The Realistic Implication in Bernard Shaw's Pygmalion
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Pygmalion My Fair Lady
a comparison of the first scene of: PYGMALION with the first scene of: MY FAIR LADY I-1-1 PYGMALION by George Bernard Shaw ACT ONE Scene One Covent Garden at 11.15 p.m. Torrents of heavy summer rain. Cab whistles blowing frantically in all directions. Pedestrians running for shelter into the market and under the portico of St. Paul's Church, where there are already several people, among them a lady and her daughter in evening dress. They are all peering out gloomily at the rain, except one man with his back turned to the rest, who seems wholly preoccupied with a notebook in which he is writing busily. The church clock strikes the first quarter. THE DAUGHTER (in the space between the central pillars, close to the one on her left) I'm getting chilled to the bone. What can Freddy be doing all this time? He's been gone twenty minutes. THE MOTHER (on her daughter's right) Not so long. But he ought to have got us a cab by this. A BYSTANDER (on the lady's right) He won't get no cab not until half-past eleven, missus, when they come back after dropping their theatre fares. THE MOTHER But we must have a cab. We can't stand here until half-past eleven. It's too bad. I-1-2 THE BYSTANDER Well, it ain't my fault, missus. THE DAUGHTER If Freddy had a bit of gumption, he would have got one at the theatre door. THE MOTHER What could he have done, poor boy? THE DAUGHTER Other people got cabs. -
MISALLIANCE : Know-The-Show Guide
The Shakespeare Theatre of New Jersey MISALLIANCE: Know-the-Show Guide Misalliance by George Bernard Shaw Know-the-Show Audience Guide researched and written by the Education Department of The Shakespeare Theatre of New Jersey Artwork: Scott McKowen The Shakespeare Theatre of New Jersey MISALLIANCE: Know-the-Show Guide In This Guide – MISALLIANCE: From the Director ............................................................................................. 2 – About George Bernard Shaw ..................................................................................................... 3 – MISALLIANCE: A Short Synopsis ............................................................................................... 4 – What is a Shavian Play? ............................................................................................................ 5 – Who’s Who in MISALLIANCE? .................................................................................................. 6 – Shaw on — .............................................................................................................................. 7 – Commentary and Criticism ....................................................................................................... 8 – In This Production .................................................................................................................... 9 – Explore Online ...................................................................................................................... 10 – Shaw: Selected -
How Ovid's “Pygmalion”
The Complex Relationship of Ars and Natura: How Ovid’s “Pygmalion” Employs the Power of the Artist Kelsey Littlefield ‘17 ublius Ovidius Naso, commonly known as Ovid, was a Roman poet and author who lived during the reign of P Augustus Caesar. He is renowned as poet of great variety and skill, and no work so wonderfully displays his talent as his Metamorphoses, a massive volume of mythological stories of transformation. Throughout the Metamorphoses, art and nature serve as unifying themes and are present in some capacity in each myth Ovid recounts. In particular, art and nature are prevalent in the myth of Pygmalion, a sculptor who falls in love with his ivory creation. An important contrast develops between art and nature in this story, and that contrast speaks to how the senses are woven into both. Roman literature is fond of treating the subjects of art and nature, and their contrasting figures appear again and again in the best works of the Ancient World. These two didactic terms are often used in elegiac poetry as a means of deciphering the interwoven relationships among the poet, lover, and girl (poeta, amator, and puella).1 The poet and the lover are one in the same, as the poet attempts to express the love and the experience of the beloved (i.e., the puella) to his reader. There is also, however, a sense of lament, as in all elegiac poetry, as the beloved has an unattainable quality that eventually leaves the poet/lover in despair. The girl, more specifically Pygmalion’s own beloved,2 exemplifies the erotic nature displayed in Ovid’s version of elegiac poetry and the grappling of the role that the artist plays in shaping his own art. -
My Fair Lady
