Existentialism

 Hello, This blog is part of our study. This Existentialism: Flipped Learning: Ask Questions was assigned by Dr. Dilip Barad sir Department of English MKBU. In this task, we have to refer to the videos based on Existentialism and Flipped class and write our responses to the Questions.

When we learn about Existentialism First we need to understand the concept of Flipped Learning.

What is Flipped Learning?

https://blog.dilipbarad.com/2016/01/flipped-learning-network.html

We saw How Dilip Barad sir writes on Flipped learning Network in the blog.

This Video is based on Flipped Learning. 

 These images are Based on the Socratic method of learning.

Flipped learning is an instructional strategy and a type of blended learning in which students learn new content online, usually by watching video lectures, before coming to class. This allows class time to be used for activities such as problem-solving, discussion, and projects, which can be led by the teacher or done in small groups. The goal of flipped learning is to make the most efficient use of classroom time and to personalize learning for students.

In a traditional classroom setting, teachers typically present new information to students during class and then assign homework for students to practice and reinforce that information. In a flipped classroom, students watch video lectures or read posted materials outside of class, which allows them to come to class with a basic understanding of the material. This means that class time can be spent on activities that help students to go deeper into the material, such as problem-solving, discussion, and projects.

One of the key benefits of flipped learning is that it allows students to learn at their own pace. Students can pause and rewind video lectures as needed, and they can also go back and review materials as needed. This can be especially helpful for students who need extra time to understand a concept or who learn better through visual aids.

Flipped learning also allows teachers to personalize instruction for their students. By using online materials and interactive activities, teachers can provide students with different pathways to learning based on their individual needs and learning styles. Furthermore, flipped learning allows teachers to use class time for active learning activities, such as group work, hands-on projects, and discussions, which can help students to better understand and retain the material.

Flipped Learning Network:- 

The Flipped Learning Network (FLN) is a global non-profit organization that supports educators in implementing the flipped learning approach in their classrooms. The organization provides resources, training, and support for teachers who want to flip their classrooms and improve student learning outcomes.

The FLN provides teachers with a wide range of resources and support to help them implement the flipped learning approach. This includes professional development opportunities, access to a community of other flipped learning educators and a library of instructional materials and best practices.

Existentialism: Learn to think and 'be' an Existentialist

Existentialism is a philosophy that emphasizes the individual's unique experience of the world and the freedom to make choices that shape their lives. It emphasizes the existence of the individual and the inherent meaninglessness of life. To "be" an existentialist, one must learn to think for themselves and take responsibility for their own choices and actions. This means accepting that life has no inherent meaning and that it is up to the individual to create their own purpose.

One of the key concepts of existentialism is the idea of freedom. Existentialists believe that individuals are free to make choices and shape their own lives and that this freedom is both a blessing and a curse. With freedom comes the responsibility to make choices that align with one's values and beliefs.

Another important concept in existentialism is the idea of authenticity. Existentialists believe that individuals should strive to be true to themselves and not conform to societal expectations or societal norms. To learn to think and 'be' an existentialist, it's important to read and study the works of existentialist philosophers such as Jean-Paul Sartre, Martin Heidegger, and Friedrich Nietzsche. It's also important to engage in self-reflection and explore one's own values and beliefs. One can practice being more mindful in daily life and making choices based on their own values, rather than societal expectations.

We have to refer to the Teacher Dilip Barad sir's blog which is based on https://blog.dilipbarad.com/2016/09/existentialism-video-resources.html

Existentialism: Video Resources.

1. Video: What is Existentialism?

In this video, The speaker is likely discussing the key concepts and ideas of existentialism such as the emphasis on individual freedom and responsibility, the inherent meaninglessness of life, the concept of authenticity, the importance of self-reflection, and the exploration of one's own values and beliefs. In this video, the speaker mentioned many Existentialists and writers' names as... Kierkegaard, Nietzsche, Dostoevsky, Kafka, Heidegger, Shestov, Hesse, Sartre, Beauvoir.In this video there are also three sides of existentialism; freedom, passion, and individuality.

Existentialism:-

Existentialism is a philosophical movement that emphasizes the existence of the individual as a free and responsible agent determining their own development through acts of the will. It emphasizes individual freedom and choice and often deals with themes of meaning, purpose, and existence in a seemingly meaningless world.

Existentialists argue that individuals must create their own meaning in life, as traditional sources of meaning and purpose such as religion or societal norms are insufficient. They believe that life has no inherent meaning, and it is up to the individual to give their life meaning through their actions and choices. Some of the key figures in existentialism include Jean-Paul Sartre, Friedrich Nietzsche, Martin Heidegger, and Simone de Beauvoir. Sartre's concept of "existentialism" was popularized in the 20th century, and his ideas have had a significant impact on literature, theatre, and popular culture.

Existentialism also has had a significant impact on psychology and psychotherapy. The humanistic and existential therapies emphasize the freedom of the individual, and the importance of personal responsibility, self-awareness, and self-discovery. It is important to note that existentialism is not a specific belief or ideology, but rather a way of thinking that emphasizes the individual and their freedom and responsibility. It is a broad and diverse movement that encompasses many different perspectives and ideas.

2. Video: The Myth of Sisyphus: The Absurd Reasoning (Feeling of the Absurd)

In this video, the speaker talks about Absurd Reasoning. Albert Camus was Focused on the Matter of suicide.

This is the phrase from the movie Stay "An elegant suicide is the ultimate work of art".

In Camu's book "The Myth of Sisyphus" he argues that individuals must accept the absurdity of their existence and find meaning in their own actions, rather than seeking it in a higher power or external source.

