Worksheet- On An Artist of the Floating World

 WORKSHEET:1 ‘An Artist of the Floating World’

Match the following items related to Kazuo Ishiguro with their descriptions.

Items	Descriptions
1. Sir Kazuo Ishiguro	a. his lyrical tales of regret fused with subtle optimism.
2. Novelist known for	b. British novelist of Japanese origin, born in Nagasaki, Japan.
3. Regret fused with subtle optimism	c. A narrative style that deals with memories and nostalgia of the past, often leading to regret for one's past deeds.
4. Nobel Committee remarked	d. Uncovering the abyss beneath our illusory sense of connection with the world.

Here are the correct matches:

Sir Kazuo Ishiguro - b. British novelist of Japanese origin, born in Nagasaki, Japan.

Novelist known for - a. his lyrical tales of regret fused with subtle optimism.

Regret fused with subtle optimism - c. A narrative style that deals with memories and nostalgia of the past, often leading to regret for one’s past deeds.

Nobel Committee remarked - d. Uncovering the abyss beneath our illusory sense of connection with the world.

1. Who is V S Naipaul, and what is he known for?

V. S. Naipaul, full name Sir Vidiadhar Surajprasad Naipaul, was a Trinidadian-born British writer of works of fiction and nonfiction in English. He was born on August 17, 1932, in Chaguanas, Trinidad and Tobago, and passed away on August 11, 2018, in London, England.

Naipaul is known for his comic early novels set in Trinidad, his bleaker novels of alienation in the wider world, and his vigilant chronicles of life and travels. His writing often explores themes of exile and postcolonial identity.

Some of his notable works include:

“A House for Mr Biswas” (1961)

“In a Free State” (1971), for which he won the Booker Prize

“A Bend in the River” (1979)

2.What is the book "Good Muslim" about? Also mention the author & country .

“The Good Muslim” is a novel by Tahmima Anam, an award-winning author from Bangladesh.

The book is a sequel to her debut novel “A Golden Age” and spans the year from 1984 to 1985, with occasional flashbacks to the aftermath of the Bangladesh Liberation War in 1971. It’s a story about faith and family shadowed by a war.

The central characters of the novel are Maya and Sohail. In 1984, Maya returns home after almost a decade of absence and finds her beloved brother Sohail completely transformed. She still has the same revolutionary zeal, but Sohail has resorted to religiosity in its puritanical form and has become a charismatic religious leader.

The ideological difference between Sohail and his sister creates a deep-seated schism in their minds. This difference is the central conflict in “The Good Muslim”. They have charted their own ways, opposite to each other’s, of moving forward in the shadow of the tortuous history.

Maya is a liberal-minded ‘village doctor’ who helps women victims of war. Sohail’s way of being a good Muslim is altogether different from his sister’s. He has embraced a version of Islam as defined by the Tablig Jamaat, which shuns the joyful life filled with music, friends and liberal values.

The book is set in Bangladesh at a time when religious fundamentalism is on the rise. It’s an epic story about faith, family, and the long shadow of war.

3. What is "The Lowland" about?

“The Lowland” is a novel by Jhumpa Lahiri that explores the lives of two brothers, Subhash and Udayan Mitra, who grow up in Calcutta in the 1960s. Their neighborhood, Tollygunge, is full of refugees displaced by the 1947 Partition of India. The brothers, who are one year apart in age, are inseparable during their childhood.

Subhash, the older and more reserved brother, often finds himself roped into trouble by his younger, more impulsive brother Udayan. As they enter their collegiate years and attend separate local universities, they begin to drift apart. Udayan becomes involved with a group of radicals associated with the Communist Party of India (Marxist-Leninist), a splinter group of the Communist Party of India with ties to the Naxalite movement. Amid the violence and unrest, Udayan devotes his days and nights to CPI (ML) activities, while Subhash decides to pursue a Ph.D. in America.

In America, Subhash attends university in Rhode Island, where he is one of the only Indian students. His feelings of isolation increase when a letter from Udayan arrives saying he has gone against their parents’ wishes for an arranged marriage and chosen to marry a woman named Gauri for love. Subhash returns to Calcutta to find it completely changed by the violence of the Naxalites. Subhash realizes that his brother had never given up his radical politics and was likely killed by police.

The novel is a deeply felt exploration of family ties that entangle and fray in ways unforeseen and unrevealed. It examines in intimate detail the intersection of the political and the personal, encompassing nearly 50 years of Indian and American history through the lives of one family.

4.Who is the author of ‘Island of Thousand Mirrors? ___________ ________________    and to which country does s/he belongs to? 

The author of ‘Island of Thousand Mirrors’ is Nayomi Munaweera. She was born in Sri Lanka and grew up in Nigeria. She emigrated to the United States in her early teens and now lives in Oakland, CA. Therefore, she is a Sri Lankan American writer.

5.Explain the significance of the title of the novel ‘An Artist of the Floating World’ in a few words

The title “An Artist of the Floating World” holds significant meaning in relation to the themes of the novel. The term “Floating World” is a reference to an ancient Japanese tradition of creating art that was impermanent and could be destroyed. This symbolizes the fragile nature of memory, as it is constantly shifting and being reinterpreted. It also refers to the idea of life as a constantly changing and ephemeral thing. The title is a metaphor for the idea that life can be both beautiful and fleeting. Furthermore, the novel’s title is based on the literal translation of Ukiyo-e, a word referring to the Japanese art of prints. The novel’s presentation of a vain and self-deluding artist whose contributions lose their importance with the passage of time gives the title its meaning. In essence, it reflects the transient and changing nature of the world, the impermanence of art, and the shifting perceptions of an individual’s life and work. 

 WORKSHEET:2 ‘An Artist of the Floating World’

Explain these quotes: 

(A) “As far as I am concerned, I freely admit I made many mistakes. I accept that much of what I did was

ultimately harmful to our nation, that mine was part of an influence that resulted in untold suffering

for our own people. I admit this.” Speaker: ______________________ to:

_______________________.

This quote seems to be a confession or admission of guilt from a person who acknowledges their past mistakes and their negative impact on their nation. It could be from a political leader, a military official, or any influential figure who had a significant role in shaping the course of their nation’s history. The significance of this quote lies in its demonstration of remorse and acceptance of responsibility for past actions.