TEACHER RESOURCE GUIDE Teacher Resource Guide by Sara Cooper LINCOLN CENTER THEATER AT THE VIVIAN BEAUMONT André Bishop Adam Siegel Producing Artistic Director Hattie K. Jutagir Managing Director Executive Director of Development & Planning in association with Nederlander Presentations, Inc. presents LERNER & LOEWE’S Book and Lyrics Music Alan Jay Lerner Frederick Loewe Adapted from George Bernard Shaw’s play and Gabriel Pascal’s motion picture “Pygmalion” with Lauren Ambrose Harry Hadden-Paton Norbert Leo Butz Diana Rigg Allan Corduner Jordan Donica Linda Mugleston Manu Narayan Cameron Adams Shereen Ahmed Kerstin Anderson Heather Botts John Treacy Egan Rebecca Eichenberger SuEllen Estey Christopher Faison Steven Trumon Gray Adam Grupper Michael Halling Joe Hart Sasha Hutchings Kate Marilley Liz McCartney Justin Lee Miller Rommel Pierre O’Choa Keven Quillon JoAnna Rhinehart Tony Roach Lance Roberts Blair Ross Christine Cornish Smith Paul Slade Smith Samantha Sturm Matt Wall Michael Williams Minami Yusui Lee Zarrett Sets Costumes Lighting Sound Michael Yeargan Catherine Zuber Donald Holder Marc Salzberg Musical Arrangements Dance Arrangements Robert Russell Bennett & Phil Lang Trude Rittmann Mindich Chair Casting Hair & Wigs Production Stage Manager Musical Theater Associate Producer Telsey + Company Tom Watson Jennifer Rae Moore Ira Weitzman General Manager Production Manager Director of Marketing General Press Agent Jessica Niebanck Paul Smithyman Linda Mason Ross Philip Rinaldi Music Direction Ted Sperling Choreography Christopher Gattelli Directed by Bartlett Sher The Jerome L. Greene Foundation is the Lead Sponsor of MY FAIR LADY. Major support is also generously provided by: The Blanche and Irving Laurie Foundation • Florence Kaufman The New York Community Trust - Mary P. Oenslager Foundation Fund • The Ted & Mary Jo Shen Charitable Gift Fund The Bernard Gersten LCT Productions Fund • The Peter Jay Sharp Foundation’s Special Fund for LCT with additional support from the National Endowment for the Arts. -
Pygmalion Study Guide April 16
STUDY GUIDE 2004 CONTAINS ONTARIO CURRICULUM SUPPORT MATERIAL PYGMALION by Bernard Shaw Education Partner PRESENTS Pygmalion by Bernard Shaw This study guide for Pygmalion contains background informa- tion for the play, suggested themes and topics for discussion, and curriculum-based lessons that are designed by educators and theatre professionals. TABLE OF CONTENTS The lessons and themes for discussion are organized in mod- ules that can be used independently or interdependently ac- cording to your class’s level and time availability. The Players ..............................................................................3 The general information is on white paper and the lessons are on green. Running Time .........................................................................3 The Author..............................................................................4 THIS GUIDE WAS WRITTEN AND COMPILED BY DENIS The Characters ........................................................................5 JOHNSTON, DEBRA MCLAUCHLAN, AND JOHN SWEENEY. The Story .............................................................................6-7 ADDITIONAL MATERIALS WERE PROVIDED BY BARBARA WORTHY, JACKIE MAXWELL, AND SUE LEPAGE West End Gossip Sheet.........................................................8 Director’s Notes .....................................................................9 Classroom Application Before Attending the Play .............................................10-17 Pygmalion After Attending the Play................................................18-24 -
Women and Life Force in Shaw‟S „Widower's House‟ and „Man and Superman' Niraja Saraswat ABSTRACT Literature Can Be
Lapis Lazuli -An International Literary Journal (LLILJ) Vol.3/ NO.1/Spring 2013 Women and Life Force in Shaw‟s „Widower’s House‟ and „Man and Superman’ Niraja Saraswat ABSTRACT Literature can be seen as a barometer of the time, it holds the views and opinions dear to each author. George Bernard Shaw was a writer who did not care what waves he made because he wanted that turbulence. In his classic work „Man and Superman‟ Shaw used character interactions to voice his objections to common institutions. There is more to this play than a love story and a son‟s struggle for his father‟s approval. The present paper discusses the women in his two plays viz. Ann in „Man and Superman‟ and Blanche in „Widower‟s House‟ who pursue their heartthrobs to ensure the continuance of the race and its improvement through evolution. Since centuries, women have been looked down upon as the 'Object' and men the „Subject‟; selecting women for marriage and love without any conscious approach of knowing women's wish and will. Shaw has turned the table by giving his women characters an open platform to put their own choice of their mates. Romance in the plays of Thomas Robertson, Lapis Lazuli -An International Literary Journal (LLILJ) ISSN 2249-4529, Vol.3/ NO.1/Spring2013 URL of the Issue: http://pintersociety.com/vol-3-no-1spring-2013/ URL of the article: http://pintersociety.com/wp-content/uploads/2013/07/Niraja-Saraswat-11.pdf © www.pintersociety.com 1 Women and Life Force in Shaw‟s „Widower’s House‟ and „Man and Superman’ Arnold Bennett, Edward Knoblock, Edward Bulwer Lytton and James Sheridan Knowles etc. -
