My Impression of Two Plays Read in Class In “Molly Has Her Say,” Margaret Bruchac uses a twenty-something female character who is a graduate student. Molly Marie meets the requirement for the play to deliver the desired message which is the social intercourse between the Natives and the Euro-Americans. Masterfully, Bruchac incorporates dialect to be part of the play. While reading or narrating the story behind the drama, Molly speaks, but does not talk in standard American English. A technique that differs from other plays in this anthology, such as “The Woman Who Was a Red Deer Dressed for the Deer Dance.” This is important since the playwright wants to differentiate her players, a Native American, from the audience, mainly non-native American. The dichotomy plays a function of separation ad yet of identity. Molly represents those Native Americans whose history has been diluted in the Euro-American culture. The latter despises, at least in the context of the play, the Native American culture. There is a sense of educating and re-stating a strong identity connection with the bases from which young intellectual tend to fall …show more content…
Glancy instead uses a standard form of English to reach, perhaps, a more academic audience or perform it for a larger public than Bruchac’s. One thing that I notice is the use of simple plain language. It does not rely on fancy words with obscure meaning. Thus, making it accessible for any types of audiences: children and adults, college and general public. All the women involved in performing these projects seek to broader the audience to which Native American theater reaches. Additionally, the language and the setting used to allow for easy replication of the same play by other artists outside the Native American producers; moreover, school kids can perform in arts class with low cost and fast
In this analysis includes a summary of the characters and the issues they are dealing with, as well as concepts that are seen that we have discussed in class. Such as stereotyping and the lack of discrimination and prejudice, then finally I suggest a few actions that can be taken to help solve the issues at hand, allowing the involved parties to explain their positions and give them a few immersion opportunities to experience their individual cultures.
An Asian-American writer growing up in a tight and traditional Chinese community in California, Kingston is placed by her background and time period to be at the unique nexus of an aged, stale social institution and a youthful, boisterous one. She has had to face life as an alien to the culture of the land she grew up in, as well as a last witness of some scattered and unspeakably tragic old ideals. She saw the sufferings and has suffered herself; but instead of living life demurely in the dark corner of the family room like she was expected to, Kingston became the first woman warrior to voice the plight of the mute females in both Chinese and American societies. The seemingly immeasurable and indeed unconquerable gap between the two fundamentally divided cultures comes together in herself and her largely autobiographical work The Woman Warrior: Memoirs of a Girlhood Among Ghosts.
We see scenes where Mae is happily conversing with her mother in both English and Wampanoag in the car as they pass through a town of Wampanoag named streets. This visual imagery urges the viewer to wonder how these familiar representations of Indian words and sayings work to hide how the indigenous people live in modern times. With the lack of presence of local Native peoples in the forms of mass media, people have started to believe the myth of the disappearance of the Native peoples in places such as New England. The film also briefly gestures, through interviews, that people have started to dismiss Indians as being long gone from the world, and that non-Natives see them as “invisible people” in order to justify the Euroamerican absorption of indigenous regions. The film encourages us to understand that, even with the impact of history, Native peoples still live here, and that they are still connected to their native land, that their homeland is one of the most important relationships. Jessie explains, “I lost my land rights” Translated into Wampanoag is “I fall down onto the ground,” because “For Wampanoag people to lose one’s land, is to fall off your
Fetterley, Judith. The Resisting Reader: A Feminist Approach to American Literature. Bloomington and London: Indiana University Press, xi-xxiv. Print.
...s appealing it is not without consequence. Clare, and those who choose to pass, are not free to embrace their whole identity and will always remain a threat to those they come in contact. Clare exemplified the archetypal character of the tragic mulatto, as she bought tragedy to her own life and all those she came in contact. Clare’s presence forced Irene to contend with feelings of internalized racism, and thus feelings of inferiority. Through diction, tone, and imagery Larsen makes it luminous to readers that "passing" may seem glamorous, however, the sacrifice one makes to do so is not without consequences for themselves and those they care about. Larsen does not allow her readers to perch on the belief that once a member of the dominate group ones life is not without pain and suffering. Every action, even those that seem to make life easier, have consequences.
All and all, Glaspell’s and Ibsen’s use of the bird cage, dead bird, and dollhouse allows the reader to identify with women of the nineteen century and the roles they played. Throughout the plays, the reader can visualize how men dismiss women as trivial and treat them like property, even though the lifestyles they are living is very much in contrast. The playwrights each in their own way are addressing the issues that have negatively impacted the identity of women in society.
`Plays and Poetry by early modern women are primarily concerned with negotiating a position from which women could speak. A concern for ideas of gender, language and silence is, therefore, central, though its expression is sometimes open, sometimes covert.' Discuss with reference to Aemilia Lanyer and / or Elizabeth Cary.
The very beginning of the piece grabs you with its opening sentence: ‘From the time I was a small child, I was aware that I was different.’ How was she different? She goes on to explain she was of mixed blood; that a Caucasian man had married her great-grandmother. Then, she immediately switches to talking about her family; primarily her grandmother. She does this throughout the essay; changing topics to newer items close enough to be relevant, but different enough evolve a steady plot point. She goes from her grandmother as a jumping board to go to most old pueblo people, to the ‘unique’ (by western culture standards) traditions of those the elderly, to the stories behind those traditions.
