Racism, Sexism, and Sexuality in M. Butterfly - 1149 Words

The show and the theory are directly related by several points that have already been previously stated. The stereotypes mentioned in M. Butterfly are direct representations of the stereotypes mentioned in the theory. Though M. Butterfly is a major piece that has been directly known for its examples, other shows are known for such examples as well. â€Å"The highly profitable reincarnation of different version of the Butterfly story, from David Belasco’s Madame Butterfly to Alain Boublil and Claude-Michel Schonberg’s Miss Saigon (1989), might well embody a ‘long line of Western misrepresentation of Asians, perpetuating a damaging fantasy of submissive ‘Orientals,’ self-erasing women, and asexual, contemptible men’† (Lee 13). Having more†¦show more content†¦Size is a physical aspect that could be related to the person’s country of origin. Because such features were mentioned in M. Butterfly, this makes more proof of the show’s relation to the theory of Orientalism. This show and topic could be seen as important to us today because it can help us face some of the current issues going on in today’s society. One example would be the protests regarding homosexuality. Song was told there was no homosexuality in China despite his apparent relationship with another man, otherwise known as Gallimard. The gay and lesbian citizens are becoming to be more open about their sexualities which would be a representation of the opposite of Gallimard’s feelings at the end of the show. He was trying to hide from the fact that he was in love with a man for the entire time, though he thought he was with a woman. Because of his previous feelings he was struggling with the thoughts of possibly being gay and coping with the deceit. This show can show the results of trying to store such strong thoughts away and trying to hide from them. The results of Gallimard’s heartbreak and his bad way of handling his grief, was killing himself. It was most lik ely more of a representation of the end of Madame Butterfly because of the Japanese suicide method and a shout out to the Orientalist ideas behind the show, but it could be seen to have a different representation that wasn’tShow MoreRelatedRacism, Sexism, and Sexuality Shown Through M. Butterfly by David Henry Hwang1782 Words   |  8 Pagescomparing them to a woman, or just simply calling their race feminine. The show M. Butterfly by David Henry Hwang is able to express different issues regarding the theory of Orientalism by hiding it amongst several conversations between characters. The play can be seen as highly political because of topics it chooses to discuss despite the fact that the lead character is a diplomat. Though somewhat unrelated; M. Butterfly can even have a certain Brecht-esque quality to it. Because it contains severalRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives an d Why It Is an Important Change.163893 Words   |  656 PagesHistory of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer

Different Colors Of Darkness By Nathaniel Hawthorne And...

Callie Shipley Mrs. Carroll Literature 2326 5 October 2014 Different Hues of Darkness At first glance, Nathaniel Hawthorne and Edgar Allen Poe may appear as though they are two birds of a feather. Their stories are often dark and dismal, and an enduring despair runs through the tales as a common thread. However, their inspirations originate from opposite ends of the spectrum. Hawthorne’s works are the offspring of legalistic Puritan values and beliefs; on the other hand, Poe’s stories reflect godlessness. While the characters of both authors often face a grim destination, the writers show through their unique styles that the path to hopelessness can take many different routes. These contrasting motivations first surface in the authors’ tones. Hawthorne’s solemn words hearken to the Puritan mantra of stringent moral standards and the belief of a wicked world. In â€Å"Young Goodman Brown,† the protagonist learns about the evil concealed in the hearts of people he reveres. In the same way Brown’s exposure robs him of hope and joy, Hawthorne’s themes of evil’s pervasiveness rob his stories of optimism. His disheartening opinion of humanity’s state echoes Puritan beliefs, and because of the prevalence of this belief in his stories, his tales are melancholy by necessity. In contrast to the stern Puritan perspective, Poe’s tone most resembles Gothic Romanticism. Eerie settings such as the abbey in â€Å"Ligeia† exemplify this melancholy style. Poe describes the abbey as having â€Å"gloomy andShow MoreRelatedDark Romanticism By Edgar Allen Poe1625 Words   |  7 PagesOne of the biggest literary of all times was known as dark romanticism. This kind of literature comes from the darkness inside of a person. Many people who like this style are know to be obsessed with gothic nature. Dark Romanticism is also know to come from darkness in the human soul, original sin, and a dark outlook on society. Dark Romanticism is the complete opposite of romanticism. According to what is dark romanticism â€Å" Dark Romanticism is. A sort of genre threat combines traditional love objectsRead MoreDark Romanticism As A Literary Genre Essay2034 Words   |  9 Pagesentities and over all meanings in dark romanticism. Rather than using bright colors their symbols are used in a dark perspective, for example a black rose may symbolize evil or death. Many things can be used as symbols to represent something else, it also helps to enforce a particular theme in the story.(study.com/academy/) Dark Romantic work authors tended to live in a dark world.These authors believed that the darkness in the world is not only an internal nature but they also see the external worldRead MoreAnalysis Of A Rose For Emily By William Faulkner1407 Words   |  6 PagesGoodman Brown, Nathaniel Hawthorne, uses significant symbolism to portray the protagonist’s struggle as a once religious resident of Salem Village, who abandon’s his beliefs, and chooses the road to damnation. His wife Faith’s name is symbolic of the Christian values he once honored and the conflict he now feels as he tells the figure in the forest, â€Å"Faith kept me back awhile† (Hawthorne 2). Rather than red ribbons on Faith’s cap, that would symbolize Brown’s love for his new wife, Hawthorne uses the

