named memoir: the author details her personal experiences with the dubious substance—giving fascinating detail both on the pleasant and unsavoury aspects of the drug—as well as, curiously enough, the epiphanies that she experienced whilst under its influence.

Nevertheless, I feel this limits the scope and efficacy of this work; for although personal experience can be valuable—there is something more human to introspective prose than what cold reason can hope to bequeath—the essay was nevertheless held back by a lack of detailed analysis. There was no mention of why marijuana was different from, say, alcohol; and by this I mean not in the sense of the drugs’ effects (in fact that was elucidated on handsomely) but rather: why is one permissible instead of the other, and why does the author think marijuana should be legal as well?

I also felt the essay could have done well to have included some political philosophy (with which the author clearly was familiar). There was no mention of internal vs external freedom, for example, or why marijuana might impinge on the latter. Nor was there any consideration to the value of freedom per se, and how marijuana use fitted into that.

The author did elaborate on the health effects of pot—she for example personally experienced memory loss—but never did she ask the reader to question whether these are cause enough to ban weed.

I would also have enjoyed some jurisprudent analysis. It isn’t illegal to consume alcohol while pregnant, for example, even if it is highly recommended against by doctors[1]; nor is it illegal to purchase substantial amounts of alcohol, or to get drunk (though some limited laws have been passed). If weed were legal, how would these legal issues be addressed? What about those prone to schizophrenia? Or teenagers?

Opprobrium aside, I nonetheless enjoyed Epiphanies. For one, it was genuinely humorous; Yim has a talent for injecting seemingly ordinary situations with just a slice or two of craziness (and I don’t mean that in a literary sense).

For two, Epiphanies is written in a curiously descriptive—even novelistic—style, that works well to pique the interest of the reader. One feels more inclined to describe Epiphanies as a new adult romance, as opposed to a dry political essay. Were I not so punctilious a soul, however, I might not comment on the author’s literary failings. Yim has a tendency to begin most of her scenes with pathetic fallacy; and initially, this works well; but soon, it grows a little tedious.

That said, Yim’s skill as a writer isn’t in doubt: she writes in a clear, and sophisticated yet informal manner that allows one to both easily absorb the content of her words, and to enjoy Epiphanies as a memoir. In this regard, I will pose no criticism. What I will comment on: some of her eponymous epiphanies.

Some are quite fascinating. She ascribes the feeling of an uncertain relationship to be much like deciding on bus routes: one is constantly wondering whether they’ve picked the quickest bus route—and if the buses tend to run slowly, one wonders whether it is better to leave one bus and try another. Though simplistic, this is a fitting analogy for how lovers feel when a relationship doesn’t seem to be working.

Others are interesting, though a little tenuous. For example: she likens the way horsemen in RR Martin’s Game of Thrones dismount when in a duel, to being somewhat like the chivallric code; the idea being, to implicitly level the playing field. One ought be careful of using fantasy analogies (knights dismount in close combat because horses are more of a liability in that situation, for example) and even more so of accepting simple explanations. That said, there’s nothing outwardly fallacious about Yim’s analogies.

Conclusion

Allow me to summarise my admittedly rambling thoughts on the matter. Epiphanies whilst High our of One’s Mind is, largely, well-written, engaging, and contains some fascinating personal experiences—as well as, of course, plenty of epiphanies. I believe those curious about the drug, or those interested in debating its use and legality, would find Epiphanies while High a strong read. That is, if they read it with the clear understanding that this is not a formal essay.

If you are looking for a formal essay, this isn’t it; though even so, this is a worthy read. And that perhaps best describes Yim’s work.

Rating: 3.5/5

1: Potentially an offence under Offences against the Person Act 1861, though enforced only in extreme circumstances.

This post has been ammended to name the author as Hayoung Yim. Previously, a pseudonym had been used.

27 May 2015

On Education

Hail readers!

I have a most unusual proposition in store for you today: one not only concerning education (at which, as you are doubt familiar, I am most adroit) but also one of collaboration. That’s right; there’s a guest with us today, and he goes by the name Oli.

In any case, I feel I ought introduce him. His full name is Oliver Woolley, and I guess you could call him a friend, or perhaps ‘unfortunate acquaintance’. Yes; that would be rather more fitting, I believe. But, anyway: we studied at the same inclement school—he in the Sixth Form; I lower down—until he left for university. I do believe he intends to study philosophy. This, as you can guess, is quite unfortunate for him; nevertheless, he considers it more… intellectually stimulating, than literature.

Which brings me onto our pet secret: both of us are writers. You can just see what a troublesome pair we make, can’t you?

I tend to refer to myself as an occasional writer. I prefer reading and talking about a topic to writing about it, and honestly I often struggle to iterate the complexities of an issue within linguistic bounds, let alone write them down. I’m often stuck in a state of what linguists and psychologists refer to as ‘mentalese’—thoughts or ideas that form without words with which one can describe them. This has lead me to write poetry more than articles, and indeed to study philosophy—the love of knowledge. (Shut it, Stargazer!)

Monsieur Stargazer: for the record, Oli is referring to ‘philos’ (friend; from GREEK) and ‘sophia’ (knowledge) in that little etymology lesson.

In a roundabout way, allow me to use this as in introduction to our topic of education: for me, complexity is key to the issue. The world, the universe, existence itself—and everything we may try to learn about it—is incredibly complicated. There’s just so much to it, so much of it. So many relationships to understand, forces to calculate. Horizons to observe and progress towards.

We as a species have developed the ability to express ideas through language; translating mentalese, in this particular case, to English. We can not only define a horizon, but describe it in greens and reds, as rolling hills or cityscape, as an ever-distant hue of beginnings and ends, or the edge of the world. Even more abstractly, as a frontier of knowledge itself. And through words, we can teach and learn about horizons. Because there is much more to a horizon than the word alone.

This is education: teaching, sharing information and, more crucially, sharing an understanding of the world around us. It is a beautiful, wonderful, complicated thing. So why are we getting it so wrong?

The Purpose of Education

To discuss the topic of education in any meaningful manner, one must first understand the very purpose of such an endeavour. And, believe it or not, this is a topic debated. Some propose—as my friend so eloquently does—that education is the act of inculcating knowledge, from wiser folk to younger prodigy. Others yet propose education to be a question of… economics. Specifically: that education is meant to prepare the young for the world of work, and to transfer to them skills imperative in their financial success.

The more sceptical among us may take issue with such an economical approach to education; it degrades knowledge to a matter of mere supply and demand. Teach a man to fish only if we need fishermen, or he won’t make money and we don’t have a use for him. Perhaps more worryingly, we may say in the current climate ‘he won’t make money and therefore we don’t have a use for him.’