A."There's a certain kind of artist these days," he went on, "whose greatest talent lies in hiding away from the real world. Unfortunately, such artists appear to be in dominance at present, and you, Ono, have come under the sway of one of them. Don't look so angry, it's true. Your knowledge of the world is like a child's. I doubt, for instance, if you could even tell me who Karl Marx was." 

 This quote appears to be a critique of a certain type of artist who avoids engaging with the real world and its issues. The speaker seems to be admonishing Ono, presumably an artist, for his lack of worldly knowledge. The mention of Karl Marx suggests a discussion about political or economic theories that the artist might be ignorant of. The significance of this quote could be in its commentary on the role and responsibilities of artists in society.

C."Was Mr Naguchi like Oji?" --- Oji, why did Mr Naguchi kill himself?"

This quote seems to be a question about a person named Mr. Naguchi, who appears to have committed suicide. The speaker is asking if Mr. Naguchi was like Oji, possibly another character or person known to them. The significance of this quote could lie in its exploration of the reasons behind Mr. Naguchi’s tragic decision and its impact on the people around him.

D. “My conscience, Sensei, tells me I cannot remain forever an artist of the floating world." --- Then he said: "As you point out yourself, Ono, these are troubled times. All the more so for a young artist, practically unknown.” 

 This quote is from a person addressing their Sensei, indicating a student-teacher relationship. The speaker, presumably a young artist, is expressing their realization that they cannot remain detached from the realities of the world, especially in troubled times. The significance of this quote could be in its reflection of the artist’s personal growth and their decision to engage more deeply with the world around them.

Thank You !

Activities On Audens Poem

 Worksheets on Audens Poem 

This Blog is a part of the thinking Activity task of Auden's poem.

- assigned by Dilip Barad sir

• Worksheet - 1 |W H. Auden.|

Essay: Exploring W. H. Auden's "September 1, 1939"

Answer:-

"September 1, 1939" is a poignant and introspective poem by W. H. Auden, written at a critical juncture in history as World War II was looming. Auden, known for his complex yet accessible poetry, delves deep into the human condition and the societal backdrop of his time through this piece. The poem reflects on themes of fear, despair, the loss of innocence, and the search for meaning in a world torn apart by conflict.

At its core, "September 1, 1939" grapples with the aftermath of the devastation caused by World War I and the impending threat of another global conflict. Auden begins the poem by setting the scene, describing the city of New York on the eve of war. The poem's opening line, "I sit in one of the dives," immediately establishes a sense of isolation and disillusionment, as the speaker observes the world around him with a mixture of cynicism and despair.

Throughout the poem, Auden explores the human response to fear and uncertainty. He speaks of "unmentionable odour of death," highlighting the pervasive sense of dread that hangs over the city. The line, "Faces along the bar / Cling to their average day," captures the futile attempt to find normalcy in a world on the brink of chaos. Auden suggests that even in the face of impending disaster, people cling to routine and familiarity as a means of coping with their anxiety.

The poem also addresses the loss of innocence and the erosion of moral values in a time of crisis. Auden laments, "All I have is a voice / To undo the folded lie," emphasizing the power of language and truth-telling in the face of deception and propaganda. He acknowledges the seductive allure of authoritarianism and the danger of succumbing to its promises of security at the expense of individual freedom and integrity.

Despite the bleakness of its subject matter, "September 1, 1939" offers a glimmer of hope in its closing stanzas. Auden calls for a renewal of faith in humanity and a rejection of the forces of hatred and division. He writes, "We must love one another or die," underscoring the importance of compassion and solidarity in the face of adversity. The poem concludes with a call to action, urging readers to embrace the power of love and empathy as a means of transcending the darkness of the present moment.

In conclusion, W. H. Auden's "September 1, 1939" is a haunting meditation on the human condition in the midst of crisis. Through his evocative imagery and thought-provoking verse, Auden invites readers to confront the harsh realities of war and oppression while also holding onto the hope for a better future. The poem remains a timeless reminder of the enduring power of compassion, resilience, and the indomitable human spirit.

•Worksheet-2: W.H. Auden's poem 'September 1, 1939'

 • Questions • 

1. What is the setting of the poem?

Ans:

The setting of the poem "September 1, 1939" by W. H. Auden is primarily New York City on the eve of World War II. The speaker describes sitting in a bar, observing the city and its inhabitants as they grapple with the looming threat of war.

2. What is the mood of the poem?

Ans:

The mood of the poem "September 1, 1939" by W. H. Auden is somber, introspective, and contemplative. It conveys a sense of despair, disillusionment, and anxiety in the face of impending conflict and uncertainty. Despite moments of hope, the overall tone is one of melancholy and reflection.

3. What is the significance of September 1, 1939, in the poem?

Ans:

September 1, 1939, holds significant historical importance as the date when World War II officially began with Germany's invasion of Poland. In the poem, this date serves as a backdrop for the existential reflections and societal commentary offered by Auden. It marks a turning point in history, symbolizing the onset of a period of global conflict, fear, and upheaval. The poem uses this date to explore the human condition and the broader implications of war and violence on individuals and society.

4. What is the theme of the poem?

Answer:

The central theme of "September 1, 1939" by W. H. Auden is the human response to crisis and the search for meaning in a world fraught with uncertainty and despair. The poem explores themes of fear, disillusionment, the loss of innocence, the erosion of moral values, and the power of love and compassion to transcend darkness. It delves into the existential angst of individuals facing the specter of war and reflects on the broader implications of societal breakdown and political upheaval. Ultimately, the poem grapples with questions of humanity's capacity for both destruction and redemption in the face of adversity.

5. What is the role of history in the poem?

History plays a significant role in "September 1, 1939" by W. H. Auden as the poem is set against the backdrop of a specific historical moment: the eve of World War II. Auden reflects on the historical context of the time, including the aftermath of World War I, the rise of authoritarian regimes, and the looming threat of another global conflict. By situating the poem in this historical context, Auden emphasizes the cyclical nature of human history and the enduring relevance of his themes—such as fear, disillusionment, and the struggle for moral integrity—across different periods of time. Additionally, the poem serves as a commentary on the events and ideologies of its era, inviting readers to reflect on the lessons of history and their implications for the present and future.

6. Explain the line "We must love one another or die."

Answer:

The line emphasizes the necessity of love and unity amidst adversity, warning of the consequences of succumbing to hatred and division. It urges individuals to embrace empathy and solidarity to preserve the dignity and integrity of humanity.