3. Video: The Myth of Sisyphus: the notion of philosophical suicide

In this video, Albert Camus tells about The notion of philosophical suicide refers to the idea that individuals can choose to end their own existence as a means of escaping the absurdity of life. Camus argues that this is not a viable solution, as it is a rejection of life itself and therefore an acceptance of the absurdity. Instead, he argues that individuals must accept the absurdity of their existence and find meaning in their own actions and relationships with others.

In other words, philosophical suicide is the rejection of life, while the absurd hero, Sisyphus, is the one that embraces it with open arms. The way out is not through death but through the acceptance of the human condition.

4. Video: Dadaism, Nihilism, and Existentialism

In the video, the speaker tells us that Existentialism emerged after world war II. Dadaism is an irrational and absurd element in art. Dadaism says that item was the Socrates of the war year. Existentialism forces become who you are and not to accept what others impose on you through terrorism.

5. Video: Existentialism - a gloomy philosophy

Why is Existentialism Called a gloomy philosophy?

Because of Anxiety, Absurdity, and Despair, All are part of our life. Life+ Anxiety=?  Become who you are. From this video, we knew that Existentialism and Nihilism are not the same.

6. Video: A: Is it one and the same?

Are Existentialism and Nihilism the same thing?

No,  Nihilism is the loss of individuality. and this video saw that both are not the same and also are connected with life.

7. Video: Let us introduce Existentialism again!

In this video, the speaker tells us that Existentialism is not a Philosophical system.

In This video, there is the best Explanation of Existentialism in the detail. In this video speaker teach us the term Existentialism 'The women's conditions'.

• Why am I here?
• What does it mean to be human?
• How should I live my life?

8. Video: Explain like I'm Five: Existentialism and Nietzsche

This video connected with Explain like I'm Five and through this concept, Existentialism and Nietzsche are explained in this video. I love the concept of this video because through fun the children learn the idea of Nietzsche.

9. Video: Why I like Existentialism? Eric Dodson

This video is connected with Existentialism and daily life. In the video, there is a combining mind and heart. Holism and honesty also saw in this video. Existentialism is also a Rebellious way of thinking about life.

"... experience the warmth...

before you grow old..."

Thank you for Visiting and Reading…

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Thinking Activity on The Great Gatsby

  Hello, This blog is part of our study. This Thinking Activity: The Great Gatsby was assigned by Dr. Dilip Barad sir Department of English MKBU. In this task, we have to refer to the screening of the film The Great Gatsby (2013) and write our response to the Questions.

The Great Gatsby

Introduction of the Writer-

Francis Scott Fitzgerald (1896-1940) was an American novelist, short story writer, and screenwriter, who is considered to be one of the greatest authors of the 20th century. He is best known for his novels The Great Gatsby and Tender is the Night, and for his short story collection, Tales of the Jazz Age.

Fitzgerald was born in St. Paul, Minnesota, in 1896. He was named after his distant cousin, Francis Scott Key, the author of "The Star-Spangled Banner." His family was upper-middle class, and his father, Edward Fitzgerald, was an unsuccessful businessman. His mother, Mollie Fitzgerald, was a housewife. Fitzgerald was the only child of his parents and grew up in a Catholic family, he attended Catholic schools throughout his childhood and teenage years. In 1913, Fitzgerald enrolled at Princeton University, where he began writing fiction and poetry. He was actively involved in the university's theater and wrote for the Princeton Triangle Club, a student-run theater group. He also wrote for the Princeton Tiger, the university's magazine, and was elected to the Sphinx Club, a literary and social organization. Despite his success at Princeton, Fitzgerald left the university without graduating, joining the army in 1917.

After World War I, Fitzgerald moved to New York City, where he began his career as a professional writer. He published his first novel, This Side of Paradise, in 1920. The novel was a commercial and critical success and established him as a rising literary star. The success of the book allowed him to move to Paris where he continued to write and work on his next novels.

Fitzgerald's second novel, The Beautiful and Damned, was published in 1922. The book was not as successful as his first novel, but it did establish him as a notable figure in the literary world. His third novel, The Great Gatsby, was published in 1925 and is considered to be his masterpiece. The novel is a powerful critique of the American Dream and the excesses of the Roaring Twenties. It was not a commercial success at the time of its release, but it has since become one of the most celebrated novels in American literature. Fitzgerald's fourth and final novel, Tender Is the Night, was published in 1934. Like The Great Gatsby, the novel was not a commercial success upon its initial release but it was well received by critics.

Fitzgerald struggled with alcoholism throughout his adult life, which affected both his personal and professional life. He moved to Hollywood in the 1930s, where he worked as a screenwriter, but his career there was not successful. Fitzgerald died of a heart attack in 1940 at the age of 44, his writing career was not long but his novels and short stories continue to be read and admired today.

Some Important Work of Him:

• This Side of Paradise (1920)
• The Beautiful and Damned and Tales of the Jazz Age (1922)
• The Great Gatsby (1925)
• Tender Is the Night (1934)
• The Crack-Up (1936)
• The Last Tycoon (1941)

Introduction of Novel The Great Gatsby :

Setting- Jazz Age New York

Genre- Novel, Tragedy, Realism, Modernism, Social Satire

Publication year- 1925

Set in the roaring twenties, it takes place in the fictional Long Island town of West Egg and New York City, and follows the lives of wealthy socialites and their relationships. The novel's narrator is Nick Carraway, a young man from the Midwest who becomes friends with the mysterious Jay Gatsby, a wealthy man who throws extravagant parties and is known for his mysterious past. Gatsby is in love with Daisy Buchanan, a woman from his past who is now married to Tom Buchanan, a wealthy man with a violent streak.

