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ROMANTIC CRITICISM of SHAKESPEARIAN DRAMA By
ROMANTIC CRITICISM OF SHAKESPEARIAN DRAMA By JOHN g,RAWFORD Associate of Arts Texarkana College Texarkana, Texas 1956 Bachelor of Science in Education Ouachita Baptist University Arkadelphia, Arkansas 1959 Master of Science in Education Drake University Des Moines, Iowa 1962 Submitted to the faculty of .the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May, 1968 OKLAHOMA STATE UNIVERSITY LIBRARY OCT 24 1968 ROMANTIC CRITICISM OF SHAKESPEARIAN DRAMA Thesis Approved: Thesis Adviser \ f ,A .. < \ Dean of the Graduate College ii ACKNOWLEDGMENTS I should like to· thank anumber·of people who helped me in many different ways during· the·preparation· of .this dissertation, notably Dr. David· S. Berkeley,·major adviser, who-lent words of encouragement, guidance, understanding, and patience; but also my committee members, Dr. Darrel Ray·, Pr~ Judson Milburn, and· .Dr~- Loyd Douglas; and. the Oklahoma State University library staff, especially Miss Helen Donart and Mrs • .:fosephine Monk. iii TABLE-OF CONTENTS Chap tel' Page. I. INTRODUCTION •••• 1 II. HAMLET .••• . ' . .. ... 29 III. ANTONY -~ CLEOPATRA • • • • . • • . • • • It • . • • . • .• • a1 ·IV. HENRYV· . ,. ". .• . 122 V. THE· MERCHANT ·QE. VENICE .- . "' . 153 VI. CONCLUSION • • ' . -. ,. 187 BIBLIOGRAPHY • • • • · • . .. 191 iv CHAPTER I INTRODUCTION Of all the so-called schools of Shakespearian criticism, the Romantic has been and continues to be one of the most influential. Per- haps this is true merely because of the impor~ance which the Romantic School places upon the genius of the subj~ct, for all schools of criti- cism recognize Shakespeare's ability at creating effective drama. A more accurate answer, however, probably lies in the fact that "romanti- cism" has a broad base and encompasses so very much. -
The Work of the Critic
CHAPTER 1 The Work of the Critic Oh, gentle lady, do not put me to’t. For I am nothing if not critical. —Iago to Desdemona (Shakespeare, Othello, Act 2, Scene I) INTRODUCTION What is the advantage of knowing how to perform television criticism if you are not going to be a professional television critic? The advantage to you as a television viewer is that you will not only be able to make informed judgment about the television programs you watch, but also you will better understand your reaction and the reactions of others who share the experience of watching. Critical acuity enables you to move from casual enjoyment of a television program to a fuller and richer understanding. A viewer who does not possess critical viewing skills may enjoy watching a television program and experience various responses to it, such as laughter, relief, fright, shock, tension, or relaxation. These are fun- damental sensations that people may get from watching television, and, for the most part, viewers who are not critics remain at this level. Critical awareness, however, enables you to move to a higher level that illuminates production practices and enhances your under- standing of culture, human nature, and interpretation. Students studying television production with ambitions to write, direct, edit, produce, and/or become camera operators will find knowledge of television criticism necessary and useful as well. Television criticism is about the evaluation of content, its context, organiza- tion, story and characterization, style, genre, and audience desire. Knowledge of these concepts is the foundation of successful production. THE ENDS OF CRITICISM Just as critics of books evaluate works of fiction and nonfiction by holding them to estab- lished standards, television critics utilize methodology and theory to comprehend, analyze, interpret, and evaluate television programs. -
Original Conceptual Framework Extended Narrative
Exhibit I.5.c.3: Original Conceptual Framework Extended Narrative Conceptual Framework 1 The Conceptual Framework St. Cloud State University College of Education The Educator as Transformative Professional Narrative Revised November 2007 Exhibit I.5.c.3: Original Conceptual Framework Extended Narrative Conceptual Framework 2 Exhibit I.5.c.3: Original Conceptual Framework Extended Narrative Conceptual Framework 3 The Educator as Transformative Groups and individuals with an interest in St. Professional Cloud State University’s theory of professional education are many: Introduction • Parents and the public in Minnesota Everyone knows that education can transform and elsewhere where SCSU people. Yet how often is it portrayed as no completers will serve as teachers, more than a matter of small, incremental administrators, and counselors; changes! Everyone knows that even the very best education can be an unruly affair and is • Employers who consider hiring St. almost always an unpredictable one. Cloud State University candidates; ‐‐Jane Roland Martin, 2007, p. 6 The construction of a conceptual framework • Potential candidates of the unit, who is perhaps a noble effort to bring order to the want to know what faculty members natural complexity of teaching and learning. in the institution stand for, as they NCATE defines a conceptual framework in decide on whether to enroll in unit the following terms: programs; A Conceptual Framework is an underlying structure in a professional • Members of accrediting bodies, education unit that gives conceptual particularly NCATE, who want to meaning, through an articulated identify the theories that guide unit rationale, to the unit’s teaching, practices; and candidate performance, faculty scholarship and service, and unit • Legislators, school board members, accountability. -
