- Title Pages
- Dedication
- Acknowledgments
- Introduction
- I Invitations to Welty’s “Mountain of Meaning”
- Some Notes on Teaching Welty
- Introductions to Welty
- Teaching the Art of Welty’s Letters
- How She Wrote and How We Read
- Teaching Welty’s Narrative Strategies in <i>Delta Wedding</i>
- II New Perspectives on Welty and the US South
- Teaching Welty’s <i>A Curtain of Green</i> in an American Studies Freshman Seminar
- Matters of Life and Death
- Indigenizing Welty
- Taking <i>The Wide Net</i> to the Waters of <i>La Frontera</i> along Eudora Welty’s Natchez Trace
- III “Lifting the Veil”: Teaching Welty and African American Identity
- Teaching “A Curtain” in the Thick of Things
- The Matter of Black Lives in American Literature
- “Powerhouse” and the Challenge of African American Representation
- “We Must Have Your History, You Know”
- IV “Learning to See”: Bodies in Welty’s Texts
- Picturing Difference and Disability in Our Classrooms
- Queering Welty’s Male Bodies in the Undergraduate Classroom
- Loch of the Rape
- Welty’s Place in the Undergraduate Theory Classroom
- V Worldly Welty: International and Transcultural Contexts
- Teaching Welty and/in Modernism
- Post Southern and International
- Umbrellas and Bottles
- Transcontinental Welty
- VI Teaching Welty in Our Writing Classrooms
- Finding the Freshman Voice
- “He Going to Last”
- How I Teach “Livvie” in Welty’s Home County
- “Something Beautiful, Something Frightening”
- “A Worn Path” in the Creative Writing Classroom
- VII Casting Wider Nets: New Interdisciplinary Contexts for Teaching Welty
- Teaching Welty in Dialogue with Other Artists in a Social Justice Course
- Using “A Worn Path” to Explore Contemporary Health Disparities in a Service-Learning Course
- Folk and Fairy Tales, Opera, and YouTube
- Teaching Welty to Future Teachers
- Finding Hope
- Resources for Teachers and Students
- About the Contributors
- Index
Teaching Welty’s A Curtain of Green in an American Studies Freshman Seminar
Teaching Welty’s A Curtain of Green in an American Studies Freshman Seminar
- Chapter:
- (p.41) Teaching Welty’s A Curtain of Green in an American Studies Freshman Seminar
- Source:
- Teaching the Works of Eudora Welty
- Author(s):
Susan V. Donaldson
- Publisher:
- University Press of Mississippi
This essay focuses on introducing students in an American Studies intensive writing freshman seminar on southern women writers to the cultural context of Eudora Welty’s first volume A Curtain of Green (1942) and its recurring motifs of confinement and rebellion. The course begins with a showing of the film Gone with the Wind and Harriet Jacobs’s slave narrative Incidents in the Life of a Slave Girl to introduce students to the cultural mythology of southern womanhood and its lasting impact upon American culture, from stereotypes of black and white womanhood reified in American culture by Hollywood to revisions and parodies produced by writers ranging from Zora Neale Hurston to Alice Randall and Eudora Welty herself. Hence the course situates Welty’s short stories within a tradition of southern black and white women writers critical of the region’s mythology of womanhood, the color line, and segregation’s hypervisual culture of surveillance.
Keywords: Mythology of Southern womanhood, Color line, Black and womanhood, Surveillance, Zora Neale Hurston
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- Title Pages
- Dedication
- Acknowledgments
- Introduction
- I Invitations to Welty’s “Mountain of Meaning”
- Some Notes on Teaching Welty
- Introductions to Welty
- Teaching the Art of Welty’s Letters
- How She Wrote and How We Read
- Teaching Welty’s Narrative Strategies in <i>Delta Wedding</i>
- II New Perspectives on Welty and the US South
- Teaching Welty’s <i>A Curtain of Green</i> in an American Studies Freshman Seminar
- Matters of Life and Death
- Indigenizing Welty
- Taking <i>The Wide Net</i> to the Waters of <i>La Frontera</i> along Eudora Welty’s Natchez Trace
- III “Lifting the Veil”: Teaching Welty and African American Identity
- Teaching “A Curtain” in the Thick of Things
- The Matter of Black Lives in American Literature
- “Powerhouse” and the Challenge of African American Representation
- “We Must Have Your History, You Know”
- IV “Learning to See”: Bodies in Welty’s Texts
- Picturing Difference and Disability in Our Classrooms
- Queering Welty’s Male Bodies in the Undergraduate Classroom
- Loch of the Rape
- Welty’s Place in the Undergraduate Theory Classroom
- V Worldly Welty: International and Transcultural Contexts
- Teaching Welty and/in Modernism
- Post Southern and International
- Umbrellas and Bottles
- Transcontinental Welty
- VI Teaching Welty in Our Writing Classrooms
- Finding the Freshman Voice
- “He Going to Last”
- How I Teach “Livvie” in Welty’s Home County
- “Something Beautiful, Something Frightening”
- “A Worn Path” in the Creative Writing Classroom
- VII Casting Wider Nets: New Interdisciplinary Contexts for Teaching Welty
- Teaching Welty in Dialogue with Other Artists in a Social Justice Course
- Using “A Worn Path” to Explore Contemporary Health Disparities in a Service-Learning Course
- Folk and Fairy Tales, Opera, and YouTube
- Teaching Welty to Future Teachers
- Finding Hope
- Resources for Teachers and Students
- About the Contributors
- Index