Under the Influence of Satire Introduction
DeMattio 1 Under the Influence of Satire By: Ashley DeMattio Introduction This thesis compares and contrasts the two plays, Lysistrata by Aristophanes and Mrs. Warren’s Profession by George Bernard Shaw, based on their political agendas through the literary form of satire; they are greatly influenced by the time period in which they lived, and express themselves through the female characters in their plays. Insight and further understanding of each play will be provided, and it will be demonstrated how the authors had a goal of starting specific conversations amongst their audiences. Though these conversations differ, Aristophanes and Shaw demonstrate the ability to politically and intellectually enlighten their audiences through pleasure. Aristophanes was a native of Greece during the first century B.C.E., and witnessed the cruel occurrences of the Peloponnesian War and the challenge to Greece’s political stability. In his play Lysistrata he took the idea of war and molded it into a battle of the sexes. The main idea of the play is that the women of Greece, both Athenians and Spartans, are seeking to end the war, and in order to do so they hold a sex strike. The sex strike is used as a way to intrigue the audience through humor and risqué references; the use of satire is amplified when he uses women as the dominant characters. The women hold the power in the play, and this makes the Athenian audience uneasy. This uneasiness is what Aristophanes wants to accomplish, and he puts the audience in a vulnerable state. Lysistrata is meant to warn the people of Greece; what he is warning against and how he goes about it will be further understood when the play is examined. -
The Image of Super Woman: a Portrayal of Woman in Bernard Shaw’S Pygmalion and the Millionairess
International Journal of Linguistics, Literature and Culture Available online at https://sloap.org/journals/index.php/ijllc/ Vol. 4, No. 6, November 2018, pages: 1~6 ISSN: 2455-8028 https://sloap.org/journals/index.php/ijllc/article/view/327 The Image of Super Woman: A Portrayal of Woman in Bernard Shaw’s Pygmalion and The Millionairess P. Neethi Mohan a b S.P. Suresh Kumar Article history: Abstract Socialism and Feminism stand first in the list of factors that influenced Shaw Received: 20 June 2018 in creating strong women characters that must have looked arrogant and brass Accepted: 30 August 2018 to the Victorian audience who had assigned a gentile and soft gender role to Published: 8 October 2018 women. Shaw not only has created assertive women characters but he has created men with an open mind to accept such a woman as part of their society. This creation of understanding and accommodating men has complemented Shaw’s women characters and has lent the space for them to Keywords: move freely and interact with utmost liberty. If Shaw had created men who Empowerment; had narrower views on gender equality and who are confirmative, Shaw Feminism, would not have created a truly explosive gender dynamics that has become Socialism, the hallmark of his plays. It is the influence of socialism and socialists which Understanding; empowered Shaw to create and present such advanced characters and Women images; environment in his plays. 2455-8028 ©Copyright 2018. The Author. This is an open-access article under the CC BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/) All rights reserved. -
My Fair Lady": a Comparison of the Vision of Two Authors and What Each Play Says to Women
UNLV Retrospective Theses & Dissertations 1-1-1999 "Pygmalion" vs "My Fair Lady": A comparison of the vision of two authors and what each play says to women Jessica Lynn Raymer University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Raymer, Jessica Lynn, ""Pygmalion" vs "My Fair Lady": A comparison of the vision of two authors and what each play says to women" (1999). UNLV Retrospective Theses & Dissertations. 980. http://dx.doi.org/10.25669/fa7r-6qdw This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. 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 o f 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. -
HEARTBREAK HOUSE by George Bernard Shaw Directed by John Going