7. What is the significance of the "Ironic points of light" in the poem? 

Ans:

 The phrase "Ironic points of light" symbolizes hope and resilience amidst despair in Auden's poem, contrasting with the prevailing cynicism. They represent instances of human goodness and courage, highlighting the theme of finding hope in adversity.

8. Write explanation on any one stanza of the poem. The poem is linked in the teacher’s blog. 

Ans:

The unmentionable odour of death

Offends the September night. Accurate scholarship can

Unearth the whole offence

From Luther until now

That has driven a culture mad,

Find what occurred at Linz

What huge imago made

A psychopathic god:

I and the public know

What all schoolchildren learn,

These lines are from W. H. Auden's poem "September 1, 1939." Auden reflects on the outbreak of World War II and the rise of totalitarianism, particularly focusing on Adolf Hitler and the events leading to the war. The poem explores themes of evil, political corruption, and the search for meaning in a chaotic world.

•Worksheet -3| Auden's poem|

1. There are three couplets in W.H. Auden’s poem ‘Epitaph on a Tyrant’. Explain any one couplet: 

Answer:-

One couplet from W.H. Auden's poem "Epitaph on a Tyrant" goes:

"Perfection, of a kind, was what he was after,

And the poetry he invented was easy to understand;"

In this couplet, Auden is satirizing the tyrant's desire for perfection and his simplistic approach to creating propaganda or controlling the masses. The "poetry" mentioned here refers metaphorically to the tyrant's rhetoric or ideology, which is presented as being shallow and easily digestible, lacking depth or complexity. It reflects how tyrants often manipulate language and ideas to appeal to the lowest common denominator in order to maintain power.

2. Who do you think the poem is about?

Ans:

"Epitaph on a Tyrant" is often interpreted as a satirical commentary on various tyrants throughout history, rather than being specifically about one individual. Auden wrote the poem during a time of political upheaval, and it reflects his observations on the nature of totalitarianism and authoritarian regimes in general. While it may draw inspiration from specific historical figures such as Adolf Hitler or Joseph Stalin, its themes are broader and applicable to any leader who seeks absolute power and control.

3. What is the message or theme of the poem?

 Answer:-

The poem "Epitaph on a Tyrant" by W.H. Auden explores themes of power, tyranny, and the manipulation of language and ideology. Its central message revolves around the dangers of totalitarianism and authoritarian rule, as well as the ways in which tyrants use propaganda and rhetoric to maintain control over the masses. Auden critiques the simplistic and deceptive nature of tyrants' messaging, highlighting the shallow and often destructive impact it has on society. Overall, the poem serves as a warning against the allure of power and the consequences of surrendering to authoritarian leaders.

4. Creative Response:-

(i) Ask ChatGpt to write epitaph for a tyrant, using this poem as a model. Compare the language and

imagery with that of used in the original poem. Comment upon the message in the generated poem.

Answer:-

Epitaph for a Tyrant:

His thirst for dominion knew no end,

Crafting a façade of virtue to defend;

In the chambers of deceit, he held his sway,

Twisting truth and reason, leading all astray.

With calculated charm, he sought control,

Molding minds with rhetoric, taking its toll;

His words, like venom, seeped into the land,

Corrupting hearts with promises so grand.

Perfection, he claimed, was his sole aim,

Yet beneath the surface, lay a darker flame;

His vision of glory, a guise for oppression,

A tyrant's legacy, a nation's regression.

In the annals of history, his name may fade,

But the scars he left will never evade;

For he, the tyrant, in his ruthless reign,

Left a legacy of sorrow, heartache, and pain.

Comparing the language and imagery used in this epitaph to that of Auden's original poem, we see similar themes of tyranny, manipulation, and the abuse of power. Both texts employ vivid imagery and poetic language to convey the destructive nature of authoritarian rule. However, the epitaph adopts a more personalized tone, directly addressing the tyrant and his actions, while Auden's poem takes a more generalized approach, focusing on the characteristics and consequences of tyranny in a broader sense.

The message conveyed in this generated epitaph is one of condemnation for the tyrant's actions and a recognition of the lasting impact they have on society. It serves as a warning against the dangers of unchecked power and the importance of remaining vigilant against oppression and injustice.

(ii) Ask ChatGpt to write a poem similar to ‘In Memory of W.B. Yeats, using this poem as a model. 

Compare the language and imagery with that of used in the original poem. Comment upon the message in the generated poem    

Answer:- 

Here's a poem modeled after "In Memory of W.B. Yeats" by W.H. Auden:

••In Memory of Maya Angelou••

The words of wisdom that she penned,

Now silent in the poet's den;

Her voice, a beacon in the night,

Guiding souls towards truth and light.

From the depths of pain, she found her voice,

Injustice challenged, she made her choice;

Her verses, like a soothing balm,

Healing wounds with their calming psalm.

In the rhythm of her verses' flow,

Echoes of resilience, strength to show;

Her spirit, like a mighty tree,

Rooted deep, yet wild and free.

Oh, Maya Angelou, poet wise,

Your legacy in every sunrise;

In every heart that dares to dream,

Your words shall echo, a timeless stream.

Comparing the language and imagery used in this poem to that of Auden's original poem, we see similar themes of honoring a revered poet and reflecting on their impact on the world. Both poems employ rich imagery and evocative language to celebrate the poet's contribution to literature and society. However, while Auden's poem reflects on Yeats' life and works in a broader historical context, this poem focuses specifically on Maya Angelou and her legacy of resilience, empowerment, and hope.

The message conveyed in this generated poem is one of reverence and gratitude for Maya Angelou's enduring influence as a poet and activist. It celebrates her ability to uplift and inspire others through her words, highlighting the transformative power of literature and the enduring legacy of those who use their voice to advocate for justice and equality.

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Worksheets on " 1984" Novel and Film Adaptation

 Worksheets on " 1984" Novel and Film Adaptation

  Worksheet: 1 Understanding Dystopia and Orwellian

1. What is Dystopia?

 Define Dystopia:

A dystopia is an imagined world or society in which people lead wretched, dehumanized, fearful lives. It is often characterized as a very bad or unfair society with a lot of suffering, especially an imaginary society in the future, after something terrible has happened. This term is frequently used in literature to describe a society that is strikingly worse as a result of a changed outcome. It’s the opposite of a utopia, which is an ideal and perfect society.

