... | |BEN JONSON was born of poor parents at Westminster in 1573. Through the influence of Camden, the antiquary, he got a good | 1| |education at Westminster School; but he does not seem to have gone to a University, though later both Oxford and Cambridge gave | | |him degrees. In his youth he practised for a time his stepfather’s trade of bricklaying, and he served as a soldier in Flanders. | | | It was probably about 1595 that he began to write for the stage, and within a few years he was recognized as a distinguished | 2| |playwright. His comedy of “Every Man in His Humour” was not only a great immediate success, but founded a school of satirical | | |drama in England. “Sejanus” and “Catiline” were less popular, but are impressive pictures of Roman life, less interesting but more| | |accurate than the Roman plays of Shakespeare. | | | For the court of James I, Jonson wrote a large number of masques, which procured him substantial rewards in the form of | 3| |pensions. | | | But it was between 1605 and...
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...Scene One Summary: Claudius, Gertrude, Rosencrantz, and Guildenstern talk about Hamlet and his lunacy. Rosencrantz and Guildenstern tell the King and Queen that they have tried to find out the reason for Hamlet’s madness, but he avoids their questions. Rosencrantz and Guildenstern tell the King and Queen about the actors that have arrived at the court and will be giving a performance. After Rosencrantz and Guildenstern leave, Claudius tells Gertrude that he has arranged for Hamlet to run into Ophelia, and Polonius and the King will hide and spy on their conversation to see if Hamlet is truly going crazy because he is in love. Gertrude tells Ophelia that she hopes that Hamlet’s madness is due to his love for her. Polonius tells Ophelia to read from a prayer book while waiting for Hamlet, which makes Claudius feels guilty as he remembers his own sin that he disguises with kind words. Then, Hamlet arrives speaking his famous to be or not to be speech. He is contemplating suicide, but he decides against it because he is worried that the environment after death will be even worse than the one he is living in right now. Ophelia then tells Hamlet that she has some of his mementos that she needs to return, which Hamlet denies ever giving her. Hamlet then goes into a dialogue with Ophelia that focuses on women and marriage. He is telling Ophelia to go to a nunnery because he does not believe in women or marriage anymore. Hamlet says that women use their beauty and power to fool their...
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... But Hamlet is furious about Gertrude's marriage to Claudius. Hamlet meets the ghost, which claims to be the spirit of his father, murdered by Claudius. Hamlet quickly accepts the ghost's command to seek revenge. Yet Hamlet is uncertain if what the ghost said is true. He delays his revenge and begins to act half-mad, contemplate suicide, and becomes furious at all women. The Lord Chamberlain, Polonius, concludes that Hamlet's behavior comes from lovesickness for Ophelia, Polonius's daughter. Claudius and Gertrude summon two of Hamlet's old friends, Rosencrantz and Guildenstern, to find out what's wrong with him. As Polonius develops a plot to spy on a meeting between Hamlet and Ophelia, Hamlet develops a plot of his own: to have a recently arrived troupe of actors put on a play that resembles Claudius's alleged murder of Old Hamlet, and watch Claudius's reaction. Polonius and Claudius spy on the meeting between Ophelia and Hamlet, during which Hamlet flies into a rage against women and marriage. Claudius concludes Hamlet neither loves Ophelia nor is mad. Seeing Hamlet as a threat, he decides to send him away. At the play that night, Claudius runs from the room during the scene of the murder, proving his guilt. Hamlet gets his chance for revenge when, on the way to see Gertrude, he comes upon Claudius, alone and praying. But Hamlet holds off—if Claudius is...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF G EORG E B E R N A R D S HAW ’S PYGMALION By LAURA REIS MAYER BUNCOMBE COUNTY SCHOOLS, ASHEVILLE, NORTH CAROLINA S E R I E S E D I T O R S JEANNE M. MCGLINN, Ph.D., University of North Carolina at Asheville and W. GEIGER ELLIS, Ed.D., University of Georgia, Professor Emeritus 2 A Teacher’s Guide to the Signet Classics Edition of George Bernard Shaw’s Pygmalion TABLE OF CONTENTS An Introduction .......................................................................................3 Synopsis of the Play .................................................................................3 Prereading Activities .................................................................................6 During Reading Activities ......................................................................13 After Reading Activities .........................................................................21 About the Author of this Guide .............................................................29 About the Editors of this Guide .............................................................29 Full List of Free Teacher's Guides...........................................................30 Click on a Classic ..................................................................................31 Copyright © 2007 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email academic@penguin.com or write...
