| Papers [1-16] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "ATHOL FUGARD MASTER HAROLD BOYS": |
|
|
Athol Fugard's "'Master Harold'... and the Boys", 2007.
A review of the play "'Master Harold'... and the Boys" by South African playwright Athol Fugard.
1,419 words (approx. 5.7 pages), 1 source, MLA, AU$ 76.95
»
Click here to show/hide summary
Abstract
This paper looks at the subject of Apartheid in South Africa in the 1950's, by examining the dialogue between the three characters in the play "'Master Harold'... and the Boys" by Athol Fugard. It explains the narrative of the play and the describes the relationships between the characters in the play. The paper also discusses Fugard's technique of allowing each character to tell a story, which allows the audience a glimpse into the character's past and makes the play more real.
From the Paper
"The play begins on a note of tolerance and agreement, and it ends in anger and racist speech. Apartheid was a deliberate creation of the White power structure to prevent the Blacks from gaining political power, and while racial segregation had been the norm through most of the century before that, apartheid made this the law and also made it harsher than it had been before. In the play, the White anger directed at Blacks is an anger that was general, meaning the Blacks were being made scapegoats for whatever other problems and concerns the Whites might have."
| |
|
"Master Harold and the Boys", 2005.
An analysis of the theme of apartheid in "Master Harold and the Boys" by Athol Fugard.
1,372 words (approx. 5.5 pages), 1 source, MLA, AU$ 73.95
»
Click here to show/hide summary
Abstract
The play "Master Harold and the Boys", was written during the era of apartheid in South Africa by Athol Fugard. The paper discusses how the play portrays the way the white minority in South Africa maintained its dominant position through segregation of the races.
From the Paper
"One morning, Hally finds Willie and Sam dancing, in preparation for a dance contest. He shouts to them, "Think you stand a chance. Act your bloody age! Cut out the nonsense now and get on with your work. And you too, Sam. Stop fooling around." (18). Hally criticizes Sam when he asks him sarcastically if he really thinks that he is good enough to win a dancing contest. A major theme of White supremacy and Black inferiority is demonstrated in this scene and also in the scene when Hally and Sam argue over the value of ballroom dancing. Hally fails to recognize its simplistic "beauty" (40), and consequently claims the activity to be "simple-minded." "I said it was simple-like in simple-minded, meaning mentally retarded. "
| |
|
Film: "Master Harold and the Boys", 2005.
This paper analyzes interracial misunderstanding and miscommunication in the film "Master Harold and the Boys".
2,250 words (approx. 9.0 pages), 3 sources, AU$ 142.95
»
Click here to show/hide summary
Abstract
This paper examines the nature of the servant and master relationship in the film "Master Harold and the Boys". The author points out that interracial relations are linked not just with racism and prejudice but also with sexism, classicism and stereotypes, as seen through the narrow world views of each character. The paper suggests that the play has hope for understanding.
From the Paper
"The overt oppression and resistance of Guerrillas and the shocking overt racist words and actions in Harold and the Boys are merely symptoms of the power dynamics in interracial interaction. The actual structure that gives rise to the master and servant relationship is hidden. What is observed in both works is anger and reaction as misunderstanding because the structure is not understood. Harold, for example, projects his father on the world. The final words of Guerillas are deadly miscommunication: "Are you hearing me Jimmy?" "Massa" (248). The term 'massa' seems pleading, subservient, but is used by a character who has total control and seemingly wants to have revenge for Bryant's madness."
| |
|
Oppression in "Master Harold" and "The Vengeful Creditor", 2000.
An examination of two cases of oppression in Athold Fugard's "Master Harold" and Chinua Achebe's "The Vengeful Creditor".
1,128 words (approx. 4.5 pages), 2 sources, AU$ 63.95
»
Click here to show/hide summary
Abstract
A comparison of these two stories which shows how the authors Athol Fugard and Chinua Achebe achieved their subjective variations on the theme of human oppression.
From the Paper
"The theme in Master Harold is also the oppression of human beings by discrimination, but in this story, the oppression is racial. Sam, a black man, has been a major male figure in the life of young, white Hally. Hally and Sam were very close during Hally?s childhood, but he did not consider the older man to be his equal. Sam cannot sit on the same park bench with the boy because he is black. But during the course of the play, we see Hally pull rank on Sam and put aside their equality because Harold is white and Sam is not. "
| |
|
"The Road To Mecca" by Athol Fugard, 2000.
