Summary

In Memoriam By Alfred Lord Tennyson

In Memoriam by Alfred Tennyson

Literature, Analysis, Poem Analysis, Summary
In Memoriam By Alfred Lord Tennyson
In Memoriam By Alfred Lord Tennyson

Introduction

            “In Memoriam” by Alfred Tennyson is one of the greatest poems of the Victorian age. This poem is also known as ‘In Memoriam A. H. H. It is an elegy for his Cambridge friend ‘Arthur Henry Hallam’, who died at the age of twenty-two years, in Vienna in 1833. Tennyson wrote this poem in his memory. He first published the poem in his memory.

Tennyson first published the poem anonymously in 1850 and is nearly anonymously in 1850 and is nearly 100 pages long. The poem has 133 cantos, and each stanza contains four lines. The rhyme scheme is ABBA, in iambic tetrameter, a form known as “Memoriam Stanza” due to its melancholy effect. The poem is divided into three main parts:

◽ The Prologue
◽ The Poem
◽ The Epilogue

About Alfred Tennyson

            Alfred Tennyson was an English Poet. He was the Poet Laureate during much of Queen Victoria’s reign. His works not only explore the relationship between science and religion, but the importance of perseverance and remaining optimistic in front of despair. Two of his best known poems are – ‘In Memoriam A.H.H.’ and ‘The Charge of the Light Brigade’. Tennyson also held high standing in Victorian society, having the title of ‘1st Baron Tennyson of Aldworth and Freshwater.’

            Some of his other most famous works include – ‘The Lady of Shalott’, ‘Ulysses’ and ‘Idylls of a King.’

Themes of “In Memoriam” Poem

            In Memoriam A.H.H. is a long and complex poem, and it explores a wide range of themes. Some of the most important themes include:

  • The Meaning of Life
  • Mystery of Death
  • Grief as a form of Love
  • Doubt strengthens Religious faith
  • Grief and Loss
  • Faith and Doubt.
  • The relationship between the individual and the universe.

The Meaning of Life

The poem explores the meaning of life. Tennyson asks questions about the purpose of existence, and he searches for answers in nature, in history, and in his own faith.

Mystery of Death

After his friend Hallam’s death at a young age, the speaker asks two significant questions about the mystery of death – Is there life after death for humans? And can the living still love and communicate with the dead?

      The speaker believes death ends the life of Hallam’s physical body, but not his soul, personality, or memories.

Grief as a form of Love

The speaker says in Canto 1, that without love, there would be no grief, love is essential to grief. His deep sorrow at Hallam’s death proves his deep love for his friend in life. The Speaker’s grief often takes the form of singing and music both expressions of praise and deep emotion.

Doubt Strengthens Religious Faith

Formally a steadfast, but perhaps somewhat rote, believer in the Christian religion the speaker grapples with uncertainty. He can’t prove his beliefs are true. He has no evidence of an afterlife where Hallam’s soul will live in eternity.

Grief and Loss

The poem is a meditation on the death of Tennyson’s friend Arthur Hallam. Tennyson’s grief is raw and honest and he does not shy away from expressing his sorrow. The poem offers comfort to those who have lost loved ones, and it shows that grief is a normal and healthy response to loss.

Faith and Doubt

The poem also explores the themes of faith and doubt. Tennyson is a devout Christian, but he also struggles with his faith in the face, of Hallam’s death. He questions God’s goodness and justice, and he wonders if there is any meaning in life without Hallam. The poem shows that faith is not always easy, but it can offer comfort and hope in the face of loss.

The Relationship between the Individual and the Universe

The poem explores the relationship between the individual and the universe. Tennyson Contemplates the place of humanity in the cosmos and he wonders how to find meaning in a vast and indifferent universe.

      These are just some of the themes explored in ‘In Memoriam A. H. H. The poem is a complex and profound work of art, and it continues to offer insights into the human condition.

Summary Of The Poem

   The poem opens addressing Jesus, discussing how God made both life and death. He uses the image of Jesus with his foot on a Skull to show him as the conqueror of Death. Humanity is humbled in the presence of God, as our ‘systems’ are finite. We are unable to see God’s plan.

      Tennyson asks for God’s forgiveness for the nature of his words, as he fluctuates between faith and doubt throughout the poem. He says he has “Wild and wandering words’ as he tries to make sense of the death of his friend. He prays for wisdom and regrets his wasted youth. The poet describes how he grieved. He once believed that men would slowly rise from death into eternal state, he once believed in God, but in his grief, he wishes he could fast forward through time to skip the grieving period.