The novel explores themes of love, wealth, social status, the decline of the American Dream, and the moral decay of the era. Through Gatsby, the novel portrays the idea of the self-made man, who rises from humble beginnings to great wealth and success, but ultimately finds that true happiness and fulfillment remain elusive. The novel uses a number of literary techniques to create a sense of atmosphere and convey the moral and social issues of the period.

The Great Gatsby is considered a literary classic and is widely considered to be one of the greatest novels of the 20th century. It has been adapted into films, stage productions, and other media numerous times, and is still widely read and studied today for its commentary on the human condition and its exploration of the American Dream.

 1. How did the film capture the Jazz Age, the Roaring Twenties, the Flappers & the Prohibition Act of the America in 1920s?

The 2013 film adaptation of "The Great Gatsby" captures the Jazz Age, the Roaring Twenties, the Flappers, and the Prohibition Act of America in the 1920s through its portrayal of the main characters and their lifestyle, as well as its use of set design, costuming, and music. The film's depiction of the main characters' opulent parties and extravagant lifestyles is meant to evoke the excess and excess of the period, while the costumes and set design are intended to capture the fashion and architectural styles of the era. The film's use of music, particularly jazz, helps to create the sense of the cultural upheaval taking place during the 1920s, as jazz represented a new form of music that was seen as a symbol of the changing times. Additionally, the theme of the prohibition act is also portrayed through the parties that are given by the characters in secret and bootlegging, the illegal selling of alcohol.

2) Watch the PPT on the difference between the film and the novel and write in brief about it.

The 2013 film adaptation of "The Great Gatsby" directed by Baz Luhrmann, is different from the novel in several ways.

One of the main differences between the film and the novel is the portrayal of the characters. In the novel, the characters are described through their thoughts and actions, whereas in the film, the actors' performances and the visual elements help to convey their personalities and motivations. The film also emphasizes the excess and opulence of the time period more than the novel, particularly in its depiction of Gatsby's parties and the extravagant costumes worn by the characters. Additionally, the film adds some more visual effects and graphical element to the story which is not in the novel

Another difference is that the film has more focus on music, especially jazz, which is used as an effective tool to convey the cultural upheaval of the era and to create a sense of atmosphere in the film, which is less prominent in the novel. The film also makes some changes to the story, such as the elimination of certain subplots and characters, and the rearrangement of events in the novel's timeline.

The film adaptation of The Great Gatsby stays true to the main themes and characters of the novel while providing a more visually rich and immersive experience, with emphasis on the excess, music, and lifestyle of the era.

The hotel scene in the movie differs from the novel for one main reason: Gatsby does not grab Tom and yell "shut up" in the novel but does in the movie. This gives the audience of the movie a reason for Daisy to have doubts about Gatsby, but this doubt is not portrayed in the novel. In the book, Tom simply sends Daisy and Gatsby away. This difference can be seen in the following clip:

 

In Gatsby's death scene, he is shot as he is climbing out of the pool after hearing the phone ring. Gatsby is then fatally shot by Wilson and dies thinking Daisy was going to run away with him. In reality, the phone call was from Nick, but none of this happened in the book. Gatsby is floating on an air mattress in the pool and is fatally shot by Wilson. The difference can be seen in the following clip...

3) How did the film help in understanding the symbolic significance of 'The Valley of Ashes', 'The Eyes of Dr. T J Eckleberg', and 'The Green Light'?

The film adaptation of "The Great Gatsby" helps to understand the symbolic significance of "The Valley of Ashes," "The Eyes of Dr. T.J. Eckleberg," and "The Green Light" through its use of imagery, cinematography, and special effects.

The Valley of Ashes: In the novel, The Valley of Ashes is described as a desolate and poverty-stricken area between West Egg and New York City, where the ashes from the city's factories are dumped. The film does an excellent job of visualizing this area, depicting it as a gray and gloomy wasteland, covered in ash and soot, representing the moral and social decay of the era. The ash heap is further emphasized by the use of special effects such as smoke, and the use of costuming, which shows the people living in the ash heap, who are dressed in gray and black, looking dirty and defeated.

The Eyes of Dr. T.J. Eckleberg: In the novel, the "Eyes of Dr. T.J. Eckleberg" are described as a pair of spectral, dilapidated billboards, bearing the image of a bespectacled doctor, that tower over the Valley of Ashes. The film, again, uses visual techniques like close-up shots, lighting, and special effects to emphasize the eyes, making them look menacing and ominous, symbolizing the moral surveillance of the characters and the judgment they fear.

The Green Light: In the novel, the green light is described as a symbol of Gatsby's unrequited love for Daisy, as well as his longing for the past and the American Dream. The film uses lighting, camera angles, and special effects to create a sense of longing and desire, as the green light is often depicted in close-up shots, and is filmed in a way that makes it appear to be beckoning and alluring. This emphasizes the idea of Gatsby's obsession with Daisy and his desire to re-create the past.

The film helps to enhance the symbolic significance of these elements by using visual elements like imagery, camera angles, special effects, and lighting to create a sense of atmosphere and convey the themes and motifs of the novel.

4) How did the film capture the theme of racism and sexism?

These both are the themes of the Novel.

The 2013 film adaptation of "The Great Gatsby" captures the themes of racism and sexism through its portrayal of characters and the use of imagery and dialogue.

One way the film explores racism is through the character of Tom Buchanan, who expresses openly racist views throughout the film. He uses racial slurs and denigrates black characters and people, the film portrays him as a character who represents the prejudice and racism of the time period.

Another way the film explores racism is through the depiction of the "African Americans" characters as secondary figures in the story and as servants who are not part of the main action. This also reflects the racism and discrimination that existed in society at that time, where people of color were often relegated to subservient roles and not given the same opportunities as white people.