I believe it important to possess a fundamental grounding in economics in order to discuss issues that concern it. The question of supply and demand is somewhat more subtle than the simplistic need and money, as Oli makes clear. Supply and demand is more connected to the concept of allocative efficiency. Specifically, the idea is that ‘demand’ is merely consumer desire. Neoclassical economists believe economic agents (that is to say, you and I) act according to their needs and desires in such a manner that they are able to maximise their utility for given resources. Wiser economists are more aware both of the inherent complexity of the current economic system (do you really believe you’ll select the exact combination that grants you the greatest utility from a supermarket offering millions?) and of the fickle nature of consumerism (e.g.: Apple zealots).

Oli’s point on fisherman making money is extremely important: for the fisherman’s labour does indeed produce utility—in the form of fish. However, current economies don’t use labour and utility as tradable quantities; rather, they use a proxy, in the form of money. Fisherman do not earn a great deal of money, not because their efforts are in vain, but because the nature of the market (and the body of consumers that effectively runs it) leads consumers to devalue and disconsider the fisherman’s fruit.

It may be worth mentioning at this stage that the economic argument tends to negate any notion of our fisherman wanting to fish. Or, in a less clearly fruitful pursuit, he may wish to create art. But if his education has focused on financial viability, it seems he’s even less likely to paint than he is to fish. He may end up unhappy in his financially lucrative career, or lack motivation to work at all if he cannot do what loves: fishing or painting.

My point being, however, that the nature of the market is ephemeral; temporary; the antonym of immutability. It is dangerously naive to believe that a skill not in demand now will not be so in the future; or that, even, future economies will demand skills hitherto unknown to the present day. Programming is one such example.

So, if education even in the economic sense must be considered carefully, what do we say of preparing the young for the world of work in general?

It is my belief that education is not a process that ought fundamentally attempt to meet the desires of the market; but nor is this to say that it can be divorced from it. The fundamental skills of any examined life (the only life worth living, to quote that ancient philosopher)—writing, logic, critical thinking and what have you—are the foundations by which any satisfied individual relies on. Such skills as coding, or writing fiction, or engineering cars; these rely on such skills as much as, say, philosophy.

My key point is that these are the virtues that a successful education system needs impel. Specific skills—such as engineering—cannot be ignored however. These particular skills, though, are damned by their virtue: they are specific enough to possess direct application, but also specific enough to be left obsolete, like the Luddites of old.

The question regarding economics, ultimately, is to some degree one of choice. Education must never attempt to machine its charges into productive workers, but nor must it ignore their needs in the field of work.

So, we’ve established that on a pragmatic level education must reflect not only the current job market, but attempt to meet the needs of the future as well. To some extent this can be an organic process of incorporating modern interests and advances which youth are often a part of. But this is limited by the scope of the visionaries who have control of the educational system, who are sadly often neither educators nor economists. On top of all this, there’s the troublesome issue of agency itself; we’ve already acknowledged that agents are unlikely to select greatest utility for even themselves, so asking each youthful agent (read: naive student) who we are trying to educate to consider the needs of society as a whole seems unfair, ludicrous even. But of course, there must be a limit to the removal of agency, and we cannot force STEM subjects upon everyone who does not want them.

All these issues aside, one thing is clear: there are certain virtues—the ability to think clearly; to analyse accurately; to research, and to consider evidence; to be conscientious thinkers—that are the staple of any successful system. And if we cannot do this… all else will, to some degree, be useless.

In essence—if we can give them the very basic tools of learning from the world and making useful sense of it, at the very least, they’ll be good at whatever they may choose to do. Indeed, one could say that a working populace who excel in their chosen fields would be more useful to society than abundant mediocrity in STEM subjects. A good fisherman compared to a bad engineer, if you will. I bet the fisherman is happier, too.

Ultimately, the purpose of education can be interpreted as either to manufacture students and workers as a machine of utility, or to simply educate them in a sense of achieving worldliness, wholeness, akin to the Aristotlean concept of Eudaimonia (literally: ‘flourishing’; to become ‘virtuous’ in the sense of appropriate action). This brings us back to Socrates’ ‘examined life’ and an idea of ‘education qua education’, or rather, learning for the sake of learning. The education system needs to strike a balance between the two interpretations. I think we’re somewhat in favour of the latter.

The Powers that Be

The purpose of education aside (I believe we have reached a reasonable consensus) there are other matters that concern education. Such as: leadership.

The exam boards are a particularly British peculiarity. Whereas most other nations have marking undertaken by the school (though the curricular may be made by an agency) the UK differs in that the entire process of marking is done by a centralised, and—more worryingly—virtually unaccountable exam board.

Let’s take a real-life example. A few years back, (2010 to be precise) the Edexcel board had a conundrum: their science paper and marking system had resulted in vastly lower grades than average. B grade students ended up with Cs—and Ds. A grade students got Bs, A* students got Bs; tears were shed; anger unleashed.

Their solution? Cut down the grade boundaries by an average 20%. This had the wonderful effect of leaving students that got just 60% of the paper right… with an A.

This not only shows the UK system to be dangerously dysfunctional, but also disconcertingly arbitrary. What decides an A or a B? Why do boundaries vary by subject; by paper; by year? Is there some sort of reasonable objective standard by which we are judged… or are we merely separated into strata for the purposes of employment, class, and future?

In fact, one exam board is so dysfunctional that it produces two versions of its own paper and mark scheme every year. I am of course talking about AQA, with their ‘A’ and ‘B’ papers reminiscent of the two earlier exam boards of the north and south who combined for no discernible purpose other than to continue to disagree (but, like the couple from Modern Family, refuse to get a divorce). I believe they’re under strict instructions to get their act together, but the damage has already been done; equivalent qualifications in equivalent subjects from the same exam board have produced differing papers—if that isn’t an arbitrary goal post, I don’t know what is.

What concerns me is not merely the board’s incompetence; rather, the boards seem to operate under a very different axiom to both the majority of the pupils’ and teachers’ expectations. Most of the students, teachers—and the rest of the world—regard ‘doing well’ in education to be a question of… doing well. That is to say: understanding the subject matter; knowing the basics; applying one’s knowledge; and perhaps even bringing something new to the subject.

To the exam boards, ‘doing well’ has no objective meaning. To them, possessing a superficial understanding whilst regurgitating some facts (for example) is ‘doing well’ provided that you manage to superficially understand a tiny bit more than your peers. It is not so much a matter of being capable, as it is being in the top decile. This also conveniently allows them and the government to dictate what grades will be achieved year on year; for they can easily decide that instead of awarding an A, to, say, 20% of candidates—they’ll award it to 10%. If our former education secretary wanted grades to drop—definite proof of ‘toughening up’ the exams, or declining standards in schools (whichever best fits your narrative)—he would merely need to regulate the exam boards.

What the students actually learn is quite irrelevant to this process.

