Tag Archives: drama/theater

Cultural Literacy: Greta Garbo

If you can use it, which I suppose is another way of saying if you have a student with an interest in her, here is a Cultural Literacy worksheet on Greta Garbo. This is a half-page worksheet with a three-sentence reading and three comprehension questions. A simple, but effective introduction to this famously reclusive woman.

May I presume to recommend a viewing of Ninotchka? I doubt anyone would be sorry he or she watched this fine film.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Claire Booth Luce

“Clare Boothe Luce: (1903-1987): American playwright and diplomat. Following her divorce from George T. Brokaw in 1929, Luce worked as an editor at Vogue and Vanity Fair. She published a novel, Stuffed Shirts (1933), under the name Clare Boothe Brokaw. In 1935 she married the publisher Henry Luce. She is best known for a series of theatrical successes, including The Women (1936), Kiss the Boys Goodbye (1938), Margin for Error (1939), Child of the Morning (1951), and Slam the Door Softly (1970). Luce’s political interests led her to public service. She served two terms (1943-47) in the House of Representatives from Connecticut and was ambassador to Italy from 1953 to 1956. She was confirmed as ambassador to Brazil in 1959 but resigned without serving because of controversy surrounding her confirmation.”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

The Weekly Text, 25 February 2022, Black History Month 2022 Week IV: A Reading and Comprehension Worksheet on Louis Armstrong

For the final Friday of Black History Month 2022. this week’s Text is a reading on Louis Armstrong along with its attendant vocabulary-building and comprehension worksheet.

Because I grew up with Mr. Armstrong (I was eleven years old when he died), he has always been a part of my life. He often appeared on the 1960s variety shows–which I have come to think of as the last gasp of Vaudeville–and I loved watching him perform. At a very young age I became familiar with Louis Armstrong’s music by way of my father’s tendency to play jazz programming on public radio at mealtimes.

Mr. Armstrong has lately crossed my radar screen in the form of a remark made by Troy Maxson, the principal character in August Wilson’s magisterial play, Fences. No one, I think, would dispute Louis Armstrong’s enormous and in every respect indelible influence on Jazz. Like all living things, though, Jazz evolved. Bebop, Jazz for listening rather than dancing, developed in the early 1940s in New York City. When the the recording ban of 1942-44 ended in the United States the innovators and stars of Bebop, foremost among them Dizzy Gillespie and Charlie Parker, became widely available to the listening public.

Louis Armstrong heard in Bebop’s frenetic pace and “weird notes” what he called “Chinese music.” Mr. Armstrong believed Bebop artists mostly played for one another, not the audience listening to them. In act one, scene four (page 48 of the Plume edition) of Fences, Troy’s son Lyons, a musician, invites Troy to a club to hear Lyons play. Troy declines with the comment that he doesn’t care for “Chinese music.” I very much doubt this allusion is coincidental, so there’s one obscure note in the play to point out to students reading it (at the risk of revealing my hamster wheel of a mind to the readers of this blog).

It’s also worth mentioning, should you be teaching Fences (this is my first time through this masterpiece) that Troy works as a garbage collector; Dr. Martin Luther King Jr., at the time of his death in Memphis, was in that city to support the cause of striking sanitation workers. This too, I suppose, I reject as a coincidence. The Pittsburgh Cycle, as Mr. Wilson’s plays are known, is also known variously as the Century Cycle and the American Century Cycle. This is drama, yes, but it is also history.

So this post is an appropriate conclusion to Black History Month 2022. Women’s History Month 2022 begins on 1 March. As always, Mark’s Text Terminal will observe this imperfect, indeed inadequate (as it too is only a month long–scarcely enough time to detail the manifold contributions of women to this world) month with posts and Weekly Texts on topics in women’s history.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

William Wells Brown

“William Wells Brown: (1816?-1884) American writer, lecturer, and historian, As black America’s first man of letters and a dedicated champion of abolition, Brown devoted himself to the freedom and dignity of his people. A versatile author who wrote in almost every genre, his first publication was Narrative of William Wells Brown, a Fugitive Slave, Written by Himself (1847), which was followed by The Anti-Slavery Harp: A Collection of Songs for Anti-Slavery Meetings  (1848). Brown’s other works include Three Years in Europe; or Places I have Seen and People I have Met (1852), a travel account; Clotel; or, The President’s Daughter: A Narrative of Slave Life in the United States (1853), a novel which depicts the horror of a system that would allow the daughter of a president to be sold into bondage; and The Escape; or, A Leap for Freedom (1858), a five-act drama. The Negro in the American Rebellion: His Heroism and His Fidelity (1867), is the first history of the black soldier. Among Brown’s other autobiographical and historical books are The Black Man: His Antecedents, His Genius, and His Achievements (1863), The Rising Son, or, The Antecedents and Advancements of the Colored Race (1874), and My Southern Home; or, The South and Its People (1880).”

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

The Weekly Text, 4 February 2022, Black History Month 2022 Week I: A Reading and Comprehension Worksheet on Sidney Poitier

For the first week of Black History Month 2022 at Mark’s Text Terminal, here is a reading on Sidney Poitier together with its attendant vocabulary-building and comprehension worksheet.

