DOCSLIB.ORG

JH PG 15-16.Indd

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
JH PG 15-16.Indd 418 West Short Street What will you Lexington, KY 40507 discover? 859.254.4546 FAX.254.9512 Dear Educator, 2015-2016 Season Play Guide Lexington Children’s Theatre is proud to be producing our 77th season of plays for young people and their families. As an organization that val- ues the arts and education, we have created this Play Guide for teachers JUNIE B. to utilize in conjunction with seeing a IN play at LCT. Our Play Guides are designed to be JINGLE BELLS a valuable tool in two ways: helping BATMAN SMELLS you prepare your students for the en- February 9-12, 2016 riching performance given by LCT’s performers, as well as serving as an 10:00am and 11:45am educational tool for extending the OUR M ISSION TO S CHOOLS, Program Review production experience back into your TEACHERS AND S TUDENTS Information classroom. The mission of Lexington Not only does our pro- We designed each activity to assist in Children’s Theatre’s Edu- gramming align with achieving the Kentucky Core Content cation Department is to KCC Standards, but this (KCC) and to integrate the arts with provide students of all ages play guide as a whole is with the means to actively your core curricular subjects. aligned with the KY Arts explore the beauty, diver- and Humanities Pro- Teachers are important voices at sity, complexity and chal- gram Review under the LCT. We rely heavily on your input. If lenges of the world around following demonstrators: you have comments or suggestions them through the dramatic about our Play Guides, show selec- process. We strive for Demonstrator 2: a,c,d tions or any of our programming, your young people to develop Demonstrator 3: a,b,d their own creative voice, thoughts are greatly appreciated. their imagination and their Demonstrator 4: d Please respond to the Teacher Re- understanding of drama sponse form following a performance. and its role in society. We are thrilled that you rely on LCT to provide your students a quality the- This play guide is sponsored by atrical experience, and we hope this resource aids you in extending our production into your classroom. LCT’s Education Department Play Synopsis Thunder rolls through the valley on the night John Henry, a steel driv- ing man, is born with a hammer in his hand. Growing up, John feels the sweet ring of hammer against steel in his blood and knows he is destined to drive steel for the C&O Railroad Company. He heads down to the docks, hoping he can work his way up the Mississippi. He meets O’Brien, challenges him to a cotton rousting race and wins passage up river on the Captain’s boat. En route to Louisville, they navigate disastrous weather and John’s steel driving skills save the boat from destruction. Once they arrive, John learns he has only one day to get to Cincinnati before the C&O crew heads out to West Virginia. His wish for speed is granted when he meets a man with a horse named Thunderbolt. John wins a bet by outracing Thunderbolt, and in return, gets to ride the horse all the way to Cincinnati. Arriving just in time, John makes the acquaintance of the C&O crew’s Captain McDaniel, and is set to driving spikes with his new part- ner, the lovely Polly Ann. John and Polly make fast friends, and work for months building track through the Kanawah Valley. At the moment John Henry sees the sight of The Big Bend Tunnel, he knows he has reached his destiny. John and his crew set to slowly drilling through the mountain of solid rock. Reinforcement soon arrives in the form of a steam drilling machine, threatening to put the crew out of work. John challenges the machine to a race, in hopes of saving their jobs. His mighty hammer drills, long after the machine shuts down, until he breaks through the mountain. Then John Henry, utterly ex- hausted, lays down and dies as he was born: with his hammer in his hand. Your Role in the Play You may wish to have a discussion with your class about your upcoming LCT experience and their role as audience members. Remind your students that theatre can only exist with an audience. Your students’ energy and response directly affects the actors onstage. The quality of the performance depends as much on the audience as it does on each of the theatre professionals behind the scenes and onstage. Young audiences should know that watching live theatre is not like watching more familiar forms of entertainment; they