And this is where the teachers and students most disagree with the exam boards and government on education. Because, we say to them, education ought to be about learning. Former education secretary Michael Gove very publicly disagreed with this, instead focusing his policy on ‘toughening up’ of exams, removal of coursework, restructuring of A levels into more focused events of unnecessary stress (by removing January exams). And the story continues as the current government wants to abolish AS exams, talks of introducing SAT style papers as early as six months into the education system, and whittles away at coursework until only exams remain. Throughout all these changes and proposals, teachers and students alike have complained, rallied, reasoned with the powers that be, to let them know that they are missing the point of the system entirely.

But it is to no avail—whilst the narrative of a ‘competitive’ system can be woven from the grades and figures which Alex already proved arbitrary, they’ll listen to neither sense nor sensibility. Never mind that self harm, mental illness and stress-induced anxiety are on the rise in our youth. Never mind that children leave school clueless about how to vote or who to vote for; how to pay taxes or why they pay taxes; how to cook; how to perform basic first aid; how to conduct their own behaviour in public, in interviews, in professional positions; how to apply for a job or write a CV; how to cope with the stress of all of the above, or how to value themselves based on anything other than the grades they were given.

Yes—the system is failing them. But it is a fundamental issue with the structure of the system, not the minutiae of the courses our students are taking. It is the exam boards, the exam environments, the fact that they have to be taught exam technique separately in order to be recognised for their ability in a subject. The fact that their coursework efforts, whilst more stimulating and a more realistic representation of the world of work (as well as their own abilities), are considered less worthwhile than their performance on one particular paper on one particular day.

Britain could learn from countries such as France, where philosophy and politics are taught within the national curriculum. Students are resultantly more aware of their political position, and of how the education system functions as part of society. Perhaps then, when we are told by the education secretary that education is an economic tool to advance our position in the world as a nation, those within education will be heard to say it is a social tool of progressive thinking, and ought not be reduced to a sophists’ auditorium.

Money

Firstly, some numbers. A great many schools in the UK—mine in particular—operate on a budget of around £4000 per student. This allows schools to pay teachers competitive salaries; procure sports and science equipment; and equip their schools with modern tools such as computers and projectors.

What it doesn’t allow? Enough teachers. GCSE classes are understaffed; interested students are not given enough attention to help develop their interests outside the curriculum; and teachers are often subject to long working hours: 50 hours is typical for many, but some work even more than that.

Nor is funding quite adequate for all equipment—as the unfortunate business students discover when they struggle with the sluggish computers in the business department.

In short: yes, the education system needs more money. But this money needs to be spent where it matters. Building shiny new buildings won’t make students learn better; and if renovating and expanding existing buildings is cheaper, well… frivolity at its finest.

An unfortunate truth of the education system in its current state is that shiny new buildings increase both ratings and funding for a school (by increasing student capacity). The idea, of course, is to then be able to use the additional funding to the benefit of students. This is no bad thing in itself—but it perpetuates a system of misplaced funds. Just a microcosm of the larger picture of misplaced goals.

A Few Benevolent Suggestions

I, for one, would recommend the following:

  • That any who are appointed to run an education system know and understand both the crucial tenets of any successful education (the need to inculcate reason, a desire for knowledge, and the skill of the written word) and also the practical requiems, both present and potential;
  • To view the education system not as one designed to attempt to reactively meet the market, but rather, to lead it;
  • To understand that to regard education as some sort of ‘filter’ for candidates is a pernicious idea.
  • And also, to know that a great deal of funding is not necessary; but nor is this to demand unrealistic budgets from schools. Of notable concern also is how one spends the money…
  • Exams can serve a purpose… but coursework, too, can be a realistic and feasible way to assess students.
  • A test must measure a student’s understanding of a subject—not how well they’ve memorised the mark scheme, or their degree of exam technique.
  • If exams are easily passed, assume either that students are good, or that the content itself is too trivial.
  • A note from me: education needs to have the student’s learning as its core interest, not more arbitrary career-oriented targets that treat learning as a means to an end—or serve only to make the education secretary look competent.
  • Note also that the number of ‘C and above’ targets result in teachers teaching to the test in order to scrape out a pass. Learning itself is made even less desirable in the process. The problem of ‘bad schools’ is a deep one, and cannot be fixed by arbitrary target-setting.

Conclusion

We have discussed at length. Perhaps we may have even bored you; apologies if this is the case, dear readers. Though education is not the primary topic of this blog of mine, I believe we have learned some important lessons—for future, for present, and in hindsight.

For all its numerous failures, our education system may at least be commended on what it does right. I do not presume to wonder what would have been had I not been so determinedly taught English, when I was but young; nor whatever would have happened had not generations of good English teachers (and libraries) not brought out this passion in words.

Let us consider that. We may think ourselves independent and impervious, but education is a process that shapes us deep inside; a fundamental feature of our early lives. It would be good if we didn’t screw it up.

Education in Britain has got us this far, and that is no mean feat. But it must continue to move forwards, and be a tool of progress for future generations. We all have something we can thank it for, so give a little back, look to the future, and help to foster a system of support, innovation and enlightenment—not one of solely economic benefit. I therefore fully support Alex’s suggestion of closing sentiment: let’s not screw it up.

If you wish either for me to write more on this topic, or if you have valued my friend’s contributions (and wish for more), contact me; feedback is always welcome. For the record, Oli is on Google+ and has provided an email address: woolleyoli AT gmail DOT com

7 Dec 2014

Hey Ho! I Got Words

Hello faithful followers! I say faithful—you’d have to be, if you’ve managed to get through that ridiculously long lull in the posting. But rest assured: I have good reasons. Here; I’ll tell you, so you don’t stick my head on a pike.

Blog Book Tour (BBT)

With the help of the wonderful Sage at Sage’s Blog Tours, the Necromancer shall find its way to interesting blogs—and interested readers. That’s the plan, anyway. (We all know plans have a tendency to go... in surprising manners.)

I shall be quite busy with this. In addition to providing numerous materia (cover, bios, etc.) I shall be writing answers to interview questions and perhaps even doing some blogging on... other venues. (‘Traitor!’ you call; ‘do not abandon us; for we are not merciful.’)

The tour will last 8 weeks. If things go to plan, that will probably be prolonged. Hopefully I can get some excitement from you lot. Hopefully...

Tests

My lovely school does so love tests. Math tests (several of those—and hard ones too); mechanics tests; physics; philosophy; econ. Rinse and repeat. I have finally realised not to bother giving my all on them. Their true purpose is to identify weaknesses—and urge you to address them.

It’s not a pleasant way to go through education. Not only that, but; the tests themselves have some questions to answer. Heck, the entire damnable education systems need be asked questions! For one, they seem to prioritise memorising the (pedantic, absurd) mark schemes, over, you know—actual learning, passion and talent. And to top it all off: it has the effect of sticking us in a rat race.