      Tennyson addresses a yew tree in a graveyard. He imagines that the roots are wrapped around a body buried beneath. The seasons, and nature, move on in their patterns beating out the “little lives of men”. Here he questions the existence of God and an afterlife. He sometimes believes he is sinning by writing of his grief.

He argues that even though the loss of a loved one is common to the human race, it doesn’t make him less bitter, but more so knowing that every day someone else’s heart is breaking. He imagines families who are still waiting for their dead family members, like a mother who waits for her son who has drowned at sea.

      Arthur’s body was returned to England from Italy by ship. He spends a lot of time addressing and describing the ship that brought his friend’s body. By winter, Tennyson’s woe is causing “Wild Unrest” in him. He confronts this change in canto 16, wandering that sorrow could cause him to feel both wild and calm. Only the Bible comforts him.

As he questions the meaning of death and life, he concludes that humans have souls allowing them to live on after death and that their purpose on earth is to gain knowledge. As the author was a good and intelligent man, he believed that Arthur’s soul must be alive somewhere. He imagines meeting with him again.

      The epilogue finds Tennyson at his sister’s wedding while he has lost a close friend, he has gained a brother-in-law. Arthur Hallam and Tennyson became friends in 1829 at Cambridge. Hallam met Tennyson’s sister, Emily, and the two were soon engaged. Hallam also wrote poetry and he and Tennyson planned to one day publish a collection together. He died of a brain hemorrhage while visiting Vienna with his father at the age of twenty-two. Emily would later marry and name her first son after Hallam.

      Queen Victoria met with Tennyson in 1833 to tell him the poem had been a comfort to her following the death of her husband, Prince Albert.

Conclusion

      Thus, “In Memoriam” by Alfred Lord Tennyson was specifically composed as a heartfelt lament for the untimely passing of his dear friend, Arthur Henry Hallam. The poem is undeniably an elegy, intended to evoke a prevailing sense of mourning. However, some critics believe that the elegiac quality of the poem is overshadowed by its religious scientific, and philosophical aspects. It is also a reflection of the intellectual and cultural climate of the Victorian age, which was marked by both scientific advancement and religious crisis.

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The Handmaid's Tale

The Handmaid’s Tale by Margaret Atwood

Literature, Novel, Summary
The Handmaid's Tale
The Handmaid’s Tale

Introduction

The Handmaid’s Tale is a futuristic dystopian novel by Canadian author Margaret Atwood. This novel was published in 1985. It is set in a near-future New England in a patriarchal, totalitarian economic state known as The Republic of Gilead, which has overthrown the United States government. The Handmaid’s Tale” is a thought-provoking novel that explores the dangers of totalitarianism and the oppression of women.

In this novel, Offred is the main character and narrator Of the Novel.  She is one of the “handmaids”, women who are forcibly assigned to produce children for the “commanders”, who are the ruling class in Gilead. In the Novel, W

omen are stripped of all their rights and freedoms and forced to serve as reproductive slaves for the ruling elite.

About The Author

Margaret Atwood is one of the most celebrated and influential writers of our time. She was born in Ottawa, Canada, in 1939, and grew up in various parts of Ontario, Quebec, and Nova Scotia. She studied at the University of Toronto and Radcliffe College and has taught at several universities in Canada and abroad. She has written more than 50 books of fiction, poetry, essays, and criticism, covering a wide range of genres and topics.

Some of her most notable works include The Edible Woman, Surfacing, The Handmaid’s Tale, Cat’s Eye, The Blind Assassin, Oryx and Crake, The Testaments, and The MaddAddam Trilogy. She has won numerous awards and honors for her literary achievements, such as the Booker Prize, the Governor General’s Award, the Giller Prize, the PEN Pinter Prize, and the Franz Kafka Prize. She is also a prominent activist and advocate for environmental, feminist, and human rights causes.

Themes Of “The Handmaid’s Tale”

“The Handmaid’s Tale” addresses several thought-provoking themes, including gender oppression, religious extremism, totalitarianism, and the importance of individual autonomy. The novel explores the consequences of extreme ideologies and the ways in which they can strip away human rights and dignity. It also delves into the power dynamics between men and women, and the subjugation of women’s bodies for reproductive purposes. Atwood’s portrayal of a patriarchal society and the dehumanization of women raises important questions about gender roles, identity, and feminism.

