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Tuesday, June 29, 2021

Violence in Our Homes

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Is America's culture infatuated with violence? Most people today think so just by the violence allowed in our homes and our everyday lives. We allow violence in our surroundings every day. The majority of violence in our homes and lives stems from video games, movies, and television shows.


One perfect example of how American's are infatuated with violence is through video games. Over the last decade they have become an integral part of American culture. Games such as "Quake" and "Unreal" include bombs blowing up, guns blasting away, and killing the opponent, while seeing their blood splatter across the screen in order to win the game. Still gamers can't wait for more games to come out with even more gore and violence.


America's infatuation with violence can also be seen in today's movies. They are louder, bloodier, and more anatomically precise than ever before. A prime example is a movie called "Hannibal" that depicts a psychopath, who murders and then consumes his victim's body parts in explicit and gruesome details, not necessarily in that order either. Moviegoers still look forward to the next movie and the adrenaline rush they receive from being scared speechless or the occasional intake of breath.


My final example of America's infatuation with violence is Television in the home. Any night of the week, the average viewer can see levels of violence approaching, even exceeding the Roman Gladiator's games. It brings hitting, kicking, stabbings, shootings, and dismemberment right into our homes. Television programs such as "Law and Order" or "C.S.I. Miami" depict district attorneys or medical investigators trying to find out who killed someone and how the violent act occurred, with sights, sounds, and special effects that often jar people more than the real thing.


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Violence has always been a part of the human condition because of our sinful nature (Rom. ). American culture is infatuated with violence more so today than our previous generations. Although we could prevent it from becoming part of our lives we first have to admit how infatuated we truly are with violence today.


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Well-Intentioned Protagonists

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Many novels have protagonists whom are unique people. These characters often try to help others and improve humanitys state of existence is some way. They can be anybody with any attitude or status in society, but something persuades them to help. These characters will often do anything they can to help in any way, large or small. Many times, the characters will invent a totally new idea to serve others and will pursue it with greater fervor than they would a conventional method. Unfortunately, in novels, like in life, good intentions can end in bad results. Such is the case in the novels Frankenstein and One Flew Over the Cuckoos Nest. In both of these stories, the well-intentioned protagonists wanted to help others in an unconventional way but ended up failing at least partially. So how did these well-meaning people with unique goals fail? Why did their good intentions end with sour results? These characters failed for three important reasons they were inexperienced; they had minimal control over their situations; and they did not have a well thought-out plan of action. Because of these reasons, the protagonists failed to achieve their goal helping others.


The inventive and well-intentioned characters in Frankenstein and One Flew Over the Cuckoos Nest were Victor Frankenstein and McMurphy respectively. The first reason they failed in reaching their goals of philanthropy was the fact that they were inexperienced. They didnt really know what they were doing. For example, Victor Frankenstein discovered the secret of animating dead flesh. Yes, he knew how to do this, but he did not know what the ultimate result of his discovery would be. He could not foresee that the reanimated dead flesh would be flawed. Instead of experimenting further and realizing that his discovery was not very helpful, he decided to jump right ahead and create a super-human monster. He hoped that his discovery would help all of mankind, but it instead became a curse to him and those he loved. If Victor had more experience, he would have known not to jump to conclusions in his excitement and to experiment more with his discovery. Similarly, McMurphy was inexperienced at what he attempted. He wanted to open the inmates eyes to the oppression of Nurse Ratched and the Hospital but he didnt know how to go about it the right way. He just went for it. Unfortunately, he ended up suffering for it in the end and the inmates learned less than he would have wanted. Because of their inexperience in their out of the box methods, Victor and McMurphy both increased their chances of failing.


The next reason why Victor and McMurphy failed was the fact that they had minimal control over their situations. Their lack of control gave them little ability to carry out their goals effectively. Many things happened, out of their power, which doomed their efforts to failure. For Victor, the lack of control was mostly caused by his first reason for failing lack of experience. This was true at first, before he created the monster. After he released his creation, however, Victor had very little control over what was happening. There were a few instances where he could have changed his fate (when the monster requests a wife, for example), but he was mostly powerless to stop the monsters tirades. McMurphy had almost no control over his situation. He was forced into the Hospital and he was ultimately subject to the authority of his enemy, Nurse Ratched. The only power he occasionally had was the fickle favor of his fellow inmates. Using this small and infrequent advantage, he tried to achieve his goal of helping the inmates. It was not enough and his efforts ended in failure.