Some Examples of dystopian stories or films :

 here are some short examples of dystopian stories and films:

Movies:

1. The Running Man (1987)
2. Alita: Battle Angel (2019)
3. Resident Evil (2002)
4. Total Recall (1990)
5. Divergent (2014)
6. X-Men: Days of Future Past (2014)
7. Blade Runner (1982)
8. The Matrix (1999)
9. Children of Men (2006)
10. Mad Max: Fury Road (2015)
11. Snowpiercer (2013)
12. Metropolis (1927)

2. How to recognize Dystopia?

   A) What are some characteristics of a dystopian society?

A dystopian society often has the following characteristics:

Controlling, oppressive government: The government usually has total control over everything, including people’s personal lives.

Restricted freedom: People often have little to no personal freedom. They can’t do or say what they want, and their lives are heavily controlled and monitored by the government.

Inequality: There’s often a clear division between the rich and the poor. The rich live in luxury while the poor suffer.

Propaganda: The government uses propaganda to control the people and keep them in line.

Surveillance: Privacy is often non-existent. The government keeps a close eye on its citizens, monitoring their every move.

Loss of Individuality: People are not seen as individuals with unique thoughts and emotions. Instead, they’re parts of a whole, expected to conform and obey without question.

Environmental devastation: The environment is typically destroyed and ignored.

Extreme social and economic class divides: Societies engaged in forever wars, and characterized by extreme social and economic class divides.

Mass poverty: There is often mass poverty.

Anarchy: There can be a state of anarchy.

Illusion of perfection: The society gives the illusion of perfection, but is truly corrupt.

These characteristics give dystopian societies their grim, bleak feel.

    B) can you think of any real world examples of societies that have exhibited dystopian characteristic? 

 there have been several societies in the real world that have exhibited dystopian characteristics. Here are a few examples:

Nazi Germany (1933-1945): This period was marked by totalitarian rule, widespread surveillance, and mass genocide.

Stalin’s Soviet Union: This era was characterized by severe political repression, widespread surveillance, and famine.

Khmer Rouge in Cambodia (1975-1979): This regime was responsible for the Cambodian genocide and other severe human rights abuses.

North Korea (Especially Under Kim Jong-un): The country is known for its totalitarian rule, lack of freedom of expression, and constant surveillance.

Maoist China during the Cultural Revolution (1966-1976): This period was marked by widespread social and political upheaval.

These real-world examples have elements that are often found in dystopian literature, such as lack of freedom, oppressive government control, and widespread suffering.

3. What do you understand by 'Orwellian'?

   A) What is the origin of the term  'Orwellian'?

The term ‘Orwellian’ is derived from the name of the English author George Orwell, particularly in reference to his novel “Nineteen Eighty-Four” which describes a government that has total control over the people. The term was first attested in 1950. It is used to describe a situation, idea, or societal condition that George Orwell identified as being destructive to the welfare of a free and open society. It denotes an attitude and a brutal policy of draconian control by propaganda, surveillance, disinformation, denial of truth (doublethink), and manipulation of the past.

   B) What are the some characteristics of an 'Orwellian' society?

An ‘Orwellian’ society, named after the author George Orwell, typically exhibits the following characteristics:

Totalitarian Control: The government has absolute control over every aspect of life.

Surveillance: Citizens are constantly monitored, often through cameras.

Propaganda and Disinformation: The government feeds fabricated news stories to the public.

Denial of Truth (Doublethink): The society accepts self-contradictory ideas as true.

Manipulation of the Past: The government controls the public’s understanding of history, including erasing individuals from public record and memory.

Restrictions on Free Speech: Personal freedoms, such as freedom of speech, are severely limited.

Worksheet: 2 "1984" Film Adaptation screening Worksheet

Part 1: Pre screening

1984 story: 

“1984” is a dystopian novel by George Orwell set in a future world divided into three superstates—Oceania, Eurasia, and Eastasia—that are in a permanent war. The story revolves around Winston Smith, a low-ranking member of the ruling Party in London, in the nation of Oceania.

In this society, the Party, led by a figure known only as Big Brother, controls every aspect of life, including history and language. The Party watches citizens through telescreens, even in their own homes. It’s implementing an invented language called Newspeak, which attempts to prevent political rebellion by eliminating all words related to it. Even thinking rebellious thoughts is illegal.

Winston works in the Ministry of Truth, where he alters historical records to fit the needs of the Party. He starts a covert affair with a coworker, Julia, and they both hate the Party. Winston believes that a powerful Party member named O’Brien is a secret member of the Brotherhood—the mysterious, legendary group that works to overthrow the Party.

The novel explores themes of totalitarianism, propaganda, and the crushing of individuality. It remains a powerful warning about the dangers of unchecked government power and the erosion of fundamental human rights.

central themes or ideas of novel? why?

The novel “1984” by George Orwell explores several central themes. One of the most prominent is the dangers of totalitarianism. Orwell, having witnessed the horrific lengths to which totalitarian governments in Spain and Russia would go to sustain and increase their power, designed “1984” to warn readers of the dangers of such a government. The novel portrays a state in which the government monitors and controls every aspect of human life to the extent that even having a disloyal thought is against the law.

Another significant theme is psychological manipulation. The Party uses psychological stimuli to overwhelm the mind’s capacity for independent thought. The giant telescreen in every citizen’s room blasts a constant stream of propaganda designed to make the failures and shortcomings of the Party appear to be triumphant successes. The Party also undermines family structure by inducting children into an organization called the Junior Spies, which brainwashes and encourages them to spy on their parents and report any instance of disloyalty to the Party.

The novel also delves into the theme of individual vs. collective identity. One way a totalitarian regime seeks to stay in power is by denying human beings their individuality, eradicating independent thought through the use of propaganda and terror. Throughout “1984”, Winston tries to assert his individual nature against the collective identity the Party wishes him to adopt.

These themes are not just abstract concepts but reflect Orwell’s observations and concerns about the political and social environment of his time. They serve as a warning of what could happen if power is left unchecked.

Part 2 : Screening 

1. some key differences between the book and movie versions of 1984?

While both the book and movie versions of “1984” aim to depict George Orwell’s dystopian vision, there are some key differences between the two:

Representation of Characters: The characters in the movie may be portrayed differently than how they are described in the book. This is often due to the director’s interpretation and the actors’ performances.