A discussion of the use of the character of Miss Helen to examine biopsychosocial issues which are part of the aging process in women and role of the social worker in that process.
2,700 words (approx. 10.8 pages), 9 sources, AU$ 153.95
»
Click here to show/hide summary
Abstract
"This paper uses the character of Miss Helen in Athol Fugard's moving play, The Road to Mecca, to examine many of the biopsychosocial systems and issues that are part of the aging process in women.
From the Paper
"This paper uses the character of Miss Helen in Athol Fugard's moving play, The Road to Mecca, to examine many of the biopsychosocial systems and issues that are part of the aging process in women. The individual grows, develops, and ages within the wider environment of the surrounding community. This extended system limits, influences, and affects the ways in which its members grow up and grow old, and Miss Helen provides an especially intriguing case study of this process at work. Many of the issues raised by her case are useful in understanding the social worker's role in analyzing and designing a plan for care for older, widowed women in the community. Her case also suggests some of the kinds of clues that the caring, perceptive social "worker might look for in studying and serving older individuals.
| |
|
?Boys Will be Boys?, 2002.
A review of the book ?Boys Will be Boys? by Myriam Miedzian which discusses the issues of gender in American society.
1,490 words (approx. 6.0 pages), 0 sources, AU$ 79.95
»
Click here to show/hide summary
Abstract
This paper examines the book ?Boys Will be Boys? by Myriam Miedzian which discusses why boys in contemporary America society turn to violence so often. It looks at how Miedzian finds that what we call male behavior is accepted in society as the norm, as if males were violent by nature and so had to act out certain rituals as part of their genetic heritage. It examines how, although Miedzian believes that males are born with a certain predisposition toward violent behavior, external factors such as better parenting and education do have an effect. It compares the views of Miedzian to that of other biological theorists on the evolution of traits in mankind.
From the Paper
"The author finds that this all derives from a view that males are born with a certain predisposition toward violent behavior. As a group, males are more prone to violent behavior, but those who actually exhibit violent behavior seem to be suffering form one or more disabilities, such as learning disabilities, brain injury at birth, maternal alcoholism, and so on. Some see a domineering mother as a cause of violent behavior in the next generation, but the author believes the absentee father is another cause, whether that father be physically absent or merely uninvolved in the raising of his children. Many also believe that males make poor child-nurturers and that if they did involve themselves more in the raising of children, those children would come out much worse off than they do at present. The author argues with this conclusion as well."
| |
|
"Boys will be Boys", 2005.
This paper analyzes Myriam Miedzian's book "Boys will be Boys" about male violence in modern society.
1,177 words (approx. 4.7 pages), 1 source, APA, AU$ 65.95
»
Click here to show/hide summary
Abstract
This paper explains that the fundamental premise of Myriam Miedzian's "Boys will be Boys" is that violence in society can be drastically reduced, both in terms of war and crime, if society is willing to tear down the traditional archetypes of masculinity. The author points out that one of the most common lines of attack that Miedzian takes into consideration is the notion that somehow the male is biologically inclined to be violent, which stems from the argument put forth by a number of socio-biologists. The paper concludes that proposals for changing this archetype are likely to be insufficient in ultimately shifting the perspective held by society because market forces are likely to continue advertising and supporting the male as a figure of action for the simple reason that it is profitable.
From the Paper
"The second powerful argument that Miedzian is forced to grapple with deals with the theories of political realism. Specifically, the idea that violent and aggressive males are advantageous to society because of foreign struggles and wars. Still, she classifies this premise as false and writes, "The 'real men' who run our country are handicapped by the values of the masculine mystique to make rational foreign policy decisions. . . . The masculine mystique teaches men to be tough, to repress empathy, and not to let moral concerns weigh to heavily when the goal is winning." Overall, she believes that these traits are harmful on a large scale and inevitable lead to unnecessary conflict."
| |
|
Boys Will Be Boys, 2001.
Examines issues of gender in U.S. Connection between male behavior & violence.
