Come in-Ahhh Merciii Essay Example for Free

Come in-Ahhh Merciii Essay Scene V, Blanche: Come in-Ahhh Merciii Discuss this extract in relation to the rest of the text paying attention to structure, form and use of language. The ending section of scene five of Tennessee Williamss play A Streetcar Named Desire has provoked much confusion and debate as to the writers motives in regards to the portrayal of Blanche. One school of thought on the matter is that, in spite of the fact that Williams largely based the character of Blanche upon himself his primary aim in the play is to punish her for her failure to show empathy towards her homosexual husband Allan. Williams was of course a homosexual himself, living in a largely homophobic world where gayness was not a talked about subject. He often brought the issue up in his other works such as Cat on a Hot Tin Roof where the characters Brick and Skipper and both portrayed as possible homosexuals. Blanches lack of empathy and compassion are highlighted once again in this extract when she totally fails to take into account the feelings of a second young man, and instead uses him to live out her fantasies of desire for her late husband. During the exchange between Blanche and the young man she is portrayed as seductive and dominant I want to kiss you making it clear that she is the one initiating the situation, this is a dramatic contrast to her normal persona around other men such as Mitch and Stanley where she makes herself out to be both innocent and pure. This extract is one of the places where her illusion starts to slip and her past actions are hinted at to the audience. Blanches reaction to you young mans mention of cherry soda you make my mouth water has a strong sexually reference, a cherry being a metaphor for virginity, which probably only Blanche is aware of. This shows that she is simply playing games with the young man using him for her own enjoyment. In the next scene Blanche treats Mitch in a very similar way, after discovering that he does not speak French she says Voulez-vous couches avec mo ice soir? meaning would you like to sleep with me this evening? which is the call of a French prostitute. The lack of consideration that Blanche shows towards both men and the way she appears to be using them both (The young man for a thrill and Mitch for security) hints not only towards the fact that in the past she has sought remedies for her loneliness with strangers but also supports the metaphor presented later in the play of Blanche being a tarantula trapping her victims in a web of illusions Yes a big spider! Thats where I brought my victims. Another example of how Williams is using this scene to condemn Blanches can be found by looking at the actions of the young man. During the scene he speaks nervously and makes frequent glances towards the door portraying his wish to escape form Blanches and making it obvious that he is uncomfortable with the situation. Well Id better be-. When describing the young man Blanche repeatedly uses the word young and also calls him lamb, this not only enforces his youth to the audience but also the fact that Blanche is aware of how much younger than her he is. The final and perhaps most damming piece of evidence towards Blanche is her reaction towards Mitch at the end of the scene, where, having just kissed a young boy she greets the man she is hoping to marry with open arms, reverting back to her old illusion of purity. This shows her as uncaring and manipulative towards both parties, in the she takes on the roll of two completely different people to get what she wants. It also presents a hint that Blanche is lying about her sexual history. Blanches actions in this extract could also be seen as an example of deliberate cruelty, in so far as she is willing to take advantage of a confused and reluctant young man just for her own pleasure. Blanche has of cores been guilty of deliberate cruelty in her past when she spoke of her revulsion towards Allan I know. I saw. You disgust me. leading to his suicide. Deliberate cruelty is something that Blanche states that she despises and has Never been guilty off making her seam rather hypocritical. Some might argue in fact that Williams is in fact using this extract to elicit the audiences pity towards Blanche as opposed to their condemnation. Throughout the play reference has been frequently made to Blanches declining mental state, such as when Stanley takes the letters written by Allan away from her and she becomes hysterical. Williams gently reminds the audience of this in numerous ways throughout the extract. For a start, in reference to the lighter Blanche uses the word Temperamental, which is a very unusual description and probably intended to reflect upon her mental state. During the later part of the scene the convocation is accompanied by the Blue Piano, a recurring