Love Shakespeare but can’t read that Old English? We have your solution right here, right now! During this process of interpreting Shakespeare’sA Midsummers Night Dream, I worked alongside Tony, Max, and Taishan . As a group, we interpreted from Act 3 Scene 1, Lines 1 – 106. This post will first contain the film we have created, then the script and all other parts of the directors notebook, followed by a reflection.
Within our interpretation of The Midsummer Night’s Dream, I showed understanding of characterization. The following sentance shows how colour effects the character of a person on how they are represented physically: “He is shown to be a darker individual, whilst in contrast to the red and purple colours which is also represents blood and royalty. The red blood and anger colors juxtaposed to a refined and more dominant royalty colour show a mix of moods for this character”. In both of the sets that I did, the playground where the main characters are (Quince, Bottom and Snug) all show up at the first set symbolizing the main area. The secondary set, which is primarily for the background is where Puck enters in the surronding zone. It also includes bushes and visual angles that would allow the contrast between areas. In the music section, the sounds and build up of a scene can symbolize the importance of the portion of the film as it is based off of the mood, ultimately tying into a theme: “This playful music reflects our comedic approach for this short film. The characters depicted in the scenes attempt to be serious but ultimately becomes a comedic and playful scene. The transition between music pieces show the development of plot within the story as music can influence the course of action within a character”. For the framing and actions of my personal scene, when Puck enters the film, shows how his character is contrastive from the other dominant characters.
The following poem is based off of this picture of a moon on the setting sun. By using precise words and phrases, whilist telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Through a proper diction, I can create images of a place using imagery: “on the edge of the horizon/the sun slowly falls/ flaming flickers fading/ darkness consumes all”. The words “flaming flickers fading” show alliteration and imagery as it demonstrates a visual of fire fading into darkness. I also utilized personification as it shows the moon drifting off as if it were alive and moving while also comparing it to a being who can nestle itself within the stars :”the creamy moon drifts lazily/ nestled among stars”. Additionally, I also used words, phrases, and clauses to link the major sections of the text, in order to create cohesion, and clarification within the relationships between words and ideas. I also have demonstrated a understanding of figurative language to show imagery, word usage, to create a desired feeling and outcome.
In the beginning of the play A Midsummer Night’s Dream by William Shakespeare, Demetrius is very formal and respectful. He also has Hermia’s father approval. Through the story, we learn that he is a very direct and arrogant.
First, he tells her directly that he doesn’t love her and never will love her: “I Love thee not, therefore, pursue me not”(2.1.188) “Tempt not too much the hatred of my spirit;/For I am sick when I do look on thee” (2.1.211-212). He can be a little aggressive especially when he threatens Helena of seriously hurting her if she does not stop following him. Shakespeare writes: “To leave the city and commit yourself/Into the hands of one that loves you not;/To trust the opportunity of night/And the ill counsel of a desert place/With the rich worth of your virginity”(2.1.214-219). Between Demetrius and me, some similarities would have to be overreacting when a problem is presented. See, when confronted with a problem, I tend to lean towards the aggressive and astringent side while disregarding the other side. During this time, I am utterly callous to all forms of opinion and help.
On another note, Demetrius has many differences compared to me as he belongs to royalty. He is an Athenian young man like Lysandre. In fact, they both are qualified as “worthy gentleman”(1.1.52) by Hermia. Strangely, his sudden love change also effects his emotions toward the other characters: “Lysander, keep thy Hermia; I will none../If E’er I loved her, all that love is gone./ My heart to her but as guest-wise sojourned/And now to Helen is it home returned,/ There to remain” (3.2.169-172). This represents Demetrius’ transformation from loving Hermia to now loving Helena. Consequently, from the beginning of the play, Demetrius’ love towards Hermia creates an exaggerated fight against Lysander, the eternal lover of Egeus’s daughter. Considering this at the start of the play when he wants to buy Hermia’s love with all his money, even though she does not love him. However, he is initially presented as the winner of his fight against Lysander, due to the support of Egeus towards him, even if the two young men are equally rich.As she is utterly faithful to Demetrius despite her recognition of his shortcomings, Helena sets out to win his love by telling him about the plan of Lysander and Hermia to elope into the forest. This obviously has a contradiction to me as I have not achieved a sudden change of heart from loving someone to loving another in an instant.
