An audiences responce to Hedda gabler Essay Example for Free

An audiences responce to Hedda gabler Essay Hedda Gabler is a dramatic, exciting, confusing and at times unpleasant character, who is frustrated by a lack a freedom where she cannot be the wild and unstable free spirit that she wishes and this shines through throughout the play. From this frustration comes immense boredom which is in her case very deadly. She embodies some of the typical Aristotelian qualities of a tragic protagonist but Ibsen has put a strange twist on it. For example she is a woman of fortune. It has been made clear in the book that she was born into this high class lifestyle and has this fortune by no endeavour of her own. Therefore, by being placed at the top of the hierarchy, she has further to fall and there is more at risk than the average person. However, she is not really someone that people can identify or can have sympathy for, as neither generous nor courageous. Also, as is common her fatal flaw is her snobbery or pride. However, Aristotles notion of hamarita states that it is a matter of action not the character themselves. I dont believe this applies her and agree with the 20th century interpretation. This is not brought about by the unfortunate circumstances more than the character themselves. This applies very much to Hedda as her conflicted individual moral psychology which brings about the opposite of what the character intends. The Norwegian playwright, Henrik Ibsen was very specific about the time when he set Hedda Gabler. The late 19th century was a time where woman were secluded and deluded into an oppressive and subjugate lifestyle. Ibsen puts Hedda in this male dominated were she challenges the conventional middle class bourgeois housewife by acting in a dictating and manly way witch were to shock the 19th century audience at this truly outrageous and outspoken character. The audience can therefore not identify with Hedda because in more ways than one she brings about her own demise. The local newspapers and media were disgraced; such as the daily telegraph which said What a horrible story! What a hideous play! The play is simply a bad escape of moral sewage-gas Describing Heddas feelings as the foulest passions in humanity. This shows that the most tragic thing to me is that there are people her in this world. The play is started off with the stage layout, witch Ibsen perceptibly and carefully layout, giving a very bourgeois atmosphere each object has a lot of meaning to show the tragic nature of the play and Hedda. For example there are a lot of dark and dull colours hinting to things; such as saying autumn colours. Ibsen is using pathetic fallacy to show Heddas state of mind. Autumn is a time were everything around us is dying, dead leaves on the floor and animals hibernating. A time were there seems to be a deafening silence in the air following the summer which is usually buzzing with life. This could mean that maybe Hedda has passed the summer time in her life. A time when she was herself bloom perhaps and a time when she was also buzzing with colourful life. It is mentioned that Hedda used to go to parties and be a socialite. Then we see her state of mind at the present which is autumn. This already sets the scene of this play as pessimistic and cold. This is unusual for Ibsens targeted audience as they were used to cheerful and uplifting entertainment. Something to bewitch them into thinking their lifestyle was perfect as it was, which Hedda Gabler does not do in the slightest. Another thing that might have stunned the audience is Heddas awkwardness towards Miss Tesman and Mrs Elvsted. At a time were woman only socialized with woman it is interesting to see how she treats her fellow females in such a horrible manner. This is shown towards the beginning of Act1 were she calls Miss Tesmans hat to be servants hat. As Miss Tesman is Mr Tesmans mother figure she should also traditionally be Heddas too, so by disrespecting like that would cause the audience to empathise with Miss Tesman and detest Hedda and her behaviour. Hedda also has a very unusual characteristics she presented by Ibsen in a very masculine way. By doing this she is emasculating George Tesman. To begin with he does this himself with Mrs Tesman, the keyword for the first is claustrophobic for Hedda; witch, with me, causes some sympathy for Hedda. With a combination of the childish nicknames (like Georgie and aunty juju) and the dreaded flowers make it as much cringe worthy to the audience as it was to Hedda, which is shown when they leave when The most prominent way that this is done is through the pistols, General Gablers pistols.

Apologies :: Writing Education Themewriting Essays

Apologies I can't apologize enough for this ugly piece of themewriting. Yes, I admit it, I wrote a standard themewriting paper. I started with a cute little introduction with my thesis sentence at the end of my introductory paragraph. Once I established my thesis statement I backed it up with the three magical points that were neatly wrapped up in three short paragraphs. I ended with a brilliant conclusion that only did what a standard themewriting paper does, I restated my introduction and what I had said in the three paragraphs prior to the conclusion. The whole paper makes me want to throw-up. I could have handed in just my conclusion because it said what the rest of the paper did with less of a waste of paper. I should have known when I read the conclusion that the paper was dung but of course I didn't have the knowledge of expository 220 yet. I learned quite a bit in the twelve weeks that the course offered. I learned how to use the web, how to write solid exposition, and how to rip apart a paper that I thought was "solid" just twelve weeks ago. As I started to look over my paper the first thing that really popped out at me was my need to over-simplify everything. Instead of writing for a college professor my work looked more like a elementary school level expository assignment. I should have followed it up with a "What I did this summer" paper. I was embarrassed that I had wrote at such a level. My grammar was clearly not up to a university standard. I'm not saying that to write simple is wrong but I did so in such a way where, as I look at it now, I could have said a lot more to enhance the paper and really say it in a different manner. As I talk about the simplicity of my former work I'd also really like to state that I had a very over-simplified point. My metaphor for my university education has been over cliched enough already. I didn't offer anything new and really had no real meaning to my paper. Looking back at the assignment I realize now that I didn't put enough thought into what I was writing about, which really s howed in my writing. I should have explored other metaphors before jumping into the first thing that popped into my head.

Paper and Pencil Tests

â€Å"We cannot do other that accommodate the needs of each individual learner† (Marsh 2008). This statement from Marsh outlines that children are all different and absorb content differently and at their own pace. A paper and pencil test does not fully assess their knowledge of a particular unit or subject but alternatively as Tomlinson states it â€Å"catalogues their mistakes†, which to my understanding will have a negative influence on self-esteem and demotivate the student to be proactive in the classroom. A Paper and pencil test is a â€Å"Traditional† way of assessing students and this type of structure limits the awareness for individualized learning and the level of knowledge with students being taught only what they need to know to pass the test therefor â€Å"Dumbing the Curriculum†. A student is not more intelligent because they are able to transfer their learning’s onto paper. Some students may not be able to express themselves in this manner as it only reflects one type of learning style, it does not mean they did not understand or GET what was taught. On the other hand a minority of students will shine through this type of assessment. Tomlinson argues the commitment to cater for individual differences, In A differentiated classroom multiple ongoing assessments are used, yet in a traditional classroom assessment is used to see â€Å"who got it† (Marsh 2004). A differentiated classroom gives the teacher an individual understanding of each student taking into account factors including their ability, culture, learning preferences and their level of readiness to allow the teacher to modify and/or improve the next lesson. After reading Tomlinson and Marsh’s views on a differentiated classroom I would have to disagree with the statement ‘Unless you test all students with ‘paper and pencil tests' to check their learning you are ‘dumbing down the curriculum'. I found as the teaching world is evolving so must the method in which we teach and assess students, a paper and pencil test does not fully capture the knowledge of a student or the capacity they have learnt.

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