The film also explores sexism through its portrayal of female characters, particularly Daisy Buchanan and Jordan Baker. Daisy is portrayed as a shallow, emotionally unstable woman who is used to getting her way and is more interested in her own pleasure than in the feelings of others. Jordan is a more independent woman, but is often described as "masculine" and portrayed as someone who is not fully accepted in the world of the wealthy and powerful.

The film also touches on the theme of classism and discrimination, showing how the wealthy elite looked down on and treated those who were not of their social class. The depiction of the Valley of Ashes and its inhabitants, the poor and the working class, serves as a reminder of the social divide and the way it perpetuates discrimination.

The film adaptation of "The Great Gatsby" captures the themes of racism and sexism through its portrayal of characters, imagery, and dialogue, in addition to exploring other forms of discrimination such as classism.

5) Watch the video on Nick Carraway and discuss him as a narrator.

Nick Carraway is the narrator of F. Scott Fitzgerald's novel, "The Great Gatsby." As the narrator, Nick plays an important role in the novel, providing the reader with a firsthand account of the events and characters. He is presented as a young, curious, and honest man from the Midwest who is new to the East Coast and becomes friends with the wealthy Jay Gatsby. He is also a neighbor of Gatsby, living in West Egg, and becomes a participant observer in the events that unfold. Throughout the novel, Nick serves as the reader's guide, introducing the other characters and providing insight into their actions and motivations.

Nick is an introspective and reliable narrator who reflects on the events he witnesses and the people he meets, and his interpretation of the events adds to the novel's themes and motifs. He is also a character with a moral compass, giving a commentary on the actions of the other characters, and showing the reader the moral ambiguity and the decay of society in the 1920s. Nick's relationship with Gatsby is particularly important to the novel, as Gatsby confides in Nick and reveals his past, his love for Daisy, and his plans for the future. Nick's admiration for Gatsby and his disgust for other characters like Tom Buchanan and Jordan Baker is another important aspect that shapes the novel's narrative.

This video is from The Great Gatsby Movie 2013. At the start of the movie, Nick is Narrator.

Nick Carraway serves as an important narrator for the novel, providing a first-person perspective on the events and characters, and his comments and reflections offer deeper insights into the novel's themes. His character arc, relationships, and moral compass make him a significant character in the novel and a guide to understanding the world of "The Great Gatsby".

6) Watch the video on the psychoanalytical study of Jay Gatsby and write about his character.

Jay Gatsby, the main character in F. Scott Fitzgerald's novel "The Great Gatsby," can be analyzed as a representation of the psyche of the self-made man and the American Dream.

From a Freudian perspective, Gatsby can be seen as a representation of the id, the primitive, instinctual part of the psyche that drives behavior. Gatsby is driven by his desire for Daisy, and his actions are motivated by a strong sense of longing and desire. He throws extravagant parties and amasses great wealth in an attempt to win her back, a representation of the pleasure principle which is the desire for instant gratification.

From an Ego perspective, Gatsby's character can be seen as a representation of the ego, the part of the psyche that mediates between the id and the outside world. Gatsby is a self-made man, who through his determination and hard work, was able to rise from humble beginnings to great wealth, but he also finds that true happiness and fulfillment remain elusive, representing the struggle of the ego to reconcile the demands of the id with the reality of the external world.

From a superego perspective, Gatsby's character can be seen as a representation of the superego, the part of the psyche that represents the conscience and internalized values. The guilt and moral ambiguity Gatsby feels, especially towards the end of the story, represents the influence of his superego, as he realizes that his actions and values are not in line with societal and moral standards.

Here is the video related to the psychoanalytical study of Jay Gatsby by Emory Assistant Professor of Psychiatry and Behavioral Sciences, Jared DeFife.

In summary, Gatsby's character can be analyzed from a psychoanalytical perspective as a representation of the psyche of the self-made man and the American Dream, and through the different parts of the psyche, the Id, Ego and Superego, the novel explores the different aspects of human nature such as desire, longing, determination, moral ambiguity, guilt, and the struggle to reconcile internal desires with external reality.

Thank You for Visiting...

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Thinking Activity on Comedy of Menace

Hello, everyone this Thinking Activity on task Comedy of Menace was assigned by Yesha Bhatt Ma'am Department of English MKBU. In this task, we have to write down the answer to any one of the four questions.

Comedy of Menace

The term "comedy of menace" refers to a subgenre of comedy that involves elements of threat, danger, or violence. The term was coined by critic Mel Gussow to describe the work of playwright Harold Pinter, who was known for his plays that combined elements of comedy and drama with an underlying sense of danger or threat.

Pinter's plays, which are often referred to as "Pinteresque," are characterized by their use of dramatic pauses, ambiguous language, and an atmosphere of tension and unease. These elements create a sense of uncertainty and menace, which is often heightened by the characters' inability to communicate openly and honestly with one another. Pinter's plays often explore themes of power dynamics, control, and the ways in which individuals manipulate and deceive one another in order to gain an advantage. The comedic elements of his plays often come from the absurdity of the situations and the absurdity of the character's behavior.

In addition to Pinter, other playwrights and writers who have been associated with the comedy of the menace genre include Edward Albee, Martin McDonagh, and Tracy Letts. These writers often use dark humor and violence to explore themes of power, control, and the human condition.