As you can see, an essay on education is to be written. But let us move on...

Life

We’ve finally started to get some winter weather. We’ve had frost; we’re hoping for snow. Alas, nature is a fickle beast. She ought not be second guessed.

Additionally, there’s the cliched old being-with-friends excuse which I won’t bother you with.

What About Blogging?

Once the tests are over, I’ll be writing my (perhaps rather annoyed) post on education. And I shall also—surprise!—be releasing some more poetry.

Finally: I’ve made good my promise. Here’s a link to the first chapter of the Deathbringer—the prologue has also been included, in case you haven’t read it.

I am concerned with this sequel. I have... difficulties, with Linaera and Derien’s relationship. Frankly, it was an accident; a chance meeting of chance personalities. Then again—isn’t that how so many love tales begin?

If you’ve any questions or suggestions, feel free to contact me. (Hint: head over to the contact page.)

Read The Deathbringer: A Taster

22 Oct 2014

Poem: Love

Check out my latest poem—Love. The title is pretty self-descriptive; nonetheless, there are some subtleties and additional messages that aren’t.

First of all, take a look.

Like simple, forthright folk (of which I can hardly be said to be one, but hey ho) I shall start with the first stanza:

I have often wondered
If the sea is not merely the gleam
Of emerald hues and lonely blues;
But that in its soulful countenance
Lie the secrets of the earth.

This is actually a pretty simple descriptive paragraph—ostensibly—but it does act as a metaphor for some of the themes. The sea is, of course, an element of nature; and the fact that it reflects is also pertinent. The narrator is seeking meaning in nature. Thing is, nature can be pretty obtuse.

Moving on to stanza two (surprise surprise) we now get:

‘Do you believe in life?’ my lover asks;
‘Do you believe in the plangent cries of merry birds
‘In the fuchsia gleam of awakening suns – and in
‘Hope?
‘Is this real, or but vacuous imaginings?’

As you can see, our poem poses some solipsistic questions. Do we, indeed, know that the world is real? For I, of all people, know the power of the imagination. And yet: the lovers believe in reality. Why?

‘Perhaps,’ he concurs: ‘Perhaps you would imagine
‘Facsimiles and lies
‘With greater power than ought befit ephemeral souls;
‘But you would never capture me.
‘You would never believe the power of my kiss.’

The power of a kiss. Delusion, or enlightenment?

Ponder that, and other questions. The poem raises many. Now, if you’ll excuse me, I have a book to promote...

16 Aug 2014

Why Modern Poetry... Sucks

A contentious title, is it not? But unfortunately, I believe it a true one. Don’t get me wrong: I have nothing against modern poets (I mean, I technically am one) and indeed some—like Carol Ann Duffy, to name my favourite—produce some excellent works.

And yet I cannot deny the fact that, reading most of today’s poetry—be it online, in a few books, or in literary journals—I have the powerful impression that there really aren’t many real poets out there. What gets classed as ‘poetry’ today possesses a certain… vacuousness, that would make poets—even those of a few decades ago—turn in their graves.

I’m not trying to be hyperbolic. Allow me to elaborate…

A Look Into Today’s Poetry

I shall not be naming and shaming; I don’t consider that kosher. Mostly, I shall be using examples created by myself. Take this one:

In my house
The song of radiators
Echoes into television dreams.

Actually, that’s a little too good for what I’m referring to. Let’s try again, this time with a poem by Anonymous:

So I want
To leave
A deep scratch
Of my mind
On the screen
Of the world
And walk along
With all bards
After my death
Hundreds of years
On soiled paths
And metal streets
Without my limbs
Blood and flesh
In haunting houses
And Joyous classes,
Make them feel
My hovering spirit
In emotional moments
In acts and deeds
Soothing souls
And agitated minds.

This actually isn’t bad, in the general standard of things. It’s biggest mistake is in being too long, having overly short lines, and overly bulky stanzas. (Let me paraphrase: it’s god awful hard to read.)

Closer examination, however, reveals a deeper problem. It’s meaningless. It has neither rhyme nor reason; and with that it no longer becomes a work of art—an expression of emotion, a creation of inherent desire—and instead becomes a vapid caricature.

Let’s delve into some specifics:

On soiled paths
And metal streets
Without my limbs
Blood and flesh
In haunting houses
And Joyous classes,

Does the adjective ‘soiled’ have any impact whatsoever on the meaning of the poem? Does it even create imagery? As far as I can see, it doesn’t. Nor, for that matter, does ‘metal’ in streets; for there are no such things, and neither is it metaphorical or used to evoke imagery.

‘Blood and flesh’ literally has no meaning whatsoever. You could remove it, and nothing would change. ‘Haunting houses’? Really? I know alliteration is effective, but this really is very forced. As for ‘Joyous classes’—why the capitalisation, what exactly is ‘Joyous’ supposed to mean in this context, and what type of ‘classes’ are we referring to exactly?

Perhaps Anon is referring to school classrooms? In which case, he is being: a) terribly vague; b) unrealistic; and c) not evoking of the image.

Basically, six entire lines are devoted to nothing at all.

Harsh? Yes: But Not Without Reason

You may think I am being harsh on the author. And indeed, I am: the idea of leaving an indelible mark upon society through art is certainly an interesting and powerful idea.

Trouble is, modern poets seem—on the whole—obsessed with joining words together instead of writing meaningful prose. Turgour is even worse of a problem than it was in the eighteenth century; for now that turgour is devoid of meaning.

And remember: this is actually pretty good for the ones I’ve seen. Most seem to have little relation to anything at all.

The Poet has Killed the Poem

That’s my final message, at the end of it all. There was a time when a poet could bring his work to the masses… and the masses could be expected to listen. They may not have understood everything; but still, the poem would have connected. They would have seen something of their lives, and of themselves. Perhaps they would enjoy life. Perhaps they would reform something of themselves.

At the least, they would feel something.

The killing began with pretentiousness. Poets began writing ever longer and more turgid works. The references to gods became too many and too obscure for the ordinary working class citizen to know or understand. And the structures! Complicated, twisting; difficult to read; harder still to speak.

At least poetry was still read (and enjoyed) by the academics and those of a literary disposition. Now, even writers pay them little attention; and poetry seems mainly to belong to a few niche circles.

This new fall came from the modern era. Poetry is no longer a an art form worth practising: it is now merely a way to express musings. Little snippets of words that just happened to be passing through your mind are now considered serious prose.

At first we stripped poetry of general appeal; then we stripped it of meaning; and now we condemn it to the work of the untalented and poor.

I am giving you two poems of mine to read. They both carry a message—one dramatic, the other subtle. I would submit them to literary magazines, but no one will read them even if they get published. (Which is easier said than done, considering hw pretentious and closed-minded they are.)

