Where are you Going, Where have you Been? – Connie’s Choice
I think Connie opened the screen door because she wanted to escape from her life with her family into some kind of fantasy. I think there were other reasons also, but the story points to this one in many places.
First of all, Connie was not happy at home. The story says that her father "was away at work most of the time," and "didn't bother talking much to them," so Connie didn't have love from him and had to find male attention somewhere else. Connie found her happiness in escaping with her friend to the drive-in restaurant and daydreaming about boys. But the happiness she found in both of these things had nothing to do with actual events; it is based on a fantasy. When she was out at the drive-in with a boy, her face gleamed "with the joy that had nothing to do with Eddie or even this place; it might have been the music." When she daydreamed about boys, they all "fell back and dissolved into a single face that was not even a face, but an idea, a feeling mixed up with the urgent pounding of the music..."
A theme that runs through this story is that music seems to be the bridge from the real world into Connie's fantasy world. She doesn't know what she wants, but it's got something to do with "the music that made everything so good." When Arnold Friend drove up the driveway, Connie was listening to music, "bathed in a glow of slow-pulsed joy." She soon discovered that he was playing the same music in his car. This is not a coincidence; I think it makes a connection in the back of Connie's mind. And, the story says that it seemed to Connie like Arnold "had come from nowhere," and "belonged nowhere," and that everything about him "was only half real."
I think in some strange way Arnold becomes to Connie the way to escape into her fantasy. When she learns his true intentions she is scared to death at first but eventually that fear gives way to "an emptiness." Connie thinks, "I'm not going to see my mother again... I'm not going to sleep in my bed again.
Grant Henry Hill was born on October 5th, 1972 in Dallas, Texas but he grew up in Reston, Virginia. His father, Calvin Hill was a running back for the Dallas Cowboys. Even though his family was wealthy, he didn’t the other kids to know about it. He was really proud of his father being a famous professional athlete, but he was also embarrassed about it. When he was in eighth grade, his father gave a speech all the students, but he didn’t go. He faked illness and hid in the nurse’s office, saying that he didn’t want to seem to be better than everybody else. That is how humble he was.
In the short story, Connie is a young, naïve, sassy, little girl who hates her mom and sister. According to Oates, “Connie wished her mother was dead” (324). Connie enjoys going out with her friends and going to a drive-in restaurant where the older kids hang out. Connie is innocent, but thinks about love and sex. She is desperate to appeal to boys and succeeds at it when a boy with shaggy black hair says to her, “Gonna get you, baby” (325). Her encounter with this boy will change her life forever, because he is the antagonist that influences Connie’s loss of innocence. On a Sunday afternoon, the boy, Arnold Friend, visits Connie and asks her to come for a ride, which she declines. But, Arnold Friend won’t take “no” for an answer and threatens to go in the house. For example when Connie says she will call the cops, Arnold says “Soon as you touch the phone I don’t need to keep my promise and come inside”
Grant Wood is a famous philosopher who was born in February in the year 1891 in Anamosa, Iowa. Wood was born to Quaker parents on a small farm. This experience would be the basis of his iconic images of small-town plain folk and verdant Midwestern vistas. He later moved to Cedar Rapids after the death of his father in 1901. He first studied at the Minneapolis School of design between 1910 and 1911 and became a professional designer while attending night courses at the University of Iowa and at the Art Institute of Chicago. At the end of 1915 he gave up designing and returned to Cedar Rapids. After his military service he taught painting and drawing at the public school of Cedar Rapids and visited Paris in 1920 with Marvin Cone. His early works were outdoor scenes combining a bright Fauve palette and a loose, impressionistic style - the result of a 1923-24 trip to Italy and Paris, which included study at the Academie Julian. He visited Europe again in 1928 and notably went to Germany and Holland where he discovered German and Dutch primitive painters to whom he borrowed many facets. Wood was appointed head of the Iowa Works Progress Administration-Federal Arts project in 1934 and also taught at the University of Iowa.
“These characters (often female) are coping with a Cynicism Catalyst, or a Dark and Troubled Past by becoming ascynical, stoic, and/or badass as possible.” Abigail’s parents had been murdered in front of her when she was just a child. Not only this, but being rejected by someone she had loved whilst also securing her future as a town “whore” due to gossiping rumours is more than enough evidence to apply the “Broken Bird” trope to Abigail. How Abigail deals with this is by becoming manipulative and spiteful, trying to take control of things that aren’t
Music could be a symbol in the story because it was mentioned several times throughout. Music is everywhere within the story it is at restaurants, cars and homes. I believe that the music in the story relates to Connie’s feeling about boys and her sexual desire. It’s almost like Connie depends on the music, it could represent her desire to have a good time.
In the two short stories, "The Yellow Wallpaper" by Charlotte Perkins Gilman and "Where Are You Going, Where Have You Been?" by Joyce Carol Oates, the narrator of "The Yellow Wallpaper" and Connie from "Where Are You Going, Where Have You Been?" both deal with some eerie situations. In "The Yellow Wallpaper" written by Charlotte Perkins Gilman, the narrator suffers from nervous depression which causes her to stay locked in this room doing nothing active until she actually goes hopelessly insane. The short story, "Where Are You Going, Where Have You Been?" written by Joyce Carol Oates, Connie deals with a stranger named Arnold Friend and he sees Connie outside of the movie theatre and he actually ends up going to her house and he knows everything about her and her family. Due to the characterization of the two stories, Connie and the Narrator both end up making these two different stories very similar because of how creepy each person makes their life seem.