1,350 words (approx. 5.4 pages), 1 source, AU$ 76.95
»
Click here to show/hide summary
From the Paper
" In the book Boys Will Be Boys, Myriam Miedzian examines issues of gender in American society, specifically with an eye to analyzing why boys in America turn to violence so often in contemporary society. The subtitle is "Breaking the Link Between Masculinity and Violence," suggesting that the book will show ways of altering the usual connection seen between being male and being violent.
The author finds that what we call male behavior is accepted in society as the norm, as if males were violent by nature and so had to act out certain rituals as part of their genetic heritage. The differences between the genders were..."
| |
|
Collision of Ideology and Culture, 2007.
An examination of colliding cultures in "Master Harold... and the Boys" by Athol Fugard, "Dream on Monkey Mountain" by Derek Walcott, and "No Sugar" by Jack Davis.
807 words (approx. 3.2 pages), 11 sources, MLA, AU$ 45.95
»
Click here to show/hide summary
Abstract
This paper explores the concept of colliding cultures and competing ideologies as well as the related theme of identity in the three plays; "Master Harold... and the Boys" by Athol Fugard, "Dream on Monkey Mountain" by Derek Walcott, and "No Sugar" by Jack Davis. The paper also analyzes the strategies used in the plays such as symbolism, irony, and contrast in their elucidation of colliding cultures. The paper explains that contrast in use of language serves a significant purpose in relation to evolving identity for the oppressed. The paper also notes that colliding cultures can be reduced to the values of white dominant culture in opposition to the other - whether they happen to be black, aboriginal people, or some minority ethnic group. In conclusion, the paper shows that because all the other variables such as identity never are static, the concept of collision is also fluid and appears where it would be least expected.
From the Paper
"Davis' No Sugar is similar to Fugard's play in how it demonstrates the immediacy and perennial nature of colonialism. Mitchell (18-20) expresses this reality by stating that "the rhetoric of postcolonialism assumes that anti-colonialism has either overthrown imperialism or exhausted itself in the attempt". The fact is such a goal has not nearly been achieved; we continue to live in a colonial world. Walcott demonstrates class struggle and collision in his play through the ability of his Odysseus who is able to undermine the totalitarian power of the Cyclops (Giannopoulou 13)."
| |
|
Social Transition, 2002.
This paper introduces, discusses, and analyzes the books "Master Harold . . . and the Boys," by Athol Fugard and "Things Fall Apart" by Chinua Achebe.
1,325 words (approx. 5.3 pages), 4 sources, MLA, AU$ 71.95
»
Click here to show/hide summary
Abstract
The writer discusses how both "Master Harold" and "Things Fall Apart" are set in periods or challenges of social transition or reform. "Things Fall Apart" and "Master Harold" both embody Africa during colonialism, when whites ruled supreme, and blacks were "put in their place." It explores how both show the tragedy and hatred of prejudice, and how it affects everyone it touches.
From the Paper
"Both of these works are set in Africa, and both relate stories of how Africans have suffered at the hand of the whites that took their land, but most of all took away their way of life. Both stories also portray societies in transition, from the South Africa of "Master Harold," mired in apartheid and struggling to understand another race, to the Nigeria of "Things Fall Apart," mired in colonialism and struggling for freedom. They also illustrate how a society in transition can shape the way people view people, and a society that oppresses some of its members will eventually have to fall. Social transition and change does not end the underlying problem of hatred. When a society understands the damaging effects of hatred, then perhaps it can transform, but that does not happen in either of these works."
| |
|
Dramatic Oppression, 2000.
An analysis of the theme of oppression in Fugard's 'Master Harold and the Boys,' Ibsen's 'A Doll's House' and Luiz Valdez's 'Los Vendidos'
3,045 words (approx. 12.2 pages), 3 sources, AU$ 143.95
»
Click here to show/hide summary
Abstract
This paper examines the three plays, "Master Harold and the Boys", "A Doll's House", and "Los Vendidos" and delineates how the communication of the theme of human oppression is achieved in each of the plays.
From the Paper
"The authors exemplify the human spirit?s ability to transcend domination and injustice caused by racial and sexist bigotry. They personify this theme in their stage characters in order to show how their characters overcome the societal constraints of male chauvinism, of racism, and of class bigotry. "
| |
|
Boys vs. Girls; Girls and Boys, 2008.
