A Doll’s House Pre-reading inquiry task

Topic 1: Henrik Ibsen

– Find an image of Ibsen.

 

– Find some information about his upbringing and education.

He grew up in the small Norwegian coastal town of Skien as the oldest of five children born to Knud and Marichen Ibsen. His father was a successful merchant and his mother painted, played the piano and loved to go to the theater.Ibsen moved to Christiania (later known as Oslo) in 1850 to prepare for university examinations to study at the University of Christiania.

 

– Describe the three phases of his dramatic works.

The first ending in 1877 with the successful appearance of The Pillars of Society; the second covering the years in which he wrote most of the dramas of protest against social conditions, such as Ghosts; and the third marked by the symbolic plays, The Master Builder and When We Dead Awaken.

 

– Explain why he is considered the pioneer of modern drama.

Ibsen rose to prominence in large part because of his refusal to follow the rules of theatre at the time. His determination to forge his own style of drama coincided with a rising demand by the new intelligentsia for a serious “thinking” theatre, contrary to the frivolous entertainment on mainstream stages.

 

– Explain two literary elements in which he is known to excel and the major theme of most of his plays.

Symbolism, dramatic irony, and deception. Major theme of his plays include:

  • Parental and Filial Obligations. Nora, Torvald, and Dr. …
  • The Unreliability of Appearances. …
  • The constrictive nature of gender roles. …
  • Deceit. …
  • Reputation. …
  • Marriage.

 

Topic 2: Norway

– Find and include a map of Norway and its location in Europe.

 

 

– Describe Norway’s climate.

Western Norway has a marine climate, with comparatively cool summers, mild winters, and nearly 90 inches (2,250 mm) of mean annual precipitation. Eastern Norway, sheltered by the mountains, has an inland climate with warm summers, cold winters, and less than 30 inches (760 mm) of mean annual precipitation.

 

– Briefly explain Norway’s government and economy.

Norway is a parliamentary democracy and constitutional monarchy. The economy of Norway is a highly developed mixed economy with state-ownership in strategic areas.

 

– Include information about Norway’s traditional culture.

Norwegians tend to have a strong sense of history and civic engagement and on special occasions, many Norwegians wearing traditional clothing, or bunad. In Norwegian culture, some of the most important values are tolerance, respect, and equality. Norwegian families tend to be small, but relatives often live in the same town. For most Norwegian parents, it’s important that their children grow independent, and take responsibility for their own activities and actions.

 

 

Topic 3: Gender Roles and Social Classes in the Victorian Era

– List the years included in the Victorian Era.

1831-1901

 

– Discuss whether society was patriarchal or matriarchal and why.

Victorian Era was a strictly patriarchal society.  It is common knowledge that during the Victorian era men and women had their own specific roles. It is also common knowledge to know that men had complete legal and economical control over the women.

 

 

– Describe the characteristics of the “ideal woman.”

The ideal Victorian woman was pure, chaste, refined, and modest. This ideal was supported by etiquette and manners.

 

– Explain the societal expectations of each of the following people:

– upper-middle-class woman and man

– working-class woman and man

– a suffragette

 

The most important goals of these upper-class women were that they wanted to get married, have children and raise those children in a good and neat manner.

Working class Victorian women were expected to marry, have children, and keep a nice household.

Victorian men were expected to earn money and lead their family, becoming the head of the household. A man’s masculinity was determined by his occupation.

Suffragist was a growing organization that supported the champaign for women to have the right to vote.

 

– Briefly explain how the nineteenth-century feminist movement differs from modern feminism.

Nineteenth-century feminist movement’s aims were equality in education, labor, and electoral rights. Modern feminist thought still focuses on the destruction of societally expected gender norms and behaviors. It still strives for equality and justice of all people in the eyes of the law, though the strategies and subcategories may vary.

 

Topic 4: Marriage in the Victorian Era

– Explain whether or not it was a romantic bond or economic institution and why.