Acceptance of who we are plays a large part in the overall theme of “rite of passage” in the story. The young girl is opposed to the thought of working for her mother at the beginning, but eventually comes to a realization that it is her pre-determined fate to fit the mould of the gender stereotype. Through the girl’s hardships, she accepts the fact that her younger brother, Laird, is now the man that his father needs for help, and she takes her place in womanhood. The story embodies gender identity and stereotypes, as a young child moves into adulthood. The fact that our rite of passage is unavoidable proves that we must all go through our own journeys to find our own true identity.
Margaret is an intelligent, articulate, and ambitious woman who desires to rise up in social status by marrying a man of higher social rank. She attends to those above her, in hopes of elevating her status as she becomes closer to the upper-class. As a minor character, she plays a small yet crucial role in advancing Don John’s plot to slander Hero and spoil her wedding. As a lower-class character, Margaret serves as a foil to the rich girls, particularly Hero, who embodies every attitude and mindset Margaret does not. But she also offers an alternative perspective on the upper-class characters in the play. Because Margaret is victimized because of her social ambitions, punished for wanting to rise above her ...
In Miranda’s poem “Stories I Tell My Daughter,” she describes a girl who defends her identity and her honor when a boy at school questions her. Miranda states, “That day/ I took bloody sticks home to my mother,/ who said she expected nothing less/ from a girl/ who spoke/ to owls” (Indian Cartography 5-6). In the poem, “owls,” a symbol of intelligence and enlightenment, acts as a reminder of the important cultural connection between Native Americans and nature. The girl has reached enlightenment and new found strength because she realizes that she does not have to succumb to the white children’s abuse and she finally reacts to the exploitation. When referring to “mother,” one thinks of a caregiver and nurturer. The mother nurtures the daughter who has learned to defend herself and break social norms in order to protect her cultural identity. Finally, “bloody” implies violence and rage. When discussing indigenous poetry, the violence described typically refers to the bloodshed of the natives; however, ironically the blood in this poem results from an attack on a white person. Though Miranda does not encourage violence, she does encourage action from strong women when their cultural identities are being questioned. Likewise, Trask also connects strong women who break social norms with change. In her poem “Sons,” she addresses the social expectations of women and the familial obligations many of them abide by in their homes. Trask states, “I am slyly/ Reproductive: ideas/ books,/ history/ politics, reproducing/ the rope of resistance/ for unborn generations” (Light in the Crevice Never Seen 55-56). To begin, “resistance” refers to defiance and a refusal to conform. The speaker is assertively stating that she will serve as an activist for future Native Hawaiians who will
life in the mid to late twentieth century and the strains of society on African Americans. Set in a small neighborhood of a big city, this play holds much conflict between a father, Troy Maxson, and his two sons, Lyons and Cory. By analyzing the sources of this conflict, one can better appreciate and understand the way the conflict contributes to the meaning of the work.
Can identity be a sharp weapon to overcome restrictions and oppression. Jose Munoz, a former performance studies professor at NYU argued in his article "The White to Be Angry" that identity is manipulative. According to Munoz, the manipulation of identity is called disidenticaction. Instead of rejecting society or a group wholesale, someone who disidentifies accepts some aspects of that society or group without assimilating to the dominant ideals. People, especially in minority groups, developed disdentifciation as an offensive mechanism because it allowed them to function within that group or society without becoming trapped. Munoz's theory provides a powerful analytical lens which I will use to evaluate the characters Corliss and Harlan in Sherman Alexie's Search Engine. Corliss is a Spokane Indian who aspires to evade the restriction placed on her by white and Indian society. Her motivation to evade her restrictions originates from her amour for poetry and books, which allow her to identify with literary figures such as a white Jesuit priest, Homer and Odysseus . Harlan is a Spokane Indian who was adopted and raised by white people. He attempts to define his identity as an Indian thorough writing poetry, which results in his acknowledgement as an Indian by white people. Books and poetry allow Corliss and Harlan to disidentify with their societal norms, and the opportunity to evade their society's restrictions and find humanity.
In order to discuss the relations between sexuality and linguistic versatility I have chosen the two female characters, Molly and Gerty. The major reason for this is because the female voice in Ulysses is heard at length on only two occasions but I would argue is very important. So important in fact, that Joyce chooses to conclude the novel with Molly’s monologue. I hope to convey some of the contrasts and similarities in these differing monologues (despite the fact that in Gerty’s case it is technically not ever her monologue). In addition, I have tried to take into account that one is perceiving relations between female sexuality and linguistic versatility through the eyes of a man.
...the characters show how loosing their write to vote and therefore express their opinion, and especially having to carry an identity booklet all the time (just because of the colour of their skin) can generate an inside crisis on one's identity. Is our identity determined by our name? Can we change name and be able to keep a stable identity? This play also raises the issue of being actors, just to survive in the society they lived in. Not being able to show their feelings and their disappointment at any time, obliged them to smile, sing, and fake.