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...requires active participation from the student. Class participation includes attending the University’s productions and discussing them: students will be encouraged to build their own opinions and share them with the rest of the class. This course will foster the students’ personal creativity while promoting an understanding of the theatrical process and the integral role of theatre in society. Goals: 1. To gain an appreciation for theatre as a fine art. 2. To become familiar with the components of theatre. 3. To become familiar with the various types of theatre artists who collaborate to create the art form. 4. To develop a critical and informed appreciation for theatre in performance. 5. To understand the importance of working collaboratively. Texts: Wainscott, Ronald and Kathy Fletcher. Theatre Collaborative Acts. 3rd ed. Boston: Pearson, 2009. Evaluation: Participation at my discretion Syllabus approval 5 points Play Attendance and Responses 45 points (15 points each) Play Reaction Papers 40 points (20 points each) Group Presentation 50...
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...SPARK ARKNOTES W W W. S PA R K N O T E S . C O M Great Expectations Charles Dickens EDITORIAL DIRECTOR Justin Kestler EXECUTIVE EDITOR Ben Florman TECHNICAL DIRECTOR Tammy Hepps SERIES EDITORS Boomie Aglietti, Justin Kestler PRODUCTION Christian Lorentzen WRITERS Brian Phillips, Wendy Cheng EDITORS Ben Florman, Jennifer Burns Copyright ©2002 by SparkNotes llc. All rights reserved. No part of this publication may be reproduced, transmitted, or distributed in any form or by any means, electronic or mechanical, including photocopy, recording, any file sharing system, or any information storage and retrieval system, without the prior written permission of SparkNotes llc. sparknotes is a registered trademark of SparkNotes llc. This edition published by Spark Publishing Spark Publishing A Division of SparkNotes llc 120 Fifth Avenue, 8th Floor New York, NY 10011 USA Context All rights reserved. No part of this publication may be reproduced, transmitted, or distributed in any form or by any means, electronic or mechanical, including photocopy, recording, any file sharing system, or any information storage and retrieval system, without the prior written permission of SparkNotes LLC. SPARK ARKNOTES W W W. S PA R K N O T E S . C O M Charles Dickens was born on February 7, 1812, and spent the first nine years of his life living in the coastal regions of Kent, a county in southeast England. Dickens’s father, John, was a kind and likable man, but he was incompetent with...
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...Julius Caesar full title · The Tragedy of Julius Caesar author · William Shakespeare type of work · Play genre · Tragic drama, historical drama language · English time and place written · 1599, in London date of first publication · Published in the First Folio of 1623, probably from the theater company’s official promptbook rather than from Shakespeare’s manuscript publisher · Edward Blount and William Jaggard headed the group of five men who undertook the publication of Shakespeare’s First Folio narrator · None climax · Cassius’s death (V.iii), upon ordering his servant, Pindarus, to stab him, marks the point at which it becomes clear that the murdered Caesar has been avenged, and that Cassius, Brutus, and the other conspirators have lost in their attempt to keep Rome a republic rather than an empire. Ironically, the conspirators’ defeat is not yet as certain as Cassius believes, but his death helps bring about defeat for his side. protagonists · Brutus and Cassius antagonists · Antony and Octavius setting (time) · 44 b.c. setting (place) · Ancient Rome, toward the end of the Roman republic point of view · The play sustains no single point of view; however, the audience acquires the most insight into Brutus’s mind over the course of the action falling action · Titinius’ realization that Cassius has died wrongly assuming defeat; Titinius’ suicide; Brutus’s discovery of the two corpses; the final struggle between Brutus’s men and the troops...