This paper provides a literary analysis of Alice Munro's novel "Found Boat" and focuses on the dilemma raised regarding boys versus girls.
1,212 words (approx. 4.8 pages), 1 source, MLA, AU$ 66.95
»
Click here to show/hide summary
Abstract
In this article, the writer notes that Munro's short story is about two young preteen girls, Eva and Carol, and their quest to be noticed by the uninterested boys. The writer discusses that Munro effectively manipulates the obscure rules of pre-teenagers to create the dilemma where Eva and Carol try to attract the other boys' attention using a boat they found.Through Munro's excellent understanding of the preteen rational, the author creates a dilemma for the young Eve and Carol to search the attention they seek, and in turn expresses the reality of such a fragile time period as the preteen years. The writer maintains that it is important that authors like Munro reminds readers of a time with simple rules so people can escape back to that certain time through the artistry of their fictional works.
From the Paper
"It is commonly understood that society abides by a strict unwritten law, and through the various stages of life those rules change drastically. For example, as children: the rules state that a boy and a girl are mutual and utter enemies, but as the children enter the preteen marker, the rules seem to change completely. Eventually, both sexes find themselves fascinated with one another. Yet, by the mandate of puberty, this change does not happen simultaneously, it is the female that goes through these mind and body changes first, and as a result a young preteen girl might start finding interest in the opposite sex but not get the same interest back. Author Alice Munro surely understands this concept and uses it as a palette to paint her short story, "The Found Boat"."
| |
|
Colliding Cultures, 2008.
This paper looks at the concept of colliding cultures in 'Master Harold... and the Boys' by David Hoegberg, 'Dream on Monkey Mountain' by Derek Walcott and 'No Sugar' by Jack Davis.
4,126 words (approx. 16.5 pages), 14 sources, MLA, AU$ 177.95
»
Click here to show/hide summary
Abstract
In this article, the writer discusses that the concept of colliding cultures, as illustrated in 'Master Harold... and the Boys', 'Dream on Monkey Mountain', and 'No Sugar' contains both negative and positive implications. The writer notes that all three plays demonstrate that when cultures collide, the inevitable result is domination and oppression, which originate in racism because competing ideologies also are at work. The writer maintains, however, that the plays also are based on an alternate meaning of colliding cultures which involves illumination of one culture by another, as well as exposure of the value and dignity of the oppressed by comparison with the lack of humanity by the other. The phenomenon of changing identity as one of the main outcomes of colliding cultures is an important theme in all three plays, and this is explored along with strategies to indicate altered identity such as shifting forms of language.
Outline:
Introduction
The Meaning of Colliding Cultures
Manifestations of Colliding Cultures
Consequences of Colliding Cultures
Symbolism and Imagery
Conclusion
Works Cited
From the Paper
"Hally is situated in a privileged class since he just happens to be the son of the proprietors, and so he can lord it over the black men. Hally has been culturally and socially conditioned to be the men's master but, in fact, he relies on them for emotional support. In an ironic reversal, they are the boys while he is the master. While Hally illustrates white dominance, he is too immature for the segregation but is quite capable of extreme racism against his friend Sam. There is a mutual emotional bond between Sam and Hally, and Sam is Hally's intellectual equal so that segregation is not possible."
| |
|
Underachieving Boys, 2002.
This paper discusses the problem of underachievement of boys, in contrast to girls, and suggests changes in the way boys are taught.
1,720 words (approx. 6.9 pages), 10 sources, AU$ 89.95
»
Click here to show/hide summary
Abstract
This paper reviews the literature to understand the possible contribution of the unique psychosomatic predisposition of boys and its relation to the underachievement. The author believes that there is a clear urgency to analyze and restructure the educational methodologies to suit the special requirements of boys. The paper suggests replacing the dependency on didactic methods with more active participation of the students, which is more productive for boys as well as girls; use of computers and complementing textbook material with graphical presentations and shorter periods.