Below is a speech inspired by The Book Thief by Markus Zusak from the perspective of Max designed to convince Hans that after helping the Jew, Max is leave to convince Hans that what he did was humane.
“Hans, don’t worry- I’ll be okay.
People instinctively want to help each other. Our instincts to help each other have lasted for generations, as we have assisted each other for thousands of years as part of our nature. Do not think that following this instinct makes you a bad person, even if 90% of Germany likes to make you think so.
I believe the things that differentiate us shouldn’t set us against each other, but rather allow us to celebrate our differences. The racial variations between us as people should not mean that one is inferior to the other.
The result of your sympathy for the other Jews means you’ll inevitably face wrath and cruelty from the ruthless führer himself.
Matter of fact is, us Jews are treated as inferiors, weaklings worthless and without power. The wicked Fuhrer and his influence have allowed us Jews to be seen as a symbol of corruption and weakness in the seemingly perfect complexion of Germany, and it is not your fault that it is this way. One man cannot undo the mistake the whole country has committed.
Just remember, your Sympathy is not a weakness. It is strength. Your strength in inviting me into your home, your strength in refusing to support the Nazi Party, and your strength in helping the nameless Jew is in the end, what makes you. Unfortunately, as a result, I have taken your sense of security away. I have endangered you and your family, making your lives more difficult in the process.
The burden, the hatred that I feel towards the Fuhrer cannot be taken out by my closest friends and even almost family.
I…I’m sorry. You showed me kindness when no one else would by choosing to help a Jew, even with all the consequences. You did whatever your heart said was right. You, Liesel, and Rosa could not have made me happier in the time that I have been here, but I must depart. It is because you have already done so much for me, and for me to stay longer and take your hospitality while blatantly putting your family in danger is dishonorable and unkind. Believe what your heart says.
Hans, you might not see me again after today. You must forgive yourself for the wrongdoings that you think are real. I must face my demons and go outside where I must. Goodbye.”
This is a fictional propaganda poster based off of WWII anti-Nazi ideals. The audience in this poster are citizens aged 18 – 25 in the United States.
Overall this is a grim poster that shows the Germans crushing the Americans with their metaphysical “foot”. This poster is used to influence Americans citizens to join the Allied forces in order to stop the Germans from winning.
The lighting in the poster shows a large quantity of darkness which can symbolize death, dread and suffering in relation with the red background. The brighter and lighted America can be interpreted as hope and because there is a flag, it invokes a sense of patriotism in the viewer. The red color palette can be sympathized with blood shed, which correlates with death as there is also a large amount of black, since it covers the edges and partially the middle of the poster. The Blue, Red and White colors on the American flag can show American nationalism and patriotism, demonstrating a feeling of national pride and strength, whilst in contrast with the darkened, grey boot. this grey object over the American flag can be seen as oppressive in contrast. Grey can also be compared to much harsher and gloomy tones of color. The framing of the poster allows the viewer to go down the page in a diagonal direction as when people skim through pictures and texts, they go in a zig-zig fashion. This also ties in with the solution to the problem which demonstrates Pathos, where it includes the anecdote at the bottom of the page (…And you can too! JOIN THE ALLIED FORCES). The propaganda techniques used in this poster is transfer as the swastika symbol is used for Nazism, and a symbol of evil rather then its original meaning of peace and harmony.
In conclusion, the poster influences the American citizens aged 18-25 to join the allied forces through color and transfer, changing emotions.
How did the organization of early societies change?
The early nomadic culture’s organization strove for change to help adapt and advance their civilization, thus preempting them to enact change. The most important features of the Neolithic Revolution is the fact that by learning from each other to find the best way to obtain food, they began to adapt to new situations where the people there could farm new plants. The environment encouraged the people to advance their technology because the plants were already there along with the surplus of humans the hunter gatherers had to find a much more efficient way to find food so they found ways to harvest the food the fastest way possible along with getting as much as they can. The cities are a quintessential tool to advance one’s civilization to a higher level of understanding of the world around them. By making life easier in one city, they may expand their empire to stand the test of time. They also allowed the people to travel to other places and harness new material at that geographic location. Nevertheless, when their culture desired change, their civilization developed around their needs and technological development.
Oppenheimer, Stephen. Out of Eden. Olkahoma. N.p. Robinson Publishing. 2004. Print.
