Beatnik Fashion
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Bohemian Space and Countercultural Place in San Francisco's Haight-Ashbury Neighborhood
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2017 Hippieland: Bohemian Space and Countercultural Place in San Francisco's Haight-Ashbury Neighborhood Kevin Mercer University of Central Florida Part of the History Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Mercer, Kevin, "Hippieland: Bohemian Space and Countercultural Place in San Francisco's Haight-Ashbury Neighborhood" (2017). Electronic Theses and Dissertations, 2004-2019. 5540. https://stars.library.ucf.edu/etd/5540 HIPPIELAND: BOHEMIAN SPACE AND COUNTERCULTURAL PLACE IN SAN FRANCISCO’S HAIGHT-ASHBURY NEIGHBORHOOD by KEVIN MITCHELL MERCER B.A. University of Central Florida, 2012 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Summer Term 2017 ABSTRACT This thesis examines the birth of the late 1960s counterculture in San Francisco’s Haight-Ashbury neighborhood. Surveying the area through a lens of geographic place and space, this research will look at the historical factors that led to the rise of a counterculture here. To contextualize this development, it is necessary to examine the development of a cosmopolitan neighborhood after World War II that was multicultural and bohemian into something culturally unique. -
KEROUAC, JACK, 1922-1969. John Sampas Collection of Jack Kerouac Material, Circa 1900-2005
KEROUAC, JACK, 1922-1969. John Sampas collection of Jack Kerouac material, circa 1900-2005 Emory University Stuart A. Rose Manuscript, Archives, and Rare Book Library Atlanta, GA 30322 404-727-6887 [email protected] Descriptive Summary Creator: Kerouac, Jack, 1922-1969. Title: John Sampas collection of Jack Kerouac material, circa 1900-2005 Call Number: Manuscript Collection No. 1343 Extent: 2 linear feet (4 boxes) and 1 oversized papers box (OP) Abstract: Material collected by John Sampas relating to Jack Kerouac and including correspondence, photographs, and manuscripts. Language: Materials entirely in English. Administrative Information Restrictions on Access Special restrictions apply: Use copies have not been made for audiovisual material in this collection. Researchers must contact the Rose Library at least two weeks in advance for access to these items. Collection restrictions, copyright limitations, or technical complications may hinder the Rose Library's ability to provide access to audiovisual material. Terms Governing Use and Reproduction All requests subject to limitations noted in departmental policies on reproduction. Related Materials in Other Repositories Jack Kerouac papers, New York Public Library Related Materials in This Repository Jack Kerouac collection and Jack and Stella Sampas Kerouac papers Source Purchase, 2015 Emory Libraries provides copies of its finding aids for use only in research and private study. Copies supplied may not be copied for others or otherwise distributed without prior consent of the holding repository. John Sampas collection of Jack Kerouac material, circa 1900-2005 Manuscript Collection No. 1343 Citation [after identification of item(s)], John Sampas collection of Jack Kerouac material, Stuart A. Rose Manuscript, Archives, and Rare Book Library, Emory University. -
American Beat Yogi
Linda T. Klausner Masters Thesis: Literature, Culture, and Media Professor Eva Haettner-Aurelius 22 Apr 2011 American Beat Yogi: An Exploration of the Hindu and Indian Cultural Themes in Allen Ginsberg Klausner ii Table of Contents Preface iii A Note on the Mechanics of Writing v Introduction 1 Chapter 1: Early Life, Poetic Vision, and Critical Perspectives 10 Chapter 2: In India 21 Chapter 3: The Change 53 Chapter 4: After India 79 Conclusion 105 Sources 120 Appendix I. Selected Glossary of Hindi and Sanskrit Words 128 Appendix II. Descriptions of Prominent Hindu Deities 130 Klausner iii Preface I am grateful for the opportunity to have been able to live in Banaras for researching and writing this paper. It has provided me an invaluable look at the living India that Ginsberg writes about, and enabled me to see many facets that would otherwise have been impossible to discover. In the spirit of research and my deep passion for the subject, I braved temperatures nearing 50º Celsius. Not weather particularly conducive to thesis-writing, but what I was able to discover and experience empowers me to do it again in a heartbeat. Since the first draft, I contracted a mosquito-borne tropical illness called Dengue Fever, for which there is no vaccine. I left India for a season to recover, and returned to complete this study. The universe guided me to some amazing mentors, including Anand Prabhu Barat at the literature department of Banaras Hindu University, who specializes in the Eastern spiritual themes of the Beat Generation. She and Ginsberg had corresponded, and he sent her several works including Allen Ginsberg: Collected Works, 1947 – 1980. -
