A Man's World: Exploring Gender Confinement And
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To View/Download the AP List of Free Response Titles
Titles from Open Response Questions* Updated from an original list by Norma J. Wilkerson. Works referred to on the AP Literature exams since 1971 (specific years in parentheses) Please note that only authors were recommended in early years, not specific titles.. A Absalom, Absalom by William Faulkner (76, 00, 10, 12) Adam Bede by George Eliot (06) The Adventures of Augie March by Saul Bellow (13) The Adventures of Huckleberry Finn by Mark Twain (80, 82, 85, 91, 92, 94, 95, 96, 99, 05, 06, 07, 08, 11, 13) The Aeneid by Virgil (06) Agnes of God by John Pielmeier (00) The Age of Innocence by Edith Wharton (97, 02, 03, 08, 12, 14) Alias Grace by Margaret Atwood (00, 04, 08) All the King’s Men by Robert Penn Warren (00, 02, 04, 07, 08, 09, 11) All My Sons by Arthur Miller (85, 90) All the Pretty Horses by Cormac McCarthy (95, 96, 06, 07, 08, 10, 11, 13) America is in the Heart by Carlos Bulosan (95) An American Tragedy by Theodore Dreiser (81, 82, 95, 03) American Pastoral by Philip Roth (09) The American by Henry James (05, 07, 10) Angels in America by Tony Kushner (09) Angle of Repose by Wallace Stegner (10) Anna Karenina by Leo Tolstoy (80, 91, 99, 03, 04, 06, 08, 09, 16) Another Country by James Baldwin (95, 10, 12) Antigone by Sophocles (79, 80, 90, 94, 99, 03, 05, 09, 11, 14) Anthony and Cleopatra by William Shakespeare (80, 91) Apprenticeship of Duddy Kravitz by Mordecai Richler (94) Armies of the Night by Norman Mailer (76) As I Lay Dying by William Faulkner (78, 89, 90, 94, 01, 04, 06, 07, 09) As You Like It by William Shakespeare (92 05, 06, 10, 16) Atonement by Ian McEwan (07, 11, 13, 16) Autobiography of an Ex-Colored Man by James Weldon Johnson (02, 05) The Awakening by Kate Chopin (87, 88, 91, 92, 95, 97, 99, 02, 04, 07, 09, 11, 14) B “The Bear” by William Faulkner (94, 06) Beloved by Toni Morrison (90, 99, 01, 03, 05, 07, 09, 10, 11, 14, 15, 16) A Bend in the River by V. -
A Doll's House Has Been a Trailblazer for Women's Liberation and Feminist Causes Around the World
A Doll’s House Resource Guide – BMCC Speech, Communications and Theatre Arts Department A Doll’s House Resource Guide Spring 2014 Speech, Communications and Theatre Arts Department Theatre Program Borough of Manhattan Community College Dates Wed., April 23rd at 2PM & 7PM Thurs., April 24th at 7 PM Fri., April 25th at 2PM & 7PM Sat., April 26th at 7PM Location BMCC, Main Campus 199 Chambers Street Theatre II Admission is Free Table of Contents Page 2 Henrik Ibsen (1828-1906) Norwegian Playwright Page 3 Ibsen around the World Page 4 Director’s Notes on the 1950s Play Adaption Page 5 Advertising from the 1950s Page 6 Ibsen and His Actresses Page 7 Questions for the Audience, Sources, and Further Reading A Doll’s House Resource Guide – BMCC Speech, Communications and Theatre Arts Department Henrik Ibsen (1828-1906) Norwegian Playwright Why Ibsen? Henrik Ibsen, with the exception of Shakespeare, is the most frequently produced playwright in the world. He is also universally known as "The Father of Modern Drama" and "The Father of Realistic Drama." For over a century and a half, Ibsen's plays have been renowned for displaying a fierce revolt by the individual against an oppressive middle-class society. Specifically, A Doll's House has been a trailblazer for women's liberation and feminist causes around the world. Portrait of Henrik Ibsen. Photograph by Gustav Borgen . Ibsen Timeline 1828 Born in Skien, a small town in Norway. 1843 At 15 he moves to another small town, Grimstad, and works as an apprentice in a pharmacy. 1851 He moves to Bergen and takes on the position of Artistic Director and Dramatist at the Bergen Theatre. -
M Franchi Thesis for Library
The London School of Economics and Political Science Mediated tensions: Italian newspapers and the legal recognition of de facto unions Marina Franchi A thesis submitted to the Gender Institute of the London School of Economics for the degree of Doctor of Philosophy, London, May 2015 1 Declaration I certify that the thesis I have presented for examination for the MPhil/PhD degree of the London School of Economics and Political Science is solely my own work. The copyright of this thesis rests with the author. Quotation from it is permitted, provided that full acknowledgement is made. This thesis may not be reproduced without my prior written consent. I warrant that this authorisation does not, to the best of my belief, infringe the rights of any third party. I declare that my thesis consists of 88924 words. Statement of use of third party for editorial help (if applicable) I can confirm that my thesis was copy edited for conventions of language, spelling and grammar by Hilary Wright 2 Abstract The recognition of rights to couples outside the institution of marriage has been, and still is, a contentious issue in Italian Politics. Normative notions of family and kinship perpetuate the exclusion of those who do not conform to the heterosexual norm. At the same time the increased visibility of kinship arrangements that evade the heterosexual script and their claims for legal recognition, expose the fragility and the constructedness of heteronorms. During the Prodi II Government (2006-2008) the possibility of a law recognising legal status to de facto unions stirred a major controversy in which the conservative political forces and the Catholic hierarchies opposed any form of recognition, with particular acrimony shown toward same sex couples. -