sign of Blanches guilt, misery and mental declination. It features at many points in the play, usually during periods of anguish for Blanche such as when she is reminiscing about the loss of Bell Reve to Stella. Blanches crumbling mental state is not helped by her alcoholism, another one of Williamss personality traits that feature throughout his plays, such as with Brick in Cat on a hot tin Roof. Although Blanche isnt actually drinking in this extract the audience knows that she has drunk earlier in the scene a shot never does a coke any harm and are shown how drink can make people do things be the actions of the drunken Negro woman just before the young man arrives. The negro woman cackling hysterically, swaying drunkenly comes around the corner. Williams may also have been trying to make the audience sympathise with Blanches paranoia about her appearance and desperation to feel young again. Earlier is the scene the audience sees Blanche looking in the mirror she is later to smash, showing emphasising her fragility about her looks. She also talked to Stella about her fading appearance I Im fading now. The audience has also been privy to Blanches hatred of light I cant stand a naked light bulb and her need to hear positive remarks about her appearance I was fishing for a compliment Stanley. Another factor that must be considered is that previously in the scene Stanley has begun to tear down the illusions Blanche weaves to protect herself be hinting that he knows about her past actions (Again hinting that Blanche is lying about her past) Shaw is under the impression that he met you in Loral leaving her exposed and in a state of hysteric shock shown by her frequent pauses in sentences and trembling her hand shakes so it almost slips form the glass. Perhaps the most likely explanation for this why this scene seems to show Blanche is two contradictory lights however is that Williams is deliberately leaving it ambiguous, allowing the audience to decide upon their own feelings towards Blanche, and that the true purpose of this scene is to prefigure the revelations about Blanches past, particularly her relationship with the 17 year old boy that lost her her job.

Shakespeares As You Like It - Rosalind and Celia Essay -- Shakespeare

As You Like It - Rosalind and Celia      Ã‚  Ã‚  Ã‚   A search for feminist criticism on William Shakespeare's comedy, As You Like It, uncovers a range of different aspects of the play and its players, but none is as well represented as the nature and dynamics of the relationship between Rosalind and Celia. Among other topics are cross dressing or female transvestism and male self-fashioning, which extrapolates on the mode of dress being an identity. A feminist view on Shakespeare examines the poet's defense of virtue in the play. Quite a few articles focus on Rosalind alone. These varyingly discuss Rosalind in relation to gender issues, romantic power, eroticism, specific performances of actresses portraying Rosalind as well as one piece which questions Rosalind's very existence. But the most cohesive and edifying critical writings delve the depths of the relationship between Rosalind and Celia.    Most criticisms that include Celia, agree that Celia holds the power on the stage during Act I. In Clare Calvo's article she asks the question "Is it really Rosalind who moves the play" (95). She questions the long accepted opinion that Rosalind is the heroine not only in As You Like It, but is the epitome of all of Shakespeare's comic heroines (94). Calvo gives equal accolades to Celia and her important friendship with Rosalind and to Celia's initiative, decision and capacity for action"(95). She explores the diminishing of Celia in order to elevate Rosalind to mythical proportions in both feminist and non-feminist criticism (95). In Calvo's words, " the interest aroused by the figure of Rosalind has tended to eclipse the importance of other characters"(92).    Calvo concentrates on the friendship between Rosalind and Celia ... ...hers of English Studies 56 (1991 Sept): 5 - 11. Martin, Louis. "As She Liked It: Rosalind as Subject." Pennsylvania English 22,1 - 2 (2000 Fall-Spring):91 - 96. Shakespeare, William. "As You Like It." The Norton Shakespeare Comedies. Ed. Stephen Greenblatt et al. New York: Norton, 1997. 594-651. Shaw, Fiona, and Juliet Stevenson. "Celia and Rosalind in As You Like It." Jackson, Russell ed. intro., Robert Smallwood ed. Players of Shakespeare II: Further Essays in Shakespearean Performance. New York: Cambridge UP, 1988. 55 - 71. Tvordi, Jessica. "Female Alliance and the Construction of Homoeroticism in As You Like It and Twelfth Night." Frye, Susan ed. and intro., Robertson, Karen ed. and intro., Howard, Jean E. after word; Maids and Mistresses, Cousins and Queens: Women's alliances in Early Modern England. New York: Oxford UP, 1999. 114 - 130.   

