Comment due by Thursday 12am (midnight)
For this blog assignment, you are welcome to consider one of two prompts below.
1. In class last week, we discussed the ways in which Frankenstein’s monster (as the object of anxieties or fears of otherness or deviancy) might provide an occasion to think about race, class, or gender. We will have an opportunity as well to think about how Dracula also, and differently, can be understood in terms of class, race, and gender. For this post, I’d be interested to see examples or readings that advance an understanding of how either of these monsters stand-in for, or represent, aspects of race, class, or gender. Be sure to back your reading up with details from either the novel or the film.
2. For many people, the name Frankenstein often conjures up an image of a green-skinned, square-headed monsters with bolts in his neck, who is both slow and stupid. Of course, this has in part to do with the film adaptation ofFrankenstein in 1931, but there seems to be more to this. What do you make of the transformation of Frankenstein’s monster from Shelley’s novel to the various other incarnations? How has the monster changed? Why do you think the name Frankenstein is so firmly tied to the monster, when, if fact, Frankenstein's monster remains nameless?
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