Ela Lesson Plan free essay sample

Students will identify and analyze the elements of sensory language, imagery, and style and continue to record examples of tone and imagery on graphic organizer. Students will identify how word is used in text and discuss and record possible meaning of unknown words. Rationale: Students will create habits of reading and analyzing text which they will utilize as readers. Prerequisite Skills: Students must be able to read and analyze a variety of text and utilize and have an accurate understanding of what is happening in a story. | TEK: TEKS 6. 8A: Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains; TEKS 6. 2B: Use context (e. g. , cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Writing-TEKS 6. 7A : Create multi-paragraph essays to convey information about the topic that: present effective introductions and concluding paragraphs; guide and inform the reader’s understanding of key ideas and evidence; include specific facts, details, and examples in an appropriately organized structure; and use a variety of sentence structures and transitions to link paragraphs. We will write a custom essay sample on Ela Lesson Plan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Objective: Students will connect and infer two reading selections and complete tiered discussion prompts to understand reading for information and responding to literature. Rationale: Students will create habits of reading and analyzing text which they will utilize as readers. Prerequisite Skills: Students must be able to read and analyze a variety of text and utilize and have an accurate understanding of what is happening in a story. | TEK: TEKS 6. 8A: Explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains; TEKS 6. 2B: Use context (e. g. , cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Writing-TEKS 6. 17A : Create multi-paragraph essays to convey information about the topic that: present effective introductions and concluding paragraphs; guide and inform the reader’s understanding of key ideas and evidence; include specific facts, details, and examples in an appropriately organized structure; and use a variety of sentence structures and transitions to link paragraphs. Objective: Students will complete a diagnostic selections test. Rationale: Students will create habits of reading and analyzing text which they will utilize as readers. Prerequisite Skills: Students must be able to read and analyze a variety of text and utilize and have an accurate understanding of what is happening in a story. | Assessment: Literary ResponsesMaterials: Literature Book, Reader’s Notebook, Write Source Book and workbookFocus: Group response question| Assessment: Visualization GraphicMaterials: Literature Book, Reader’s Notebook, Write Source Book and workbookFocus: Group response question | Assessment: How can I process word meaning by identifying similes? Materials: Literature Book, Reader’s Notebook, Write Source Book and workbookFocus: Group response question| Assessment: Recorded examples and interpretation in Reader’s NotebookMaterials: Literature Book, Reader’s Notebook, Write Source Book and workbookFocus: Group response question| Assessment: Diagnostic and Selection test. Materials: Literature Book, Reader’s Notebook, Writing workbookFocus: Review| Writing WS- Focus-Responding to texts-Response paragraph-pp. 296-298Grammar- Editing for Conventions –Parts of Speech (Action verbs and linking verbs p. 26)Activity

Spider Diagram About Communication in Schools Essay Example

Spider Diagram About Communication in Schools Essay Difference between children and adults| Children| Adults| Not slang – would be inappropriate| Can use slang| Adapted to their level- might not understand| Can use irony and jokes| Informal – as its easier to understand| Formal or informal depending on the person| Down to their physical level| Can use more complicated vocabulary| Specific Tone of voice | More serious| Writing – letters, emails, boards, notes etc. Writing – letters, emails, boards, notes etc. Tone of voice – can show you are excited about something or you are being sarcastic Tone of voice – can show you are excited about something or you are being sarcastic Effects Effects Skills needed Skills needed Sign Language or Makathon Sign Language or Makathon How to communicate How to communicate Depending on the audience Depending on the audience COMMUNICATION COMMUNICATION TDA 3. 1-1. 1, 1. 2, 2. 1, 2. 2, 2. 3 Talking – giving instructions to children, speeches, staff briefings etc, Talking – giving instructions to children, speeches, staff briefings etc, PECs for children with SEN PECs for children with SEN Effective team work – work faster and don’t duplicate jobs Effective team work – work faster and don’t duplicate jobs Progress and development academically and professionally as staff Progress and development academically and professionally as staff Sense of belonging – all children and staff feel valued Sense of belonging – all children and staff feel valued Satisfaction – which motivates to work harder Satisfaction – which motivates to work harder We will write a custom essay sample on Spider Diagram About Communication in Schools specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Spider Diagram About Communication in Schools specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Spider Diagram About Communication in Schools specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Confidence and self- esteem as feel that your work is appreciated Confidence and self- esteem as feel that your work is appreciated Reassurance: feeling sure of what you are doing Reassurance: feeling sure of what you are doing Sometimes Specific training is needed .e. g. sign language Sometimes Specific training is needed .e. g. sign language Listening – pay attention and follow instructions Listening – pay attention and follow instructions Patience – repeat and rephrase if necessary Patience – repeat and rephrase if necessary Body Language and face expression. E. g. frown in disapproval Body Language and face expression. E. g. frown in disapproval Natalia Figueroa Jurado 14th October 2012 Difference between children and adults| children| adults| Not slang inappropriate| Can use slang| Adapted to their level- might not understand| Can use irony and jokes| Informal – as its easier to understand| Formal or informal depending on the person| Down to their physical level| Can use more complicated vocabulary| Tone of voice | More serious|