THE Permanent Crisis of FILM Criticism
mattias FILM THEORY FILM THEORY the PermaNENT Crisis of IN MEDIA HISTORY IN MEDIA HISTORY film CritiCism frey the ANXiety of AUthority mattias frey Film criticism is in crisis. Dwelling on the Kingdom, and the United States to dem the many film journalists made redundant at onstrate that film criticism has, since its P newspapers, magazines, and other “old origins, always found itself in crisis. The erma media” in past years, commentators need to assert critical authority and have voiced existential questions about anxieties over challenges to that author N E the purpose and worth of the profession ity are longstanding concerns; indeed, N T in the age of WordPress blogospheres these issues have animated and choreo C and proclaimed the “death of the critic.” graphed the trajectory of international risis Bemoaning the current anarchy of inter film criticism since its origins. net amateurs and the lack of authorita of tive critics, many journalists and acade Mattias Frey is Senior Lecturer in Film at film mics claim that in the digital age, cultural the University of Kent, author of Postwall commentary has become dumbed down German Cinema: History, Film History, C and fragmented into niche markets. and Cinephilia, coeditor of Cine-Ethics: riti Arguing against these claims, this book Ethical Dimensions of Film Theory, Prac- C examines the history of film critical dis tice, and Spectatorship, and editor of the ism course in France, Germany, the United journal Film Studies. AUP.nl 9789089647177 9789089648167 The Permanent Crisis of Film Criticism Film Theory in Media History explores the epistemological and theoretical founda- tions of the study of film through texts by classical authors as well as anthologies and monographs on key issues and developments in film theory. -
Science Fiction Gerry Canavan Marquette University, [email protected]
Marquette University e-Publications@Marquette English Faculty Research and Publications English, Department of 1-1-2016 Science Fiction Gerry Canavan Marquette University, [email protected] Published version. "Science Fiction," in Oxford Research Encyclopedia of Literature, David McCooey. Oxford University Press, 2016. DOI. © 2016 Oxford University Press. Used with permission. Science Fiction Oxford Research Encyclopedia of Literature Science Fiction Gerry Canavan Subject: American Literature, British, Irish, Scottish, and Welsh Literatures, English Language Literatures (Other Than American and British) Online Publication Date: Mar 2017 DOI: 10.1093/acrefore/9780190201098.013.136 Summary and Keywords Science fiction (SF) emerges as a distinct literary and cultural genre out of a familiar set of world-famous texts ranging from Mary Shelley’s Frankenstein (1818) to Gene Roddenberry’s Star Trek (1966–) to the Marvel Cinematic Universe (2008–) that have, in aggregate, generated a colossal, communal archive of alternate worlds and possible future histories. SF’s dialectical interplay between utopian optimism and apocalyptic pessimism can be felt across the genre’s now centuries-long history, only intensifying in the 20th century as the clash between humankind’s growing technological capabilities and its ability to use those powers safely or wisely has reached existential-threat propositions, not simply for human beings but for all life on the planet. In the early 21st century, as in earlier cultural moments, the writers and critics of SF use the genre’s articulation of different societies and different possible futures as the occasion to reflect on our own present, in ways that range from full-throated defense of the status quo to the ruthless denunciation of all institutions that currently exist in the name of some other, better world. -
YOU BE the CRITIC! an Exercise in Looking, Interpreting, and Discussing Art Works
Huntington and Scott Gallery Programs YOU BE THE CRITIC! An Exercise in Looking, Interpreting, and Discussing Art Works Grades 9–12 I. Introduction s good art only something you like? Do you have to understand the mood or I motivation of the artist in order to appreciate the work? Is art only something you can hang on a wall or display on a shelf? Since man started painting pictures on cave walls there have been critics who become experts, or think they are experts, in interpreting works of art. But who are these people and how do they form their opinions? What makes art—Art? II. Objective ♦ Students will discuss works of art using the process of evaluation which focuses on art history, art criticism, aesthetics, and studio production. III. Standards Assessed Visual Arts Standards California Board of Education, adopted January, 2001 Standard 1.0 Artistic Perception: Processing, analyzing, and responding to sensory information through the language and skills unique to the visual arts. Standard 2.0 Creative Expression: Creating, performing, and participating in the visual arts. Standard 3.0 Historical and Cultural Context: Understanding the visual arts in relation to history and culture. The Huntington Library, Art Collections, and Botanical Gardens 1 Huntington & Scott Gallery Programs You Be the Critic! Standard 4.0 Aesthetic Valuing: Responding to, analyzing, and making judgments about works in the visual arts. Standard 4.0 Connections, relationships, and applications: Connecting and applying what is learned in the visual arts to other forms and subject areas and to careers IV. Materials Needed paper, pen or pencils prints of paintings color crayons or oil pastels or pencils television print ads computer radio V. -