Education in my Preschool Classroom Essay

There have been many theories that have played a part in the foundation of early childhood education. It has been these theories that have changed the way teachers educate their students. Creating an environment that contributes to learning is key to the student’s success. I feel it is the social communication between students, their peers and the teacher that determines a successful school experience. I feel that effective communication is a fundamental component to my educational philosophy. As a result, I feel that Vygotsky’s Socioculture Theory most closely represents my own philosophy. Vygotsky felt that â€Å"children learn social interaction. They acquire cognitive skills as part of their induction into a way of life. Shared activities help children internalize their society’s modes of thinking and behaving and those folkways their own† (Papalia, Olds, & Feldman, 2008). My education philosophy is to produce the best most achievable learning experience for all students in my classroom. Lev Semenovich Vygotsky developed Vygotsky’s Socioculture Theory. In this approach to teaching Vygotsky believed that â€Å"children’s mental, language, and social development is supported by and enhanced through social interaction (Morrison, 2009). According to Vygotsky the development a child has is concentrated on the communication they have with people around them in a social environment. One of the most important aspects of Vygotsky’s Theory is the zone of proximal development (ZPD). The ZPD is the area of development that is too difficult for the student to achieve by themselves. It is necessary to recruit assistance from another person. The help can come from a teacher, another adult, or even a classmate (Morrison, 2009). Vgotsky’s Sociocultural Theory gives students the opportunity to develop their strengths socially while facilitating cognitive growth and development. I plan to incorporate many of Vgotsky’s theories in my preschool classroom, such as; scaffolding and the zone of proximal development. Using scaffolding, teachers can help students continue to achieve in the areas of development that are too difficult for them to accomplish alone. When a preschooler is able to master a task, the scaffolding can be faded out. In my preschool classroom I want students to build on their own strengths so they can become more independent learners, both academically and socially. Physical and Motor Development involve active learning and how a child uses his or her body. Locomotion is the part of motor development that involves children learning to run, jump, hop and dance. Preschool children like to take part in fine-motor activities as well, such as coloring, drawing, and painting. Teacher’s that incorporate both physical and fine motor activities in their daily lessons will encourage physical and motor development for each child. o Activity – Body Parts †¢ Children are encouraged to move different body parts to music. As the teacher calls out a body part each child must wiggle and dance around emphasizing that particular part of the body. The teacher can also change this activity to encourage students to move to the meaning of words. For example, stretch your arms up high, bend down and touch your toes, crawl like a baby or jump like a kangaroo, the possibilities are endless. o Activity – Sticker Fun †¢ Children love stickers, for this activity give each student a variety of stickers that are a variety of colors and sheets of paper that are the primary colors. Instruct students to peel off the sticker and place the sticker on the matching sheet of paper. †¢ Children can also work at the Art table. The table would be supplied with crayons, glue, scissors, markers and paper. In Cognitive Development most preschool children are in the preoperational stage of intelligence. Their ability to use symbols and their language skills are developing and improving. Preparing hands on activities are fantastic to assist the preschool child in the area of cognitive development. o Activity- Sink or Float †¢ The teacher would need to gather several items like ping pong balls, straws, small beach ball, rocks, paper clips and toy cars and fill the sensory table with water. The teacher would hold up several items and ask the students what they are and whether they think the item would sink or float. The teacher would call on students to drop items into the water, the class would see if the item sinks or floats. After the experiment ends the students could graph what items floated and what items sunk to the bottom. o Activity- Swamp Sort †¢ The teacher would need a small supply of small and large plastic alligators, as well as two bins one for the large alligators and one for the small ones. She would also need the sensory table filled with water and sand. The teacher would explain to the class that they were going on an adventure to find alligators. Some of the alligators would be small (she would hold one up) and some alligators would be large (again she would show the class). The class would take turns using a net to scoop out alligators and then they would have to sort them into the assigned bins. Social-Emotional development is a very important part in the development of a preschool child. The social and emotional part of development in a preschool program prepares students for success throughout their time in school, as well as, the rest of their life. Social-Emotional development can be encouraged in the classroom through social interaction, exploration and experiments. o Activity-Smelling Jars †¢ Have children play a sorting game. Before class