University of Warwick Institutional Repository: a Thesis Submitted for the Degree of Phd at The
University of Warwick institutional repository: http://go.warwick.ac.uk/wrap A Thesis Submitted for the Degree of PhD at the University of Warwick http://go.warwick.ac.uk/wrap/36168 This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. Critical and Popular Reaction to Ibsen in England: 1872-1906 by Tracy Cecile Davis Thesis supervisors: Dr. Richard Beacham Prof. Michael R. Booth Submitted for the degree of Doctor of Philosophy, University of Warwick, Department of Theatre Studies. August, 1984. ABSTRACT This study of Ibsen in England is divided into three sections. The first section chronicles Ibsen-related events between 1872, when his work was first introduced to a Briton, and 1888, when growing interest in the 'higher drama' culminated in a truly popular edition of three of Ibsen's plays. During these early years, knowledge about and appreciation of Ibsen's work was limited to a fairly small number of intellectuals and critics. A matinee performance in 1880 attracted praise, but successive productions were bowdlerized adaptations. Until 1889, when the British professional premiere of A Doll's House set all of London talking, the lack of interest among actors and producers placed the responsibility for eliciting interest in Ibsen on translators, lecturers, and essayists. The controversy initiated by A Doll's House was intensified in 1891, the so-called Ibsen Year, when six productions, numerous new translations, debates, lectures, published and acted parodies, and countless articles considered the value and desirability of Ibsen's startling modern plays. -
Hedda Gabler, Nationaltheatret – 2018 HEDDA GABLER
Side 1 Skolemateriell Hedda Gabler, Nationaltheatret – 2018 HEDDA GABLER Av Henrik Ibsen Utarbeidet av teaterpedagog Gunhild Aarebrot Kilde for Nationaltheatret Gunhild Aarebrot Utarbeidet av teaterpedagog Pedagogisk studiemateriell for 10. trinn og Videregående skole Side 2 Skolemateriell Hedda Gabler, Nationaltheatret – 2018 MEDVIRKENDE: KJERSTI HERMANN TROND BOTN SANDAL SABADO ESPEN SEIM Hedda Gabler Jørgen Tesman Assessor Brack MARIKA HANNA MARIA VEA BENJAMIN ENSTAD GRØNNEBERG HELSTAD Tante Julle Thea Elvested Eilert Løvborg KUNSTNERISK LAG: Regissør Sofia Jupither Scenografi Erlend Birkeland Kostymedesign Ellen Ystehede Lysdesigner Phillip Isaksen Maskør Wibke Schuler Dramaturg Mari Vatne Kjeldstadli Side 3 Skolemateriell Hedda Gabler, Nationaltheatret – 2018 Studiemateriell, Hedda Gabler Dette studiematerialet er utviklet for elever på ungdomsskole 10. trinn og videregående skole, og det møter kompetansemål fra Læreplanen for norsk, KRLE, drama, psykologi og samfunnsfag. Studiematerialet er til for å inspirere lærere og elever til å dypdykke ned i Henrik Ibsens verk og for å stimulere til refleksjon rundt stykkets tema, innhold og om teaterkunsten. Studiematerialet forbereder også elevene på teateropplevelsen, slik at de kan få enda mer ut av forestillingen og møtet med teatret. Oppgavene er inndelt i for- og etterarbeid, og det er fritt frem å plukke ut hvilke oppgaver som passer for deres respektive undervisningsopplegg, eller om dere ønsker å benytte dere av studiematerialet i sin helhet. De fleste oppgaver kan besvares både skriftlig eller som muntlige refleksjonsoppgaver. Dramaøvelsene kan utføres i vanlige klasserom, og du trenger ikke være dramalærer for å gjennomføre dem. HUSK: Teater er scenekunst og står fritt til å tolkes på mange ulike måter. Det finnes mange lag i en teaterforestilling. Teater gir ulike assosiasjoner og snakker til oss på ulikt vis, og derfor har heller ikke refleksjonsoppgavene og tolkningsoppgavene i studiematerialet noen fasit. -
Contentious Migration Policies: Dynamics of Urban Governance and Social Movement Outcomes in Milan and Barcelona
