Realism and Naturalism Ands of None of Us Are Clean If We Bend at Wrongs
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Extended Essay in Theatre
Extended Essay in Theatre Japanese Noh and the Stanislavski method meet Shakespeare How do Eastern and Western theatrical approaches, Japanese Noh and the Stanislavski method, make an audience see the same play differently? Word Count: 3623 Table of Contents I. Introduction……………………………………………………….…………1 II. Main Body A. Part 1. Similarities and differences in the Stanislavski method and Japanese Noh….....................................................................................4 B. Part 2. Effects of the Stanislavski method and Japanese Noh and the conveyance of its themes and ideas…………….........................….....8 III. Conclusion……………………………………………………...………......16 IV. Works Cited………………………………………………………...…........18 Introduction As Amy Cook saliently states in her essay titled, ‘Staging Nothing: ‘Hamlet’ and Cognitive Science’, “in Hamlet, few things are as powerful as nothing. ... The presence of nothing in the text calls attention to what nothing is supposed to stand for” (83). Indeed, the idea of nothing pertains to existential crisis and nihilism: the former is defined as a state of panic or feeling of intense psychological discomfort about questions of existence (Existential-Crisis) and the latter is defined as a viewpoint that traditional values and beliefs are unfounded and that existence is senseless and useless (Nihilism). Shakespeare’s Hamlet explores the psychological processes which Hamlet experiences throughout the play alongside the concept of nothing. In referring to the presence of nothing as “powerful” in her essay, Cook identifies that the existence of nothing asks the audience to imagine and contemplate what their motive and point of life are. The audience is allowed to acknowledge the artistic intention through witnessing the development of Hamlet’s mental state. The tragedy of Hamlet displays Hamlet’s psychological state, which entails Hamlet’s languishment along with existential crisis and nihilism. -
What Is the Function of Theoretical Theatre Ideas, Given the Content Presented in Modern Theatre?
Coastal Carolina University CCU Digital Commons Honors College and Center for Interdisciplinary Honors Theses Studies Spring 5-10-2020 What is the function of theoretical theatre ideas, given the content presented in Modern Theatre? James Carson Jester Coastal Carolina University, [email protected] Robert Earnest [email protected] Follow this and additional works at: https://digitalcommons.coastal.edu/honors-theses Part of the Dramatic Literature, Criticism and Theory Commons Recommended Citation Jester, James Carson and Earnest, Robert, "What is the function of theoretical theatre ideas, given the content presented in Modern Theatre?" (2020). Honors Theses. 326. https://digitalcommons.coastal.edu/honors-theses/326 This Thesis is brought to you for free and open access by the Honors College and Center for Interdisciplinary Studies at CCU Digital Commons. It has been accepted for inclusion in Honors Theses by an authorized administrator of CCU Digital Commons. For more information, please contact [email protected]. What is the function of theoretical theatre ideas, given the content presented in Modern Theatre? By James Jester Theatre Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts In the HTC Honors College at Coastal Carolina University Spring 2019 Louis E. Keiner Dr. Steve Earnest Director of Honors [Title] HTC Honors College [Theatre] [Edwards] i. ABSTRACT In this work, I will look at the implications and history of theatre theory, then lay the ground work for what works will be used in this examination. Then, I look at the definition of form and content in theatrical terms and introduce the issue of this work, what is the function of Theoretical Theatre ideas, given the content presented in modern theatre? Then, I will talk about the work of Aristotle, giving brief biographical information and some of his theory on creating theatrical work, citing his work known as The Poetics. -
Grades 9-12 Sample High School Fundamentals I Learning Plan Big Idea/ Topic Researching Historical Styles
Grades 9-12 Sample High School Fundamentals I Learning Plan Big Idea/ Topic Researching Historical Styles (This lesson plan along with Lesson plan 4 should be repeated for multiple historical periods) Connecting Theme/Enduring Understanding: The skills associated with auditioning allow students to explore skills similar to presentations in non-theatre related fields. Students will demonstrate an understanding of the process of preparing a performance associated with a particular historical period through research. Essential Questions: How does one research appropriately for a given acting style? What is a period style? How do theatrical traditions connect to specific societal, cultural, and historical contexts? Standard Alignment PERFORMING TAHSFT.PR.1 Act by