The Element of Time in Waiting for Godot by Samuel Beckett
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Rhythms in Rockaby: Ways of Approaching the Unknowable
83 Rhythms in Rockaby: Ways of Approaching the Unknowable. Leonard H. Knight Describing Samuel Beckett's later, and progressively shorter, pieces in a word is peculiarly difficult. The length of the average critical commentary on them testifies to this, and is due largely to an unravelling of compression in the interests of meaning: straightening out a tightly C9iled spring in order to see how it is made. The analogy, while no more exact than any analogy, is useful at least in suggesting two things: the difficulty of the endeavour; and the feeling, while engaged in it, that it may be largely counterproductive. A straightened out spring, after all, is no longer a spring. Aware of the pitfalls I should nevertheless like, in this paper, to look at part of the mechanism while trying to keep its overall shape relatively intact. The ideas in a Beckett play emerge, in general, from an initial image. A woman half-buried in a grass mound. A faintly spotlit, endlessly talking mouth. Feet tracing a fixed, unvarying path. Concrete and intensely theatrical, the image is immediately graspable. Its force and effectiveness come, above all, from its simpl icity. Described in this way Beckett's images sound arresting to the point of sen sationalism. What effectively lowers the temperature while keeping the excitement generated by their o.riginality is the simple fact that they cannot easily be made out. They are seen, certainly - but only just. In the dimmest possible light; the absolute minimum commensurate with sight. What is initially seen is only then augmented or reinforced by what is said. -
What Are They Doing There? : William Geoffrey Gehman Lehigh University
Lehigh University Lehigh Preserve Theses and Dissertations 1989 What are they doing there? : William Geoffrey Gehman Lehigh University Follow this and additional works at: https://preserve.lehigh.edu/etd Part of the English Language and Literature Commons Recommended Citation Gehman, William Geoffrey, "What are they doing there? :" (1989). Theses and Dissertations. 4957. https://preserve.lehigh.edu/etd/4957 This Thesis is brought to you for free and open access by Lehigh Preserve. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Lehigh Preserve. For more information, please contact [email protected]. • ,, WHAT ARE THEY DOING THERE?: ACTING AND ANALYZING SAMUEL BECKETT'S HAPPY DAYS by William Geoffrey Gehman A Thesis Presented to the Graduate Committee of Lehigh University 1n Candidacy for the Degree of Master of Arts 1n English Lehigh University 1988 .. This thesis 1S accepted and approved in partial fulfillment of the requirements for the degree of Master of Arts. (date) I Professor 1n Charge Department Chairman 11 ACD01fLBDGBNKNTS ., Thanks to Elizabeth (Betsy) Fifer, who first suggested Alan Schneider's productions of Samuel Beckett's plays as a thesis topic; and to June and Paul Schlueter for their support and advice. Special thanks to all those interviewed, especially Martha Fehsenfeld, who more than anyone convinced the author of Winnie's lingering presence. 111 TABLB OF CONTBNTS Abstract ...................•.....••..........•.•••••.••.••• 1 ·, Introduction I Living with Beckett's Standards (A) An Overview of Interpreting Winnie Inside the Text ..... 3 (B) The Pros and Cons of Looking for Clues Outside the Script ................................................ 10 (C) The Play in Context .................................. -
Irish Studies Round the World – 2019
Estudios Irlandeses, Issue 15, March 2020-Feb. 2021, pp. 242-276 __________________________________________________________________________________________ AEDEI IRISH STUDIES ROUND THE WORLD – 2019 Christina Hunt Mahony (ed.) Copyright (c) 2020 by the authors. This text may be archived and redistributed both in electronic form and in hard copy, provided that the author and journal are properly cited and no fee is charged for access. Introduction Christina Hunt Mahony ……….………………………………………………………..….. 243 A History of Irish Modernism. Gregory Castle and Patrick Bixby, eds. Feargal Whelan ……..……………..………………….………………………………….…245 Constellations: Reflections from Life. Sinéad Gleeson Melania Terrazas …...………………………………….………………………….………...248 Dublin Palms. Hugo Hamilton Denis Sampson…………..………………………….…..…………………………………...250 Making Integral: Critical Essays on Richard Murphy. Benjamin Keatinge, ed. Elsa Meihuizen……..………………………………..…………………………………........252 The Collected Letters of W. B. Yeats, Volume V: 1908-10. John Kelly and Ronald Schuchard, eds. Nicholas Grene………………………………….…………………………………………...255 Over the Backyard Wall: A Memory Book. Thomas Kilroy George O’Brien ………...…………………………..……………………………………….258 A New History of the Irish in Australia. Elizabeth Malcolm and Dianne Hall Pauric Travers ……………………..……………..…………………………………………264 Notes to Self. Emilie Pine Éilís ni Dhuibne………….………………………..………………………………………...266 ISSN 1699-311X 243 Oscar Wilde and Contemporary Irish Drama: Learning to be Oscar’s Contemporary. Graham Price Pierpaolo Martino………...………………………..………………………………………..269 -