cannot pause or rewind us like a DVD, there are no commercials for bathroom breaks, nor can they turn up the volume to hear us if someone else is talking. Your students are encouraged to listen and watch the play intently, so that they may laugh and cheer for their favorite characters when it is appropriate. At the end of the play, applause is an opportunity for your students to thank the actors, while the actors are thanking you for the role they played as an audience. Before the Play Exploring the Origin of Folk Tales The Legend of John Henry is based on truth, but the story we know today has gone through many changes since its origin. Scholars have found that there really was a steel-driver named John Henry or John Hardy, and contests between steel-drivers were common, though there is no evi- dence of a contest between a man and a steam drill. In the library, ask each student to fi nd a folktale that has more than one version. Read the different versions and compare them. What changes between the stories? What do the stories have in common? What elements stand out as the most important points? Do research on the tale to fi nd out the facts behind the story. What re- ally might have happened to inspire this folktale? KCC: RD-E-1.0.8, RD-E-2.0.8, SS-E-2.1.2, SS-E-5.1.1 Create Your Own Folk Tale Have each student create their own folktale about someone they know. Have them begin by gathering the following kinds of facts about the person. 1. Facts you know about this person 2. Abilities or dastardly deeds 3. An event or action that becomes legendary Next, extend the facts into a larger than life context. 1. Hero or heroine 2. Powers, capacities, lies 3. Metaphoric time and place Then, have the students write a one or two page tale based on the newly created hero or heroine. Finally, have them draw a picture from the story or design a statue commemorating their character. KCC: WR-E-1.3, SS-E-2.1.2, WR-E-1.4 Travel by Railroad Have students make maps of the railroads that crossed the U.S. in the 1800’s. Mark the important stops along the way, as well as which lines were used more com- monly for passenger travel and which were used for freight. What signifi cance did the trains have for people living at that time? Have students accompany their maps with a fi rst-person account of traveling between two cities by train. What was the station like? Did they (as a passenger) eat or sleep on the train? How much luggage could he or she bring? What did he or she do to pass the time? What sort of scenery could be seen out the window? How fast was the train? Have students share their accounts with the class. KCC: WR-E-1.3, SS-E-5.1.2, RD-E-4.0.6, SS-E-4.1.4 COPY PAGE Around the Bend The Legend of John Henry takes place in West Virginia and tells the story of the creation of The Big Bend Tunnel. Although it can be diffi cult to pinpoint the exact birthplace of many folktales, some stories are better known in certain states or regions. Read through the following list of American folktales and the area(s) of the country with which each tale is usually associated. On the map below, mark the areas with a different color for each tale. Which regions of the country are brought together by similar folktales? How have folktales spread through the U.S.? Annie Oakley - Ohio Calamity Jane - Missourri, Dakotas, Arizona Davy Crockett - Tennessee, Texas Febold Feboldson - Nebraska, plains states Jim Bridger - Wyoming, Montana Joe Magarac - Pennsylvania John Henry - West Virginia, Alabama Johnny Appleseed - Illinois, Indiana, Kentucky, Ohio Mike Fink - Ohio, Mississippi River Molly Pitcher - Pennsylvania Old Stormalong - Massachusetts, Atlantic Ocean Paul Bunyan - Michigan, Wisconsin, Minnesota Pecos Bill -Texas, New Mexico Sacajawea - Dakotas, Idaho KCC: RD-E-4.0.6, SS-E-2.1.1, SS-E-4.2.2, SS-E-4.4.2, SS-E-4.2.1 Slue-Foot Sue - Texas John Henry: Tracing the Legend John Henry’s competition with the steam drill at Big Bend Tun- nel near Talcott, West Virginia has been preserved in song, or more specifi cally a ballad. However, variations in each version of the ballad has raised the question of who John Henry really was or if he existed at all. For some reason, the steel-driving hero was often confused with John Hardy, a song about a black outlaw who has hanged at Welch in 1894, after killing a man in a gambling dispute in the Shawnee coal camp. Even W.A. MacCorkle, the former governor of West Virginia, mixed up the two men.