communicating and sustaining roles in formal and informal environments. c. Explore various acting methods and techniques (e.g. Stanislavski, Uta Hagen, sense memory, emotional recall) for the purpose of character development. d. Perform acting choices for an audience based on critiques. RESPONDING TAHSFT.RE.1 Engage actively and appropriately as an audience member. b. State and support aesthetic judgments through experience in diverse styles and genres of theatre. TAHSFT.RE.2 Critique various aspects of theatre and other media using appropriate supporting evidence. a. Generate and use the terminology for critiquing theatre presentations. b. Analyze performance and utilize various effective forms of criticism to respond to and/or improve performance. CONNECTING TAHSFT.CN.1 Explore how theatre connects to life experiences, careers, and other Content d. Explore various careers in the theatre arts (e.g. performance, design, production, administrative, education, promotion). TAHSFT.CN.2 Examine the role of theatre in a societal, cultural, and historical context. -
ENG 351 Lecture 8 1 Let's Look at Jack London. a Moose Didn't Fall On
ENG 351 Lecture 8 1 Let’s look at Jack London. A moose didn’t fall on Jack London; he OD’d on morphine. Now, let’s talk about that, okay? ‘Cause they don’t tell you that in this book. He was 40 years old when he died and he wrote a lot. Shelves of Jack London. A friend of mine collects Jack London books and he has got one whole bookshelf practically full of it. I think the man wrote around 52 books in his short life, shortish life. In fact, a survey back in the early ‘90s of world readers, turns out that Jack London was the most popular American writer of them all. More popular than Mark Twain or Ernest Hemingway, or people that you would assume would be the most popular. And there are reasons for it. From the comments I heard in the hall when I came in here, it seemed like most everybody enjoyed these stories. I mean, they’re pretty gruesome and it’s man against nature and man against beast and man against himself, all the typical conflicts that we’re taught about when we learn to write. But it’s done in such a way that it’s very arresting. He was a Californian, born in San Francisco. His father was an itinerant astrologer. Now, you tell me what that is. I guess the guy goes from town to town, telling people’s charts. He left his mother when he found out she was pregnant with London. She married a man named London who legally adopted him, but London was never sure his entire life whether perhaps this man might’ve been his biological father, too. -
The Reflection of Naturalism in Ethan's Life As Seen In
THE REFLECTION OF NATURALISM IN ETHAN’S LIFE AS SEEN IN EDITH WHARTON’S ETHAN FROME AN UNDERGRADUATE THESIS Presented as Partial Fulfilment of the Requirements for the Degree of Sarjana Sastra in English Letters By INTEN PUSPITO Student Number: 014214139 ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2009 ii iii iv v ACKNOWLEDGEMENTS My greatest gratitude first and foremost goes to Jesus Christ. I thank Him for the blessing. I thank my mom and dad for their tender love. I dedicated this thesis for them. I thank my dearly annoying brothers and lovely sisters for always walking me through the ‘rain’ and for their unconditional love. Next, my huge gratitude goes to my Advisor and Co-Advisor, Modesta Luluk Artika W., S.S. and Drs. Hirmawan Wijanarka,M.Hum. whose guidance and support have made this thesis possible to be finished. I can never thank them enough for the wisdom, knowledge and especially patience that they have shown me. To my friends I called best friends; mbak Ary, Donna and Key, Dian and Yose, Arul and Villa. I thank them for their patience for listening my grumbling. My unforgettable ‘cipika cipiki’: Anis, Irin, Puput, Vitun, Novel. I thank them for coloring my days, and showing me what friendship means. I love you all. Last but not least, my gratitude goes to Samurai R. I thank him for his unexplained support and whatever! Thank you. That means a lot. vi TABLE OF CONTENTS TITLE PAGE ................................................................................................. i APPROVAL PAGE ....................................................................................... ii ACCEPTANCE PAGE .................................................................................. iii STATEMENT OF WORK’S ORIGINALTIY ........................................... -
Letras Modernas) Sede: Unidad De Posgrado