Table of Contents
Introduction
The Problem
Literature review
Father?s Role
Solutions
Conclusion
From the Paper
"A British research program conducted by the Oxford University stresses that active participation by the father has a significant effect on the boy?s educational performance. This 40-year-old study monitored the progress of the volunteering students at different periods of time from 7,11, 16, 23 up to 33 (years). The students were graded according to the level of participation of the fathers in their educational pursuits. The research data indicated that students who had the active participation and support of their fathers were the most successful in their educational as well as their social lives. The ?British market research bureau? survey indicted that only 12% of fathers participate actively in their child?s education. According to Mr. Ann Buchanan, one of the chief researchers in the Oxford project, opines, "The early years are critical. More needs to be done to involve fathers and help them understand they have an important role. School parent meetings need to become more father-friendly and health visitors and hospitals need to talk to fathers.? "
| |
|
"Rocket Boys", 2007.
A review of chapters six to fourteen of Homer Hickman's book "Rocket Boys."
1,286 words (approx. 5.1 pages), 0 sources, AU$ 70.95
»
Click here to show/hide summary
Abstract
This paper provides a chapter by chapter review of Homer Hickman's book "Rocket Boys." It begins with chapters six to seven and takes the reader through the book, up until chapter fourteen. In each section, the paper describes the events of each set of chapters and briefly explains the theme and message that can be taken from that section of the book.
Table of Contents:
Rocket Boys: Chapters 6-7
Rocket Boys Ch.8-9
Rocket Boys Ch. 10-11
Rocket Boys Ch.12-14
From the Paper
"One of the most interesting aspects of this scene is how it echoes many other scenes in Rocket Boys where women help Homer succeed, even while less forward-thinking, jealous, or brutish men do not. Homer's father wants him to work for the mines; Homer's mother wants him to become a scientist. Homer's principal makes the curriculum more difficult only when the school's future football seasons are threatened, Homer's teacher encourages him to shoot for the stars. Even the girls protect the Rocket Club members from the football players at the school and the school even has a female librarian who helps Homer and Miss Riley get the important book on rocket design. "Sonny, it may take awhile, but I believe you can learn the things that are in that book," says Miss Riley, and urges him to enter the science fair (207). Admiration (and perhaps a bit of a schoolboy crush) for Miss Riley acts as a powerful motivational force that drives the young Homer's ambition. "'Miss Riley,' I said, 'if you want me to enter I'll do it'" (207)."
| |
|
Rocket Boys, 2007.
This paper discusses the book "Rocket Boys" by Homer Hickman and looks at the pain and the delights of being different.
954 words (approx. 3.8 pages), 1 source, MLA, AU$ 54.95
»
Click here to show/hide summary
Abstract
In this article, the writer notes that the strength of 'Rocket Boys' as a memoir is that it is a tale that is both universal and particular. The writer maintains that Homer must deal with quarreling parents, roughhousing at school, and insensitive authority figures like the principal of his school. Although these difficulties are common to most adolescents, the writer notes that Homer's tale is also set during a unique period of American history, when America was coming to terms with its role as a superpower. The writer points out that the Rocket Boys did not merely build a rocket, and realize their dream of emulating their favorite scientists. They also changed the culture of the town in which they lived, which is perhaps every young person's greatest dream. The writer concludes that the older people were wrong and the boys were right, but the Rocket Boys changed the world, not through mindless rebellion and negation, but through mindful and positive pursuit of a great dream.
From the Paper
"Homer's father was the mine superintendent. Homer Senior believed in the town and wanted Homer to follow in his footsteps. Homer had a clear choice--he could obey his father or he could obey his mother. His mother dreamed of a different life for her son, that he would grow up to fulfill all of her hopes and ambitions. She had seen firsthand the dangers of mine work, as well as the glories promised by the future of aerospace engineering, proclaimed by all of the newscasters after the launch of the Russian Sputnik. Homer's parents were in constant conflict, and he could not ally himself with one or the other, without losing either his mother or his father. Homer's father was such a presence in the town that Homer has no existence beyond his father's shadow at the beginning of the book--even his teachers called him Sonny. Although Homer loved his father, ultimately it was Elsie who drove her son to the National Science Fair at the end of the book. While Homer's parents both loved him, and Homer senior's outlook on life seems hopelessly conservative, patriarchal, reactionary, and backward-looking in the eyes of a contemporary reader. Homer's struggle resonates with any child who is the product of divorce, or simply a difficult home situation."
|
|
|