Brief Introduction of Author-

Harold Pinter

Harold Pinter (1930-2008) was a British playwright, actor, and director known for his contributions to the theater and film industries. He is considered one of the foremost playwrights of the 20th century and is often referred to as the "father of modern theatre." Pinter made his playwriting debut in 1957 with The Room, presented in Bristol. His conclusive breakthrough came with The Caretaker (1959), followed by The Homecoming (1964) and other plays. Pinter restored theatre to its basic elements: an enclosed space and unpredictable dialogue, where people are at the mercy of each other and pretense crumbles. With a minimum of plot, drama emerges from the power struggle and hide-and-seek of interlocution. Pinter’s drama was first perceived as a variation of absurd theatre but has later more aptly been characterized as a “comedy of menace”, a genre where the writer allows us to eavesdrop on the play of domination and submission hidden in the most mundane of conversations.

Harold Pinter that following an initial period of psychological realism proceeded to a second, more lyrical phase with plays such as Landscape (1967) and Silence (1968) and finally to a third, political phase with One for the Road (1984), Mountain Language (1988), The New World Order (1991) and other plays. But this division into periods seems oversimplified and ignores some of his strongest writing, such as No Man’s Land (1974) and Ashes to Ashes (1996). His work as a playwright, Pinter was also an accomplished actor and director. He appeared in numerous films and television shows and directed productions of his own plays, as well as those of other playwrights. He was the recipient of multiple awards and honors, including the Nobel Prize in Literature in 2005.

Movie review of The Birthday Party (1968)

The Birthday Party is a film adaptation of the Harold Pinter play of the same name. The film was released in 1968. The film is set in a boarding house on the English coast, where the main character, Stanley, is living. Stanley is a pianist who seems to be hiding from something in his past. On the surface, the film appears to be a straightforward comedy, but as the story progresses, it becomes clear that there is an underlying sense of menace and danger. His best-known screenplays are for The Servant (1963), The Accident (1967), The Go-Between (1971), and The French Lieutenant’s Woman (1981, based on the John Fowles novel). Pinter has also made a pioneering contribution as a director.

As strange visitors arrive at the boarding house, the atmosphere becomes increasingly tense and unsettling. The visitors, Goldberg and McCann, are both mysterious and menacing figures who seem to be searching for something or someone. As their true intentions are revealed, the film takes a turn towards the dramatic, and the comedy gives way to a sense of danger and threat. The Birthday Party is a unique and powerful film that combines elements of comedy and drama with an underlying sense of menace. Its strong performances, especially from Robert Shaw and Leonard Rossiter, and its clever use of Pinter's signature style make it a must-see for fans of the playwright and for anyone interested in unconventional and thought-provoking cinema.

Director- William Friedkin

Movie Cast

Robert Shaw as Stanley

Patrick Magee as McCann

Dandy Nichols as Meg

Moultrie Kelsall as Petey

Helen Fraser as Lulu

Sydney Tafler as Goldberg

One of the film's strengths is its strong performances, especially from Robert Shaw and Leonard Rossiter, who bring Pinter's complex and often enigmatic characters to life. Shaw's portrayal of Goldberg is particularly noteworthy, as he manages to convey a sense of menace and danger while also displaying a sly sense of humor.

Non-verbal Device

In the film The Birthday Party, there are several non-verbal devices that are used to convey meaning and enhance the overall atmosphere of the film.Non-verbal devices are silence, Pauses, and noises. Pinter’s uses of several think but early have the distinction of non-verbal. Pause and silence are used by   

•     To give a character time to think before saying.

•     To avoid conversation.

One of the most prominent non-verbal devices used in the film is the use of dramatic pauses. Pinter's plays are known for their use of long, pregnant pauses, and the film adaptation of The Birthday Party is no exception. These pauses create a sense of tension and uncertainty, and they allow the audience to fill in the gaps with their own interpretations of the characters' intentions.

Another non-verbal device used in the film is the use of body language and physical gestures. The characters in the film use their posture, facial expressions, and hand gestures to convey meaning and emotions, and these non-verbal cues help to deepen the audience's understanding of the characters and their motivations. The use of non-verbal devices in The Birthday Party adds to the film's atmosphere of tension and unease, and it helps to deepen the audience's understanding of the characters and their relationships.

Pinter pause

The "Pinter pause," also known as the "Pinteresque pause," is a dramatic technique that involves a long pause in dialogue or action, usually for the purpose of creating tension or uncertainty. The term is named after playwright Harold Pinter, who was known for incorporating this technique into his plays.

In the film The Birthday Party, the Pinter pause is used to great effect to create a sense of tension and unease. The film is full of long, pregnant pauses that allow the audience to fill in the gaps with their own interpretations of the characters' intentions. These pauses also create a sense of uncertainty and ambiguity, which is characteristic of Pinter's style.

Pinter's stage directions indicate pause and silence when his characters are not speaking at all–has become a "trademark" of Pinter's dialogue called the "Pinter pause". For example in The Birthday Party,

MEG. Is that you Petey? 

Pause. 

Petey, is that you? 

Pause. 

Petey? 

PETEY. What?

His pause or beat comes naturally in the rhythm of the conversation.

The Pinter pause is used throughout the film to heighten the sense of tension and to create an atmosphere of unease. It is a powerful non-verbal device that helps deepen the audience's understanding of the characters and their relationships and adds to the film's overall sense of mystery and danger.

In Pinter’s play when the play starts we found two or three person in the living room talking casually. But as the conversation goes on the casualness from the dialogue vanishes and we smell something wrong in the dialogues. Let’s see the starting of The Birthday Party… 

What time did you go out this morning, Petey?

PETEY. Same time as usual.

MEG. Was it dark?

PETEY. No, it was light.

MEG. (Beginning to darn.) But sometimes you go out in the morning and it's dark.

PETEY. That's in the winter.

MEG. Oh, in winter.

PETEY. Yes, it gets light later in winter. 

MEG. Oh.

Petey and Meg’s dialogues during morning breakfast, when Petey says in winter there is dark in the early morning, after hearing this she gives expressions like she don’t know this reality before and only today she came to know.

