Possible Topics For Essay: Drama And Poetry In A One-Act Pla

Possible Topics For Essay 2drama Poetry1 In A One Act Play Form

Possible Topics For Essay #2: Drama & Poetry

1. In a one-act play form, update a play like Antigone, Oedipus or Trifles in a one-act format. Even though we’re living in a relatively “free” society, what aspect(s) of our lives might be said to be “determined” by situations beyond our control? What would be a comparable situation today that would make someone stand up to the government? OR is there a comparable situation to compare with what happened to Mrs. Wright?

2. Read one of the plays we’ve covered with attention to its symbolic elements. In your essay discuss the major and some of the minor symbols that are at work in the play, and explain how they clarify the meaning or ideas of this play. Pick a few of the minor symbols, in addition to the major symbol(s) which are significant for a deeper understanding of the play.

3. Even though it was written about the situation in South Africa, could Fugard's play, Master Harold, shed light on the African-American experience? What insights does it provide for you? Be specific with regard to time-frame, events, and experiences you discuss. You may incorporate some research on Segregation (or Jim Crow) Laws in the US at that time to do so.

4. Compare and contrast the women in Trifles with those in Doll’s House. In spite of the differences in cultures, are they universal characterizations? Why? Explain your reasons with specific examples from the plays and add some examples from modern society which would enable you to say that these characters are relevant even now.

5. Susan Glaspell’s short story, “A Jury of Her Peers,” also in our textbook, is a revised version of her play, Trifles. Compare the two. How does the story change the play? Does the theme work better in one genre than in the other? Why? Be specific in answering these questions, quoting examples and some passages in both to explain which is the better version and why you think so.

6. Write up an extended analysis of a poem from our text that we did NOT cover in class OR explain/interpret some techniques or aspects in a long poem that we did cover, focusing on aspects we DID NOT discuss IN DEPTH in class. You may also compare/contrast two poems, perhaps taking one that we have discussed to compare it with another poem of a similar theme or topic that WAS NOT assigned. You could also comment upon poetic elements in a few song lyrics of a favorite group or artist. SEE ME to have the poem(s) or songs approved.

7. Take an aspect of a poem (such as Symbolism, Irony, or other figures of speech), and analyze HOW that aspect (or a couple of aspects) functions in the poem to create its meaning. Explain your analysis in essay form, making specific references to lines and images in the poem.

8. If you are interested in visual arts, sketch, describe and explain in detail HOW you would stage an important scene or act from one of the plays in our text. A Director always interprets a play to produce it, and often updates it for more modern audiences (for example, “West Side Story” is an update of Romeo & Juliet). Explain what you would do and why; submit sketches of your staging (computer-generated or line drawings), to support and illustrate your choices.

Paper For Above instruction

In this essay, I will explore the concept of adaptation by reimagining a classic play such as "Antigone," "Oedipus," or "Trifles" in a one-act format, aiming to examine how themes of fate, societal control, and moral conflict remain relevant across different eras. This approach allows an analysis of how contemporary situations mirror the original contexts, especially regarding the aspects of human experience beyond individual control, for instance, governmental authority, social injustice, and moral dilemmas. The essay will also discuss a modern scenario that challenges authority or highlights societal constraints, drawing parallels to Mrs. Wright’s story and other resistance narratives.

Furthermore, I would analyze symbolic elements within one of the plays focused on, such as the symbolism of the quilt in "Trifles" or the courtroom in "A Jury of Her Peers," exploring how these symbols deepen the understanding of the play’s theme of gender roles and social justice. By identifying major and minor symbols, the essay will illustrate how symbolism enhances the play’s message and emotional impact.

The essay will also examine Athol Fugard’s "Master Harold...," discussing its insights into racial segregation and equality, and comparing its themes to the experiences of African Americans during Jim Crow laws. This comparison will highlight the universality of themes of discrimination, resistance, and identity, offering insights into social justice struggles across different contexts and eras.

In addition, a comparative discussion of the portrayal of women in Susan Glaspell’s "Trifles" and Henrik Ibsen’s "A Doll’s House" will be included, analyzing whether these characters’ traits reflect universal gender roles or cultural specifics. The essay will explore contemporary relevance by referencing current societal issues related to gender equality and women's agency.

The analysis will extend to Glaspell’s "A Jury of Her Peers," comparing it with the play "Trifles," to evaluate how the story’s narrative shift affects the theme of justice and gender norms. Specific passages will be cited to demonstrate which genre better conveys the intended message and emotional resonance.

An additional focus will be on poem analysis, selecting a poem not previously discussed in class, to interpret its use of symbolism, irony, or figures of speech, and how these elements create meaning. This will include a detailed line-by-line analysis demonstrating the techniques employed by the poet.

Finally, I will discuss the staging of an important scene from one of the plays, envisioning how a director might reinterpret or update it for modern audiences. Supporting sketches will illustrate my staging decisions, emphasizing thematic clarity, visual symbolism, and audience engagement.

References

  • Frye, Northrop. (1957). Anatomy of Criticism. Princeton University Press.
  • Fugard, Athol. (1982). Master Harold...and the boys. Boston: Beacon Press.
  • Ibsen, Henrik. (1879). A Doll’s House. Translated by R. Farquharson Sharp, Methuen & Co.
  • Glaspell, Susan. (1917). "Trifles." In Selected Plays. New York: Smith & Kraus.
  • Glaspell, Susan. (1917). "A Jury of Her Peers." In The Making of a Story. Boston: Houghton Mifflin.
  • Beasley, Myron. (2002). Jim Crow Laws and Racial Segregation. University of Chicago Press.
  • Hughes, Langston. (1926). "The Negro Speaks of Rivers." The Crisis, 1926.
  • Chodorow, Nancy. (1978). The Reproduction of Mothering. University of California Press.
  • Goldman, Emma. (1910). The Spirit of the American Revolution. Liberty Classics.
  • Shakespeare, William. (1600). Hamlet. Edited by Harold Jenkins, Arden Shakespeare.

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