Plot Details: Some events or details in the book might be omitted or altered in the movie due to time constraints or to make the story more suitable for a visual medium.

Symbolism and Themes: The book might delve deeper into symbolism and themes, given the nature of literature to provide detailed descriptions and inner thoughts of characters. The movie, on the other hand, relies more on visual and auditory elements to convey these aspects.

Ending: The endings of the book and movie might differ. This is not uncommon as filmmakers often change the ending of the story to leave a different impact on the audience.

Internal Monologues: The book provides a deep insight into the protagonist’s thoughts and feelings, which is hard to portray in films.

 these are general differences and may not apply to all book and movie adaptations of “1984”. For specific differences.

2. how does the films visual style and cinematography contribute to the story? what mood or tone it create?

The film adaptation of “1984” uses its visual style and cinematography to effectively convey the bleak and oppressive atmosphere of George Orwell’s dystopian world. Here are some ways it does so:

Color Palette: The film uses a muted, desaturated color palette that reflects the bleakness and monotony of life under a totalitarian regime.

Lighting: The use of harsh, stark lighting in many scenes creates a sense of unease and highlights the harsh realities of the characters’ lives.

Camera Angles and Movement: The film often uses unusual camera angles and movements to disorient the viewer and reflect the characters’ sense of confusion and fear.

Set Design: The sets are designed to look worn and dilapidated, reflecting the decay and neglect of the society.

These elements work together to create a mood of despair and oppression, effectively bringing Orwell’s dystopian vision to life on the screen.

3. compare the portrayal of the main character in the film from the novel . how are they similar or different?

The main character in George Orwell’s novel “1984” and its film adaptation is Winston Smith. Here are some similarities and differences in his portrayal:

Similarities:

• Both in the book and the film, Winston is depicted as a low-ranking member of the ruling Party who secretly despises the totalitarian regime.
• His job in the Ministry of Truth, where he alters historical records to match the government’s propaganda, is consistent in both versions.
• Winston’s internal rebellion and revolutionary dreams are central to his character in both the novel and the film.

Differences:

• The novel provides a deeper insight into Winston’s thoughts, feelings, and internal monologue, which is hard to portray in films.
• Physical descriptions of Winston might vary. In the novel, Winston is described as a 39-year-old man who looks older than his age, moves stiffly, and is in poor health. The film’s portrayal depends on the actor’s interpretation and physical appearance.
• The novel might delve deeper into Winston’s character development and his complex relationship with Julia and O’Brien.

4. what elements from the novel did the film adaptation include or exclude? where there any major plot that were left out?

The film adaptation of “1984” generally stays true to the novel, but there are some differences due to the different nature of the two mediums. Here are some elements that were included or excluded:

Included:

• The film includes the main plot of Winston Smith’s life in a dystopian society, his job at the Ministry of Truth, his secret rebellion, and his relationship with Julia.
• The themes of totalitarianism, surveillance, and manipulation of truth are also present in the film.

Excluded:

• Some details about Winston and Julia’s meetings are not as drawn out in the film as they are in the novel.
• The film focuses more on the plot and the dramatization of events, whereas the novel revolves around the manipulation of the masses into believing in something that doesn’t really exist.
• The ending of the movie differs from the book. In the novel, Winston is not shot, but he dreams he is. In their final meeting, Winston and Julia say “I told them about you” in the movie, which is different from the book’s “I betrayed you”.
• 
  

Part 3: Post Screening 

1. what are the strength and weakness of fim adaptation and how does it compare to other adaptations of 1984?

The 1984 film adaptation of George Orwell’s “1984” has its strengths and weaknesses:

Strengths:

The film is a reasonably faithful adaptation of the novel.

It captures the spirit of the novel superbly with its gritty visuals and unrelenting atmosphere.

Many of the film’s scenes were shot on the actual dates mentioned in the novel.

The themes of manipulation and identity are visually represented through the stark and austere sets, 

which create a sense of claustrophobia and confinement.

Weaknesses:

The film diverged significantly in its ending.

Some of the complexity of Winston’s character is lost in the film.

The constraints of the film do not allow for the same level of introspection as the book.

Comparing to other adaptations:

The 1956 film adaptation remained faithful to the themes and story of the novel, but made many changes to plot points and characters.

The 2023 adaptation by Finnish director Diana Ringo is the first Russian language adaptation of the novel.

An unproduced project by Paul Greengrass was set to reboot and make a new feature film based on the novel.

Each adaptation has its own unique interpretation and brings something different to Orwell’s dystopian vision.

2. How successful was the film in conveying the central themes and ideas of the novel? were there any aspects that the film failed to captured?

The 1984 film adaptation was generally successful in conveying the central themes and ideas of George Orwell’s novel. The film visually represented the themes of manipulation and the erasure of individual identity through stark and austere sets, creating a sense of claustrophobia and confinement. The use of cold, muted colors accentuated the bleakness of Winston’s existence and reinforced the idea of a world devoid of individuality.

However, some aspects of the novel were not fully captured in the film. While John Hurt’s portrayal of Winston Smith was compelling, the constraints of the film did not allow for the same level of introspection as the book. The complexity of Winston’s character, particularly his internal struggle, was somewhat lost in the movie. Additionally, the film diverged significantly in its ending, altering the original story.

In conclusion, while the film offered a visually compelling interpretation of Orwell’s dystopian world, it had limitations in conveying the depth and complexity of the novel.

Thank You !

Worksheets 3 and 4: An Artist of the Floating World

 Worksheets 3 and 4: An Artist of the Floating World

An Artist of the Floating World ~ Kazuo Ishiguro

This blog is a response to a task assigned by Dilip Barad sir, Department of English (MKBU). This blog is about the novel An "Artist of the Floating World". In this blog, there are two worksheets provided as tasks, which have been completed and are written here.

Worksheet-3: Exploring "An Artist of the Floating World" 

Activity 1: Understanding Narrative Perspective 

Identify instances in the transcript where Masuji Ono addresses the reader as "you." What effect does  this narrative technique have on the reader's engagement with the text? How does it contribute to the  characterization of Masuji Ono as an unreliable narrator? 

Ans : 

In the novel Masuji Ono addresses the reader as "you" at various points in the narrative, drawing them into his reflections and experiences. This technique makes the reader feel directly involved and compels them to consider Ono's perspective more personally. However, the use of "you" also adds to the sense of Ono's unreliability as a narrator. It suggests a manipulation of the reader's understanding, making them question Ono's motivations and interpretations of events. This contributes to the complex characterization of Ono as a narrator whose perspective may not always be trustworthy.