The following paragraph is about the effects and the overall historical impact of the Agricultural Revolution and the start of a drastic change of lifestyle.
The largest and most revolutionary effect of the agricultural revolution is it allowed the people of that period to reproduce on a monumental scale. The Paleolithic age let the tools of early modern humans explain how they met their survival needs: “these permanent settlements provided their residents with opportunities for fulfillment – in work, in an art, and in leisure time. These urban centers would become the setting for more complex cultures in which new tools, arts, and crafts were created”(Oppenheimer). With enough leisure time, it allowed the early humans to become more creative and produce arts and crafts that historians today could find and understand the ways of the past. Without the agricultural revolution, this revolutionary discovery of early humans would not have been possible as the hunter-gatherers would spend all their time searching for animals to hunt. Not only this, but being able to settle down enabled the early humans to invest more time into creating better tools, allowing them to make farming, hunting, and various other tasks much simpler and with less effort than before. With this, they drastically improved their ways of life as this also prolonged their overall lifespan as a species to live longer than their predecessors. Since humanity was allowed to settle down, we were able to improve and research technologies, leading up to the world of technology that we live in today. Thus given the freedom to increase the population freely and had no double shaped the world we live in today by providing a stable workforce and creating the first settlements, forming the crucial and important part of the revolution.
Oppenheimer, Stephen. Out of Eden. Olkahoma. N.p. Robinson Publishing. 2004. Print.
Based on the famed “Youtube“ channels, Crash Course by John Green, Taishan, Tony and I created one ourselves. We chose to demonstrate this through a short video. My target audience is Grade 9 students and as one myself, I find these videos that are similar to this like Crash Course very useful to my studies and overall understanding of the topic better in a simplified fashion.
This video uses a multitude of ways to show our understanding and one of those ways are problem and solution mixed with cause and effect. With the video, it shows how widespread the censorship in China is getting and how the government is planning to loosen the “grip” on political and social issues. One of those examples from Barack Obama himself mentioning the importance of internet freedom: “These freedoms of expression and worship, of access of information and political participation. We believe are universal rights. They should be available to all people including ethnic and religious minorities, whether they are in the United States, China or any nation. ” Our video then concluded this by restating the causes and effects of censorship, whilst the viewers and clearly and simply understand the magnitude of this social issue in China.
The below pictures are my interpretation of the poem “Dreams Lost in Water” By Naseer Ahmed Nasir. The art was created with Photoshop and Illustrator. The pictures show understanding of mood and setting from certain places in the poem. By carefully analyzing the text/poem, I will be able to get the connotation of the author to get the desired mood by the author while reading combinations of phrases. I demonstrated my understanding of the meaning of words and phrases together to create a certain mood (words) from the text. The first picture shows my interpretation of “Dreams of radiant generations/Are smitten/By atomic explosions/Cities sink/Nuclei dissipate/Orbits dwindle/What remains /Are terra and sol/In the dance of death/God is a casualty”. The second picture shows a vision of the: “Telescopic eyes, tired out, give up/Their distance watching/Lost planets”. The third picture is also an image of an interpretation: “Who will look for/Flowers/In spring-fresh hands/Of tiny tots?/Who will see/Dreams/In eyes-yours and mine/In centuries to be?/No one is sure/Of things lost in water!” I did this by analyzing how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
The audio below recording is an interview on George Milton from Of Mice and Men by John Steinbeck. Henry and I used Garage-band to record the interview.
I have shown a understanding of characterization as stated in our interview: “I have a ‘dark of face, with restless eyes and sharp, strong features'(1). ‘With small, strong hands, slender arms'(4)”. This shows the physical appearance of George within the context of the book. Another example of knowledge of characterization:” I don’t think i’ll be able to. Lennie’s gone an’ I got no one anymore… ‘Guys like us, that work on ranches, are the loneliest guys in the world’ (15)”. This demonstrates the inner opinions and thinking of George in the book.
I have also shown understanding of historical context as it mentions the problems an average man would have during the Great Depression: “…but the hard thing was to find jobs as there were so little over the whole ‘country’ (10)”. I have also demonstrated a understanding of social context as this shows the laws and beliefs of that time era: “I promised her I’d look after Lennie. Lennie had to die because they would have treated him like a dog if they caught him. Curley probably would have done even worse to him”.