THE PEDAGOGY and ETHICS of IMPROVISATION USING the HAROLD David Dellus Patton Virginia Commonwealth University
Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2007 THE PEDAGOGY AND ETHICS OF IMPROVISATION USING THE HAROLD David Dellus Patton Virginia Commonwealth University Follow this and additional works at: http://scholarscompass.vcu.edu/etd Part of the Theatre and Performance Studies Commons © The Author Downloaded from http://scholarscompass.vcu.edu/etd/906 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. © David Patton 2007 All Rights Reserved THE PEDAGOGY AND ETHICS OF IMPROVISATION USING THE HAROLD A Thesis submitted in partial fulfillment of the requirements for the degree of Master of Fine Arts at Virginia Commonwealth University. by DAVID PATTON Bachelor of Arts, College of William and Mary 1997 Master of Divinity, Union Theological Seminary and PSCE 2005 Director: AARON ANDERSON ASSISTANT PROFESSOR OF THEATRE Reader: JANET RODGERS HEAD OF PERFORMANCE Reader: CHARNA HALPERN ARTISTIC DIRECTOR OF IO CHICAGO Virginia Commonwealth University Richmond, Virginia May, 2007 ii Acknowledgement I would like to thank my father for inspiring my love of theatre and supporting me no matter what. I would also like to thank my Aunt Jane and Uncle Norman for being so very cool. Thanks to my old friends, Matt Williams and Tina Medlin Nelson, and my new VCU friends, Shanea N. Taylor and Kim Parkins, for making grad school bearable. Also thanks to Hana, Tara and the whole Beatty family for their love and support. -
The Sixties Counterculture and Public Space, 1964--1967
University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 2003 "Everybody get together": The sixties counterculture and public space, 1964--1967 Jill Katherine Silos University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Silos, Jill Katherine, ""Everybody get together": The sixties counterculture and public space, 1964--1967" (2003). Doctoral Dissertations. 170. https://scholars.unh.edu/dissertation/170 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. -
Jokes So Effective
CHAPTER TWO But Seriously, Folks ... One of the biggest mistakes an improviser can make is attempting to be funny. In fact, if an audience senses that any performer is deliberately trying to be funny, that performer may have made his task more difficult (this isn't always the case for an established comedian playing before a sympathetic crowd — comics like Jack Benny and Red Skelton were notorious for breaking up during their sketches, and their audiences didn't seem to mind it a bit. A novice performer isn't usually as lucky, unless he's managed to win the crowd over to his side). When an actor gives the unspoken message "Watch this, folks, it's really going to be funny," the audience often reads this as "This is going to be so funny, I'm going to make you laugh whether you want to or not." Human nature being what it is, many audience members respond to this challenge with "Oh, yeah? Just go ahead and try, because I'm not laughing," to the performer's horror. A much easier approach for improvisers is to be sincere and honest, drawing the audience into the scene rather than reaching out and trying to pull them along. Improvisers can be relaxed and natural, knowing that if they are sincere, the audience will be more receptive to them. Audience members laugh at things they can relate to, but they cannot empathize if the performers are insincere. Ars est celare artem, as the ancient Romans would say: the art is in concealing the art. -
The Impact of Allen Ginsberg's Howl on American Counterculture
CORE Metadata, citation and similar papers at core.ac.uk Provided by Croatian Digital Thesis Repository UNIVERSITY OF RIJEKA FACULTY OF HUMANITIES AND SOCIAL SCIENCES DEPARTMENT OF ENGLISH Vlatka Makovec The Impact of Allen Ginsberg’s Howl on American Counterculture Representatives: Bob Dylan and Patti Smith Submitted in partial fulfillment of the requirement for the M.A.in English Language and Literature and Italian language and literature at the University of Rijeka Supervisor: Sintija Čuljat, PhD Co-supervisor: Carlo Martinez, PhD Rijeka, July 2017 ABSTRACT This thesis sets out to explore the influence exerted by Allen Ginsberg’s poem Howl on the poetics of Bob Dylan and Patti Smith. In particular, it will elaborate how some elements of Howl, be it the form or the theme, can be found in lyrics of Bob