Nombre del curso: El desarrollo del cuento en los Estados Unidos. Seminario de Estudios Literarios (Letras Modernas) Sede: Unidad de Posgrado Profesor: Dr. Jorge Alcázar Horario: miércoles de 16 a 20 pm. Contenido del curso. El objetivo principal de este seminario es ofrecer un panorama general de la evolución de un género vivo y altamente apreciado en la cultura literaria norteamericana. Conceptualizado en buena parte del siglo XIX como tale, tal como se puede ver en la obra de Poe, Hawthorne o Melville, autores que Harry Levin trató de englobar bajo el membrete de The Power of Blackness, por su herencia calvinista, su filiación gótica y la exploración del mal. Hacia fines de siglo se le comienza a denominar short story y esta forma se ramifica en múltiples direcciones. Así tenemos los breves relatos de Kate Chopin quien traduce y asimila a Maupassant; los experimentos de Ambrose Bierce sobre la conciencia y la elasticidad del tiempo; y el impresionismo verbal y casi plástico de un Stephen Crane. En el siglo XX hay lugar para todo tipo de experimentos formales. Como puede verse, el acento está en la lectura analítica y se le puede asegurar a quien quiera que tome el curso: memorables experiencias de decodificación literaria. Orientación metodológica. Dinámica de seminario de investigación: exposición de los temas del curso por parte de los estudiantes y discusión en clase de las obras escogidas. El seminario consta de doce unidades semanales, algunas de la cuales pueden ser modificables de acuerdo a los intereses de los participantes. En las sesiones restantes se estudiarán conceptos narratológicos como los presenta Seymour Chatman en su antología. -
The Influence of European Surrealism in Thailand
The Influence of European Surrealism in Thailand Sodchuen Chaiprasathna and Jean Marcel English Translation by R.Michael Crabtree Asia-Europe Studies Projects Under the aegis of Thailand Research Fund 2005 Foreword This book is the result of an earlier translation and extensive revision of a university study which originally appeared in Thai in 1996. Based on research and interviews, the study was an examination of surrealist tendencies in art and literature in Thailand between 1964 and 1984. The current volume contains additional information gathered from subsequent research which has been integrated into the original version. The book is divided into five chapters. After a brief overview of surrealist influence in various countries of Asia, Chapter 1 deals with the introduction of European surrealism in Thailand prior to 1964. Chapter 2 examines the body of Thai writings on surrealism that may have had some influence on contemporary artists and writers. Chapter 3 analyzes a selection of paintings by Thai artists completed between 1964 and 1984, and compares them with the European models – Dali was of particular influence – that appear to have inspired them. In Chapter 4, we describe the works of literature produced in the same period, chiefly by poets and writers who were also painters or who had some connection with the plastic arts, which show signs of European surrealist inspiration. The last chapter looks at the influence of surrealism on visual arts and literature produced after 1984. Let us state from the outset that the influence of European surrealism on Thai painters and writers with surrealist tendencies is generally limited to certain techniques or stylistic approaches to self-expression. -
Jack London's South Sea Narratives. David Allison Moreland Louisiana State University and Agricultural & Mechanical College
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1980 Jack London's South Sea Narratives. David Allison Moreland Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Moreland, David Allison, "Jack London's South Sea Narratives." (1980). LSU Historical Dissertations and Theses. 3493. https://digitalcommons.lsu.edu/gradschool_disstheses/3493 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. -
Comprehensive Examination Rationale Brian Trapp
Comprehensive Examination Rationale Brian Trapp Exam Areas 20th Century American Fiction History of the Novel Overview For my reading year, I focused on the History of the Novel and 20th Century American Fiction. I had several goals: 1) to fill some gaps in my knowledge of the major aesthetic movements of the modern era, particularly in relation to form and cultural/intellectual context. 2) to investigate the literary experiments of realism, romanticism, naturalism, modernism, postmodernism and after, so that I could better understand the literary traditions I draw from in my own creative work, and help my students connect literary practice with aesthetic philosophy. 3) to investigate specific areas of interest in disability studies, modernism, and the comic novel. I formulated these interests in connection with my own creative project: a comic novel featuring a disabled main character using literary techniques that continue the modernist experiments with interiority, irony and epistemological doubt. However, the further I read into my lists, the more I saw connections and intersections between these modules, and my lists in general. I see many of the works the American fiction and History of the Novel lists to be centered on an ambivalence toward and critique of the modern, liberal, humanist self, a product of the Enlightenment and codified by Kant, which is defined as possessing autonomy, agency, and rationality (see Shildrick and Wolfe). Modernism critiques this construct through experiments with character (see Levenson), non-linear narrative, and fragmentation, just to name a few elements, while postmodernism intensifies this critique through metafictional play, suspicion of metanarratives, and indeterminacy. -