I would voice them; but who would listen? The organisations relevant—LGBT rights advocates, reason and science foundations—don’t do poetry. I wonder why. And good luck getting anyone on the street to listen.

Perhaps you, dear reader, are willing to give them look. And maybe you’ll take my message to heart. Don’t pretend they’re any good. Don’t pseudo-analyse and write praise that would seem fake even in an ad.

Repudiate. It’s bullshit, and you know it.

Read The Lover’s Curse—a dramatic fusion of rhyme and hexameter, on false social practice and oppression.

Read God the Sun: a subtle attack on the notion of an omni-benevolent god.

1 Aug 2014

Poem of the Week: The Necromancer

If you read the title and thought: ‘Isn’t the name of his upcoming book?’ then you’d be right. This poem is, indeed, related to my upcoming book; and, unsurprisingly therefore, the Necromancer of which it speaks is the one (and only) Neshvetal.

This is a poem about him. His tragedy. His loss. For he, dear reader, is the saddest of them all.

I think I shall be including the poem in the actual book. I believe it captures the Necromancer’s emotions with total perfection—and that reading it will give you a real view into who he really is.

Here is the link.

Analysis

Let me start, funnily enough, with the beginning. Take:

In a castle
Enmeshed in frozen flakes
Of mountains clear and tall
A Necromancer lyeth thinking.
He sits on the throne of a king forgotten
Of which granite is the only known companion.

Structurally, the poem is a hexameter with lines of increasing length. I like this structure: I feel it reflects the way my imagination works—a spark (a premise) in the beginning, leading to several trees of thought; until, finally, it arrives to some sort of ‘chapter’ (for lack of a better word) in which the next section begins.

The poem also makes heavy use of enjambment—lines unseparated by punctuation, for those of you unfamiliar with literary nomenclature.

This means that the lines flow into one another; a fact which, I believe, is helped by the use of some rhyme and a lot of alliteration. There’s even a bit of assonance, though it rarely occurs.

Now that the structure is out the way, we’ll get onto the story. You’ll have noticed that most of my poems have a strong narrative: I believe this is due to the fact that I am (surprisingly) a logical person with a very linear mind.

Moreover, I think that… I don’t like poems written purely for the sake of words. The best written creations are made in the presence of the best stories, if you ask me.

Neshvetal’s Tale

His eyes
Are the colour of Winter’s
Wind-blown kiss; and his lips
Are firm like unyielding ice, but
Bright, as neon hues. His hair—ruffled
By Northern winds and distant cries of basilisks

—Leaves many an
Autumn’s caress upon
Those who gaze surreptitiously.

I begin with some description. Description in this poem is important: the poem is a most graphical one—that’s how it was created. That’s how most of my poems are formed, actually. I find it strange that I am so unable to convey that through drawing or painting; but so much more easily through words. Perhaps those are not meant to be my calling.

(You’re wishing I would leave the philosophy by the wayside, now aren’t you?)

Regardless, the poem is set in winter; fittingly, therefore, the Necromancer’s eyes are described in terms of such. This incidentally portrays him as a cold character—which he is, ostensibly.

Instead of attempting anything foolish (such as trying to assassinate his lover’s killer) he lay in wait, and so became poisoned by her caricatured memory.

His firm lips reveal his character: a tough one. He did not cry when she died. The alternative—unbeknownst to him—is far worse.

The quote ‘bright as neon hues’ reveals a degree of liveliness to him—but not a natural one.

Also: I hope you’ve noticed my little reference to ‘Leaves many an / Autumn’s caress’.

Some More ‘Interesting’ Quotes

How cruelly
Her life was taken:
By a bitter man with accrued ambition

Now for those of you unfamiliar with us writer’s various odd words, ‘accrued’ means ‘to silently accumulate—especially with regards to finance‘.

Aside from making some nice alliteration, the modifier (that’s the proper term; we don’t use ‘changer’ or even the posh adjective) reveals an aspect of ambition: how very cold, inhuman and… financial it is. (Indeed, how finance is very anti humanist—but that’s an entirely different kettle of fish…)

Life! He thinketh; such foolish tomfoolery!
Only death knows the truest hearts of undying lovers.

The last line reveals what sad parody his love has become. Oh, and did you notice my little archaism? I love archaisms: they make me sound all clever and posh.

(‘Yes, but Alex; you’ve used them inconsistently. And they’re not terribly imaginative.’ Moi: ‘It’s called effect you idiot.’)

Did you even notice the extraneous foolish on tomfoolery? There’s a fancy name for that, but I think I’ll just leave it at ‘it’s cool cos it’s stupid.’

And so love’s evil doppelgänger form
Crowns herself queen of a puppeteer.
The Throne of Puppeteers! How fitting.

Love’s evil doppelgänger form is of course a reference to the madness that plagues him now—a madness that truly invaded him once he became a Lichtr. (That’s the Proto-Zaelic—Old Arachadian—word for Lich, which is forgotten in the time period at which the Necromancer is set. I shall be writing a hopefully succinct intro on the Arachadian language soon, which shall be part of the book.)

(PS: a lich is an undead being; but a conscious, empowered and very much sentient one at that.)

The ‘puppeteers’ is a mockery of Necromancers. They puppet their undead; but like the evil puppets that they are, the undead also puppet him. (Geez, that’s a lot of puppet isn’t it?)

Also, I am making reference to the primary antagonist of the sequel, if I ever get to that.

Oh, and an earlier quote I forgot to mention:

His hands play idly with the toys of tyrants.

The ‘toys of tyrants’ refers to his knife and his spellbook. This is relevant to tyrants because their power is in fear and in political success; their knives are just toys.

His spellbook is less obvious—doesn’t he need it to Raise his undead? Well, he does, but only the more complex ones. And it is the Revenants—the many and the mindless—that form the bulk of his army.

Conclusion

My musings on my poem have been very literary and clinical. The poem, on the other hand, is very emotive. Honestly, I think its meaning is abundantly clear. I am merely drawing your attention to some of the subtleties; there are more, though, so do pay attention.

And I do hope this poem has drawn you in. You don’t think the Necromancer is boring, right? Hello? Are you there?

(Echoes of the uncaring ring emptily, leaving yours truly to work on his book. Thank you for reading.)

26 Jul 2014

Essay: The Essence of a Good Tale

PART I: The Forms of Art

I shall begin by saying that, although this will be an essay, it cannot really be called that; for it shall include elements of art, and—therefore—a more apt description would be ‘philosophical fiction’.

Such semantics aside, the purpose of this essay/tale/enter-what-you-think-is-right-here is not merely to ascertain the purpose of a good tale (contrary to its title); rather, it is to determine what art is, why it is important—and to make some (hopefully) humorous comments on all of it. Let us begin with an anecdote.

(Clearly, I am already committing a faux pas. Mea culpa.)