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...ideology, value, and etc. in the play. What is found in this study is that Shylock, the Jew merchant, lacks power and ideology, but when he seeks to find these elements, he loses all of them. In addition, Shylock's language varies from both situations. When he is the weaker, he is the source where Christians used to evacuate their insults. Introduction William Shakespeare (1564-1616) was born in Stratford-upon-Avon and was the son of a glove maker. When he was 18, he married Anne Hathaway, and had three children. At the age of 20, he left Stratford and went to London where he became an actor and playwright. William Shakespeare wrote The Merchant of Venice around 1596. It is regarded by some scholars as the strongest and most successful of Shakespeare's early comedies (Encarta Encyclopedia, 2002). Shakespeare’s portrayal of Shylock has long been fodder for debate among scholars. By Shakespeare’s time, Jews had been officially banned from England for centuries. Because of this, they had come to represent to many citizens of the time a sinister unknown. Shylock’s inability to grant mercy to Antonio and his tendency to value the letter of the law over benevolence are generally abhorrent to modern audiences. However, Shakespeare was too intelligent and too much of an artist to make his Shylock purely one dimensional; the character is complex and justifiably cautious in a world that does not welcome him. Much of the interest and tension of the play lies in the fact that he is simultaneously...
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...to the house? 2. Why was the man looking for the young woman of colour? 3. Why was the girl Sarah accustomed to sit¬ting at the window? 4. What made Sarah ask Mother send the visitor away? 5. Why was Mother outraged when she returned downstairs? 6. Why did Mother decide to give him more of a visit next time? 7. Why did the Negro suffer no embarrassment in the parlour? 8. How did the Negro describe his career as a pianist? 9. What was the source of Father's irritation when he finally asked the Negro to play the piano? 10. Why did the Negro agree to play the piano for them? 11. What was it in the music he played that changed the mood of the family. 12. Do you think the Negro accomplished what he had hoped for from the visit? b) The title "Ragtime" is supposed to be the symbolic re¬presentation of the atmosphere which characterizes the scene of the novel. Do you feel that the rhythm and the intonation of E. Doctorow's prose imitate those of ragtime? (whose charac¬teristic features are syncopation, swing, high tension, fluctua¬tion between the regular rhythm of sharp harmonic accents and a lively irregular ragged melodic line, the incongruity, that is a special charm of the music). c) 1. Discuss the stylistic means the author uses to create tension: 1) the incongruity of the sensational plot and the dry tone in which it is described, 2) the common situation and the for¬mal tone, 3) the contrast of different styles, 4) the contrast of actions and their implications. 2. Describe...
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...and Bill Prady. It is the story of two brilliant physicists that work at CalTech in Pasadena, CA. Leonard Hofstadter and Sheldon Cooper are co-workers, best friends and roommates. Sheldon is “regimented, deeply eccentric, and non-conventional” in his thinking which is a consistent hardship on the relationship between these two friends (“Plot Summary”). They are friends with colleagues Howard Wolowitz, a mechanical engineer, and Rajesh Koothrappali, an Indian immigrant who works as an astrophysicist. The foursome are “self-professed nerds, [with] little or no luck with popular women” (“Plot Summary”). A neighbor, Penny, is of average mind but compared to this brilliant squad she’s made to seem of less than average intelligence. Leonard’s goal is to get Penny to be his girlfriend. Immediately following Big Bang is The Millers created by Greg Garcia and starring Will Arnett. Arnett plays the part of Nathan, a single reporter who has divorced his wife, a secret he’s kept from his parents for several months. His parents pay a visit only to find out about their son’s divorce. After a very brief sadness, Nathan’s parents decide Francis 2 they want a divorce too. Nathan’s mother moves in with him derailing any plans he has of living the single life. Law & Order: SVU is a drama that peeks into the dark side of the...
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...Fern Hill Summary "Fern Hill" is six stanzas of praising and then lamenting days the speaker spent at Fern Hill as a youth. And this speaker is stoked about running through the countryside. Throughout the poem, he talks about how happy he was as a youngster and how oblivious he was that youth was passing. But at the end of the poem, the tone shifts dramatically from joy to lamentation. It's almost like singing, "If you're happy and you know it, think again!" What was a carefree bliss for the speaker turns out to be a fleeting joy that he ever can't recapture. What a bummer. Stanza 1 Summary Get out the microscope, because we’re going through this poem line-by-line. Lines 1-2 Now I was young and easy under the apple boughs About the lilting house and happy as the grass was green * Welcome to Fern Hill, where the speaker was once young and carefree. Plus, apple trees. Sounds like a great place to Shmoop. * He also hung out in his "lilting house." What in the world is a lilting house, you ask? Well, lilting is an old school style of Gaelic singing, but it can refer to anything with a cheerful, happy tone. * So was the house singing? Well, maybe not literally, but with this personification, the speaker is setting the mood for the rest of the poem. Things are good. * He's young, happy, and the pastoral scenery is like a mirror of the speaker's joy. Lines 3-5 The night above the dingle starry, Time let me hail and climb Golden in the heydays of his eyes...
