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Bernard Shaw<br />
Outline<br />Background<br />Influences<br />Common characteristics of his work<br />Characteristics of Pygmalion<br />Str...
Background<br />Irish<br />A contemporary of Ibsen<br />A political dramatist, a socialist writer<br />Presented many refo...
Influences<br />Marx, Nietzsche and Ibsen-political ideas<br />A realist in the sense that he insisted on presenting the h...
Common characteristics<br />Epilogue or preface stating purpose-didactic effect<br />Brevity of exposition-symbolic of bac...
Shaw’s Art<br />Combined genres:<br />Myth+ romance+ realism=Art<br />Myth=Pygmalion<br />Romance= inversion<br />Realism=...
Myth<br />Pygmalion-A Greek romantic myth<br />Allusion<br />Assignment – Write an account of the Pygmalion myth <br />
Romance/Reality<br />A hint of romance within a play that attempts to stay faithful to life representation<br />Theme inve...
Structure of the play<br />5 Acts<br />Transfiguration-An idea<br />Does the transformation of one aspect in a person lead...
Transfiguration theme <br />Close parallel of magic metamorphosis and development of the consciousness<br />Poetic realism...
Theme<br />Self Realization as a theme: A quest-from ignorance to reality<br />Both stage directions/props/telling methods...
Close scrutiny<br />ACT ONE<br />Setting: The darkness of the night, the rain, and the confusion of the scene Theme: refle...
Class confrontations scene-multiple levels of people converging on a common street<br />
In-class assignment<br />Read the critical explanation and work on each scene interpreting stage effect and the steps towa...
Act Two<br />Who is Eliza?  A self and social examination<br />How is she perceived?<br />By herself: A proud and virtuous...
Class clear from manners/money and speech<br />Not knowing what to expect<br />
“What we believe influences how we behave. Likewise, how we behave impacts what people think about us. In turn, this affec...
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Bernard shaw

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about his play Pygmalion

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Transcript of "Bernard shaw"

  1. 1. Bernard Shaw<br />
  2. 2. Outline<br />Background<br />Influences<br />Common characteristics of his work<br />Characteristics of Pygmalion<br />Structure and themes<br />
  3. 3. Background<br />Irish<br />A contemporary of Ibsen<br />A political dramatist, a socialist writer<br />Presented many reformist ideas about the decline of English drama<br />He proposed ideas to re-establish drama as a literary form<br />A controversy<br />
  4. 4. Influences<br />Marx, Nietzsche and Ibsen-political ideas<br />A realist in the sense that he insisted on presenting the human being as we came to understand him. (Subjective approach)<br />(A man who writes about himself and his own kind is the man who writes about all people and all the time)<br />Against romanticism-practicality and realism <br />
  5. 5. Common characteristics<br />Epilogue or preface stating purpose-didactic effect<br />Brevity of exposition-symbolic of background<br />Social/problem plays<br />Adherence to realism-manifested in denouement (How?)<br />
  6. 6. Shaw’s Art<br />Combined genres:<br />Myth+ romance+ realism=Art<br />Myth=Pygmalion<br />Romance= inversion<br />Realism=setting, character, theme<br />
  7. 7. Myth<br />Pygmalion-A Greek romantic myth<br />Allusion<br />Assignment – Write an account of the Pygmalion myth <br />
  8. 8. Romance/Reality<br />A hint of romance within a play that attempts to stay faithful to life representation<br />Theme inverted<br />Impersonality of realism/ no intrusions<br />Characters are intensely living/complex<br />Denouements that are not really denouements:<br />Like life nothing begins and nothing ends<br />
  9. 9. Structure of the play<br />5 Acts<br />Transfiguration-An idea<br />Does the transformation of one aspect in a person lead to a complete change?<br />Structure and characters express the idea and open discussion-<br />
  10. 10. Transfiguration theme <br />Close parallel of magic metamorphosis and development of the consciousness<br />Poetic realism: artistic and spiritual integrity<br />Spiritual growth conveyed in carefully plotted, psychologically, progressive stages symbolically strengthened by special effects of setting, lighting and timing <br />
  11. 11. Theme<br />Self Realization as a theme: A quest-from ignorance to reality<br />Both stage directions/props/telling methods and dialogue should be geared towards the theme<br />Act 1-The inspiration/the beginning<br />Act 2-the quest and the purgation<br />Act 3-the initial illumination<br />Act 4-the climax<br />Act 5-completing the cycle/unifying realization of spirit-personality/society <br />
  12. 12. Close scrutiny<br />ACT ONE<br />Setting: The darkness of the night, the rain, and the confusion of the scene Theme: reflect the darkness and confusion on the personal and individual level-physical, social, intellectual and spiritual<br />Eliza’s world of chaos, in the middle of it mystery and oblivion is suggested by lightening and church bells <br />
  13. 13. Class confrontations scene-multiple levels of people converging on a common street<br />
  14. 14. In-class assignment<br />Read the critical explanation and work on each scene interpreting stage effect and the steps towards Eliza’s self realization.<br />
  15. 15. Act Two<br />Who is Eliza? A self and social examination<br />How is she perceived?<br />By herself: A proud and virtuous woman<br />Higgins: baggage and an experiment<br />Pickering: naïve and simple, a woman<br />Mrs. Pearce: poor, ignorant but deserving of sympathy<br />Her father: a good way to make money<br />
  16. 16. Class clear from manners/money and speech<br />Not knowing what to expect<br />
  17. 17. “What we believe influences how we behave. Likewise, how we behave impacts what people think about us. In turn, this affects how others behave towards us. Ultimately, how they behave towards us reinforces what we believed about ourselves in the first place.” Discuss<br />
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