The Anecdote: Dutch Paintings

Recently, I was in the Netherlands. There, I had the pleasure of examining some of the works displayed in the Groninger Museum (named after the town I was in).

I saw some wonderful things there: abstract forms hinting of nightmare imaginations (ironically); capturings of strange, crazy artists; and landscapes—so many landscapes!

They were vast, awe-inspiring things; and they seemed filled with both the timelesness of nature, and the tenacity of the humans that lay upon them, and the very spirit of Holland: of the tiny, utterly flat country that yet seemed so imposing, and so full of the feats weaved by its inhabitants.

And yet—despite all of the myriad of colours, the range of expressions, and the intangibility of the forms—I felt there was something missing. I felt that it was somehow… incomplete.

One does not think such of paintings. After all: they are our most tangible sense—sight. We can easily tell that the man is decimated by a crushing sadness that pervades into every aspect of his world; and we can quite comfortably recognise the need for a rock in the children’s expression. Everything is clear. And yet so much is missing!

Paintings in Further Detail

Let me use another example: the smiling Dutchman. You can perhaps tell from the warm, brown eyes (bordering a shade of orange) and the strong, leathery hands, wizened by years of exposure; you can perhaps tell that his voice is powerful, and strong—and that he would move in confident, reassuring strides; and that, even, he would smell of freshly cut hay and angrily uprooted tulips and orange carrots.

But you would not really get all that. You wouldn’t get it straight from the artist’s imagination—that strange otherworld that seems to reveal itself only to a chosen few (and rarely then).

You would have to imagine all of these things yourself. Create them, if you like. To truly experience, a painting (or a drawing, or a pastel, or a photo)
requires that you fill in some of the blanks yourself.

In a way, this is a good thing: for the purpose of art—or better put, one of its purposes, for it has many—is to inspire its receiver. And art that requires this emotional and intellectual investment will invariably inspire you more—because it makes you think.

But writing—to take the personal example—does this too. The writer must never attempt to cover every possible minutiae of a scene. And writing can give you those other senses directly; those feelings of loss, and confusion, and fear—or the wonderful euphoria of falling in love.

Likewise, writing can make you feel the deadly caress of the assassin’s blade. It can make you smell death, and taste its bitter aroma. Writing can be everything.

But this comes with a cost.

Investment, Difficulty; Two Foes of an Artist

There is no question of the fact that a painting is immediate. You can instantly see the blackness of malice and the white of puerillity. And this means less work, for you as a viewer; and so a painting can be gazed at by so many more (for we all know that not many take the promise of a large, heavy book easily).

We can argue idealism all day. Why, you say, should a greater art form be confined to less? Heresy!

But this does not take into account the realities. (I shall refrain from discussing the relevance of said ‘realities’, for to do so would drive this off on a tangent.)

The best art is also experienced by the many. It is why a bestseller may be the better art than the niche tale, despite the fact that it uses less of the greater language and may employ some simplifications. While it is true that a more refined, upper-class work of literature may give those equipped to deal with it a greater short-term enjoyment (and inspiration), it does so at the cost of alienating many more.

Moreover, inspiration and enjoyment is also drawn by the reader when they are able to communicate (read: discuss) the work in question with others. Such a feat is much more difficult in the case of the latter. Furthermore, it will relegate such discussion to a small strata of people. There would be less variety, and less understanding.

Allow me to elucidate. Let us assume, briefly, that a story follows the life of the most quintessentially poor man in history. I shall say no more on this; for no more need be said.

A reader from more fortunate echelons may scoff and laugh; but the working woman—whose life revolves around the 9-to-5—would quite easily comprehend the true difficulty of the opprobrium faced by the poor, poor man.

But to go back to the point: writing requires greater Investment from the reader; and this isn’t a good thing.

What’s more, there is always the question of difficulty.

Oh no…

I have no doubt this topic has been debated before. To some of you, it has even been debated ad nauseam.

But perhaps the viewpoint of a writer and hobbyist pianist may be of interest to you.

Writing is hard. You will see this mentioned, but very few outside the literary circle really understand the scale of it.

Pay attention now. What does a writer do when they are writing? (This isn’t about what writing and other art is, though, mind you; but we’ll get to that.)

You cannot write if you do not have something to write about. Firstly, therefore, you must create.

And now understand this: you must create the kernel of the story first. (In much the same way one does for an operating system, to use a rather oblique IT analogy.) What is the plot? What is the premise of all of this? What makes you want to know more?

And who is involved? Why? What motivates these people; what do they cherish—and what terrifies them?

When you begin, you will start with a character and a scene. Thus begins the creation of sense 1: sight. You must describe the tower that your character is looking from, for example.

She lay in a tower—a terrible thing it was: embittering the clouds in envy; deterring any climber with its perfectly sculpted, gleaming bricks (of which no man had made); and imprisoning her.

You must describe her thoughts—and more.

Once, she had been angry; then an all-encompassing loneliness had made its den inside the confines of her mind; and then she had been sad, so sad. She could have made the tower cry, had it not been as lifeless as its master.

Now she was empty. Emptier than the damnable walls that so cruelly immured her.

A husk—but one with a purpose.

To kill the man who put her there.

You must describe touch, and smell, and even taste.

The floor underneath was hard, unyielding, and totally impenetrable. The air lay still; it seemed to mock her, she thought, with that stillness of it. There wasn’t much in the way of smell: rocks lacked that little human feature.

But she could definitely taste the power of the magic that bound her there. It was like drinking acid, bile and poison in one fatal gulp. (But it was not fatal; that would have been merciful.)

It was almost as bad as the taste of meaninglessness that was forever imbued in her mouth. She had no meaning now.

She was shattered.

And she would be the shard that could finally kill him. If only one thing went into place first: the birth of a mage foretold by a mad woman.

Yeah, it wasn’t much to bet on.

The final paragraph leads me to my next point: not only must you imagine all this, but you must transcribe it—you must give it form, through the medium of words, grammar, and punctuation. Indeed, not only is this aspect alone difficult (for children take years to master them to the point that they can produce something intelligible), but it is actually an art in and of its own.

And did I mention plot? Or direction? Or any of the numerous techniques that are employed (subconsciously, it seems to me) by writers in order to really take their prose into the next level?

I admit to not being able to paint or draw much. I can, however, create music. Making a song requires inspiration, technique, and a great deal of effort taken perfecting the song to the point that it becomes what it can be. (Hopefully.)

But song writing feels more raw, and turning it into a conglomerate of sounds is considerably easier for me than writing is. (And I am a much better writer than musician.) And of course, writing also necessitates some revision—quite a lot of it, often times.

Now you’re thinking: ‘Geez, Alex, but shouldn’t you be proud that you’re the toughest kid on the block?’

Well, if only it were that simple…

The Quality of Art

A lot of art isn’t very good. There, I said it. But it’s true: many ideas are never realised. Many books that could have been written, are not. Likewise many paintings go… unpainted, and many songs unsung.