Dylan’s and Patti Smith’s songs. Along with Jack Kerouac’s On the Road and William Seward Burroughs’ Naked Lunch, Ginsberg’s poem is considered as one of the seminal texts of the Beat generation. Their works exemplify the same traits, such as the rejection of the standard narrative values and materialism, explicit descriptions of the human condition, the pursuit of happiness and peace through the use of drugs, sexual liberation and the study of Eastern religions. All the aforementioned works were clearly ahead of their time which got them labeled as inappropriate. Moreover, after their publications, Naked Lunch and Howl had to stand trials because they were deemed obscene. Like most of the works written by the beat writers, with its descriptions Howl was pushing the boundaries of freedom of expression and paved the path to its successors who continued to explore the themes elaborated in Howl. -
Obscene Odes on the Windows of the Skull": Deconstructing the Memory of the Howl Trial of 1957
W&M ScholarWorks Undergraduate Honors Theses Theses, Dissertations, & Master Projects 12-2013 "Obscene Odes on the Windows of the Skull": Deconstructing the Memory of the Howl Trial of 1957 Kayla D. Meyers College of William and Mary Follow this and additional works at: https://scholarworks.wm.edu/honorstheses Part of the American Studies Commons Recommended Citation Meyers, Kayla D., ""Obscene Odes on the Windows of the Skull": Deconstructing the Memory of the Howl Trial of 1957" (2013). Undergraduate Honors Theses. Paper 767. https://scholarworks.wm.edu/honorstheses/767 This Honors Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. “Obscene Odes on the Windows of the Skull”: Deconstructing The Memory of the Howl Trial of 1957 A thesis submitted in partial fulfillment of the requirement for the degree of Bachelor of Arts in American Studies from The College of William and Mary by Kayla Danielle Meyers Accepted for ___________________________________ (Honors, High Honors, Highest Honors) ________________________________________ Charles McGovern, Director ________________________________________ Arthur Knight ________________________________________ Marc Raphael Williamsburg, VA December 3, 2013 Table of Contents Introduction: The Poet is Holy.........................................................................................................2 -
Countercultural Reflections: the Beat Generation and Occupy Wall Street in Comparative Perspective
Countercultural Reflections: The Beat Generation and Occupy Wall Street in Comparative Perspective. Name: Anita Schmale Student number: 3341623 MA Thesis, American Studies Program, Utrecht University Supervisor: Dr. Joes Segal Date of submission: 25 July 2013 Word Count: 19,892 Table of Contents 1. Introduction 1 2. Identifying the Beat Generation and Occupy Wall Street 7 2.1 Beat Generation 7 2.2 Occupy Wall Street 16 3. Expressions of Countercultural Ideas 26 3.1 Expressions of the Beat Generation 26 3.2 Expressions of Occupy Wall Street 31 4. Theories of Social Movements 35 4.1 Tilly & Tarrow 36 4.1.1 Beat Generation 38 4.1.2 Occupy Wall Street 43 4.1.3 Assessing the Theory 45 4.2 Klaus Eder 46 4.2.1 Beat Generation 49 4.2.2 Occupy Wall Street 52 4.2.3 Assessing the Theory 53 4.3 Gene Sharp 54 4.3.1 Beat Generation 57 4.3.2 Occupy Wall Street 60 4.3.3 Assessing the Theory 62 5. Conclusion 63 Works Cited 71 1. Introduction On September 18, 2011, one day after the so-called “Day of Rage”, The New York Times reports that a group of protesters gathered around the New York Stock Exchange and occupied Wall Street (Moynihan, “Protesters” par. 1). According to the newspaper, the protesters had been planning “September 17” for months and were aiming to occupy Wall Street “as an expression of anger over a financial system that they say favors the rich and powerful at the expense of ordinary citizens” (Moynihan, “Protesters” par. -
1 Before London Started Swinging: Representing the British Beatniks David Buckingham This Essay Is Part of a Larger Project