Theatre EC–12 (180) Preparation Manual
Texas Examinations of Educator Standards™ (TExES™) Program Preparation Manual Theatre EC–12 (180) Copyright © 2018 by Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of Texas Education Agency. Texas Examinations of Educator Standards, TExES and the TExES logo are trademarks of Texas Education Agency. The Texas Education Agency and Pearson do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. Table of Contents About The Test ........................................................................................... 3 The Domains .............................................................................................. 3 The Standards ............................................................................................ 4 Domains and Competencies .......................................................................... 5 Domain I — Creating, Performing and Producing Theatre ........................... 5 Domain II — Design and Technical Theatre .............................................. 9 Domain III — Theatre History and Culture ............................................. 12 Domain IV — Responding to and Analyzing Theatre ................................. 13 Domain V — Theatre Education ............................................................. 14 Approaches to Answering Selected-Response Questions ................................ -
Contemporary Theater in Japan: Chelfitsch and the Instability in the Scene
Contemporary Theater in Japan: Chelfitsch and the Instability in the Scene Fernanda Raquel, Catholic University of São Paulo, Brazil The Asian Conference on Arts & Humanities 2015 Official Conference Proceedings Abstract The Japanese theater is known around the world for the traditional Kabuki and the classical Noh. However, the contemporary theatrical production in Japan has gained international recognition in the last decades, with the participation in festivals and cultural exchange. These contemporary artists were born in the 1970s and belong to a generation in search of new identity and aesthetic references. They have in common an attempt to understand the meaning of living in a complex and unstable society. The Chelfitsch group is one of the leading exponents of this new artistic environment. The director and playwright Toshiki Okada, winner of major awards, presents an audacious scenic conception through the use of a hyper-colloquial language and exaggerated gestures. The destabilizations in the scene seem to reflect the instability of a society in transition. This paper intends to present connections between performative dimensions of the aesthetic proposal of the Chelfitsch group and the cultural aspects under deep transformation in the Japanese society, where the ancient relations of sociability and power are in crisis. Keywords: contemporary theater, performativity, body, Japan iafor The International Academic Forum www.iafor.org In times of over exposition, with the radicalism of transit between media universes and daily life in the 21th century, we see emerging an oversimplification and an excess of body images in all kinds of media. In opposition to the spectacularization of the ways of life, in theater the materialization of the body sometimes appears as a sign of experience of the presence in the world. -
An Analysis of Naturalism As Reflected in Theodore Dreiser's an American Tragedy a Thesis By: Irvan S. Simbolon Reg. No. 12070
AN ANALYSIS OF NATURALISM AS REFLECTED IN THEODORE DREISER’S AN AMERICAN TRAGEDY A THESIS BY: IRVAN S. SIMBOLON REG. NO. 120705049 DEPARTMENT OF ENGLISH FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA MEDAN 2019 i UNIVERSITAS SUMATERA UTARA v UNIVERSITAS SUMATERA UTARA vi UNIVERSITAS SUMATERA UTARA vii UNIVERSITAS SUMATERA UTARA AUTHOR’S DECLARATION I, IRVAN SUPARDI SIMBOLON, DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR A WARDED ANOTHER DEGREE. NO OTHER PERSON’S WORK HAS BEEN USED WITHOUT DUE ACKNOWLEDGMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION. Signed : Date : May 29th, 2019 v UNIVERSITAS SUMATERA UTARA COPYRIGHT DECLARATION NAME : IRVAN SUPARDI SIMBOLON TITLE OF THESIS : AN ANALYSIS OF NATURALISM AS REFLECTED IN THEODORE DREISER’S AN AMERICAN TRAGEDY QUALIFICATION : S-1/SARJANA SASTRA DEPARTMENT : ENGLISH I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA. Signed : Date : May 29th, 2019 vi UNIVERSITAS SUMATERA UTARA ACKNOWLEDGMENT Firstly, I would like to express my gratitude to the Almighty, Jesus Christ, mankind‘s savior who loves me with His unconditional affection, holds my hand in every situations and blesses me with a great life that I can pass all problems in my life without changing and remove my faith in Him.