Contentious migration policies: Dynamics of urban governance and social movement outcomes in Milan and Barcelona PhD dissertation by Raffaele Bazurli Scuola Normale Superiore, Florence Faculty of Political and Social Sciences Ph.D. Program in Political Science and Sociology, XXXI Cycle 28 April 2020 Ph.D. Coordinator Professor Donatella della Porta Ph.D. Supervisor Professor Donatella della Porta To those who struggle, whose pain is the very reason for my efforts. To my family and friends, whose love is the very reason for my happiness. ii Abstract Local governments—of large cities especially—enact policies that crucially affect the daily life of immigrants. Migration policy-making has proliferated across cities of the Global North—and so did its own contestation. The urban environment is, in fact, a fertile breed- ing ground for the flourishing of activist networks by and in solidarity with immigrants. Yet, research on social movement outcomes in the field of migration has been lagging behind. This thesis is aimed to theorize how and under what conditions pro-immigrant activists can affect policy-making at the city-level and beyond. By adopting a strategic-interaction and mechanisms-based approach to the study of contentious politics, the research con- tends and demonstrates that movements can rely on strategic leverages within three arenas of interaction. First, brokerage mechanisms are essential to the emergence of a social movement in the civil society arena. The peculiar qualities of urban spaces—notably, the availability of dense relational networks extended over an array of geographical scales— allow immigrants to create bonds of solidarity, craft alliances, and ultimately turn into vo- cal political subjects. -
Mark Scheme: Component 1 Drama and Theatre
A-LEVEL Drama and Theatre 7262/W – Component 1: Drama and Theatre Mark scheme 7262 June 2018 Version/Stage: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.org.uk Copyright © 2018 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. -
A Level Drama and Theatre Studies
A LEVEL DRAMA AND THEATRE STUDIES A LEVEL DRAMA AND THEATRE STUDIES SUMMARY OF ASSESSMENT Component 1: Theatre Workshop Non-exam assessment: Internally assessed, externally moderated - 20% of qualification Learners will be assessed on either acting or design. Learners participate in the creation, development and performance of a piece of theatre based on a reinterpretation of an extract from a text chosen from a list supplied by WJEC. The piece must be developed using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company. Learners must produce: • a realisation of the performance or design • a creative log Component 2: Text in Action Non-exam assessment: externally assessed by a visiting examiner - 40% of qualification Learners will be assessed on either acting or design. Learners participate in the creation, development and performance of two pieces of theatre based on a stimulus supplied by WJEC: 1. a devised piece using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company (a different practitioner or company to that chosen for Component 1) 2. an extract from a text in a different style chosen by the learner. Learners must realise their performance live for the visiting examiner. Learners choosing design must also give a 5-10 minute presentation of their design to the examiner. Learners produce a process and evaluation report within one week of completion of the practical work. Component 3: Text in Performance Written examination: 2 hours 30 minutes 40% of qualification Sections A and B Open book: Clean copies (no annotation) of the two complete texts chosen must be taken into the examination. -
Hedda Gabler by Henrik Ibsen
Hedda Gabler by Henrik Ibsen Shadow David Zimmerman, University of California, Santa Cruz In Brief An exploration of domestic setting as both realistic and symbolic Purpose Hedda Gabler, one of the great tragic heroines of modern drama, found herself trapped inside a marriage and a dream house that she supposedly wanted. Ibsen used newly-innovated production techniques to deliver information about its titular character quickly and effectively. This exercise will help clarify the central conflict that Hedda Gabler experiences based on the information found in Ibsen’s realistic setting. Time Length 45 minutes. Advanced Preparation While students do not need to have read they play ahead of time, they should have the opening stage directions in front of them and come to class with a mental image of their “dream home.” An alternative exercise would ask them to create a collage of their dream home on paper, using images from the internet or magazines, but this is not necessary. Instructors wishing to do Exercise One (optional) should create two stacks; one of words, and the other of corresponding images of valuable material items associated with wealth and luxury, e.g. mansion, money, tuxedo, jewelry, yacht, golfing/tennis equipment or other item. These images can come from magazine advertisements or clip art/ Google Image search. Materials / Technology Paper for students to draw on Class Size This exercise can be done with almost any group, as the exercise itself is mostly individual, with some group reflection in conclusion. Nuts and Bolts Exercise One (optional) Studies, like those done by Lightspeed Research, show that images carry the same amount of meaning faster than text, thus the importance of a well-designed set. -
I Am Ready Interview by Stefania Taviano