Summary Of “The Handmaid’s Tale”

The novel is narrated by Offred, one of the “handmaids” in Gilead. Handmaids are fertile women who are assigned to elite men called “commanders” to bear children for them. Offred serves Commander Fred Waterford and his wife Serena Joy, a former gospel singer and advocate for traditional values. She is barren due to widespread infertility caused by environmental pollution and disease.

 Offred’s name means “of Fred”, indicating her lack of identity and autonomy. She lives in a strict regime where she has to follow rules and rituals that are based on a twisted interpretation of some Old Testament verses. She has to wear a red dress and a white bonnet that covers her face. Offred lives in constant fear of being punished or killed for any sign of disobedience or rebellion.

She has no access to education, information, or entertainment and is not allowed to read, write, or speak freely. She can only leave the house for shopping trips with another Handmaid, Ofglen. She has to endure monthly “ceremonies” where she is raped by the Commander. She also has to visit a doctor regularly to check her health and fertility.

Offred remembers her life before Gilead when she was a librarian, a wife, and a mother. She had a husband named Luke and a daughter named Hannah. She also had a best friend named Moira, who was a rebellious feminist. After a staged terrorist attack that killed the president and most of Congress, a radical group called the Sons of Jacob seized power and suspended the Constitution.

They blamed the declining birth rate on environmental pollution, sexually transmitted diseases, abortion, contraception, and women’s liberation. They banned women from working, owning property, having money, or accessing education. They also divided women into rigid classes based on their reproductive status: Wives (the spouses of commanders), Marthas (the domestic servants), Aunts (the indoctrinators and enforcers of handmaids), Econowives (the wives of lower-class men), Jezebels (the prostitutes), Unwomen (the rebels and outcasts), and Handmaids.

Offred tried to escape with Luke and Hannah to Canada, but they were caught by the border guards. Offred was separated from her family and sent to a reeducation center called the Red Center, where she was trained by Aunts to become a handmaid. There she met Moira again, who had been captured after trying to join an underground resistance group. Moira managed to escape from the Red Center by stealing an Aunt’s uniform and faking her identity.

Despite repeated Ceremonies, Offred is still not pregnant, and it is suggesting that the Commander is infertile. Therefore, Serena, the Commander’s wife tells Offred that she should sleep with Nick, their chauffeur, and gardener. Serena promises to give Offred a picture of her daughter in return for doing so. That same night, the Commander takes Offred to Jezebels, a club for Commanders who want to sleep with prostitutes. There, she finds her friend Moira who tried to escape from Gilead while they were in the Red Center together. This is the last time she ever sees her friend. Offred and the Commander sleep together while there, an experience that Offred has to pretend to enjoy. 

As soon as Offred returns with the Commander from the club, she sleeps with Nick. Offered and Nick develop a genuine connection, and they begin to meet without anyone’s knowledge. Around this time, Ofglen, a member of Mayday whom she has befriended, commits suicide in order to escape torture at the hands of Gilead’s secret police. Serena finds evidence of the relationship between Offred and the Commander, which results in Offred contemplating suicide.

Offred goes out shopping, and a new Ofglen meets her. This new woman is not part of Mayday, and she tells Offred that the old Ofglen hanged herself when she saw the secret police coming for her. At home, Serena has found out about Offred’s trip to Jezebel’s, and she sends her to her room, promising punishment. Offred waits there, and she sees a black van from the Eyes approach. Then Nick comes in and tells her that the Eyes are really Mayday members who have come to save her. Offred leaves with them, over the Commander’s futile objections, on her way either to prison or to freedom—she does not know which.

The novel closes with an epilogue from 2195, after Gilead has fallen, written in the form of a lecture by Professor Pieixoto. It describes the discovery of Offred’s narrative on cassette tapes in Maine, suggesting that the Eyes that took her were part of the Resistance, as Nick claimed. It is revealed that researchers may have discovered who the Commander was, but no one knows what happened to Offred.

Conclusion

 “The Handmaid’s Tale” is a haunting and impactful novel that continues to be relevant in contemporary society. It serves as a cautionary tale about the dangers of oppressive regimes, the erosion of human rights, and the consequences of unchecked power. In the novel “The Handmaid’s Tale” Atwood’s powerful prose and compelling storytelling shed light on important social and political issues, reflect on the value of individual freedom, and the need for equality and justice in society.