By using "you" he tries to make a relation with the reader it also make reader more connected emotionally with the Masoji that doesn't allow reader to think rationally or critiacally.

Activity 2: Character Analysis - Yukio Naguchi 

Reflect on Yukio Naguchi's decision to take his own life. What factors might have influenced his actions,  and how do Masuji Ono's reflections on Naguchi's character deepen our understanding of post-war  Japan's societal context? 

Ans.

Yukio Naguchi's decision to take his own life in the novel could have been influenced by several factors, such as his sense of guilt or despair over Japan's wartime actions and their consequences. Masuji Ono's reflections on Naguchi's character deepen our understanding of post-war Japan's societal context by highlighting the pervasive sense of shame and responsibility felt by many Japanese individuals who were involved in supporting or promoting the nationalist ideology of the time. Naguchi's suicide serves as a poignant example of the personal struggles and moral dilemmas faced by individuals grappling with their roles in a rapidly changing society recovering from the aftermath of war.

Activity 3: Artistic Evolution of Masuji Ono 

Analyze the transformation of Masuji Ono's painting from "Complacency" to "Eyes on the Horizon."  What symbolism is present in each iteration of the painting, and how does Masuji's artistic evolution  parallel his ideological journey throughout the novel? 

Ans.

Masuji Ono's painting undergoes a significant transformation from "Complacency" to "Eyes on the Horizon" in "Artist of the Floating World." In "Complacency," the painting may symbolize a sense of contentment or acceptance of the status quo, reflecting Ono's previous alignment with nationalist ideals and traditional values. This transformation parallels Ono's ideological journey throughout the novel, as he moves away from his past convictions and begins to question the societal norms and beliefs that he once upheld. The evolution of his art reflects his personal growth and willingness to embrace new ideas and perspectives, ultimately leading to a deeper understanding of himself and the world around him.

Activity 4: Theme of Art and Social Responsibility 

Explore Masuji Ono's ideological awakening and his confrontation with societal realities through his  art. How does his interaction with Matsuda and the Okada Singham organization reflect the novel's  exploration of the role of artists in addressing social issues? 

Ans.

In the novel, Masuji Ono starts to realize some important things about society through his art. His talks with Matsuda and being part of the Okada Singham group make him see the world differently. They show him that artists can speak up about social problems through their work. Ono's journey reflects how artists can use their talents to highlight important issues and bring about change in society. It teaches us that art isn't just about making pretty things but can also make people think about big issues and maybe even help solve them.

Activity 5: Encounters with Seji Muriyama and Setsuko 

Compare and contrast Masuji Ono's interactions with Seji Muriyama and his daughter, Setsuko. How  do these encounters contribute to Masuji's development as a character, and what insights do they  offer into his relationships and sense of identity? 

Ans.

When Masuji Ono was a student he talks to his sensei Seji Muriyama, there he says that he doesn't want to draw a pictures of these people who enjoy life at night but  he wants to draw the pictures of the poor people and contribute his art to the betterment to the society. There we see that he was so confident about himself that whatever he is doing is the right thing to do. When Masoji talks with his daughter Setsuke we find he started to regret his own fault, he admits that he has done something wrong. He thinks that whatever he has done during his past years those were the mistakes. There we see the character development of Masuji Ono. He started to take responsibility for his actions. 

Activity 6: Reflecting on "New Japan" 

Consider the concept of "New Japan" as discussed in the transcript. How does Masuji Ono's reflection  on the trajectory of the nation and his past endeavors contribute to our understanding of post-war  Japanese society and the challenges of progress? 

Ans.

Masuji Ono's thinking about "New Japan" in the novel shows us how Japan changed after the war and the difficulties it faced in moving forward. He realizes that what he once thought was good for the country is now seen as wrong. This teaches us that as societies change, people must face the consequences of their past actions. It also shows how personal beliefs and national ideas can clash, making it hard for individuals to find their place in a changing world.

Activity 7: Analyzing Matsuda's Role 

Evaluate Matsuda's role as a mentor figure in Masuji Ono's life. How does Matsuda's influence shape  Masuji's worldview and artistic trajectory, and what thematic significance does their relationship hold  in the context of the novel? 

Ans.

When Masuji Ono meets Matsuda he doesn't have any nationalistic ideas in his mind, it is Matsuda who encourages him to draw such a position which contains the theme of nationalism. That eventually draws his fall. In the novel there is a conversation between the two where they talk about the marxism and nationalism that influence Onoi to think in that direction. There is a thematic concern that relates the art and the artmanship. Why does an artist create art?  that becomes very important in this context.

Activity 8: Critical Reflection 

Reflect on the themes of memory, identity, and redemption as discussed in the transcript. How do  these themes resonate with you personally, and what insights have you gained from studying Ishiguro's  novel "An Artist of the Floating World"? 

Ans.

In the novel there are themes like memory, identity, and redemption are explored deeply. These themes make us think about how our past experiences shape our identity and influence our decisions. Just like Masuji Ono, the main character, we learn that our memories can impact how others see us and how we see ourselves. This story teaches us the importance of facing our past mistakes to find redemption and move forward in life. Studying Ishiguro's novel helps us understand that accepting our past and learning from it is a crucial part of growing and understanding ourselves better. It also talks about the wrong propaganda and how artist can be used by the power to make people look at the world as particular party want them to.

WORKSHEET-4: EXPLORING THEMES AND NARRATIVE STRATEGY IN "AN ARTIST OF THE FLOATING WORLD"

1. Understanding: 

a) What is the central theme discussed in the excerpt? 

Ans.

The central theme in the videos that are discussed is “Art and the Artist". Ishiguro gives different types of perspective to look at the art and use of it, which includes art for pleasure, art for business, art for society, art for political propaganda.

b) Who is the protagonist of the novel, and what is his desire regarding his art? 

Ans. 

Masoji Ono is the protagonist of the novel. His desire regarding art changes with time. First he does art because he likes that then for business. Later to appreciate the beauty. Then for telling a story of the poor people and at last for nationalism and to motivate people to fight.

2. Applying: 

a) How does Masuji Ono's shift in perspective reflect broader societal changes in post-war  Japan?