Load more

Recommended publications
  • Giant List of Folklore Stories Vol. 5: the United States
    The Giant List of Stories - Vol. 5 Pattern Based Writing: Quick & Easy Essay Skim and Scan The Giant List of Folklore Stories Folklore, Folktales, Folk Heroes, Tall Tales, Fairy Tales, Hero Tales, Animal Tales, Fables, Myths, and Legends. Vol. 5: The United States Presented by Pattern Based Writing: Quick & Easy Essay The fastest, most effective way to teach students organized multi-paragraph essay writing… Guaranteed! Beginning Writers Struggling Writers Remediation Review 1 Pattern Based Writing: Quick & Easy Essay – Guaranteed Fast and Effective! © 2018 The Giant List of Stories - Vol. 5 Pattern Based Writing: Quick & Easy Essay The Giant List of Folklore Stories – Vol. 5 This volume is one of six volumes related to this topic: Vol. 1: Europe: South: Greece and Rome Vol. 4: Native American & Indigenous People Vol. 2: Europe: North: Britain, Norse, Ireland, etc. Vol. 5: The United States Vol. 3: The Middle East, Africa, Asia, Slavic, Plants, Vol. 6: Children’s and Animals So… what is this PDF? It’s a huge collection of tables of contents (TOCs). And each table of contents functions as a list of stories, usually placed into helpful categories. Each table of contents functions as both a list and an outline. What’s it for? What’s its purpose? Well, it’s primarily for scholars who want to skim and scan and get an overview of the important stories and the categories of stories that have been passed down through history. Anyone who spends time skimming and scanning these six volumes will walk away with a solid framework for understanding folklore stories.
    [Show full text]
  • American Heritage Day
    American Heritage Day DEAR PARENTS, Each year the elementary school students at Valley Christian Academy prepare a speech depicting the life of a great American man or woman. The speech is written in the first person and should include the character’s birth, death, and major accomplishments. Parents should feel free to help their children write these speeches. A good way to write the speech is to find a child’s biography and follow the story line as you construct the speech. This will make for a more interesting speech rather than a mere recitation of facts from the encyclopedia. Students will be awarded extra points for including spiritual application in their speeches. Please adhere to the following time limits. K-1 Speeches must be 1-3 minutes in length with a minimum of 175 words. 2-3 Speeches must be 2-5 minutes in length with a minimum of 350 words. 4-6 Speeches must be 3-10 minutes in length with a minimum of 525 words. Students will give their speeches in class. They should be sure to have their speeches memorized well enough so they do not need any prompts. Please be aware that students who need frequent prompting will receive a low grade. Also, any student with a speech that doesn’t meet the minimum requirement will receive a “D” or “F.” Students must portray a different character each year. One of the goals of this assignment is to help our children learn about different men and women who have made America great. Help your child choose characters from whom they can learn much.
    [Show full text]
  • Dr. Sperling Blasts Kerr for Remarks
    San n1E- Request Voucher Po- Today's Weather and Santa t Lira : No rain Students receising benefit% un- ar- today and tomorrow except der Public Law 634 (War go, light rain in extreme north; Orphans) should file souchers temperatures are expected to PARTAN I LY for November in the Regis- DA be near normal. Southwest trar's Office, ADM102 window winds 5-10 mph. SAN JOSE STATE COLLEGE No. 9. Vol. 63 1111110 SAN JOSE, CALIFORNIA. MONDAY, DECEMBER 6, 1965 No. 48 Prof Blasts 'Make It Funny' e State College Dr. Sperling Blasts Hiring Policy Another Draft Story An SJS professor has accused By RICH THAW "You are hereby ordered for (c) deferment "might be ow state college administrators of en- Kerr for Remarks Spartan Daily Saigon(?) induction into the Armed Forces in the afternon mailing." couraging the hiring of student Corespondent of the United States, and to re- The opening to the featur, Dr. John Sperling, SJS assistant puses to institute sununer pro- ally, we will support it. If it does instructors to teach classes that Says the Editor: port at 1654 The Alameda, San story might be "A funny thin. professor of humanities, has ac- grams. not, we will insist on changes or should be taught by more experi- "Thaw, write another story Jose, California, on Dec. 15, happened to me on the way t, cused University of California Pres. Gov. Edmund Brown echoed the oppose it. We certainly will not enced professors, and the overload- on the draft. lalake it humorous. 1965 at 6 a.m. (morning).