Connie, from “Where Are You Going, Where Have You Been”, wants to rebel against her family. She uses her attractiveness to flirt with boys at the local restaurant behind their backs as a form of rebellion. She feels as though her family does not appreciate her; her father does not pay any attention to her and her mother constantly compares her to her sister, criticizing her every move and asking why she cares so much about her appearance. On one of her outings she sees a boy who she vainly chooses to ignore. Later he shows up at her house posing as her friend, calling himself Arnold Friend, and talking to her as though he is another boy she flirts with down at the diner and pretending to be her age. She subtly flirts with him at first, only realizing the danger when it is too late.
The soundtrack of the dark comedy movie Harold and Maude (1971) directed by Hal Ashby asserts that even the most paradoxical and abstruse of circumstances can lead to an unimpeachable bond whether it be between two characters or music that leaves its listeners shackled into the story. Ashby exhibits this by playing upbeat, happy songs directly following a funeral scene with lines such as “Love is where we all belong” and this directly correlates with the relationship between Harold and Maude: two very disparate people who ended up improving each other’s lives for the better.
Connie has the need to be viewed as older and as more mature than she really is, all the while still displaying childlike behavior. She shows this childlike behavior by “craning her neck to glance in mirrors [and] checking other people’s faces to make sure her own was all right” (Oates 323). This shows that Connie is very insecure and needs other people’s approval. Although on one side she is very childish, on the other side she has a strong desire to be treated like an adult. This longing for adulthood is part of her coming of age, and is demonstrated by her going out to “bright-lit, fly-infested restaurant[s]” and meeting boys, staying out with those boys for three hours at a time, and lying to her parents about where she has been and who she has been with (Oates 325, 326). “Everything about her ha[s] two sides to it, one for home and one for anywhere that was not home” (Oates 324). Even her physical movements represent her two-sided nature: “her walk that could be childlike and bobbing, or languid enough to make anyone think she was hearin...
It seems that single-sex education perpetuates gender stereotypes and promotes gender bias among students (Taylor). Gender-separate education requires schools and teachers to create gender-oriented courses, facilities, and learning environment. As a result, sing-sex schools exacerbate sexist attitudes and “feelings of superiority toward women” (Guarisco). It is fair to argue that the best way to achieve gender equality is to promote rather than eliminate interaction among girls and boys. However, girls in the sex-mixed class receive less attention from teachers than boys, which may lead to gender bias. More precisely, boys always have disciplinary issues, such as interruption; teachers have to pay more attention to boys’ behaviors in order to proceed the lecture more smoothly. Girls may feel less important and supportive in male-dominated classes; boys may think that males are smarter and far superior than females. Single-sex schools can address both girls’ and boys’ issues of gender stereotypes directly and accordingly. Male students may be freer to engage in some activities they have not considered before in mixed schools. For example, boys feel pressure to follow some non-macho interests when girls stay around them; however, the all-boys schools eliminate their pressure toward gender stereotyping to pursue music, dance, and drawing. Single-sex schools would help boys explore and develop themselves. Also, girls in sex-separate schools show more confidence and power (Guarisco). They could receive full attention from teachers and express their opinions in science classes without worrying about the boys’ banter. They may realize that they are as important as boys. Hence, both girls and boys can be free from gender stereotypes and benefit from a same-sex learning
The teacher tossed a Styrofoam basketball to the outstretched arms of a fifth grade boy. Catching the ball was the incentive for the boys to point out missing conventions in a paragraph. The teacher projected a paragraph on the board with omitted punctuation for the students to add. The other boys in the class watched him as he went to the board to add the missing comma and then tossed the ball back to the teacher. A few seconds later, other arms shot up in the air to point out other missing conventions (Stotsky). A simple incentive of competition for the boys made them enjoy learning and actually got them to participate in class. Although single-sex classrooms can develop stereotypes for both genders, separating boys and girls can be beneficial for the students. Single-sex classes are more effective because they raise test scores, create fewer distractions, and make kids interested in school.
The single-sex format creates opportunities that do not exist in the coed classroom. (Edison 1) Researchers are unaware that both genders brains function differently. This lack of knowledge may be why the real truth about single-sex education being more efficient than co-ed education has not been discovered. Some say single-sex education may be the key for a brighter generation. It shows to improve test score dramatically. The number of public schools experimenting with single sex classes is now reported to be more than 350. (Silva 130) Some research also shows that single-sex classes have a more welcoming atmosphere. Single-sex education improves grades while coed educations keep an average pace.
Stanberry, Kristen. "Single-sex Education: The Pros and Cons." GreatSchools. GreatSchools Inc, 2013. Web. 19 Dec. 2013.
...having a hard time in their early educational career due to the lack of focus or lack of a comfortable environment, single-sex education should be highly considered. In order to obtain our goal, we must be willing to try these new routes of education; you never know what can happen and you just might enlighten the student in their educational course by changing the environment in which they’re learning in.
Suicide is one of the major themes throughout Hamlet. Hamlet contemplates suicide many of times, and continues to constantly ask himself if he really has any reason to live. Hamlet has a very wide range of emotions; he becomes angry with things and situations, and tries to look for escapes. He always seems to think about it, but for some reason he just keeps on living. Maybe he wants to continue to live because he wants to complete revenge for his father, or maybe he is scared of the idea of death and the place he might have to be in his afterlife. We all know that no matter what you have going on in life, that there must be at least one thing that keeps you living from day to day. To Hamlet, that was probably revenge.