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The Good Woman of Setzuan

The Good Woman Of Setzuan Summary & Analysis

Literature, Character Sketch, English Literature, Summary
The Good Woman of Setzuan
The Good Woman of Setzuan

Introduction

            ‘The Good Woman Of Setzuan’ or ‘The Good Woman of Szechwan’ is a play written by ‘Bertolt Brecht’, in collaboration with ‘Margarete Steffin’ and ‘Ruth Berlau’. It was written between 1938 to 1941 when Brecht was living in exile in the United state due to Nazi rule and World War II. It is an example of a non-Aristotelian drama, a form made popular by Brecht and defined in his notes and essays entitled ‘On a non-Aristotelian drama’. The original name of the play was ‘Die Walare Liebe’ Brecht dedicated the play to his wife, ‘Helene Weigel’.

            The play’s title is often translated as ‘The Good Woman of Szechwan’, rather than “Setzuan”, but Szechwan is a province, while Setzuan is a city. According to translator ‘Eric Bentley’, Brecht identified the location of the play as ‘a city’, so he must have meant Setzuan.

Character List

Wong – A water seller. He interacts with the gods in dreams.

Three Gods – Three Gods arrive at the city of Setzuan, looking for a good person.

Shen Te/Shui Ta – Shen Te is a former prostitute who has bought a tobacco shop with the money the gods gave her after she let them spend the night in her home. Shen Te invents a male Shui Ta, her supposed visiting cousin.

Mrs. Shin – Former owner of Shen Te’s tobacco shop.

Yang Sun – An unemployed pilot with whom Shen Te falls in love.

Mr. Shu Fu – A barber who wants to marry Shen Te.

Unemployed Man, Carpenter Mrs. Mi Tzu, Policeman, Old Man, Old Woman, Mrs. Yang are some other characters in this play.

About The Author

            As we know the play was written by Bertolt Brecht in collaboration with Margarette Steffin and Ruth Berlau. Brecht was one of the most influential playwrights of the 20th century. He also wrote a wide variety of people. His works include- ‘The Three Penny Opera’, ‘Mother Courage and Her Children’, ‘Life of Galileo’, and ‘The Good Person of Szechwan’.

            Steffin was a German actress writer and translator and Brecht’s secretary. Berlau was a Danish actress, writer, photographer and director. Both women were Brecht’s lovers.

Character Sketch of “Shen Te”

            ‘Shen Te’ is the central character around which Bertolt Brecht’s epic play ‘The Good Woman of Setzuan’ is written. Bertolt Brecht was a master of characterization in his works. He believed that theatre should be a tool for social change and that characters should be used to challenge the audience’s assumptions about the world.

            ‘Shen Te’ is a female character who disguises herself during half of the pla Shui Ta, a male. Through this character. Brecht presents his most famous dramatic technique of split personality that becomes a medium to represent conflict, morality, and reality. Thus the split character to Shen Te and Shui Ta serve as a model to explain Brecht’s themes of social injustices.

            Shen Te is introduced as a “good Woman” who is a prostitute by profession. The conflict begins from this moment as the playwright shows an individual can retain good moralities even after beginning in a socially unapproved profession. Shen Te is generous, kind, and helpful to everyone irrespective of class or creed. When the gods stay at her place, their faith is restored in humanity. But at the same time, the Gods don’t want others to know that they stayed in a prostitute’s room, as the ‘Incident is open to misinterpretations’.

            Through Shen Te/ Shui Ta, Brecht has made a ‘division within the same person’ of humane Vs inhumane and kind vs. cruel. The play is of ‘disguise’ survival and self-improvement and Shen Te has to pass through a journey of ups and downs throughout the play. She tries to retain her goodness while

  1. Helping her neighbour
  2. Helping her lover, and
  3. Protecting her son from the cruel world.

            But because people take advantage of her good nature, she has to create an alter ego of Shui Ta. The two characters are completely different yet help each other through various events.

            Shen Te takes multiple roles in the play. She is a prostitute, a shopkeeper, a lover, and a mother. In every role, Shen Te is required to have a different set of virtues and vices. As a shopkeeper, She must know how to make profits but as a lover, she surrenders herself completely to Yang Sun. Later one, as a mother she wants to become feracious to ensure her child’s happiness. All her weaknesses as a woman get covered when she turns into Shui Ta. Her pity generosity, love, and passion, take a backseat, and Shui Ta’s pragmatism leads her life.