    [Show full text]
  • World Stage Curriculum
    World Stage Curriculum Washington Irving’s Tour 1832 TEACHER You have been given a completed world stage and a world stage that your students can complete. This world stage is a snapshot of the world with Oklahoma, Cherokee Nation and Muscogee Creek Nation, at its center. The Pawnee, Comanche, and Kiowa were out to the west. Europe is to the north and east. Africa is to the south and east. South America is south and a bit east. Asia and the Pacific are to the west. Use a globe to show your students that these directions are accurate. Students - Directions 1. Your teacher will assign one of these actors to you. 2. After research, note the age of the actor in 1832, the year that Irving, Ellsworth, Pourtalès, and Latrobe took a Tour on the Oklahoma prairies. 3. Place the name and age of the actor in the right place on the World Stage. 4. Write a biographical sketch about the actor. 5. Make a report to the class, sharing the biographical sketch, the age of the actor in 1832, and the place the actor was at that time. 6. Listen to all the other reports and place all of the actors in their correct locations with their correct ages in 1832. Students - Information 1. The majority of the characters can be found in your public library in biographies and encyclopedia. You will need a library card to access this information. There is enough information about each actor for a biographical sketch. 2. Other actors can be found on the Internet.
    [Show full text]
  • Summary of Sexual Abuse Claims in Chapter 11 Cases of Boy Scouts of America
    Summary of Sexual Abuse Claims in Chapter 11 Cases of Boy Scouts of America There are approximately 101,135sexual abuse claims filed. Of those claims, the Tort Claimants’ Committee estimates that there are approximately 83,807 unique claims if the amended and superseded and multiple claims filed on account of the same survivor are removed. The summary of sexual abuse claims below uses the set of 83,807 of claim for purposes of claims summary below.1 The Tort Claimants’ Committee has broken down the sexual abuse claims in various categories for the purpose of disclosing where and when the sexual abuse claims arose and the identity of certain of the parties that are implicated in the alleged sexual abuse. Attached hereto as Exhibit 1 is a chart that shows the sexual abuse claims broken down by the year in which they first arose. Please note that there approximately 10,500 claims did not provide a date for when the sexual abuse occurred. As a result, those claims have not been assigned a year in which the abuse first arose. Attached hereto as Exhibit 2 is a chart that shows the claims broken down by the state or jurisdiction in which they arose. Please note there are approximately 7,186 claims that did not provide a location of abuse. Those claims are reflected by YY or ZZ in the codes used to identify the applicable state or jurisdiction. Those claims have not been assigned a state or other jurisdiction. Attached hereto as Exhibit 3 is a chart that shows the claims broken down by the Local Council implicated in the sexual abuse.