Before London started swinging: representing the British beatniks David Buckingham This essay is part of a larger project, Growing Up Modern: Childhood, Youth and Popular Culture Since 1945. More information about the project, and illustrated versions of all the essays can be found at: https://davidbuckingham.net/growing-up-modern/. In his autobiography, Personal Copy, the journalist and broadcaster Ray Gosling describes a feeling of imminent change that was shared by many young people at the very end of the 1950s: There was just this feeling… that we were important, that something was going to happen. How, and in what direction, we didn’t know. And we didn’t much care. It was a very, very, very odd feeling, but we felt it. Gosling himself came from a frugal working-class background in the provincial English city of Northampton. In 1959, he dropped out of university and set up a youth centre in Leicester that was run autonomously by a committee of young people. The academic Richard Hoggart – the author of The Uses of Literacy, who was soon to become the founding director of the Centre for Contemporary Cultural Studies (CCCS) at Birmingham University – was on his management committee. Although Gosling’s youth centre collapsed, he developed the argument for youth-led welfare provision in a pamphlet for the Fabian Society; and he went on to build a career as a writer and public speaker, offering an insider’s perspective on the emerging youth culture of the time. He became associated with the New Left, and began to mix in the more cosmopolitan culture of London’s coffee bars, making friends with Stuart Hall (then the editor of the New Left Review) and the novelist Colin MacInnes, whom he described as his ‘mentor’. -
1 the Beat Generation the Beats Were a Criticism of American Complacency Under the Ike-Nixon Regime, an Expression of New Forms
The Beat Generation The Beats were a criticism of American complacency under the Ike-Nixon regime, an expression of new forms of prose, and poetry and an exploration of consciousness, which joined the dissent of existing Bohemias [...] to produce a distinct style of literature and living, based on disaffiliation, poverty, anarchic individualism and communal living. A relaxation of 'square' (puritan, middle-class, respectable) attitudes towards sex, drugs, religion and art became the opposing uniformity of 'beat' -Eric Monstram: The Penguin Companion to Literature The “Beat Generation” is viewed as an influential cultural revolution or a literary movement that emerged in the late 1940’s in the aftermath of World War II. The Beat movement was made up of a broad geographical range, from New York City to San Francisco. At first the majority of the “beats” lived in Greenwich Village, New York. They usually hung out together in coffeehouses, jazz bars, and in Washington Square Park, sharing ideas, creating works of art -especially poetry, listening to music and having wild parties. The poetry and novels they wrote were always about their own life experiences and hence biographical. The autobiographical fiction novels of Jack Kerouac and his fellow Beat writers show that without a specific philosophy, the Beat Generation sought to redefine the American Dream and reject middle class values through the pursuit of kicks and escape from convention. Over View In the Beat Book edited by Ann Waldman, the origin of the phrase is traced back to Jack Kerouac’s conversation with John Clellon Holmes in 1948: 1 They were discussing the nature of generations, recollecting the glamour of the Lost Generation, and Kerouac said, "Ah, this is nothing but a beat generation." They talked about whether it was a "found generation" (as Kerouac sometimes called it), an "angelic generation", or some other epithet. -
Allen Ginsberg
Beat poetry and the twentieth century: Allen Ginsberg Haidee Kotze Beat poetry and the twentieth century: Allen Ginsberg Haidee Kotze B.A., B.A. Hons Dissertation submitted in fulfilment of the requirements for the degree Magister Artium in the Department of English at the Potchefstroorn-u-n-LvAr~itv fnr r.hri~ti::~n l-linh"' r Education I -_F'OTCHEFSTROOMSE UNIVEF:Sirt::n VIR CHO \I~:ttt:YH \'''"•:,¥} 1999 -04-2 1 ~~§.~}/ Supervisor: Mr. J.-L. Kruger Vanderbijlpark November 1998 Acknowledgements I would like to thank the following people and institutions: • My supervisor, Jan-Louis Kruger, for his expertise, empathy and constant support. • Edward, for his love, patience and motivation. • My parents and family, for their continued encouragement and involvement throughout my academic career. • Vernon, for his friendship and compassion. • All my friends, colleagues and lecturers whose interest in this study contributed to it in various ways. • San Geldenhuys, Lizette Marais, Yvonne Engelbrecht and Christelle Oosthuizen of the Ferdinand Postma Library (Vaal Triangle Campus), for their helpful, enthusiastic and prompt assistance. • The Centre for Science Development (HSRC South Africa), for financial assistance. Opinions expressed and conclusions arrived at are not necessarily to be attributed to the Centre for Science Development. • Sentrachem, for the additional financial support which made this study possible. Table of contents 1. Introduction: statement of problem, aims and methods ...... .. ................................. 1 1.1 Contextualisation