Eh Joe E Ohio Impromptu: Self-Representation and Self-Responsibility in Samuel Beckett’S Drama
EH JOE E OHIO IMPROMPTU: SELF-REPRESENTATION AND SELF-RESPONSIBILITY IN SAMUEL BECKETT’S DRAMA. Maria Margarida C. P. Costa Pinto - Faculty of Social and Human Sciences, UFP Assistent ABSTR A CT In this paper one will be arguing that Beckett, both in the content and form of his writing, points humankind towards help. From the point of view of content, it will analyse Eh Joe (published in 1967) and Ohio Impromptu (published in 1982). Simultaneously, and to look at the form, the power of Beckett’s writing, one will focus on the immanence of the present mo- ment, the moment into which time has collapsed, the moment in which one can accept both the futility of going on and the necessity of going on, the acceptance of the responsibility. Resumo O presente artigo irá abordar simultaneamente o conteúdo e a forma da escrita becketti- ana, assim avançando indicações para o auxílio da Humanidade. Sob o ponto de vista do conteúdo, serão analisadas as peças Eh Joe (publicada em 1967) e Ohio Impromptu (publi- cada em 1982). Simultaneamente, e atendendo à forma, a força da escrita de Beckett, será focada a imanência do momento presente, o momento no qual o tempo entrou em colapso, o momento em que se aceita quer a futilidade de continuar e a necessidade de continuar, a aceitação da responsabilidade. I Part of the appeal of Beckett’s plays is that he evokes so compellingly the destruction of the connection and continuities between past, present and future in contemporary life. It is a destruction one may understand to be not only a self-defence, avoiding the greater pain that connection can threaten with, the pain of guilt, hurt or longing, but also a re- sponse to living in the pre-apocalyptic age. -
The Search for Meaning in Waiting for Godot
Praxis: The Journal for Theatre, Performance Studies, and Criticism 2013 Issue Deconstructing Consciousness: The Search for Meaning in Waiting for Godot Dan Ciba Samuel Beckett has long been recognized as a great playwright of the Theater of the Absurd, a theatrical genre identified by dramatic critic Martin Esslin. Early Absurdist playwrights were categorized by Esslin because of their use of narrative and character in order to expose the meaninglessness of a post-Nietzschean world. In his book the Theatre of the Absurd, Esslin states: “'Absurd' originally means 'out of harmony', in a musical context. Hence its dictionary definition: 'out of harmony with reason or propriety; incongruous, unreasonable, illogical'[...] In an essay on Kafka, Ionesco defined his understanding of the term as follows: 'Absurd is that which is devoid of purpose... Cut off from his religious, metaphysical, and transcendental roots, man is lost; all his actions become senseless, absurd, useless” (Esslin 1973, p.5). Because Esslin used Beckett as his first example, an Absurdist reading of Waiting for Godot has already been well explored by scholars and practitioners. Another popular reading is deeply rooted in the existential struggle of humanity after World War II. A deconstruction of this play offers the potential to explore Beckett beyond the existential and Absurdist readings that critics and audiences typically use to understand Beckettian plays. This paper examines Godot through a post-structural lens. By integrating the theoretical concept of deconstruction suggested by Jacques Derrida with the psychoanalytic theories of Jacques Lacan's symbolic language, I seek to identify and interpret the symbols in this play as signifiers. -
Filmography V6.Indd
a filmography Foreword by The Irish Film Institute For over 60 years, the Irish Film Institute has been dedicated to the promotion of film culture in Ireland and therefore is proud to present this filmography of Samuel Beckett’s work. Beckett remains one of Ireland’s most important and influential artists and Samuel Beckett – A Filmography provides a snapshot of the worldwide reach and enduring nature of his creativity. As part of the Beckett centenary celebrations held in April 2006, the Irish Film Institute organised a diverse programme of films relating to the work of Beckett, including a tour of the line-up to cinemas around the country. Prior to this, the Irish Film Institute provided the unique opportunity to view all 19 films in the ‘Beckett on Film’ series by screening the