Thank you for Visiting....

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Bridge Course: Written assignment on 'Tradition and Individual Talent'

 Hello, This blog is part of our study. This Bridge Course: The written assignment was assigned by Dr. Dilip Barad sir Department of English MKBU. In this task, we have to watch five short videos which are based on key concepts in the essay 'Tradition and Individual Talent' We have to give their responses to the below-given questions/thoughts.

T.S. Eliot's Tradition and Individual Talent

Introduction:-

"Tradition and the Individual Talent" is an essay written by T.S. Eliot that was first published in 1919. In the essay, Eliot argues that the true value of an artist's work lies not in the artist's individual talent, but in how that talent fits into the larger tradition of art. According to Eliot, the artist's task is not to create something entirely new and original, but to take the works of the past and build upon them, adding to the tradition and creating something that is both new and connected to the past. Eliot believed that the true measure of an artist's success was the ability to create work that was both deeply personal and connected to the larger tradition of art.

This theory of tradition also highlights Eliot's anti-Romanticism. Unlike the Romantics' idea of original creation and inspiration, Eliot's concept of tradition foregrounds how important older writers are to contemporary writers: Homer and Dante are Eliot's contemporaries because they inform his work as much as those alive in the twentieth century do. James Joyce looked back to ancient Greek myth (the story of Odysseus) for his novel set in modern Dublin, Ulysses (1922). Ezra Pound often looked back to the troubadours and poets of the Middle Ages.

As Eliot puts it, 'Someone said: "The dead writers are remote from us because we know so much more than they did." Precisely, and they are that which we know.' Eliot's essay goes on to champion impersonality over personality. That is, the poet's personality does not matter, as it's the poetry that he produces that is important. Famously, he observes: 'Poetry is not a turning loose of emotion, but an escape from emotion; it is not the expression of personality, but an escape from personality. But, of course, only those who have personality and emotions know what it means to want to escape from these things.'

Eliot sets himself apart from such a Romantic notion of poetry. This is in keeping with his earlier argument about the importance of tradition: the poet's personality does not matter, only how their work responds to, and fits into, the poetic tradition.

Here this is the responses to the Questions which are in sir's blog.

https://blog.dilipbarad.com/2014/12/t-s-eliot-tradition-and-individual.html

1. What is the relationship between “tradition” and “individual talent,” according to the poet T. S. Eliot?

In his essay "Tradition and the Individual Talent," T. S. Eliot argues that tradition is an essential element of artistic creation and that the individual talent of the artist must be seen in the context of the broader literary tradition. Eliot asserts that the work of the individual artist must be seen in the context of the entire history of literature and that the artist must engage with and be influenced by tradition in order to create something new and original.

According to Eliot, tradition is not just a collection of past works, but rather a living entity that is constantly evolving and being shaped by the artistic contributions of each new generation. The individual artist is a part of this tradition and must be aware of the influence of the past in order to create something meaningful and original. Eliot believes that the artist must be able to draw on the past and use it as a foundation, while also bringing something new and innovative to the tradition.

Eliot argues that artists must be able to balance their individual talent and creative vision with a deep understanding and appreciation of the tradition in which they are working. This balance allows the artist to create works that are both deeply rooted in the past and also forward-looking and innovative. In this way, the relationship between tradition and individual talent is one of interdependence and mutual influence, with each shaping and informing the other.

2. Explain: "Some can absorb knowledge, the more tardy must sweat for it. Shakespeare acquired more essential history from Plutarch than most men could from the whole British Museum".

In this quote, Eliot is suggesting that some people are naturally more able to absorb and retain knowledge, while others must work harder to acquire it. He uses the example of Shakespeare, who was able to gain a deep understanding of history through reading the works of Plutarch, rather than having to rely on more traditional sources such as the British Museum.

Eliot is implying that Shakespeare was able to absorb and understand knowledge more quickly and easily than others and that this natural ability allowed him to gain a deep understanding of history without having to spend as much time and effort as others might have needed. At the same time, Eliot is also suggesting that the British Museum, as a more traditional source of knowledge, may not be as effective for some people as other methods of learning.

Eliot is making the point that there are different ways in which people can acquire knowledge and that some people may be better suited to certain methods than others. He is also suggesting that traditional sources of knowledge, such as museums and libraries, may not always be the most effective ways for people to learn and that alternative methods, such as reading the works of individual authors, may be more effective for some people.

3. Explain: "Honest criticism and sensitive appreciation is directed not upon the poet but upon the poetry"

In this quote, Eliot is suggesting that criticism and appreciation of poetry should be focused not on the person who wrote the poetry, but rather on the poetry itself. He is arguing that the quality of the poetry should be the primary focus of critical analysis and appreciation, rather than the personality or background of the poet.

Eliot is emphasizing the importance of objective, unbiased criticism, and appreciation, which looks at the poetry on its own terms and evaluates it based on its own merit, rather than being influenced by personal or extraneous factors. He is suggesting that criticism and appreciation should be centered on the poetry itself, rather than being focused on the poet or other external factors. According to Eliot, the poet is not the center of the literary tradition, but rather a part of it, and the focus of criticism and appreciation should be on the poetry itself rather than the poet as an individual. Eliot is making the point that honest, sensitive criticism and appreciation of poetry requires a focus on the poetry itself and an ability to evaluate it objectively, rather than being influenced by personal or external factors.

4. Explain: " Poetry is not a turning loose of emotion, but an escape from emotion; it is not the expression of personality, but an escape from personality." 

In this quote, Eliot is suggesting that poetry is not simply a way of expressing emotion or personality, but rather a way of escaping from or transcending them. He is arguing that poetry serves a different function than simply being an outlet for personal feelings or a means of self-expression.