It was an economic institution because women seek to secure stability and felicity through marriages.

 

– Describe the expectations and responsibilities of women and men.

Women were expected to marry, have children, and keep a nice household. Men were expected to earn money and lead their family, becoming the head of the household.

 

– Find and include any publications with instructions on how to be a good wife or husband.

“How to be a Good Husband”

  1. Tell Him He’s Great In Bed. If you don’t ever say this, do it today. …
  2. Support His Friendships. …
  3. Put Your Phone Away. …
  4. Talk Him Up. …
  5. Give Him A Little Space. …
  6. Support His Goals. …
  7. Say “Yes” …
  8. Take A Beat Before Criticizing.

 

– Explain if the structure or responsibilities within marriage differed according to social class and how.

The responsibility within marriages is generally in concordance but differs slightly according to social classes. For the upper-middle class, women often had less responsibility in terms of chores and taking care of households. Their primary job was to be presentable and be active in the upper-class society. Men’s primary job was to earn money and secure wealth. For under class, women had to put in more effort in taking care of children and managing daily chores. Men were often busier for the sake of life.

 

Topic 5: Realism

– Define the term and describe the characteristics of “theatrical realism.”

It developed a set of dramatic and theatrical conventions with the aim of bringing a greater fidelity of real life to texts and performances.

 

– Briefly describe some nineteenth-century social, economic, and political influences that may have led to the birth of theatrical realism/modern theater.

This emphasis was brought on by societal changes such as the aftermath of the Civil War in the United States and the emergence of Darwin’s Theory of Evolution and its effect upon biblical interpretation. Realism was a reaction against romanticism and the sensationalism of melodrama which dominated the stages of Europe and America for much of the 1800s.

 

– List the theatrical elements of theatrical realism.

The décor, the costumes, language, subject matter (social problems –poverty, social ills), relationships etc., have to be true reflections of contemporary life.

 

– Include some titles and photos from plays that are considered “realist.”

 

“An Inspector Calls”

 

 

 

Include your list of resources in case you have to go back and refer to them again.

Read the following articles:

 

A Doll’s House Introduction”

 

“Why A Doll’s House by Henrik Ibsent is more relevant than ever”

 

“How Ibsen’s A Doll’s House Helped Invent Feminism a Century Ago”

 

“The Marrying Kind”

 

 

 

“Hero” Scene Analysis

“Hero” is set in ancient China, where the country is in violent conflicts for power and unification. A group of assassins from Zhao attempted to assassinate Qin King but failed because of multiple renunciations. Later, Qin unifies the seven kingdoms and became the emperor of China.

This scene (1:20-1:22) is a flashback through Flying Snow’s description. Three years ago, Broken Sword and Flying Snow broke into the palace to kill Qin, but Broken Sword gave up. In this scene, slow-motion, extreme close-up shots, and close-up shots have been utilized to indicate Broken Sword’s relinquishment of his assassination and foreshadow events later on.

1:21:01 Sound & Language

The green color shows one of the versions of the story and is one that actually occurred. Throughout this scene, there is a complete absence of dialogues. The only sound present is a bleak musical background and diegetic sound.

1:20:38 Slow Motion & ECU

Slow-motion has been utilized during the assassination when Qin’s sword slips out of his hand during Broken sword’s fierce attack and the sword flies away. The frame also freezes where the sword struck the column, indicating the King just lost his protecting weapon. This creates suspense and establishes a tense mood where the King is now standing armless in front of an approaching assassin.

The extreme close-up shot on the King’s neck clarifies the suspense created previously and emphasizes Broken Sword’s choice of renouncing the assassination for a greater purpose. The framing on the King’s subtle injury within his neck, as shown by the streak of blood, indicates Broken Sword only wounded the King slightly despite he could easily exert a more powerful force that ends the King’s life, which is contrary to the audience’s expectation. The enlargement of a frame reveals significant details to the audience, fulfilling and justifying the vacancy of a scene that has not been shown within the film and potently reverses the plot. More importantly, this scene indirectly informs the audience of Broken’s Sword’s abandonment of assassination, otherwise, there should be a stream of blood instead of an innocuous scratch. This sets up and foreshadows a future event in that history might repeat itself and further assassinations will also end in vain due to Broken Sword’s obstruction, just as what happened when Nameless forwent his mission.