As I comment on this blog at the beginning of every February, one month a year remains insufficient for the study of the myriad contributions to the world of people of African descent everywhere. More locally, Black history is American history. At the same time, for obvious reasons this site is not in the business of questioning a man of Carter Woodson’s stature. Hence the annual flurry of posts in observation of this month.

I don’t know if you’ve seen Steve McQueen’s excellent quintet of films, Small Axe, (it streams on Amazon Prime). The series left a sufficiently strong impression on me that I plan to watch it again. In the fifth and final film in the series, Education, we meet young Kingsley, who is obviously very bright but who nonetheless struggles in school. Because of his reading struggles (I inferred that he was dealing with the challenge of dyslexia; I’d be very interested to hear what you think), he is placed in a school for the “educationally subnormal.” In the course of this touching, thought-provoking film, the viewer is introduced to Bernard Coard’s short but cogent, indeed pungent, book, How the West Indian Child is Made Educationally Sub-normal in the British School System. After I watched the film, I set out in search of this book. Happily, it has been recently reprinted in a reasonably priced paperback edition. I bought one, read it, and transcribed some of the sections I considered most salient to teachers working today. I’m happy to say some of those quotes will appear here this month.

In any case, as you surely know, Sidney Poitier died on 6 January of this year. Sir Sidney (Queen Elizabeth knighted him in 1974) arrived in my consciousness when I was quite young–six or seven years old when I saw The Defiant Ones one afternoon on some sort of local television network matinee showing. Sidney Poitier’s dignity and moral force floored me, even at that young age. Afterwards, perhaps for the first time in my young life, I made note of Sir Sidney’s name and pledged to myself to watch any movie featuring him. I can’t pretend that the first time I saw Guess Who’s Coming to Dinner (a subtle, adult drama I first watched, I think, before my tenth birthday), I understood it, but I sure have since. In 1992, I was delighted to see him turn up among the all-star cast in the clever thriller Sneakers.

So, requiescat in pace Sir Sidney: the world is a better place for your presence.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Paul Robeson on Picking His Battles

“The artist must elect to fight for freedom or slavery. I have made my choice. I had no alternative.”

Paul Robeson, Speech at antifascist rally, Royal Albert Hall, London, 24 June 1937

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Rhetorical Question

“Rhetorical Question: Basically a question not expecting an answer, or one to which the answer is more or less self-evident. It is used primarily for stylistic effect, and is a very common device in public speaking—especially when the speaker is trying to work up the emotional temperature. For example (a politician on the hustings:

‘Are we going to tolerate this intrusion upon our freedom? Are we going to accept these restrictions? Are we to be intimidated by time-serving bureaucrats? Are we to be suppressed by sycophantic and supine jackals waiting for dead men’s shoes?’

Or the writer may argue with himself (and in a different way work on the emotions of the reader) as Sir Philip Sidney does in the 47th sonnet of the sequence Astrophel and Stella:

‘What, have I thus betrayed my libertie?

Can those blacke beames such burning markes engrave

In my free side? Or am I borne a slave,

Whose necke become such yoke of tyranny?

Or want I sense to feel my miserie?

Or sprite, disdained of such disdaine to have?’

Another fundamental form of rhetorical question (both having something in common with the above) are: (a) a series of questions in quick succession for emphasis (e.g. “Can we make it? If so, will it work? Where can we market it? Can we market it cheaply?” and so on); (b) a question put to another person or oneself which expresses surprise, astonishment, or anger and which is not easily answered. A good example is Bolingbroke’s outburst in Richard II (I, iii, 294) after he has been banished:

‘O, who can hold a fire in his hand,

By thinking of the frosty Caucasus?

Or cloy the hungry edge of appetite

By bare imagination of a feast?

Or wallow naked in December snow,

By thinking on fantastic summer’s heat?'”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.

Brewer’s Curious Titles: Every Good Boy Deserves Favor

“Every Good Boy Deserves Favor: A play (1977) by the Czech-born British dramatist Tom Stoppard (b. 1937), with music by the US conductor Andre Previn. The play is about a dissident confined to a Soviet psychiatric hospital, and the ironic title refers to the mnemonic used in music teaching for the notes on the lines of the treble stave: E, G, B, D, F.”

Excerpted from: Crofton, Ian, ed. Brewer’s Curious Titles. London: Cassell, 2002.

Anticlimax

“Anticlimax: 1. In rhetoric, a descent from the elevated and important to the low and trivial: ‘Here thou, Great Anna! whom three realms obey,/Dost sometimes counsel take—and sometimes tea’ (Pope, The Rape of the Lock, (1712). 2. In drama, the lowered state after a climax; in life, an outcome that fails to live up to expectations.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Pulchritude (n)

While it is far from a high-frequency word (which means I almost certainly wrote it during the height of the first wave of the Covid pandemic, when it popped up as the Word of the Day at Merriam-Webster), here is a context clues worksheet on the noun pulchritude. It means “physical comeliness,” i.e. “beauty.” An old friend of mine would refer affectionately to his wife as a “pulchritudinous little plumcake,” which is the first time and place I heard the word.

In any case, the word stems from the Latin root pulcher. As Merriam Webster puts it, “Pulcher hasn’t exactly been a wellspring of English terms…”. While I am not a betting man, if I were, I would wager that Pulcinella, a figure from commedia dell’arte (and namesake of the superb ballet by Igor Stravinsky) has a name that originates with pulcher.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.