2006—2007 SEASON HEARTBREAK HOUSE by George Bernard Shaw Directed by John Going CONTENTS 2 The 411 3 A/S/L & HTH 4 FYI 5 RBTL 6IRL 7 F2F 8 SWDYT? STUDY GUIDES ARE SUPPORTED BY A GENEROUS GRANT FROM CITIGROUP MISSOURI ARTS COUNCIL MIHYAP: TOP TEN WAYS TO STAY CONNECTED AT THE REP At The Rep, we know that life moves fast— 10. TBA Ushers will seat your school or class as a group, okay, really fast. so even if you are dying to mingle with the group from the But we also know all girls school that just walked in the door, stick with your that some things friends until you have been shown your section in the are worth slowing down for. We believe that live theatre is theatre. one of those pit stops worth making and are excited that 9. SITD The house lights will dim immediately before the you are going to stop by for a show. To help you get the performance begins and then go dark. Fight off that oh-so- most bang for your buck, we have put together immature urge to whisper, giggle like a grade schooler, or WU? @ THE REP—an IM guide that will give you yell at this time and during any other blackouts in the show. everything you need to know to get at the top of your 8. SED Before the performance begins, turn off all cell theatergoing game—fast. You’ll find character descriptions phones, pagers, beepers and watch alarms. If you need to (A/S/L), a plot summary (FYI), biographical information text, talk, or dial back during intermission, please make sure on the playwright (F2F), historical context (B4U), and to click off before the show resumes. -
Pygmalion Pigmalione
R R PYGMALION PIGMALIONE by di George Bernard Shaw George Bernard Shaw NOTE: some words/phrases (written in italic) NOTA: alcume parole/espressioni (scritte in corsivo) contained within the lines of the play are “Cockney” English, all’interno delle battute dell’opera sono forme dialettali milanesi, the accent or dialect of English traditionally spoken by working-class Londoners, tradotte in lingua italiana a piè di pagina. and have been translated into standard English at the foot of each page. È VIETATA LA RIPRODUZIONE, ANCHE PARZIALE, È VIETATA LA RIPRODUZIONE, ANCHE PARZIALE, CON QUALSIASI MEZZO EFFETTUATA, COMPRESA LA FOTOCOPIA, CON QUALSIASI MEZZO EFFETTUATA, COMPRESA LA FOTOCOPIA, ANCHE AD USO INTERNO O DIDATTICO, NON AUTORIZZATO. ANCHE AD USO INTERNO O DIDATTICO, NON AUTORIZZATO. L’autore su misura a desiderio del suo Pigmalione. Ottenuti a prezzo di scontri, conflitti George Bernard Shaw nacque a Dublino il 26 luglio 1856 e nel 1876 si e di duro lavoro su se stessa l’agognata trasformazione e il conseguente trasferì a Londra dove, pochi anni dopo, iniziò la sua attività di scrittore, successo sociale, Eliza si rende conto di provare un trasporto sentimentale di critico letterario e musicale e, più tardi, di drammaturgo. Nel 1884 aderì verso il professor Higgins che, invece, non si espone... lasciando la giovane al movimento socialista e si dedicò a scrivere pamphlet per divulgarne allieva a decidere cosa scegliere per il proprio futuro. il pensiero. Nel 1892 iniziò a scrivere per il teatro. Le sue prime pièce furono molto influenzate dalla sua visione politica e dalle sue ambizioni Note di regia di riforme sociali. -
The Pygmalion-Galatea Myth in Relation to Simulation Scenarios in Star Trek
Xjenza Online - Journal of Malta Chamber of Scientists http://www.mcs.org.mt/ Doi: http://dx.medra.org/10.7423/XJENZA.2013.2.03 Review Article The Pygmalion-Galatea myth in relation to simulation scenarios in Star Trek Victor Grech1 1Paediatrics, Faculty of Medicine and Surgery, University of Malta, Malta Abstract. Star Trek has existed since 1966, with a ST accedes to this notion by attempting to explain total of 738 hours of viewing time. Like most science future scientific advances leading to the seemingly im- fiction, the series frequently alludes to religion or myth possible. Typical examples include travelling faster than but censors such references for the modern world-view light and other technological miracles, thereby eliciting by sanitising them with scientific or scientific-sounding a sense of wonder. explanation. This paper illustrates the depiction of the In all of these ways, the franchise provides an inter- Galatea-Pygmalion myth in the franchise and relates face between literature and other metanarratives, such these to simulation scenarios. as the sciences. Indeed, entire books have been written on the physics portrayed in ST (Krauss, 1995). Thus, and to quote just one example, the notion of the instan- taneous matter transporter has been explored in exten- 1 Introduction sive depth. This investigation details accidents that ST Star Trek (ST) has been with us since 1966, and com- has documented resulting from the utilisation of such prises a vast corpus of works that include twelve films exotic technology, the physics of the reality of what the and six series (one of which is animated).