1:21:15 CU

The focal point later falls on Flying Snow’s facial expression, portraying solemn and disappointment. Based on this centered close-up shot, it can be inferred that Flying Snow is extremely stupefied and dismayed at the fact that Broken Sword gives up an opportunity within striking. The pause on Flying Snow’s dismal face reveals the assassination is now doomed to fail as she has no power to revert and change the situation, and she is disappointed by Broken Sword’s choice. Then, the abrupt shift from this scene back to the present timeline (white) suggests the assassination resulted in vain because of Broken Sword and explains the underlying cause of the alienated relationship between Snow and Sword, justifying the future plot of Snow’s attack on Sword and Sword’s suicidal act.

Create Your Own Propaganda Poster Project

The topic of this poster is on advertising my literature talent and accomplishment to the people who are reading the “Prodigy Times” magazine to increase my publicity and renown. This poster included several of my achievements, a “comment” from William Shakespeare, and a picture of myself on the left side of the poster. The main techniques being employed are ethos, logos, and the use of color. In the lower-left corner, a portrait of William Shakespeare, the most famous playwright at all times, has been placed. He holds up his thumb that indicates approval, and a speech bubble of his comment displaying “young genius” is included. This establishes the credibility of my talent because Shakespeare holds absolute authority and renown in the literature field, a positive appreciation from him indicates the subject’s doubtless worth, thus effectively persuades the audience. The inclusion of “Prodigy Times” and a “Certified” logo also escalates authoritativeness, enabling the context poster to be more convincing and believable. Moreover, a few of my feats that included “most influential author”, “youngest popular bookseller”, and “works translated into 30 languages” are listed in a conspicuous position, which all establishes the prominence of my accomplishments through logical argument. The demonstration of my attainment portrays me as a young, successful, and talented author figure. Lastly, the caption that entitles my name, capitalized in white that strongly contrasts with the background, captures the audience’s immediate attention as the salience and allows better memory retention on the subject’s identity.

 

SWOT Reflection

Strengths & Weaknesses

My strengths are diligence and perseverance. I’m focused in class and possess a good work ethic. I consider myself a decent writer, at most times, and I enjoy writing in my own leisure time. I’m also a great listener that respects others’ opinions and ideas.

My weaknesses are the lack of courage for public speaking. I dislike public presentations and I’m frightened by them. Speaking in front of a large audience makes me panic, and I usually don’t perform as well as speaking to a smaller group or to myself.

Opportunities

I have many resources to use in achieving my goals. I can use textbooks to broaden my vocabulary volume. I also have daily interactions with teachers that are fluent in English around school, so I look forward to increasing my speaking and listening skills. IB students are also required to read multiple literature/non-literature works, so I’m excited to enhance my reading ability.

Threats

I have a heavy-loaded schedule that is coming up since I’m taking full IB. CAS, TOK, and EE along with the other 6 subjects will pile up and fill almost every part of my schedule. I might struggle to manage my time wisely and maintain a positive mindset during stressful times.

Coronavirus Time Capsule

This is the first artifact I picked for the time capsule, “The New York Times U.S. Death Tolls”.

 

I believe this artifact reflects the U.S. death tolls under Trump’s lead during the Coronavirus, the rate is over 100,000 in the mid-2020 and is still climbing. This artifact is meaningful to future historians, economists, and geographers.

Historians

The newspaper shows the Coronavirus outbreak and its effect on Americans. The newspaper is valuable to historians because it recorded every name of the dead that can be traced. America is currently out of control under President Trump’s lead and resulted in a high death rate.