    [Show full text]
  • Mountain Men on Film Kenneth Estes Hall East Tennessee State University, [email protected]
    East Tennessee State University Digital Commons @ East Tennessee State University ETSU Faculty Works Faculty Works 1-1-2016 Mountain Men on Film Kenneth Estes Hall East Tennessee State University, [email protected] Follow this and additional works at: https://dc.etsu.edu/etsu-works Part of the American Film Studies Commons, and the Film and Media Studies Commons Citation Information Hall, Kenneth Estes. 2016. Mountain Men on Film. Studies in the Western. Vol.24 97-119. http://www.westernforschungszentrum.de/ This Article is brought to you for free and open access by the Faculty Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in ETSU Faculty Works by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Mountain Men on Film Copyright Statement This document was published with permission from the journal. It was originally published in the Studies in the Western. This article is available at Digital Commons @ East Tennessee State University: https://dc.etsu.edu/etsu-works/596 Peter Bischoff 53 Warshow, Robert. "Movie Chronicle: The Western." Partisan Re- view, 21 (1954), 190-203. (Quoted from reference number 33) Mountain Men on Film 54 Webb, Walter Prescott. The Great Plains. Boston: Ginn and Kenneth E. Hall Company, 1931. 55 West, Ray B. , Jr., ed. Rocky Mountain Reader. New York: E.P. Dutton, 1946. 56 Westbrook, Max. "The Authentic Western." Western American Literatu,e, 13 (Fall 1978), 213-25. 57 The Western Literature Association (sponsored by). A Literary History of the American West. Fort Worth: Texas Christian University Press, 1987.
    [Show full text]
  • Tough Paradise-Book Summaries
    WHY AM I READING THIS? In 1995 the Idaho Humanities Council received an Exemplary Award from the National Endowment for the Humanities to conduct a special project highlighting the literature of Idaho and the Intermountain West. “Tough Paradise” explores the relationships between place and human psychology and values. Representing various periods in regional history, various cultural groups, various values, the books in this theme highlight the variety of ways that humans may respond to the challenging landscape of Idaho and the northern Intermountain West. Developed by Susan Swetnam, Professor of English, Idaho State University (1995) Book List 1. Balsamroot: A Memoir by Mary Clearman Blew 2. Bloodlines: Odyssey of a Native Daughter by Janet Campbell Hale 3. Buffalo Coat by Carol Ryrie Brink 4. Heart of a Western Woman by Leslie Leek 5. Hole in the Sky by William Kittredge 6. Home Below Hell’s Canyon by Grace Jordan 7. Honey in the Horn by H. L. Davis 8. Housekeeping by Marilynne Robinson 9. Journal of a Trapper Osborne Russell 10. Letters of a Woman Homesteader by Elinore Pruitt Stewart 11. Lives of the Saints in Southeast Idaho by Susan H. Swetnam 1 12. Lochsa Road by Kim Stafford 13. Myths of the Idaho Indians by Deward Walker, Jr. 14. Passages West: Nineteen Stories of Youth and Identity by Hugh Nichols 15. Refuge: An Unnatural History of Family and Place by Terry Tempest Williams 16. Sheep May Safely Graze by Louie Attebery 17. Stories That Make the World by Rodney Frey 18. Stump Ranch Pioneer by Nelle Portrey Davis 19.
    [Show full text]
  • Legend of Hugh Glass
    Legend of Hugh Glass The story of Hugh Glass ranks as one of the most remarkable stories of survival in American history. So much so, that Hugh Glass became a legend in his own time. Little is actually known about Glass. It was said that he was a former pirate who gave up his life at sea to travel to the West as a scout and fur trapper. Exactly when is unknown. He is believed to have been born in Philadelphia around 1783. He had already been in the Western wilderness for several years when he signed on for an expedition up the Missouri River in 1823 with the company of William Ashley and Andrew Henry. The expedition used long-boats similar to those used by Lewis and Clark 19 years earlier to ascend the Missouri as far as the Grand River near present-day Mobridge, SD. There Glass along with a small group of men led by Henry started overland toward Yellowstone. At a point about 12 miles south of Lemmon, SD, now marked by a small monument, Glass surprised a grizzly bear and her two cubs while scouting for the party. He was away from the rest of the group at the time and the grizzly attacked him before he could fire his rifle. Using only his knife and bare hands, Glass wrestled the full-grown bear to the ground and killed it, but in the process he was badly mauled and bitten. His companions, hearing his screams, arrived on the scene to see a bloody and badly maimed Glass barely alive and the bear lying on top of him.