            As Shui Ta, ‘The Good Woman of Setzuan’ becomes rough and Strict. Shui Ta is only concerned about his profits and gains. He does not care about people and circumstances. He is firm and stern is his decisions. He helps in making Shen Te’s small tobacco shop into a big profit-making factory. This indirectly helps the people of the city in getting jobs. Hence Shen Te is able to continue her charity only through the materialistic gains created by Shui Ta. Though both are absolutely different from one another, they help each other sustain in the world.

            Brecht shows that if circumstances allow, every individual can be a good person. But it is the surroundings that forces people to take up bad attributes. Shen Te was innately a good human being but she had to take up many vices in order to sustain her life in the world. This is why, in the end, the gods do not punish Shen Te. They praise ‘the good woman of Setzuan’ and leave for the heavens after learning about the truth of Shui Ta. Shen Te is not a heroic character but neither Shui Ta is a villain.

             Brecht presents the story of every human being through the struggle of Shen Te. The playwright shows that people are capable of being good and doing good. If the Situations can be altered, if the world can be made into a better place, every person can become good and kind.

Justification Of The Title ‘The Good Woman Of Setzuan’

          The title of the drama ‘The Good Woman Setzuan’ is very suggestive as it clearly speaks of the theme of goodness from the beginning of the play, the theme of goodness comes out with God’s definition of who a good person is. According to the gods, a good person is one who lives a life that is worthy of human beings. Three gods come to the earth is search of a good person.

After a lot of wandering, they find only greed, evil, dishonesty and selfishness. Finally, they find some goodness in Shen Te, a young prostitute of Setzuan. She is rewarded for her hospitality, as gods take it as a sure sign of goodness. They reward her with a thousand dollars.

            According to the gods, goodness cannot survive long if there is no demand for it. They mean to say that it is difficult for a human to achieve goodness without support from other people. Shen Te buys a small tobacco shop with the gifts of the gods. She hopes to help others through the shop by spending profits on such things as food for the hungry.

But most of the people she is trying to help take advantage of her generosity. They want food money, shelter, and constant service. Shui Ta discovers that it is difficult to succeed at being a good person under these frustrating conditions. So she creates an alter ego to help her keep her shop. The helper is her male cousin Shui Ta. Eventually, she realizes that she can not survive without him.

In the drama ‘The Good Woman Of Setzuan’ there is another instance of goodness. Shen Te meets a young pilot in a public park and promises to help him in getting his job. They fall in love with each other. Later on, she employs Yong Sun as a foreman in her factory because she has failed to help him with enough money to get his job.

            In the drama, there is also one instance of goodness when Shen Te offers the Old woman money to pay her rent. Shen Te’s perception of goodness changes during pregnancy, further highlighting the theme of goodness. When she sees the Carpenter’s child digging in the trash. She vows that she will be good to her son and a tigress to others. She says,

            ‘To be good to you, my son I shall be tigress to all others
             If I have to do, and I shall have to.’

            Despite Shen Te staying good, Wong’s hole helps to cast doubt on her good image. After the revelation by Shen Te in the court, that she was also Shuii Ta, the gods could not believe that she did bad things. The first, in particular, insists on congratulating her for remaining good. After the Gods leave, Shen Te remains with her problems and still struggles to achieve goodness.

            Thus we find that The title of the drama ‘The Good Woman of Setzuan’ is very suitable as it clearly speaks of the idea of goodness as the primary theme. Other themes of the play include the ideas of economic strain, money-driven economic strain, money-driven despair, wealth and poverty, reform, and deception.

Summary of The Drama

          The play starts with Wong, a water seller, explaining that he is on the city outskirts awaiting the foretold appearance of several important gods. Soon the gods arrive and ask Wong to find them shelter for the night. They are tired, having traveled far and wide in search of good people who still live according to the principles that they, the gods have handed down.

Instead, they have found only greed, evil dishonesty, and selfishness. Wong tries to find someone who will shelter the gods for the evening, but they are turned away at every door in town. Eventually, a kind prostitute named ‘Shen Te’ agrees to take the gods in. In the morning gods thank Shan Te, for the hospitality and they tell her that she is the only “good human being”. The gods shove over a thousand silver dollars into Shen Te’s hand and they depart.