Economists

The newspaper allows future economists to predict the 2020 American economy and share prices.

Geographers

Future geographers are able to locate where the pandemic was.

 

This is the second artifact I picked, a picture of U.S protestors.

Historians

This picture shows the event of coronavirus and a group of America’s attitudes towards the pandemic – they were unsatisfied about the damage that Coronavirus brought and begun to protest. It also demonstrates the U.S. government is incapable and unable to control its people.

Geographers

Future geographers are able to locate where the pandemic was.

Final Reflective Blog Post – English Humor

I achieved my SMART goal, was introduced to one-act drama, learned how to analyze a poem, and realized my shortcomings through the humor unit.

 

This is the first time I was introduced into humor, and I learned how to analyze a poem and reinforced my knowledge about the rhetorical devices that poets used to create a humorous effect, such as irony, allusion, diction, imagery, symbols, and structure. I understood TPCASTTT, which is the method we should consider before analyzing the poem. I need to examine the title and consider its meaning, paraphrase the poem, look for connotations, look for rhythm or sound devices that suggest the writer’s attitude, shifts, tensions, examine the title again on interpretive level, and finally stating the theme. I learned to look for the structure and keywords to identify the mood in the poem. A poem should be read at least 3 times before its interpreted, and every word in the poem is there for a reason.

 

I begin to learn how to read, annotate one-act plays, and started to develop how to write dialectical journals with selected quotes. I learned the difference between a novel (book) and drama; you examine one’s context and description while the other one only has dialogues. You should only select a quote between 3-5 sentences, and the quote should participate in a significant role in the play and suggest conflict or theme.

 

I also reached the SMART goal I set at the beginning of the unit, which is to understand and appreciate a poem – I selected “Father” by Edgar Guest and analyzed the language (irony and symbolism) he used to convey humor and the theme.

 

However, throughout my studying in this unit, I realized my deficiency in understanding the use of stylistic features and their effect on the audience. English, being my second language, still has an enormous area to improve. I find the dialectical journals particularly challenging, they took me around 2 hours to complete and I had no idea what the theme was. The reason I feel that is because this was my first contact of “Confusion” plays and drama, therefore, I find it hard to grasp the play, select the most appropriate quote to express the theme, and understand the purpose and effects of the audience. Although I tried my best and the grading was “generous”, I still received an Approaching. Besides feeling sorrow and despair, I became aware of my shortcoming in language organization and insufficient knowledge of drama stylistic features. Hence, I would still want to learn more about annotating plays and obtaining a complex understanding of the theme and its effect on the audience.

 

I participated in a decent amount in the SAL criteria. I think I meet exemplary for independent learning and satisfactory overall in the  “Attitude” criteria because I intuitively learned and independently sets ambitious but achievable learning goals. I also remained to focus on tasks and is willing to accept challenges – in this case, the poetry and dialectical journals with my best effort. I wish to achieve my goal by the end of English 9, which is to receive a 6 in the final report and end this year satisfactorily. I think I satisfy the requirements for the “Responsibility” criteria because I accepted the teacher’s feedback and act upon it, prepared resources to learn, and completes assignments ahead of deadlines. But I still need to grow on my engagement and perseverance skills in the future, because I am not participating and collaborating enough with my peers and actively contribute ideas in ZOOM sessions. Instead of remaining silent, I should answer the teacher’s question and elaborate on other’s answers.

 

Since I already have a poor foundation, I would need to give my maximum effort and relish challenges – not only accepts them. I should try new strategies and consistently take risks to advance my learning and also to achieve the goals I set because this is the point of learning and improving. For my learning in English 10 and my future English learning, I wish to remedy my lack of language organization and vocabulary skills, I will read more English literature, memorize more vocabularies, and continue to strive for excellence in every assignment.

 

In the end, I want to thank Mr. Dalton and English 9 for everything and the knowledge I comprehended this year. (Even the grades really upset me sometimes:))

I will continue to improve as I go and enhance my shortage.