Humans are fallible creatures, and we can’t always do an idea justice. Nor, indeed, are our ideas fit for the big, bad world.

Easy art is good. Easy art means an easier time for the artist (and artists go through much dolour in their quest to become who they are), and it means more art to go around. This is also good. Art brings to us inspiration, emotion and carries with it meaning—detail into which I shall be going into later on.

That said, a difficult art form can forever challenge and develop the burgeoning artist. It is why so many move from the pencil to the brush, and from the marimba to the piano to the violin. (Please appreciate that I am making some simplifications here for the purposes of illustration and brevity.)

Music…

I have thus far made little reference to this popular art form. Which is quite strange, considering my background.

This is because I think music to be a little… different, from other forms of art. Music is not something concrete, and easily tangible—it is, after all, based on a weaker sense. While all art is to some degree intangible (why does one particular shade of vermilion remind one of death, while the other reminds one of lazy days spent basking on the beach?) music is especially so.

This is not to say that being so is a bad thing, or a good thing. It is merely the way in which these artists express themselves.

The beauty in a less tangible art form is that it brings the most unique emotions and inspiration to each particular listener. This is also its curse. While a certain melody may remind one of vast arctic plateaus imbued with the light of the cold, white pearl that is the sun; for another it may remind them of alien electronica playing to the tune of dancing club-goers.

This aspect of music can also present Difficulty for the musician. The musician may be able to apply some of the principles that help music—rhythm, harmony, or even simple intuition—but the true nature of the song will always seem impervious to analysis.

And yet again, this confers an advantage: for if the subtleties and feelings, and meanings, of the song are conferred not through didactic telling—as plagues certain writers and storytellers—but through the true medium of the art itself, then the essence of the song shall be carried, specifics be damned.

Concluding Part I

I have made numerous comments on the forms of art, their difficulty; their weaknesses, and strengths—and on why this is so, and what this means for the art.

The perfect art form would require the smallest amount of Investment and Difficulty while producing the greatest amount of Utility, Emotion, and Inspiration. Clearly, this is impossible: Investment is usually a requirement for all of these three, and likewise Difficulty can enhance the artist themselves—again improving the desired qualities.

There are other concerns for the art forms, naturally: commercial success, let’s take. Once more, the idealistic may espouse the arts in lieu of any financial considerations; but the realities cannot be ignored.

It is possible—though difficult—to make a lot of money with a book or a song. For a painter, however, the tale is different: it is generally easier to gain attention for their work (this being particularly troublesome for writers, but posing problems to musicians also) but to become commercially successful is very much easier said than done.

The problem with much of the visual arts is that they typically pose high financial value only to an elite class of the wealthy—meaning that there is less money available for those artists as a whole, and that what money there is usually gets thrown on an even smaller artist elite.

This is not to say one should condemn said artists. It isn’t their fault, now is it?

No, what I hope this work will do to artists reading is to make them better aware of their strengths and weaknesses. It is a great strength to be able to make someone gasp with wonder at a brilliant painting; for the musician—and especially the writer—more time is required.

It is also a great strength to be able to give viewers a powerful view into your imagination, without requiring a great deal from them; again, this is not the case with writing.

But the power of a painting is so often ephemeral. One becomes used to the curves of the arches, and the strange hue of an insouciant sky; until, eventually, the painting becomes no more than a commodity—a crude fashion accessory.

Getting around this requires some creative business thought. I shall leave you to it, dear reader, if you are so inclined; for I have concerns of my own as a writer, and because only the artists themselves can truly empower themselves.

Also, this section is getting long. There is much to be discussed…

PART II: The Essence of Art

I am reminded of the phrase ars gratia artis. For those of you unacquainted, it means art for the sake of art. And that is part of my view: art is by its own merit a reward; a gain for the one fortunate enough to have completed it.

Of course, gain can mean anything at all. For a deeper understanding, I believe we should examine what art is—then its purpose shall become clear.

So: What is Art?

Is art the precisely engineered camera, capable of revealing the reality behind the world—as per the likes of Aristotle? Is art an illusion?

Or is art an expression of emotion, imagery, tale, sound and scent and taste?

Is art the heightened form of our experiences? Or are those experiences, in a way, beyond what we normally experience—and is that why art is valuable?

So many questions. I am of a clear opinion on this matter, and through my cogent writing (‘Alex, let’s not get too cocky…’) I shall convince you of it.

Art—Not Engineering

I like engineering: I enjoy the challenge brought about by real world situations; I enjoy the difficulties of research, experimentation and calculation; and of course I enjoy perfecting the final solution—and making life that little bit easier.

Art could not be more different for me.

I cannot engineer art. I cannot force it to follow my wishes, or to include things that—from a casual perspective—would improve it.

Because they don’t.

Art is not like an engine, where the problem is clear—and the solution is achievable by logic and fact. Art is not solving a problem. And there is something about it that defies logic: it is emotion and idea and it resonates in a way that cannot be measured by a microphone.

I do not invent a story in the way that I do, let’s say, a tablet: there is no thought of why consumers would like such a device (the story), or why it will have an USP over the rest of the market (rest of the stories), or how I should go about building said tablet.

Art comes to me. I did not come about the idea of a tower that puts the clouds to shame, or a Necromancer whose plight is so powerful I cannot deny it, or a about a ship that could save two lovers from extinction—I did not come about it by analysing markets.

Perhaps some of them are, to a degree, reflections of other art. Towers are a common sight in mediaeval tales; and there is a lot of work done on zombies, for example.

And yet, every story is unique. Clearly, we are not regurgitating the work of others. (Which would in itself be a logical fallacy—where did those artists get such a wealth of different ideas?)

I still think some art is inspired by and altered in the presence of other art—and that’s not a bad thing. A populated subconscious means ideas can grow, and meld with other ideas; the power of both can be combined.

The word subconcious is key here. I did not smash these ideas together consciously; instead they formed together, naturally, the way birds and bison collaborate after being together for a great deal of time.

And remember: the subconscious never sleeps…

The greatest proof of this, I think, is not from the art—but from the artists. If you were to put Aristotle to try and create a novel, what would you get? Even if he were to learn every writing technique known to man, and toil away at it for hours on end; his work would still seem to lack alacrity, and soul.

It would be nothing more than empty words.

Okay, Al; But What Is Art?

I must admit to not being of clear opinion. It is difficult to make an analysis on the nature of art: for art is something unique to each artist, and even unique to many of those who experience it.

I shall, therefore, contain my analysis to the things experienced by myself. References to the aforementioned shall only be made when they are suitably clear.

For me, art is… an experience.

It seems vague, but the word is the best one available in the forever limited vocabulary of language.

I suppose I could say that art is the culmination of feeling, thought and imagination amalgamated into artistic form.