    [Show full text]
  • Proceedings of the Indiana Academy of Science
    glacier. (It is but a few miles north to where Hudson River rock dips under upper silurian.) Evidences that they are masses of Drift are found in the irregular way in which the rocks lie at all angles, and in the fact that where the lower rock is exposed in the cut the under side is glaciated as if by moving over other rocks. Relation of Kings county traps to those <>i Cumberland county, N. S. By V. F. Marsters. An account of vegetable and mineral substances that fell in a snow storm in LaPorte county, Jan. 8-9, '92. By A. X. Somers. Some points in the geology of Mt. Orizaba. By J. T. Scovell, British Columbia glaciers. By C. H. Eigenmann. An account was given of the ascent of "The Glacier" in the Sel kirks in British Columbia. A number of photographs were shown of the foot of the glacier. Two-ocean pass. By Barton W. Evermann. [ Abstract.] It was probably in Pliocene times that the great lava-flow occurred in the region now known as the Yellowstone National Park, which covered hundreds of square miles of a large mountain valley with a vast sheet of rhyolite hundreds, perhaps in places, thousands of feet thick. It is certain that such streams and lakes as may have exis'ed there were wiped out of existence, and all terrestrial and aquatic life destroyed. It must have been many long years before this lava became sufficiently cooled to permit the formation of new streams ; but a time finally came when the rains, 31 falling upon the gradually cooling rock, were no longer converted into steam and thrown back into the air, only to condense and fall again, but being able to remain in liquid form upon the rock, sought lower levels, and thus new streams began to flow.
    [Show full text]
  • County Commissioner Precinct 3 Debeers Bonaire 054 Sun Valley Tropicana Prince Edward Adeline Arratia Transmountain 051 Deer Adeline Service
    MARCUS URIBE 043 COLIN POWELL 195 DYER 044 ACOMA MCCOMBS MARTIN KING L JR 045 SEAN HAGGERTY ANGORA LOOP KENWORTHY 046 ROUND ROCK 049 TIGER EYE GEORGETOWN MURPHY 050 RAILROAD 047 SALEM ATHENS INDIAN HILLS SAGITTARIUS 048 TUNISIA BETTINA BETTINA LONDON MACKINAW BETTINA BETTINA 052 SUN VALLEY COUNTY COMMISSIONER PRECINCT 3 DEBEERS BONAIRE 054 SUN VALLEY TROPICANA PRINCE EDWARD ADELINE ARRATIA TRANSMOUNTAIN 051 DEER ADELINE SERVICE SHENANDOAH RAMP FAIRBANKS RAMP 053 QUAIL ALCAN TUNISIA 184 TRANSMOUNTAIN TRANSMOUNTAIN CROSS RAMP CROSS RAMP QUINN BOMARC SOUDA CHICKADEE HUECOTANKS PARK RAMP REGULUS COHEN RUSHING KENWORTHY ELOICE MANILA OLD BUTTERFIELD RAMP 055 MARLIN GSCHWIND 057 058 TUNISIA 056 WILL RUTH TARPON HUECO MOUNTAIN THREADGILL THREADGILL GATEWAY SOUTH RAMP DIANA SANDERS FALCON 086 RUTHERFORD WREN 178 WAVERLY ROANOKE OVERLAND STAGE RAMP STONEWALL JOE HERRERA WOODROW HONDO PASS DIANA 059 STAHALA PURPLE HEART MAXWELL 061 MOUNT SHASTA MOONLIGHT HUECOTANKS ALPS KRAG PATRIOT FREEWAY GALENA 166 ZIRCON SUNRISE 062 NORTON RAMP ECHO 064 TETONS JIM BRIDGER LEO JIM BRIDGER RAMP BUCKWHEAT 063 IRA RAILROAD NOLTON HERCULES PURPLE HEART MAGNETIC TITANIC TITANIC DIANA OLEARY ALABAMA ATLAS GUNSMOKE ZION LOUIS RAMP HOWARD PANDORA DIANA RAMP JULIAN IKE VAN FLEET ALABAMA FAITH FAITH FAITH ELLERTHORPE EISENBERG WAGON TRAIL TAMARA RAMP CRUZTIERRA KRAG 065 RAILROAD HERO STORY KEMP 066 RAMP BROADDUS BROADDUS RAMP SPUR 601 SANTE FE LOVING HOPE FLAGER BYRON FRED WILSON RAMP RAMP MARSHALL RAMP SGT MAJOR MARSHALL SPUR 601 RAMP C HAYES OLEARY RAMP 067 ARACELI
    [Show full text]
  • Jim Bridger Trailblazer of the American West by Jerry Enzler