the teacher would fill empty jars with several items that have strong aromas. For example, the teacher could fill the jars with items like fruity smell-orange, floral-rose petals, and spices-cinnamon and/or garlic. The students would be blindfolded as they try to identify the smells. After the children have examined all the aromas they would have to sort and graph the smells into two categories the ones they liked and the ones they did not like. o Activity-We Are Thinking †¢ The teacher explains to the class that they are going to play a game that requires them listen, look and think. The teacher goes on to explain that in this game she will think of different classmates and give clues to reveal their identity. For example, she could say I am thinking of a friend who has blond hair and is wearing a red shirt. The students will have to look, listen and think to identify their friends. â€Å"Language skills grow and develop rapidly during the preschool years† (Morrison, 2009). Reading to and with other children is a great way to encourage language development. Children begin to learn and have the capacity to become beginning readers as their language skills improve. o Story Time †¢ Including story time in the preschool classroom is a wonderful way to encourage language skills. Imagination can make the typical story time new and different. The teacher chooses an appropriate book and then reads it to the class. She pauses throughout the book allowing the children to tell her what they think would happen next. After the story is over the children can role play and dress up and act out the story. o Sight Word Treasure Hunt †¢ Preschool children can use sight words to increase their vocabulary and build emerging skills for reading. The teacher tells her students they are going to play a game today and that at the end of the game they are going to find a treasure. Before the game the teacher would have to hide a small â€Å"treasure† box filled with whatever she chooses (enough for each student to have one). The teacher would also have to place cards with different words around the room. The teacher would explain to the children that they would take turns reading each site word and then finding it in the classroom. On the back of each card would be the next sight word to find. The students would choose a student to go next until all students had a turn the last student would find the treasure that they would share with the class. The student would be encouraged to ask other students for help if needed. This game could be easily adapted to be more of a competition the teacher could form teams and declare a winner, although, all children would still receive a â€Å"treasure†. The first formal assessment I would be sure to include in my preschool classroom would the High/Scope educational approach. The â€Å"High/Scope approach provides broad, realistic educational geared to children’s current stages of development. To promote the constructive processes of learning necessary to broaden emerging intellectual and social skills† (Morrison, 2009). The High/Scope Observation assesses six broad categories; initiative, social relations, creative relations, creative representation, music and movement, language and literacy, and mathematics and science (Morrison, 2009). The High/Scope can help preschool teachers create an environment that is conductive to learning by supporting the five essential elements; classroom arrangement, active learning, the daily schedule, assessments and curriculum. The second formal assessment that I would incorporate into my classroom would be Brigance K&1 Screen II. This assessment only requires ten to fifteen minutes per child and is used on children entering kindergarten and first grade (Morrison, 2009). Children who were getting ready to leave preschool would benefit from this assessment as it would measure the child’s skill level. I could then pass this information on to the next teacher along with my own personal observations. My favorite type of informal observation is the portfolio. This form of assessment allows the teacher to collect samples of the student’s work over a period of time and then determine the child’s strengths and weaknesses. Teachers are able to track a child’s development for a specific period of time that they determine. The child’s progress can be tracked weekly, monthly, or through quarterly assessments. The second kind of informal observation that I will be sure to include would be the Interview. This allows children to explain different behaviors, papers they have worked on and individual answers that the student may have given to questions. Engaging children in discussion can only benefit all involved teachers and peers alike. It is important to keep the lines of communication open between teachers, students and their parents. Students need to feel that they can speak up and ask questions about anything that will help them be successful students. The curriculum in my preschool classroom would include literacy. Time each day would be set aside for Alphabet knowledge, this would let students know that letters have names and shapes and that letters represent sounds in our language (Morrison, 2009). Phonics would also be used on a daily basis. Time be would assigned for reading decodable books. Children would learn to read using their phonic knowledge along with content clues such as pictures. Mathematical curriculums are an important part in the preschool classroom as well. Math plays a very prominent role in the preschool classroom today (Morrison, 2009). Children in my preschool classroom will engage in many different activities. For