I believe imagination is most important here. When writing, I have always felt there was something more to things—the glimpse of a deeper reality becomes visible when producing art.

Perhaps an example would better elucidate my thus far vague assertions.

Let us take my aforementioned excerpt: the woman in the tower. For some reason, many people would find her plight of great importance—they would wish for her escape almost as surely as she would herself; and, moreover, their hatred of the captor would be powerful, despite never having met the man.

There is a certain amount of emotion related to this. It is emotion that makes bestsellers, bestsellers; and likewise it is emotion that reaches out to grab the hearts of art admirers, and it is an emotion that makes a tune’s last echoes reverberate forever in our memories.

So there you go. Art is emotion.

But it is also an unusually powerful form of emotion—a dramatised version, you could say.

Still, part of me denies this. Many books do not dramatise the experiences of their characters. Indeed, this is considered a bad thing: feeling that seems forced or out of proportion becomes… unnatural. It alienates, rather than draws in.

So what do we end up with? Is art just true emotion?

Well, to a degree yes. True emotion is important; a lot of our behaviours in daily life show false emotion. The forced smile at coworkers who need not deal with concerns of your own. The faux interest in a boss’s ideas. Even, perhaps, the ostensible enthusiasm at a child’s new toy.

Humans do a lot of pretending. Much of that is unavoidable; for the realities of life cannot be ignored, as I have stated all too often now.

If art is true emotion, then art is who we really are.

So Why Is Art Important?

Why are we important? For if art is the expression of our true selves, then it would not matter if we had no care to find that out. Perhaps some of do prefer a life of unjust pretense and patinas devoid of meaning.

But for most, art brings happiness, and truth; art is a gateway to a better, truer world.

That’s the real crux of it all, isn’t it? By seeing who we really are, we can improve ourselves; and so we attain greater.

I suspect the above will lead some to debate the merits of various genres. No doubt some of these arguments will be rehashed, but allow me to present cursory reasons for the power of each genre:

  1. Fantasy. By creating worlds and characters with features beyond this one, we highlight the very importance of the human characters in an alien world. Additionally, Fantasy is the truest genre; for art is fantasy—as well as an expression of emotion—and this allows Fantasy to truly bring art’s greatest purpose to life: building a better world.
  2. Science Fiction. Again, syfy is a fantasy and humanity is all the more apparent in a world full of non-humans and tech. Syfy also shows us a glimpse of the future, or of a different place (a la fantasy). Thus current mistakes are revealed: the cyberspying, to take a popular example.
  3. Crime. Humans do evil things, at times. It helps to see the whys and the maybes. Additionally, a crime can shatter a person; and through this harsh punishment, their inner self is revealed.
  4. Romance. Love is one of our best creations, but it can also poison with verisimilitude. Romance can reveal these fallacies. Furthermore: it is good to learn of another’s love. It may show what you’re doing wrong.

Who Are Artists?

The gifted and the cursed. A most literary description, is it not?

But it’s true. Artists are… emotional people, for one. They’re people who feel, and who aren’t dissuaded from making that clear.

Artists do have a gift. I do not pity those of you who wished for egalitarianism in this regard; there isn’t any. Artists have a talent, and not all are as equally talented as one another. Nor, however, is the difference as great as some claim; truly, it is practice and dedication and determination that makes a good artist.

What is their gift?

I believe—and not without some uncertainty, mind you—that our gift is to be able to… not visualise; rather, imagine,
emotion that is not our own, people unmet, and places unseen.

We have imagination.

But imagination is also a curse. After all: you can imagine the empowerment of a poor farmer boy—his rise to power; fame; glory.

Likewise, you can imagine the terrible downfall of a great leader; or the decimation of a beautiful city; or the crumbling relationship between two highschool sweethearts.

And as I’ve also stated, we have emotion. The two seem follow one another. Emotion is a wonderful thing—who would abandon all happiness, love and excitement just to avoid sadness, loneliness and depression?

But this does mean we have unusually sensitive emotional antennae. Not necessarily thin skin though—just greater heights (and lows) of emotion, and smoother transitions between the two.

Sounds Like I’m Missing Out

Thankfully, it is not a selfish gift which we have. In fact, we feel a great desire to spread it as far and wide as possible; to make it the beautiful butterfly, seen and spotted—called to the many.

The others need not work to experience art. But they never experience it fully; an advantage and a disadvantage. You decide which is better. I suspect the artists will always choose art, and the non-artists will be too afraid to want it. Such is the way of things.

Finale: Good Art

And now we arrive to where this essay started: good art.

We’ve talked of the what. We’ve talked of the why. You cannot create good art without understanding those first.

You could say this is the how. It isn’t. This is not a guide to writing fiction, or any other form of art. There are other things for that.

(And if you do desire a comprehensive guide into my art written by me, email me at alexstargazerwriterextraordinaire@outlook.com and maybe I’ll think of making one.)

No, this final section is about recognising the things that produce emotion, produce the truest emotion, and which shows us—ultimately—of a better world.

Being specific is impossible. I shall try to keep my ideas confined to the literary medium; although many of these should apply to any other form of art you care to consider.

  1. Write for yourself, not for a ‘market’. Art is your emotion, your imagination, and your creation. Be true to yourself. If you try and write what you think x will like, x will not like it; for people are unique (and cannot, therefore, be taken as a whole and used to construct art) and also fickle. More importantly, you would have created a piece of art that… really isn’t one. It would be devoid of anything that would make anyone want to experience it.
  2. Prepare yourself. It isn’t easy.
  3. Understand yourself. Or in other words: don’t force your art to try and conform to a set of ideals or preconceptions. Your art is a reflection of yourself. Unless you’ve forced it. If you understand yourself, you can tell. The danger, of course, is that you do not understand who you are—or that you’ve changed. Always give art a long look before making major alterations. You might not like what you get if you don’t.
  4. Know that not all art is created equal. And don’t despair: you can improve.
  5. Practice. A lot.

‘Alex!’ you say; ‘but what about the features of good art?’

Alas, dear reader, this is where I leave you. Not that there aren’t techniques which can help polish and improve a specific art medium—for there are—but the real problem is: art is subjective. To a degree, at least.

While one may objectively ascertain the skill at which a novel is written—or a painting painted, or any other axiomatic example you care to think of—the final product produces what I have said uniquely for each person.

That said, a reviewer may make comments on how well they believe a piece of art accomplishes its purpose for the general audience.

But ultimately art is emotion and fire and the imaginings of strange irrational beings: cherish it, criticise it, and let it make you a better person.

This essay is finished. I am contradicting myself by writing that, so please don’t make me repeat myself. If you desire (for reasons unknown to me) to discuss it, email me at the aforementioned address. If you are reading this on my blog, comment. I don’t spy. (Google does that for me.)