The Open Page Franca Rame I Am Ready Interview by Stefania Taviano Anomalo bicefalo, the new comedy by and starring Franca Rame and Dario Fo started touring recently and is sold out. Why did I continue? Franca is not feeling very well, but this does not prevent her Because through my work from writing, working on the show, rehearsing with Dario I can talk to many people and even being interviewed over the phone. When I call every day and I can deal her, Franca is typing at the computer, she is updating the with political issues, text. Every night the show is recorded and the following day I can fight for the causes Franca introduces improvisations from the previous night. I believe in, like an occupied She asks me to call back in ten minutes. Then we start: "I factory, a house for am ready". Her voice reveals her tiredness and fatigue, but a homeless person, the tone is generous and available as Franca always is. It is a job for an immigrant the tone of voice of a woman for whom struggle is a raison family, a bed in a hospital d'être. Struggle intended as a political struggle, a class for someone who is HIV struggle, a social struggle, a struggle for the weakest. It is a positive. fight for women's rights, a fight for political prisoners and a fight without compromise. It is a fight at a national and international level, both public and private, as a woman, writer, actress and wife of the Nobel Prize winner Dario Fo. -
Adapted by Jon Robin Baitz
Henrik Ibsen’s Adapted by Jon Robin Baitz “People---don’t do such things” – Judge Brack, page 77 UCOR 1000 Spring Quarter 2014 Andrew Ryder, Director Nicole Song, Dramaturg Tuesday, March 18, 2014 Concept: Tragedy and Realism Hedda Gabler has to some extent defied audiences from its first performance. The play—and its title character—defy us to find something likable about her, something valuable about her, something that justifies her continued existence on this earth when she’s so “bored.” All of the characters surrounding her are shocked at her final act, even the world-weary and cosmopolitan Judge Brack. His practical mind cannot understand why she would give up on the opportunities right in front of her—including his offer of an affair or alliance of some kind. And yet, Hedda and her play defy us in the opposite direction as well. How can we not, Ibsen seems to say, care what happens to this strong, damaged, determined, frightened, powerful, cowering woman/little girl? For she must, I believe, garner our sympathy. There are directors who make her completely unlikable, focusing primarily on the evils of the society which puts her in such an untenable position. I certainly agree that society is responsible for Hedda’s demise, but that is precisely why I feel for her. It’s not about guilt or blame, but about the structures of her world: a tantalizing mix of encouragements and dead ends. Ibsen points the way forward here to Arthur Miller’s 20th-century tragedies of society, where the central character may be destroyed because “he had the wrong dream.” Ibsen’s social commentary is not quite so clear-cut. -
HEDDA GABLER the Present
THE UNIVERSITY THEATRE THE PLAY presents A constant theme in Ibsen's later work is the influence of the past upon HEDDA GABLER the present. In most of the plays the past lies like a dead weight upon the by central characters, inhibiting and crippling them. Mrs. Alving says in HENRIK IBSEN Ghosts, The longer I live the most convinced I am that The Cast we're all haunted in this world, not only by ( in order of appearance) things we inherit from our parents, but by the Miss Julia Tesman, Tesnum's aunt. .......................... .. .. ..... MARGARET SoLOMON ghosts of innumerable old prejudices and beliefs, Berta, the Tesman's maid.... ........................ .................... ..........CAROLE HoDGSON half-forgotten cruelties and betrayals-we may George Tesman, University Research Fellow in the. not even be aware of them-but they're there History of Civilization _____ ___ __ ___ __ __ ______ ___ __ __ ____ ___ _____ __ ___ ___ ________ __ C, W. STEVENS just the same, and we can't get rid of them. Hedda, his wife ............. ..... .. ... ........ ----- ···-- ------- ·----- --- --- --- --- --- ----- -"IVECA LINDFORS Mrs. Elvsted .. ...- ------ --- --- ------ --- -------- ------ ------ ----- ---- -- ---- ------- --- ---- ------ELECTRA GAlLAS In Hedda Gabler ( 18~)) fbsen set the central character in the milieu of Judge Brack. .................. ............................ ... ......................... HowARD GoTTsCHALK late nineteenth-century bourgeois ~ociety. Hedda's legacy from her father . ' Eilert Lovborg ... ---- ---- ---··---- --- ------- ----- --- --- ·------- ----- ------ --·------ ---- -- --- --- ---JoHN STALKER (symbolized in the d~ ellin.g pistols) is aristocratic tastes and an aristocratic . I The Scene: Tesman's villa in a fashionable residential section of the town. will to power. Hedda hopes to secure the external attributes of the aristo- 1 cratic life by marrying George Tesman and even entertains the thought of ACT I ACT III An autumn morning The next morning gaining power by making him an important public figure.