Why New Testament Textual Criticism Matters: a Non-Critic's Perspective
Introduction x Why New Testament Textual Criticism Matters: A Non-Critic’s Perspective Robert B. Stewart thank God for text critics. Everyone who reads the New Testament owes them a debt. This is not merely an opinion, it is a fact—a fact Iof which many are blissfully unaware. The debt that readers of the New Testament who have no training in biblical languages owe trans- lators is obvious. But even those who can read the Bible in its original languages owe a debt to text critics. When I read from a modern edi- tion of the Greek New Testament, I am not reading the Greek New Testament but a Greek New Testament. In other words, I am reading an edited Greek New Testament, the product of multitudinous editorial decisions, all of which were made by New Testament textual critics. Both Bart Ehrman and Daniel B. Wallace are well aware of this debt. In fact, as text critics, they occupy a privileged position from which to appreciate this fact and thus understand the issues involved in the thousands of decisions that text critics make. And make no mis- take, New Testament text critics are faced with many more decisions than are critics of other ancient texts. This is because the New Testa- ment is the best-attested book of antiquity—by far. This is good news 1 2 THE RELIABILITY OF THE NEW TESTAMENT for those interested in knowing about Jesus and early Christianity. But this preponderance of evidence also complicates things. Simply put, the more manuscripts one has of any text, the more textual variants one is likely to encounter—and every textual variant demands a deci- sion, a decision that will be made by a text critic. -
Ts Eliot's Significant Contribution to Both Criticism and Creation
T. S. ELIOT’S SIGNIFICANT CONTRIBUTION TO BOTH CRITICISM AND CREATION: AN APPRAISAL N. PADMAPRIYADHARSHINI Ph. D. Scholar (Full-Time) Dept. of English & Comparative Literature, Madurai Kamaraj University, MADURAI-21 (TN) INDIA This research article at the outset ardently probes on the newfangled and multi-faceted proficient writer T.S.Eliot, who is an erudite 20th century modern writer and leading modern critic, who paved for the constructive contribution to literature and criticism. This research article keenly dives deeply into the thoughts of T.S.Eliot in order to explore the critical terms, ideas and notions that he invoked to the realm of literary criticism. And finally, this research article examines critical works of T.S.Eliot and insists the fact that Eliot had carved a new way and direction in the field of literary theory and criticism. Key Words: criticism, tradition, past, present, sensibility, association, disassociation, unification, life, critic, correlative Objective T. S. Eliotis a versatile proliferate writer and he is regarded as a classicist, a traditionalist, a critic, a social thinker and an erudite philosopher. He is a man of complete with many sided personality. He is a man of great force conjoining together with the poet-critics beginning with Ben Johnson and including such names as Dryden, Johnson, Coleridge and Matthew Arnold. The literary span of his life’s production actively covers over forty-five years. Inthis active literary period, he involved himself in writing poems, plays, literary and social essays as well as he also worked as a journalist and served the position of editor. Besides all of these, his project of critical pronouncements got published in the form of articles and essays in numerous periodicals and journals of the day and collected in such notable books as 1.The Use of Poetry and the Use of Criticism (1931), 2.The Ideaof a Christian Society (1939), N. -
How to Be a Film Critic in Five Easy Lessons
How to Be a Film Critic in Five Easy Lessons How to Be a Film Critic in Five Easy Lessons By Christopher K. Brooks How to Be a Film Critic in Five Easy Lessons By Christopher K. Brooks This book first published 2020 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2020 by Christopher K. Brooks All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-4322-6 ISBN (13): 978-1-5275-4322-5 Lou Lopez and his Emerson Biggins Staff The disenfranchised of the English Department: Rebeccah Bree, Fran Connor, Margaret Dawe, Darren Defrain, Albert Goldbarth, Jean Griffith, and Sam Taylor Brian Evans, Mary Sherman, Kerry Branine, Mythili Menon, and T.J. Boynton. Peter Zoller, William Woods, Kim Hamilton, and Susan Wilcox Mary Waters and Ron Matson, forgiven . This book is for all of you TABLE OF CONTENTS Introduction ................................................................................................ 1 A Background to Film Criticism and Millennial Viewers How to Be a Film Critic in Five Easy Lessons ........................................... 9 A Primer for Film Students and Critic Wannabes Chapter One ............................................................................................. -