Ans.

When he grows older he gets into the connection with the young people who belonged to post war Japan. They consider that the war was a big mistake they have made. Masoji’s daughter Satsuka and his son in law also believe the same. Later after so much introspection he gets to know about his own mistakes that he became the reason for the propaganda of war and naturalism that leads Japan towards it's own destruction.

b) Can you provide examples of how nationalism influences the protagonist's actions in the  novel? 

Ans.

Chisu Matsuda plays a vital role in Onos life because he is the one who makes him see the world in that way. Firstly he is only painting the poverty but gradually that thing grows into nationalism and he makes a big mistake that he regrets his whole life. During his time nationalist paintings are also being appreciated that give him fame for some time but later that brings into a huge trouble for him.

3. Analyzing: 

a) How does Kazuo Ishiguro use narrative strategy to convey the theme of deception in the  novel? 

Ans.

The term Unreliable Narrator was introduced by Wayne C. Booth, the same context we find in the novel. The novel is written as a first person narrative. Masoji Ono is the one who tells a story to us. We have to rely on his narratives because that is the only source that we have. Now when any one who tells a story one uses that to make him a good person so, when Masuj Ono says that He is well reputed in the society but we get to know in the end that the very big art critic does not even know his name as an artist how can we rely on him. In the beginning there is a reference to the house that Masoji lives in. Someone has sold him because he was an artist, but we can question that narrative too.

b) Discuss the significance of Masuji Ono's journey from a respected artist to a figure of  disdain in society. 

Ans.

Through Masoji Ono’s story Kazuo Isiguro wants to convey a message that any artist can be used by politicians to promote any bad idea to people. Now as an artist one has to be careful that for what cause his art is being used. One should have a broad view to look at the right and wrong thing. Otherwise one might be used to convey the wrong message to society.

4. Evaluating: 

a) Do you believe Masuji Ono's actions are justified in his pursuit of advocating for the poor?  Why or why not?

Ans.

To some extent one can argue that advocating the poor is not a wrong idea but he swifts towards nationalism through that. That becomes problematic for him. If he would have stuck to that idea only then may his action be justified that he is contributing to the society but it isn't so. 

b) How does the unreliable narration contribute to the overall impact of the novel? Provide  examples to support your answer. 

Ans.

The beauty of the literature lies in how stories are told rather than what is told. The image we have of Masoji Ono in the beginning changes with the novel as the novel moves forward. If it has the omnipotent view then the unfolding of the past life can’t be done beautifully as it is done in the novel. The ignorance and the hindrance makes the novel more interesting and mysterious. The hidden signals we get throughout the novel we get like Setsuke saying to Masuji that he should meet his acquaintances before the spy goes to them that allows us to think what could go wrong in the past. Even while telling a story Masoji does not complete the whole event there and says something else that is also an interesting thing to observe that he is hiding something.

5. Creating: 

a) Imagine you are a character in the novel. Write a journal entry expressing your thoughts  and feelings about Masuji Ono's actions and their impact on society. 

Ans.

There is a person who lives in my neighborhood named Masoji Ono. I have known him for around 5 years. He is a good painter, maybe the best I have ever met. But nowadays he is drawing a strange painting. As now is the situation of the war people appreciate those types of paintings a lot but he seems misled by someone. War is never a solution of any problem. But now he is becoming more famous. He has a connection to high politics. There are many students who come to him to learn his art. It seems that he is doing what he wanted to do his whole life. I heard that one of his students was caught creating anti-national art and Masoji informed the police and he was caught. It seems he might get influenced by his paintings but why does that make him caught? Maybe some personal dispute. It seems that through his painting people are becoming more nationalistic and joining the army. Even through his paintings many people get influenced to kill or to be killed. It rather seems people might be going towards a wrong path. 

b) Design a new book cover for "An Artist of the Floating World" that captures the essence  of its themes and narrative style. Explain your design choices. 

The image is generated by an AI tool Designer(Microsoft). I gave this prompt to ChatGPT "I want to Design a new book cover for "An Artist of the Floating World" that captures the essence  of its themes and narrative style. Write short and direct instruction that can be given to photo generative AI. also add name and the name of the book"

This was the response given by ChatGPT that I also given to Microsoft designing AI:

"Title: 'An Artist of the Floating World' 

Author: Kazuo Ishigurol

Instructions for AI:  

In the background, depict a traditional Japanese landscape with cherry blossom trees and a serene river. Include a Japanese-style wooden bridge arching over the river. Show a silhouette of a lone figure standing on the bridge, gazing pensively into the distance. Ensure the scene has a calming and reflective atmosphere, reflecting the novel's themes of memory and personal introspection. The title "An Artist of the Floating World" and the author's name "Kazuo Ishiguro" should be clearly displayed at the top of the cover in bold lettering."

Reference :

I have used Chat gpt.

Thank You.

Indian Poetics

Thinking Activity : 

 Indian Poetics

This blog is based on Thinking Activity which is assigned by Dilip Barad Sir in which I am going to talk about the topic of Indian Poetics and I am going to discuss the Rasas' Dhavani' Alankar; Dhavni etc.

 

Rasa in Sanskrit it means "essence"; "taste"; or "Flavour"; literary.

In this blog I will deal with various concepts of Indian Poetics like Rasa, Riti, Vakrokti, Alankara, Dhvani, and Auchitya.in this blog I am going to give basic understanding about this school. The lectures of Indian Poetics were taken by a most prominent Gujarati Writer, Poet and Critic as well as Prof. Vinod Joshi sir in department of English m.k.b.u.

Introduction:

Ancient Indian literary criticism predominantly flourished in Sanskrit, encompassing disciplines such as Sahityasastra, Alamkarshastra, Kavyashstra, and Kavyamimansa. Poetry, aiming for Rasanubhuti or aesthetic pleasure, played a central role in this rich tradition.

Sanskrit poetics, an integral part of Indian poetics, laid the foundations for various theories, including Rasa, Vakrokti, Alamkara, Auchitya, and Riti. These branches collectively offer a profound understanding, serving as the bedrock for literary analysis.

In the realm of language, considered a vocal symbol, interpretations based on experience have inherent limitations. Criticism, by broadening one's vision, becomes a vital tool for evaluating works of art. Indian Poetics, with its classifications and categories, serves as a deep wellspring for exploring the nuances of literature.