entire selection in February 2001. This filmography provides the perfect accompaniment to these previous programmes and it illustrates that Beckett’s work will continue to be adapted for film and television worldwide for years to come. Photograph by Richard Avedon Samuel Beckett – A Filmography was made possible though the kind support of the Department of Arts, Sport and Tourism and the Beckett Centenary Council and Festival Committee. Mark Mulqueen Director, The Irish Film Institute An Introduction Compiling a filmography of Beckett’s work is both a challenging and daunting prospect. It was important, from the outset, to set some parameters for this filmography. Therefore, to this end, I decided to focus on the key area of direct adaptations of Beckett’s work filmed for cinema or television. -
The Material of Film and the Idea of Cinema: Contrasting Practices in Sixties and Seventies Avant-Garde Film*
The Material of Film and the Idea of Cinema: Contrasting Practices in Sixties and Seventies Avant-Garde Film* JONATHAN WALLEY I In 1976, the American Federation of Arts organized a major program of American avant-garde films made since the early 1940s. In his introduction to the program’s catalog, Whitney film curator and series organizer John Hanhardt argued that the central preoccupation of filmmakers across the history of avant-garde cinema had been with the exploration of the material properties of the film medium itself: “This cinema subverts cinematic convention by exploring its medium and its properties and materials, and in the process creates its own history separate from that of the classical narrative cinema. It is filmmaking that creates itself out of its own experience.”1 Having traced the history of avant-garde film according to the modernist notion that an art form advances by reflexively scrutinizing the “properties and materials” of its medium, Hanhardt turned his attention to more recent developments. But these new developments were not entirely receptive to his modernist model. On the one hand, he argued, filmmakers were continuing to create works that engaged the physical materials of film—film strip, projector, camera, and screen—and the range of effects these made possible. On the other, this engagement appeared to be leading some filmmakers to create cinematic works challenging the material limits of the film medium as it had been defined for over eighty years. For example, in Anthony McCall’s Line Describing a Cone (1973), the focus of the viewer’s attention was not an image projected onto a screen, but the projector beam itself, which over the course of thirty minutes grew from a thin line of light to a cone—a three-dimensional light sculpture with which the viewer could interact. -
Beckett's Play, "Play" Autho&(S): Samuel Beckett and Be&Na&D F. Duko&E Sou&Ce: Educational Theat&A
!"#$"%%&'()*+,-(.)*+,. /0%1234'56(7+80"*(!"#$"%%(+9:(!"39+3:(;<(=0$23" 7203#"6(>:0#+%?29+*(@1"+%3"(A2039+*-(B2*<(CD-(E2<(C(4F+3<-(CGHI5-(JJ<(CGKLM )0N*?'1":(N,6(@1"(A219'(O2J$?9'(P9?Q"3'?%,()3"'' 7%+N*"(PRS6(http://www.jstor.org/stable/3204922 /##"''":6(CMTCUTLUUV(UC6IC Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=jhup. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. The Johns Hopkins University Press is collaborating with JSTOR to digitize, preserve and extend access to Educational Theatre Journal. http://www.jstor.org BECKETT'SPLAY, PLAY BERNARD F. -
Thesis-Time-In-Beckett.Pdf
Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Miriam Zbíralová Time in the Plays of Samuel Beckett Bachelor‟s Diploma Thesis Supervisor: Mgr. Pavel Drábek, Ph. D. 2010 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author‟s signature I would like to thank my supervisor, Mgr. Pavel Drábek, Ph.D., for his valuable advice during the whole process of writing the thesis. Table of Contents: Introduction ....................................................................................................................... 5 1 Time and the Performance ............................................................................................. 6 1.1 The Unity of Time and Fictional versus Performance Time .................................. 6 1.2 Tempo ..................................................................................................................... 8 2 Time and the Structure of the Plays ............................................................................. 11 2.1 Cyclical Development ........................................................................................... 11 2.2 Suspense ................................................................................................................ 14 3 Time and the Characters .............................................................................................. 16 3.1 The Past and the Future -