            Shen Te uses the money the gods give her to rent a tobacco shop but she soon finds herself in trouble as news of her good fortune spreads throughout town. ‘Mrs. Shin’, the former proprietor of the store, the carpenter, and An unemployed man, everyone asks for something according to their needs from Shen Te. ‘Mrs. Mi Tzu’, the landlady, demands male references who can vouch for Shen Te’s finances as well as six-month rent in advance. Shen Te claims she has a cousin, Shui Ta, who is a savvy businessman. She promises that Shui Ta will visit soon to meet with Mrs. Mi Tzu and vouch for Shen Te.

            The gods continually visit Wong in his dreams to check in on whether Shen Te has remained good. Things get more and more complicated for Shen Te. Shen Te begins disguising herself as “Shui Ta” in order to make the ruthless business.

Shen Te, dressed as Shui Ta, kicks the family of eight out during business hours, threatens the carpenter, haggles with Mrs. Mi Tzu, and even puts an ad in the paper for a wealthy husband who can help Shen Te run her business. When Shen Te meets a pilot named Yand Sun is poor and cruel, Shen Te loves him too deeply. Shen learns that Yang Sun is only using her for her money. She falls pregnant with his child.

            Meanwhile, each time the gods visit Wong in his dreams, he tells them of Shen Te’s trials, but the gods insist that Shan Te’s burdens will only give her greater strength and more goodness. Shen Te decides to stay in disguise as Shui Ta.

            Though the tobacco of the village begins missing the sweet, generous Shen Te – and even worrying that Shui Ta has murdered her. When a policeman confronts Shui Ta and demands to know where Shen Te is, Shui Ta cannot answer. He is arrested. He is taken to court. During the process of her trail the gods enter in disguise as a trio of judges to hear the arguments. Shui Ta demands for the courtroom to be cleared because he has a Confession to make to the judges.

            Alone in the room with the gods, Shen Te drops her disguise and she reveals the truth to them. The gods are shocked. In a sorrowful lament, Shen Te describes how hard it has been to try “to be good and Yet to live”. Shen Te points out that she failed to be a good woman and instead became a “bad man”. She begs the gods to tell her what to do about all of her entanglements the gods however, tell her simply to ‘continue to be good’.

Conclusion

            Thus it is clear that like most of Brecht’s plays, his Marxist ideals heavily influenced “The Good Woman of Setzuan”. It questions whether it is possible to survive as a reasonable person in a capitalist society. Through this play, Brecht illustrated the difficulty of being good and staying good in any society. It represents the class struggle between the bourgeois and the working class, the struggle between good and evil, or the conflict between and women.

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A Doll’s House By Henrik Ibsen

A Doll’s House Summary | A Doll’s House By Henrik Ibsen

Literature, Summary
A Doll's House By Henrik Ibsen
A Doll’s House By Henrik Ibsen

Introduction

A Doll’s House is one of the best plays of English Literature written by Henry Ibsen. He was known as a major Norwegian playwright of the late 19th century. His plays and dramas have been of Shakespeare. Most of his play is based on feminism. The present play A Doll’s House is a three-act play, which reflects the status of women in Norway at that time.

About the Author

Henrik Ibsen was born in 1828 in Skien, Norway. He grew up in a wealthy merchant family, but his father went bankrupt when he was eight years old. He moved to Grimstad at the age of 15, where he worked as an apprentice pharmacist and wrote his first play, Catilina, in 1849. He moved to Christiania (now Oslo) in 1850, where he became a theatre director and wrote several historical dramas.

Ibsen left Norway in 1864 and lived in Italy, Germany, and France for 27 years. He returned to Norway in 1891 and died in 1906. He is widely regarded as the father of modern drama and one of the greatest playwrights ever. Some of his other famous works include Peer Gynt, Ghosts, An Enemy of the People, Hedda Gabler, and The Master Builder.

A Doll’s House Summary

            The play starts with Nora Helmer, a young woman who enters her house carrying a package. It is Christmas Eve, and a porter delivers a Christmas tree. Torvald Helmer Nora’s husband comes out of his study room when he hears her arrive. Torvald gets angry at her for spending too much. Torvald has recently been promoted to Bank manager, meaning they can have a more comfortable life. Mrs. Linde and Dr. Rank arrive, and Dr. Rank and Torvald meet to talk in his study room. Mrs. Linde who hasn’t seen Nora for eight years, tells her that she had an unhappy marriage and is now a window hoping to find a job.