A History of Art Criticism
1 ▪ ▪ ▪ ▪ ▪ A History of Art Criticism It is conventional to explain the origins of criticism as following the establishment of regular art exhibitions by the Académie in the Louvre in 1737. Yet the various ingredients that came together to form Salon criticism pre-existed the instigation of annual exhibitions. —RICHARD WRIGLEY, IN THE ORIGINS OF FRENCH ART CRITICISM, 1993 In his immortal Salons, Diderot . founded the criticism of painting. 1 —THÉOPHILE GAUTIER, 1854 THE BIRTH OF A GENRE Defined broadly, art criticism clearly has a lengthy history. Men and women have been talking and writing about buildings, sculptures, and paintings with discernment—and so practicing art criticism, in one sense of the word— for thousands of years. As early as the first century BCE, for instance, the ancient Greek geographer Strabo pondered the effect of an ancient temple of Artemis that, “insofar as the size of the temple and the number of votives is concerned, falls short of the one in Ephesus; but, in its well-designed appearance and in the artistry visible in the fitting out of its sacred enclosure, is much superior.”2 And in the fifth century CE, a Byzantine scholar named Procopius recorded his reaction to the vast dome of Constantinople’s Hagia Sofia. “From the lightness of the building,” he argued, “it does not appear to rest upon a solid foundation, but to cover the place beneath as though it were suspended from heaven by the fabled golden chain.”3 1Quoted in Snell, Théophile Gautier, 206. 2Pollitt, The Ancient View of Greek Art, 171. 3Quoted in Lethaby and Swainson, The Church of Sancta Sophia Constantinople, 26. -
The Role of the Artist As a Social Critic: As Interpreted Through the Art of Swoon, Allora & Calzadilla, and Ai Wei
Rollins College Rollins Scholarship Online Master of Liberal Studies Theses Fall 2014 The Role of the Artist as a Social Critic: as Interpreted through the Art of Swoon, Allora & Calzadilla, and Ai Wei Wei Jessica A. Hasara MLS, [email protected] Follow this and additional works at: http://scholarship.rollins.edu/mls Part of the Contemporary Art Commons, and the Fine Arts Commons Recommended Citation Hasara, Jessica A., "The Role of the Artist as a Social Critic: as Interpreted through the Art of Swoon, Allora & Calzadilla, and Ai Wei Wei" (2014). Master of Liberal Studies Theses. 67. http://scholarship.rollins.edu/mls/67 This Open Access is brought to you for free and open access by Rollins Scholarship Online. It has been accepted for inclusion in Master of Liberal Studies Theses by an authorized administrator of Rollins Scholarship Online. For more information, please contact [email protected]. Rollins College Rollins Scholarship Online Masters of Liberal Studies Theses Fall 2014 The Role of the Artist as a Social Critic: as interpreted through the art of Swoon, Allora & Calzadilla, and Ai Wei Wei Jessica A. Hasara Follow this and additional works at: http://scholarship.rollins.edu/mls This Open Access is brought to you for free and open access by Rollins Scholarship Online. It has been accepted for inclusion in Masters of Liberal Studies Theses by an authorized administrator of Rollins Scholarship Online. For more information, please contact [email protected]. The Role of the Artist as a Social Critic: as interpreted through the art of Swoon, Allora & Calzadilla, and Ai Wei Wei A Project Submitted in Partial Fulfillment of the requirements for the Degree of Master of Liberal Studies by Jessica Hasara December 2014 Mentor: Dr. -
Literary Theories: a Sampling of Critical Lenses
Literary Theories: A Sampling of Critical Lenses Literary theories were developed as a means to understand the various ways people read texts. The proponents of each theory believe their theory is the theory, but most of us interpret texts according to the "rules" of several different theories at a time . All literary theories are lenses through which we can see texts. There is nothing to say that one is better than another or that you should read according to any of them, but it is sometimes fun to "decide" to read a text with one in mind because you often end up with a whole new perspective on your reading. What follows is a summary of some of the most common schools of literary theory. These descriptions are extremely cursory, and none of them fully explains what the theory is all about. But it is enough to get the general idea. Enjoy! Archetypal Criticism: In criticism, "archetype" signifies narrative designs, character types, or images that are said to be identifiable in a wide variety of works of literature, as well as in myths, dreams, and even ritualized modes of social behavior. The archetypal similarities within these diverse phenomena are held to reflect a set of universal, primitive, and elemental patterns, whose effective embodiment in a literary work evokes a profound response from the reader. The death- rebirth theme is often said to be the archetype of archetypes. Other archetypal themes are the journey underground, the heavenly ascent, the search for the father, the paradise-Hades image, the Promethean rebel-hero, the scapegoat, the earth goddess, and the fatal woman.