Modes of Being and Time in the Theatre of Samuel Beckett
f.'lODES Ol!' BEING AND TIME IN THE THEATRE OF SANUEL BECKETT MODES OF BEING AND TIME IN THE THEATRE OF SAMUEL BECKETT By ANNA E.V. PRETO, B.A., LICENCE ES LETTRES A Thesis Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree TvIaster of Arts !-1cMaster Uni versi ty October 1974 MASTER OF ARTS (1974) McMASTER UNIVERSITY (Romance Languages) Hamilton, Ontario TITLE: Modes of Being and Time in the Theatre of Samuel Beckett AUTHOR: Anna E.V. Preto, B.A. (University of British Columbia) Licence es Lettres (Universite de Grenoble) SUPERVISOR: Dr. Brian S. Pocknell NUNBER OF PAGES: vi, 163 ii AKNOWLEDGEMENTS I wish to thank Dr. Brian S. Pocknell for his interest, his encouragement and counsel in the patient supervision of this dissertation. I also wish to thank McMaster University for its generous financial assistance. iii CONTENTS I An Introduction to the Beckett Situation 1 II Being on the Threshold to Eternity: Waiting for Godot and Endgame 35 III The Facets of the Prism: Beckett's Remaining Plays 74 IV The Language of the Characters and Time 117 Conclusion 147 Bibliography 153 iv PREFACE Beckett as an author has inspired an impressive range of critical studies to date. The imposing amounts of critical material bear witness to the richness of his writings, which present a wealth of themes and techniques. His plays concentrate for us the problem-themes that already concerned him in his earlier prose works, and bring them to the stage in a more streamlined form. The essential problem which evolves from Beckett's own earlier writings comes to the fore, downstage, in the plays: it is that of being in time, a purgatorial state, the lot of mankind and of Beckett's characters, who are representative of mankind. -
Exploring Incapacity and Carceral Formations in Samuel Beckett's Endgame, Happy Days, Play, Not I, and Catastrophe
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 8-2009 "I can't be punished anymore": Exploring Incapacity and Carceral Formations in Samuel Beckett's Endgame, Happy Days, Play, Not I, and Catastrophe Victoria Helen Swanson University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the English Language and Literature Commons Recommended Citation Swanson, Victoria Helen, ""I can't be punished anymore": Exploring Incapacity and Carceral Formations in Samuel Beckett's Endgame, Happy Days, Play, Not I, and Catastrophe. " Master's Thesis, University of Tennessee, 2009. https://trace.tennessee.edu/utk_gradthes/96 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Victoria Helen Swanson entitled ""I can't be punished anymore": Exploring Incapacity and Carceral Formations in Samuel Beckett's Endgame, Happy Days, Play, Not I, and Catastrophe." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in English. Allen Dunn, Major Professor We have read this thesis and recommend its acceptance: Mary E. Papke, Stanton B. Garner, Jr. Accepted for the Council: Carolyn R. -
Erican Historical Association, Washington D.C
DOCUMENT RESUME ED 310 025 SO 020 106 AUTHOR O'Connor, John E. TITLE Teaching History with Film and Television. Discussions on Teaching, Number 2. INSTITUTION American Historical Association, Washington D.C. SPANS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C. REPORT NO ISBN-0-87229-040-9 PUB DATE 87 NOTE 94p.; Contains photographs that may not reproduce clearly. AVAILABLE FROMAmerican Historical Association, 400 4 Street, 3E, Washington, DC 20003 ($3.50 plus $1.00 for shipping and handling). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Critical Thinking; Curriculum Enrichment; *Films; *History Instruction; Secondary Education; Social Studies; *Television; Television Viewing; Videotape Recordings; *Visual Literacy IDENTIFIERS Film Aesthetics; *Film History; *Film Theory ABSTRACT History teachers should be less concerned with having students try to re-experience the past and more concerned with teaching them how to learn from the study of it. Keeping this in mind, teachers should integrate more critical film and television analysis into their history classes, but not in place of reading or at the expense of traditional approaches. Teachers must show students how to engage, rather than suspend, their critical faculties when the projector or television monitor is turned on. The first major section of this book, "Analyzing a Moving Image as a Historical Document," discusses the two stages in the analysis of a moving image document: (1) a general analysis of content, production, and reception; and (2) the study of the moving image document as a representation of history, as evidence for social and cultural history, as evidence for historical fact, or as evidence for the history of film and television.