            Nora promises her that she will ask Torvald to give her a job. Nora then reveals a secret, she has been hiding. When she and Torvald were first married, she borrowed money to finance a trip to Italy that was necessary to save Torvald’s life as he had grown ill. She has paid off the debt in installments secretly taking jobs and saving money from her allowance from Torvald. Nils Krogstad an employee at the bank, arrives and talks to Torvald in Torvald’s study room.

Dr. Rank comes out to talk to Nora and says that Krogstad is morally corrupt. Torvald enters and after a brief conversation with Mrs. Linde, says he can give her a job at the bank. Torvald, Mrs. Linde Krogstad, and Dr. Rank exit, and Nora play happily with her children.

            At that time Krogstad enters and wants to talk with Nora. He said that he is being fired by Torvald, and Nora must stop this happening or else Krogstad will tell everyone about her secret. Krogstad exists, and Torvald returns. Nora tries to persuade him not to fire Krogstad but is unable to.

            On Christmas Day, Mrs. Linde arrives to help Nora. Mrs. Linde asks Nora why is she upset. But Nora refuses to tell her anything for the moment. Torvald enters and Nora tries again to convince him not to fire Krogstad. However the harder Nora tries, the angrier Torvald gets and he eventually decides to send Krogstad notice immediately. Krogstad puts a letter explaining the secret debt in Torvald’s letterbox and exists. Mrs. Linde returns and Nora explains the situation to her Mrs. Linde tells, Nora that she and Krogstad used to be in Love and asks that Nora distract Torvald while Mrs. Linde attempts to talk to Krogstad.

            Mrs. Linde leaves and goes to meet Krogstad. It is revealed that the two of them once loved each other but their relationship ended when Mrs. Linde chose to marry a richer man because that was the only way to support her family. She tells Krogstad that they can get married now Krogstad is thrilled, and says he will demand his letter back before Torvald can read it. Mrs. Linde asks Krogstad to write a letter again in which you apologize to Nora for blackmailing her. When Torvald gets the first letter he calls Nora a hypocrite and a liar and complains she has ruined his happiness.

            Torvald declares that she will not be allowed to raise their children Helene the maid of Nora once again brings a letter By Which Torvald comes to know that Krogstad is blackmailing Nora. After that Torvald starts apologizing for his deed. But by then Nora decided that she would no longer live in this house with Torvald. She declares that despite their eight years of marriage, they do not understand each other. Nora asserts she has treated her like a Doll to be played with and admired. After saying this, she walks out, slamming the door behind her.

Conclusion

            The Significance of the play’s title A Doll’s House is that Nora is treated by Torvald like a doll. She is dressed as he prefers and she acts as he wants not as she wants. A Doll’s House is a play that explores the themes of individualism, freedom, identity, gender, marriage, and morality in the context of the Victorian era. It portrays the struggle of a woman who defies the norms of her society and asserts her right to be herself.

Play also criticizes the hypocrisy and oppression of the patriarchal system that denies women their dignity and autonomy. The play is considered a masterpiece of modern drama, as it challenges the conventions of the genre and introduces new techniques and topics. It is also a powerful and timeless work of art, as it resonates with the issues and questions that still face humanity today.

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Method-Of-Teaching-Fiction-and-Drama

Method Of Teaching Fiction and Drama In Literature

Literature, Analysis, Fiction, Indian Literature, Summary
Method-Of-Teaching-Fiction-and-Drama
Method-Of-Teaching-Fiction-and-Drama

Fiction is a form of literary art that is invented or imagined by the author. It is a type of storytelling that can be presented in various forms such as novels, short stories, novellas, and flash fiction. Unlike non-fiction, which deals with factual events and real people, fiction is created from the author’s imagination, allowing them to explore different themes and subjects without the constraints of reality.

Fiction is an essential part of literature, and it has the power to transport readers to different places and times, explore the complexities of human emotions, and challenge their beliefs and perceptions. It can be both entertaining and thought-provoking, and it often serves as a medium to reflect on the world around us and question our values and beliefs.