1. Rasa theory by Bharata

2. Dhvani theory by Anandvardhan

3. Vakrokti theory by Kuntaka

4. Alamkara by Bhamaha

5. Riti by Vaman

6.Auchitya by Kshemendra

 Let's explore each of these literary theories along with examples:

1. Rasa Theory by Bharata: 

Bharata Muni, an ancient Indian sage, developed the Rasa theory, which focuses on the emotional responses evoked in the audience through literature, particularly in Sanskrit drama. According to Bharata, there are nine rasas or aesthetic experiences: love (shringara), laughter (hasya), sorrow (karuna), anger (raudra), energy (veera), fear (bhayanaka), disgust (bibhatsa), wonder (adbhuta), and peace (shanta). Each rasa is associated with a dominant sentiment or emotion that the audience feels while experiencing the work. For example, in the play "Shakuntala" by Kalidasa, the portrayal of romantic love evokes the shringara rasa in the audience.

2. Dhvani Theory by Anandavardhana : 

Anandavardhana, a Kashmiri philosopher and literary theorist, developed the Dhvani theory, which focuses on the suggestive power of language and the emotional impact it has on the audience. According to Dhvani theory, the primary purpose of poetry is to evoke a dhvani or suggested meaning beyond the literal words. This suggested meaning can be understood through the use of suggestive language, imagery, and symbols. For example, in the poem "The Road Not Taken" by Robert Frost, the choice of the less-traveled road serves as a metaphor for life decisions and the idea of forging one's own path.

3. Vakrokti Theory by Kuntaka: 

Kuntaka, a Kashmiri poet and critic, developed the Vakrokti theory, which emphasizes the use of indirect or oblique speech in poetry. According to Kuntaka, vakrokti or twisted expression is essential for creating aesthetic pleasure in poetry. This twisted expression involves the use of figures of speech such as metaphor, simile, irony, and paradox to convey deeper meanings and evoke emotional responses in the audience. For example, in Shakespeare's "Sonnet 18," the speaker compares the beloved to a summer's day, using metaphor to convey the enduring beauty of the beloved.

4. Alamkara by Bhamaha : 

Bhamaha, an ancient Indian scholar, developed the concept of Alamkara, which refers to the ornamentation or embellishment of language in poetry. According to Alamkara theory, the beauty of poetry lies in its use of figurative language, such as simile, metaphor, personification, and hyperbole, to enhance the aesthetic experience of the reader. For example, in Emily Dickinson's poem "Hope is the thing with feathers," the comparison of hope to a bird using metaphor serves as an alamkara, enriching the poem with symbolic meaning.

5. Riti by Vamana:

 Vamana, an ancient Indian critic, developed the concept of Riti, which refers to the style or manner of expression in poetry. According to Riti theory, the effectiveness of poetry depends on its appropriate use of language, diction, and rhythm to convey the intended mood or emotion. Different styles of expression are associated with different literary traditions and genres. For example, the lyrical style of expression in Romantic poetry, characterized by vivid imagery and emotional intensity, reflects a particular riti or style.

6. Auchitya by Kshemendra: 

Kshemendra, an Indian poet and critic, developed the concept of Auchitya, which refers to the appropriateness or propriety of expression in poetry. According to Auchitya theory, the success of a literary work depends on the suitability of its language, imagery, and style to the subject matter and context. For example, in a poem about love and romance, the use of tender language and romantic imagery would be considered appropriate, whereas in a poem about war and conflict, more martial language and imagery would be expected.

Thank You for Visiting.

https://blog.dilipbarad.com/2022/02/indian-poetics.html

For more information ref the link given 

The Great Gatsby

 Thinking Activity

The Great Gatsby

#  Creative and Analytical Activities:

(i) Modern Reimagining:

In a modern setting, one key scene from "The Great Gatsby" could be reimagined as follows: Instead of Gatsby's extravagant parties at his mansion, the scene could take place at a high-profile celebrity event or exclusive nightclub in a bustling city like New York. Instead of elegant jazz music filling the air, thumping electronic beats pulse through the venue. The opulent displays of wealth are replaced by flashy designer clothes, expensive cars, and VIP bottle service. The characters mingle amidst a sea of flashing lights and smartphone cameras, each striving to capture the attention and admiration of their peers on social media. The modern reimagining reflects the same themes of excess, superficiality, and the pursuit of the American Dream, but within the context of contemporary society and technology.

(ii) Symbolism Analysis:

Key symbols in "The Great Gatsby" include the green light, which represents Gatsby's unattainable dreams and aspirations, the eyes of Doctor T.J. Eckleburg, symbolizing the moral decay and spiritual emptiness of the characters, and Gatsby's parties, which symbolize the superficiality and decadence of the Jazz Age. The green light across the bay represents Gatsby's longing for Daisy and his belief in the possibility of recapturing the past. The eyes of Doctor T.J. Eckleburg, looming over the Valley of Ashes, symbolize the moral corruption and spiritual bankruptcy of the characters, as well as the decay of the American Dream. Gatsby's extravagant parties, filled with excess and indulgence, serve as a symbol of the superficiality and emptiness of the Jazz Age, where appearances often mask deeper truths.

(iii) Historical Context Exploration:

"The Great Gatsby" is set in the 1920s, a period known as the Roaring Twenties, characterized by economic prosperity, cultural upheaval, and social change. The novel reflects the hedonism and excess of the Jazz Age, as well as the disillusionment and moral ambiguity that followed World War I. The characters' pursuit of wealth, status, and pleasure mirrors the materialism and shallowness of the era, while themes of love, identity, and the American Dream resonate with broader cultural concerns of the time. The novel also explores issues of class, race, and gender, reflecting the social tensions and inequalities of 1920s America.

(iv) Comparative Analysis:

"The Great Gatsby" can be compared to F. Scott Fitzgerald's other novel, "Tender Is the Night," which explores similar themes of wealth, ambition, and moral decay. Both novels depict the glittering facade of the Jazz Age and the dark underbelly of excess and disillusionment. However, while "The Great Gatsby" focuses on the rise and fall of Jay Gatsby and the elusive nature of the American Dream, "Tender Is the Night" delves into the disintegration of a marriage and the moral decline of its protagonist, Dick Diver. Despite their differences in plot and characterization, both novels offer poignant critiques of the values and aspirations of their time, capturing the spirit of the Jazz Age and its aftermath.

Thank You for Visiting.