According to Eliot, poetry is not just about the expression of emotion or personality, but rather about the creation of something new and original. He suggests that poetry allows the poet to transcend their own emotional states and personal experiences and create something that is universal and timeless. In this way, Eliot is arguing that poetry is not just about the expression of the poet's own emotions or personality, but rather about the creation of something that goes beyond the personal and speaks to a wider audience.

Eliot's view of poetry as an escape from emotion and personality can be seen as part of his broader belief in the importance of tradition and the role of the poet within the literary tradition. According to Eliot, the poet must be able to draw on the past and the tradition in order to create something new and original, and this requires a certain detachment from the personal and emotional. In this way, Eliot's view of poetry as an escape from emotion and personality can be seen as part of his broader belief in the importance of tradition and the role of the poet within it.

5. Write two points on which one can write a critique on 'T.S. Eliot as a critic'. 

1. T.S. Eliot's views on tradition and the role of the poet within it: One aspect of T.S. Eliot's work as a critic that could be the focus of a critique is his views on tradition and the role of the poet within it. Eliot argued that tradition was an essential element of artistic creation and that the individual talent of the artist must be seen in the context of the broader literary tradition. His views on tradition and the role of the poet within it have been widely influential and have shaped the way that many people think about literature and artistic creation.

2. T.S. Eliot's use of literary theory and philosophy: Another aspect of Eliot's work as a critic that could be the focus of a critique is his use of literary theory and philosophy in his critical writings. Eliot was deeply interested in the intersection of literature and philosophy, and his work as a critic often incorporated ideas from a wide range of philosophical and theoretical sources. This use of literary theory and philosophy in his critical writings has had a significant impact on the field of literary criticism and has shaped the way that many people think about literature and its relationship to broader intellectual and cultural issues.

Thank you for Reading...

[Word Count- 1665]

Thinking Activity on Robert Frost and Bob Dylan

Hello, everyone this Thinking Activity on Robert Frost's famous poem task was assigned by Megha Ma'am Department of English MKBU. In this task, we have to write down our views and explain themes, figures of speech, and analyses.   

Robert Frost

Introduction of the Robert Frost:-

Robert Frost was an American poet born on March 26, 1874, in San Francisco, California. He was the son of William Prescott Frost Jr., a journalist, and Isabelle Moodie. His mother died of complications from childbirth when Frost was 11, and his father died of tuberculosis when Frost was 15, leaving him to be raised by his paternal grandparents. And yet he didn’t belong to any particular movement: unlike his contemporaries William Carlos Williams or Wallace Stevens he was not a modernist, preferring more traditional modes and utilizing a more direct and less obscure poetic language. He famously observed free verse, which was favored by many modernist poets, that was "like playing tennis with the net down".

Frost's early years were marked by personal tragedy, as both of his parents died when he was a young boy. He was raised by his maternal grandparents in Massachusetts and later moved to New Hampshire. He attended Dartmouth College and Harvard University but did not earn a degree from either institution.

Despite his lack of formal education, Frost became a successful poet, publishing his first book of poems, "A Boy's Will," in 1913. He went on to publish several more books of poetry, including "North of Boston," "Mountain Interval," and "New Hampshire," which earned him the Pulitzer Prize for Poetry in 1924.

Frost was also a professor of literature and writing and taught at several colleges and universities throughout his career. He was highly respected as a poet and was widely regarded as one of the greatest American poets of the 20th century. He died on January 29, 1963, in Boston, Massachusetts.

Work of Robert Frost:-

• The Road Not Taken
• Stopping By Woods On A Snowy Evening
• Fire And Ice
• Nothing Gold Can Stay 
• A Question
• Acquainted With The Night
• A Late Walk
• A Minor Bird
• A Prayer In Spring 
• The Rose Family
• A Time To Talk
• A Patch Of Old Snow
• A Boundless Moment
• Desert Places
• A Brook In The City
• Asking For Roses
• Birches
• The Silken Tent
• Mending Wall
• Tree at my Window
• Mowing
• Christmas Tree

Here I'm Going to Write on his famous poem 'Mending Wall'.

Mending Wall

Something there is that doesn't love a wall,

That sends the frozen-ground-swell under it,

And spills the upper boulders in the sun;

And makes gaps even two can pass abreast.

The work of hunters is another thing:

I have come after them and made repair

Where they have left not one stone on a stone,

But they would have the rabbit out of hiding,

To please the yelping dogs. The gaps I mean,

No one has seen them made or heard them made,

But at spring mending-time we find them there.

I let my neighbor know beyond the hill;

And on a day we meet to walk the line

And set the wall between us once again.

We keep the wall between us as we go.

To each the boulders that have fallen to each.

And some are loaves and some so nearly balls

We have to use a spell to make them balance:

‘Stay where you are until our backs are turned!’

We wear our fingers rough with handling them.

Oh, just another kind of out-door game,

One on a side. It comes to little more:

There where it is we do not need the wall:

He is all pine and I am apple orchard.

My apple trees will never get across

And eat the cones under his pines, I tell him.

He only says, ‘Good fences make good neighbors.’

Spring is the mischief in me, and I wonder

If I could put a notion in his head:

‘Why do they make good neighbors? Isn't it

Where there are cows? But here there are no cows.

Before I built a wall I'd ask to know

What I was walling in or walling out,

And to whom I was like to give offense.

Something there is that doesn't love a wall,

That wants it down.’ I could say ‘Elves’ to him,

But it's not elves exactly, and I'd rather

He said it for himself. I see him there

Bringing a stone grasped firmly by the top

In each hand, like an old-stone savage armed.