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...Unit 1 Government Policies and the Public Services [pic] Assessment Book (Credits 10) | |Eddie Maylor | |Student Name | | |Start of Unit Date |24 September 2012 | |Completion of Unit Date | | | |Unit Tutor: James McQueen | |Group / Course |Diploma in public services | Learning Outcomes • Know the different levels of government I the UK • Understand the democratic election process for each level of government in the UK • Understand the impact of UK government policies on the public services • Be able to demonstrate how government policies are developed Unit Criteria Passed |Pass |1 |2 |3 | | | | ...
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...Chapter II: literature of the renaissance (End of the 15th - beginning of the 17th century) In the 15th - 16th centuries capitalist relation began to develop in Europe. The former townspeople became the bourgeoisie. The bourgeoisie fought against feudalism because it held back the development of capitalism. The decay of feudalism and the development of capitalist relation were followed by a great rise in the cultural life of Europe. There was an attempt at creating a new culture which would be free from the limitation of the feudal ideology of the Middle Ages. The epoch was characterized by a thirst for knowledge and discoveries, by a powerful development of individuality. It was then that great geographical discoveries of Columbus, Magellan and other travelers as well as astronomical discoveries of Copernicus, Bruno, Galilei were made. The invention of the printing press (Fyodorov in Russia, Guttenberg in Germany, Caxton in England) contributed to the development of culture in all European countries. Universities stopped being citadels of religious learning and turned into centers of humanist study. There was a revival of interest in the ancient culture of Greece and Rome ("Renaissance" is French for "rebirth"). The study of the works of ancient philosophers, writers, and artists helped the people to widen their outlook, to know the world and man's nature. On the basis of both the ancient culture and the most progressive elements of the culture of the...
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...ENGLISH LITERATURE The Pride cause of Prejudice in “The Way of The World” Stories by William Congreve by: Nisa Primadita (12130032) Lecturers: Titik Minarti, SE, SS, M.Hum DARMA PERSADA UNIVERSITY FACULTY OF LITERATURE ENGLISH DEPARTMENT JAKARTA 2014 CONTENTS 1. Contents 2 2. Background 3 3. Chapter I: Introduction 4 a. Summary 4 b. Theory 4 1. Pride 4 2. Prejudice 5 4. Chapter II: Analysis 6 a. Pride 6 b. Prejudice 10 c. Conclusion 18 5. Bibliography 19 BACKGROUND William Congreve (24 January 1670 – 19 January 1729) was an English playwright and poet. Congreve was born in Bardsey, West Yorkshire, England (near Leeds). William Congreve wrote some of the most popular English plays of the Restoration period of the late 17th century. By the age of thirty, he had written four comedies, including Love for Love (premiered 30 April 1695) and The Way of the World (1700), and one tragedy, The Mourning Bride (1697). Unfortunately, his career ended almost as soon as it began. After writing five plays from his first in 1693 until 1700, he produced no more as public tastes turned against the sort of high-brow sexual comedy of manners in which he specialized. He reportedly was particularly stung by a critique written by Jeremy Collier to the point that he wrote a long reply, “Amendments of Mr. Collier’s False and Imperfect Citations.” A member of the Whig Kit-Kat Club, Congreve's career shifted to the political sector, where he held various...
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...ARTS TEACHERS’ GUIDE Grade 9 ARTS Teacher’s Guide Unit I WESTERN CLASSICAL ART TRADITIONS GRADE 9 Unit 1 ARTS TEACHERS’ GUIDE GRADE 9 Unit 1 WESTERN CLASSICAL ART TRADITIONS LEARNING AREA STANDARD The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. key - stage STANDARD The learner demonstrates understanding of salient features of music and arts of the Philippines and the world, through appreciation, analysis, and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. grade level STANDARD The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. CONTENT STANDARDs The Learner: demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding that the arts are integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences and other external phenomenon ...
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