example; sorting, counting, experiments and observations. Mathematics can also be incorporated into the time spent in the computer lab by playing math games. Preschool children are hands on learners so the use of manipulatives would be encouraged. The best classroom environment would persuade children to â€Å"engage in personal, meaningful educational experiences. In addition, the classroom contains three or more interest areas that encourage choice† (Morrison, 2009). †¢ The classroom should be organized so all children can find the supplies needed to be successful. This will also promote independence. †¢ The classroom floor plan should support classroom programs as well as help to implement programs. For example the Art Center should have the necessary supplies stored near the art table. The reading center should have a supply of books and chairs placed there. †¢ The ideal environment would also include an area for small and large group (circle time) instruction. †¢ An adequate space for storage would be needed. The items would have to be labeled in such a way that the children would know where to return them to keep the classroom neat and orderly. †¢ The ideal environment would include a classroom where children feel safe and protected. School should be a place where children are free to learn without fear of being bullying. There are many different preschool programs available today. They all offer programs that use philosophies, theories and concepts to try to meet the needs of preschool aged children. There are many things that promote relevant learning but one of the most important in my opinion is social interaction. It is because of that belief I feel that Vygotsky’s Sociocultural Theory and the High/Scopes Approach to learning is the most effective method for learning in the preschool classroom. The most important thing is to make the classroom a place where each child is given the opportunity to learn in a fun and effective manner, always putting our students first. References Morrison, G. (2009). Early childhood education today. (11th ed. ). Upper Saddle River, New Jersey: Pearson Education, Inc. Papalia, D. , Wendkos Olds, S. , & Duskin Feldman, R. (2008). A child’s world: infancy through adolescence. (11th ed. ) Boston: McGraw-Hill.

Female Characters Of Scarlett From Gone With The Wind

Throughout history, female protagonists have existed in literature: Scarlett from Gone With the Wind, Jo from Little Women, and Katherine from Taming of the Shrew to name a few. All three show the strong female attributes that have inspired women throughout history. No doubt, literature today would be very different without credible female characters such as Scarlett, Jo, and Katherine, who have all made their mark on literature by inspiring modern authors to bring forth more powerful women who are set to change the way women are viewed in a male-dominated world. Heroines of the modern world like Melanie Stryder from The Host, Hermione from the Harry Potter series, and Tris from the Divergent series, have pulled girls, young and old, into†¦show more content†¦For Katniss, the same applies. With Gale, her hunting partner and friend, she begins to find a sense of comfort in the realization that they have helped each other survive with their hunting skills, and as a result, the chemistry thrives. After the Reaping and the games begin, Katniss finds herself using Peeta to her advantage to woo the Capital into receiving vital medicine and food to stay alive. Peeta, the lover-boy of these games, sees Katniss as an angel that can save him from being brutally killed, but he eventually sees Katniss as something more, even after the games finish, and they both come out alive as the â€Å"star-crossed lovers† from District 12. Both of these women learn to make hard decisions when it comes to their own happiness, but when it comes to how their decisions affect others around them, they discover the true meaning of a love triangle. As the books roll forward, supporting characters help the protagonist whether it be physically, emotionally, or mentally to get through their problems. While Katniss goes through the 74th annual Hunger Games, she finds that she needs to have help from the outside of the games in order to survive on the inside. Katniss turns to Hay mitch Abernathy, the last victor of the Hunger Games who is still alive, and though his hometown knows him as the town drunk, she needs his knowledge and skill, no matterShow MoreRelatedMargaret Mitchell s Romantic View Of The Old South1617 Words   |  7 Pagesher writing, â€Å"simple and stripped bare,† her Gone with the Wind created the paradoxical view of the Old South, using romanticism and social commentary. Margaret Mitchell’s romantic view of the Old South, which was obtained throughout her childhood, combined with a medley of literary devices helps create her simplistic writing style. This uncommon mixture affected the novel, both negatively and positively. 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That influence being a backing attitudeRead MoreAnalysis Of Kathryn Stockett s The Great Gatsby 1121 Words   |  5 Pagesthe only maid hesitantly Movie review The Help willing to tell her stories, later united by Minny, until finally more maids come forth with stories about, misuse, prejudice, love, with their white employers. As evident in the successes of Gone with the Wind, Driving Miss Daisy, Fried Green Tomatoes, and many more, Filmmakers tell the stories based on the south and/or films that contain the close â€Å"affiliation† between Black women and white women. If a movie can combine the two, like The Help, it