    9780806168630.TIF The first comprehensive biography of this legendary western figure in more than 50 years Jim Bridger Trailblazer of the American West By Jerry Enzler Even among iconic frontiersmen like John C. Frémont, Kit Carson, and Jedediah Smith, Jim Bridger stands out. A mountain man of the American West, straddling the fur trade era and the age of exploration, he lived the life legends are made of. His adventures are fit for remaking into the tall tales Bridger himself liked to tell. Here, in a biography that finally gives this outsize character his due, Jerry Enzler takes this frontiersman’s full measure for the first time—and tells a story that would do Jim Bridger proud. Born in 1804 and orphaned at thirteen, Bridger made his first western foray in 1822, traveling up the Missouri River with Mike Fink and a hundred enterprising young APRIL 2021 men to trap beaver. At twenty he “discovered” the Great Salt Lake. At twenty-one he $29.95 CLOTH 978-0-8061-6863-0 was the first to paddle the Bighorn River’s Bad Pass. At twenty-two he explored the 336 PAGES, 6 X 9 wonders of Yellowstone. In the following years, he led trapping brigades into Black- 16 B&W ILLUS. AND 3 MAPS feet territory; guided expeditions of Smithsonian scientists, topographical engineers, BIOGRAPHY/U.S. HISTORY and army leaders; and, though he could neither read nor write, mapped the tribal ORDER ONLINE AT OUPRESS.COM boundaries for the Great Indian Treaty of 1851. Enzler charts Bridger’s path from the fort he built on the Oregon Trail to the route he blazed for Montana gold miners to ORDER BY PHONE avert war with Red Cloud and his Lakota coalition.
    [Show full text]
  • Dichotomy in American Western Mythology Thesis
    21A "A I DICHOTOMY IN AMERICAN WESTERN MYTHOLOGY THESIS Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of MASTER OF SCIENCE by Scott E. Robinson, B.F.A. Denton, Texas May, 1991 Robinson, Scott E. , Dichotomy in American Western Mythology. Master of Science (Interdisciplinary Studies), May, 1991, 129 pp., 19 illustrations, bibliography, 60 titles. The fundamental dichotomy between savage and civilized man is examined within the archetypal Western myth of American culture. The roots of the dichotomy are explored through images produced between 1888 and 1909 by artists Frederic Remington and Charles Russell. Four John Ford films are then used as a basis for the "dichotomous archetype" approach to understanding Western myth in film. Next, twenty-nine "historical" and "contemporary" Western movies are discussed chronologically, from The Virginian (1929) to Dances with Wolves (1990), in terms of the savage/civilized schema as it is personified by the roles of archetypal characters. The conclusion proposes a potential resolution of the savage/civilized conflict through an ecumenical mythology that recognizes a universal reverence for nature. ACKNOWLEDGEMENTS Larry Gleeson, professor of Art History, has served as an exemplary scholar and model lecturer. The breadth of Larry's academic expertise as well as his depth of human sensitivity made every step of this thesis project rewarding. John Smith, a member of the English faculty (and a former student of Walter Prescott Webb), is responsible for stimulating this student's interest in Western mythology during the early stages of this thesis project. Steven Fore from the Division of Radio, Television and Film provided invaluable guidance in the area of film criticism; his enthusiasm was a positive and gracious addition to the thesis committee during the final stages of the project.
    [Show full text]