He moves in darkness as it seems to me,

Not of woods only and the shade of trees.

He will not go behind his father's saying,

And he likes having thought of it so well

He says again, ‘Good fences make good neighbors.

https://youtu.be/gOT4NUKBNIU

This is the video of the Poem 'Mending Wall' in Robert Frost's voice.

Analysis of the poem:-

"Mending Wall" is a poem by Robert Frost that was published in 1914. The poem is about the speaker's annual ritual of repairing a stone wall that separates his property from his neighbor's. The wall serves as a metaphor for the ways in which people divide themselves from one another and create barriers between themselves and others.

The speaker in the poem is somewhat ambivalent about the wall, acknowledging that it serves a purpose in keeping their property separate, but also questioning the need for it and wondering what might be on the other side. He also reflects on the fact that the wall is a shared responsibility between himself and his neighbor, suggesting that it represents not just a physical barrier but also a social one. The wall serves as a metaphor for the ways in which people create divisions and barriers between themselves and others. The speaker reflects on the purpose of the wall and wonders what might be on the other side. He also notes that the wall is a shared responsibility between himself and his neighbor, suggesting that it represents not just a physical barrier but also a social one. The poem can be interpreted as a commentary on the ways in which we create divisions between ourselves and others and the potential consequences of those divisions. It invites the reader to consider the value of such boundaries and the potential for bridging the gaps that separate us.

The poem can be interpreted as a commentary on the ways in which we create divisions between ourselves and others and the potential consequences of those divisions. It invites the reader to consider the value of such boundaries and the potential for bridging the gaps that separate us.

"Mending Wall" by Robert Frost contains several Figures of speech:-

Metaphor:-

1. The 'wall' in the poem is a metaphor for two kinds of barriers- physical and mental. the wall to explore themes of boundaries, isolation, and the need for connection.

2. Stone blocks have been compared to 'loaves' and 'balls.'

Allusion:-

"Mending Wall" has an allusion to elves, the tiny supernatural creatures drawn from folklore and myth.

Personification:-

As the wall is described as having "gaps" that "frost has bit," as if it were alive and capable of feeling pain. This gives the wall a sense of agency and personality, making it more than just an inanimate object.

Simile:-

Something there is that doesn't love a wall," which compares the force that causes the gaps in the wall to something that actively hates walls and wants to destroy them. This simile adds to the sense of mystery and tension in the poem, as the narrator seems to be describing a force that is beyond his understanding or control.

Symbolism:-

"Wall" and "fence" are symbols of barriers human beings construct consciously or unconsciously to prevent mutual understanding between them. In the poem, the "hill" symbolizes human prejudices and the communication gap.

Themes:-

Border and Limits

'Mending Wall' is a poem about borders and limitations. The speaker and the speaker’s neighbor are involved in an argument about rebuilding a wall that divides their properties. They argue about the role of the boundary wall and its effects on relationships. The speaker asks his neighbor what is the reason to continue rebuilding the wall. In response, the neighbor says repeatedly that “Good fences make good neighbors.” He believes that it is important for a good neighbor to maintain clear boundaries. They prevent problems arising between people who live close by. The neighbor seems to predict the possibility of future conflicts and considers it important to prevent them in advance. However, these issues are fundamental to human society.

The poem lets the readers decide for themselves who is correct and who is wrong. This poem forces the readers to make up their minds about the necessity of walls, borders, and other political and physical agents that separate people.

The Value of Work

The work that the speaker and his neighbor do is ritualistic. Each year in spring, the speaker and his neighbor talk about an inspection walk along the wall together. They together repair those areas of the wall that have been damaged over the years. It is tedious because, in the end, their hands get injured by lifting the rocks. In spite of the difficulty, they renew the wall each spring. The act of repairing the wall represents human labor. It is not the fence that makes a good neighbor or it is not the wall that establishes good relations. In simpler words, it is the rebuilding of the fence and walls that make good neighbors by making them work together.

For the speaker, the end result of the work is important. He values the permanent difference that such physical products make in the end. Oppositely, his neighbor values the work itself because he considers the work as an end in itself. He is of the view that work maintains a fair society. This poem also implicitly points towards the value of creative work. Such work is beautiful that does not materially change society but satisfies one’s mind and soul.

Changing Social Traditions

The main conflict of Frost's poem is between the speaker and the old neighbor. One thinks the wall is pointless and represents a never-ending struggle of futility. The other continues to repair a wall that will inevitably be torn down again by unseen forces, and he does so with no real reason other than "Good fences make good neighbors." This theme of changing social traditions and conventions is seen in many pieces of 1914 literature and almost always includes a younger person arguing or struggling against an older one. It is a universal and timeless struggle: the inevitable change of society.

Frost's audience lived in a world with rapidly changing social structure and terrifying new inventions around every corner. From the evolution of the lower class to the invention of the airplane, his readers would likely have benefited from the message in his "Mending Wall." This poem points out the logical choice, which would be acceptable, and the stubborn one, struggling against the future.

The Complexity of Human Relationships

The speaker mentions that the neighbor's words come from his father. His only reason for rebuilding the wall every year is that he has heard the words good fences make good neighbors again and again from a source of authority. He likes the tradition and, as the speaker says, "likes having thought of it." The character does something simply because his father did it before him. This cyclical nature of human interaction and relationship building is exactly what the speaker of "Mending Wall" ultimately questions.

The speaker does not spend much time on the words of his neighbor's father but simply questions why fences make good neighbors. His logic that there are no cows or anything else to keep in or out of the fence is sound, but his neighbor seemingly ignores it. There is some connection between the neighbor's unwillingness to hear the younger man's questions and his attachment to old sayings and traditions.

Thank you For Reading...

[Word Count- 2002]