Method Of Teaching Fiction

Teaching fiction in literature is a fascinating and rewarding task for any educator. Fictional literature includes novels, short stories, and other forms of storytelling that engage readers in a world of imagination. A skilled teacher can help students develop critical thinking skills and foster a love of reading through effective teaching methods.

There are various methods of teaching fiction in literature and their benefits for students.

Teaching fiction is through close reading

This approach involves reading the text closely and analyzing its language, structure, and themes. It encourages students to pay attention to detail and to think critically about the author’s message. By asking students to identify literary elements such as characterization, point of view, and symbolism, teachers can guide them toward a deeper understanding of the story. Close reading also allows for classroom discussion and encourages students to share their own interpretations of the text.

Teaching fiction is through Creative Writing Exercises

 This approach encourages students to engage with the story on a personal level and to explore their own creativity. Teachers can ask students to write a short story or a character analysis based on the text they have read. This approach allows students to develop their writing skills and to gain a deeper understanding of the story by applying their own creative interpretation.

Teaching fiction is through Role-playing

 This approach allows students to act out scenes from the story, bringing the characters to life and encouraging students to think critically about their motivations and actions. Role-playing also encourages students to work collaboratively and to develop empathy and understanding for the characters.

Character Analysis

This method involves a study of the characters in the text. Students can be taught to analyze the characters’ motivations, relationships, and conflicts. This method can help students to understand the complexity of human behavior and the nuances of character development.

Comparative Analysis

 This method involves a comparison of the text with other works of literature or with other forms of media, such as films or television shows. This method can help students to see the connections and influences between different works of art.

Teaching fiction is through Literary analysis essays

 This approach involves asking students to analyze the text in-depth, identifying literary elements, and examining their significance. By asking students to write literary analysis essays, teachers can help students develop critical thinking skills and to gain a deeper understanding of the story.

Using multimedia tools such as films, graphic novels, and audiobooks is another effective method of teaching fiction in literature

These tools can help students engage with the story in a new way and can help visual learners understand the story better. By using multimedia tools, teachers can make the story come alive for their students and encourage them to think critically about the author’s message.

Fiction is a powerful and versatile form of storytelling that offers a unique way to explore the world and the human experience through the creative vision of the author.

Thus, we can say that there are several effective methods of teaching fiction in literature, each with its own benefits for students. Close reading, creative writing exercises, role-playing, literary analysis essays, and multimedia tools are all useful approaches for engaging students with fictional literature. By using these methods, teachers can help students develop critical thinking skills, foster a love of reading, and gain a deeper understanding of the stories they read.

Teaching Method Of Drama

Introduction

 Teaching drama in literature requires a unique set of skills that go beyond the traditional lecture format. The goal is not only to convey the content of the play but also to engage students in a way that allows them to experience the play as active participants.

About Drama

Drama is a literary form that is meant to be performed on stage, film, or television. It is a collaborative art form that involves actors, directors, designers, and writers. Drama is different from other literary forms because it is meant to be experienced rather than simply read.

Method of Teaching Drama in Literature

Experiencing the Play

The first step in teaching drama is to create an environment that allows students to experience the play. This can be accomplished through live performances, screenings, or even reading the play aloud in class. Encourage students to participate in the performance by having them read parts of the script or by assigning them to create their own performances.

Analysis Of Drama

After experiencing the play, it is important to analyze it in detail. This includes examining the plot, characters, themes, and symbols. Encourage students to ask questions and explore their own interpretations of the play. Use discussion groups and writing assignments to help students delve deeper into the text.

Historical Background and Cultural Context

Drama is often influenced by the historical background and cultural context in which it was written. Discussing the context of the play can provide valuable insights into the themes and issues that the play addresses. Encourage students to research the historical background and cultural background of the play and to incorporate this research into their analysis.

Role-playing

Role-playing is an effective way to engage students in the drama. Assign students to create their own scenes or monologues based on the characters in the play. This not only encourages creativity but also helps students to understand the motivations and actions of the characters.

Performance and Production

Finally, encourage students to produce their own performances of the play. This can be done through staged readings, video productions, or even full-scale productions. Allow students to take on roles such as director, actor, set designer, and lighting designer to create a fully-realized production.

Conclusion

Teaching drama in literature requires a combination of theoretical analysis and practical experience. By creating an environment that allows students to experience the play, analyze the text in detail, discuss the historical and cultural context, encourage role-playing, and produce their own performances, students can gain a deep understanding and appreciation of drama as a literary form.

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