The final and most important reason why Victor and McMurphy failed was that they lacked a thorough plan-of-action. They had no specific short term goals for meeting their long term goals. They both just did what they wanted; they leapt before they looked. Victor had no specific plan of action after he finished his creation, or even what his creations specific purpose would be. All he did was make the monster, realize his mistake, become afraid, and run away, turning his back on his creation and responsibility. If he knew what he was going to need to do before he finished, he would have not been frightened or surprised. He needed a plan. He didnt, so he panicked. McMurphy didnt have a plan either. He failed to carefully consider how he was going to fight back against Nurse Ratched, how he was going to open the minds of the inmates, and what he was going to do if something unexpected happened. Not only did McMurphy lack a conscious plan-of-action, he didnt even consciously realize his desire to help. This almost certainly doomed him. Imagine if President Bush wanted to take out Saddam and just sent a bunch of bombs his way without any real planning. His effort would almost certainly fall apart and fail. Similarly, Victor and McMurphy lacked a plan-of-action, their efforts failed, and their goals went unrealized.


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Victor and McMurphy failed in achieving their goals for three reasons they were inexperienced, they had little control, and they didnt have plans to carry out their goals. McMurphy wanted to help the inmates to fight back against Nurse Ratcheds oppression, but he didnt succeed. Victor Frankenstein wanted to help all of humanity by discovering the secret of immortality, but he failed. Well-intentioned people in real life fail because of the same reasons. For example, Robert Oppenhiemer, the creator of the atomic bomb, had no idea of the full magnitude of his work, could not have had previous experience with a similar situation, was powerless because of control by the government, and could not have had a feasible plan-of-action for a unique situation that no one could predict. Instead of helping humanity (his goal), he unintentionally contributed to the threat of its extinction. As evidenced by Victor Frankenstein and McMurphy, when trying something new the risk of failure is greatly increased, especially if you are not prepared. Unfortunately, this even applies to trying something with the intention of helping people.


Please note that this sample paper on Well-Intentioned Protagonists is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Well-Intentioned Protagonists, we are here to assist you. Your persuasive essay on Well-Intentioned Protagonists will be written from scratch, so you do not have to worry about its originality.


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Friday, June 25, 2021

Classical Music Interpretations of Romeo and Juliet: Tchaikovsky, Gounod and Prokofiev

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00 054 016


Word Count 800


Tutor Dr. Julie Sanders


Classical Music Interpretations of Romeo and Juliet Tchaikovsky, Gounod and Prokofiev


Contents


Acknowledgements Page


Preface Page 4


Chapter One The Masked Ball Page 6


Chapter Two The Balcony Scene Page 15


Chapter Three Friar Lawrence Page


Conclusions Page 1


Glossary Page


Bibliography Page 4


Acknowledgements


This dissertation would not have been possible without the help of many tutors and friends at Keele University. Thanks, first of all are due to Dr. Julie Sanders who stimulated and encouraged me throughout the writing of this piece. Secondly I would like to thank Matt Edmonds who let me borrow several pieces of his music collection so that this dissertation could be completed. My Mum, Dad and Phil need a special thanks for reading rough drafts, sharing my enthusiasm and for picking me up when I was in need of help.


Thank you all.


Preface


This study originated in my interest in Shakespeare and my love of music. I first had an interest in Shakespeare's Romeo and Juliet when I did a school production at the age of twelve. Having since studied a wide range of Shakespearean material at university I decided to go back to my initial interest of Romeo and Juliet and write a dissertation. As my interest in classical music has grown over the years I felt it would be interesting to look at how different composers have interpreted the play.


The composers that I have chosen to analise the works of are Charles Gounod (181-18), Sergi Prokofiev (1840-18) and Pyotr Tchaikovsky (181-15). My reason for choosing these particular composers is that they all wrote their interpretations of Romeo and Juliet in different musical styles. Gounod has written his in the style of an opera, offering words to the audience to aid the understanding. Prokofiev decided upon a ballet to portray his ideas and with constant action added drama to the music. Tchaikovsky was used another style to the two others. He composed a fantasy overture that only last approximately sixteen minutes thirty seconds and has no words or actions leaving a vast amount of interpretation to the listener. For me this made my study more interesting and challenging as every listener has their own views and ideas so no one can be right or wrong.


Early in my study it became apparent that a thorough study of musical interpretations of Romeo and Juliet had not yet been undertaken. The first part of this discussion focuses on the masked ball and in particular the first encounter of the two protagonists. The second chapter moves swiftly on to the famous balcony scene. I chose this scene as it is one of Shakespeare's most recognised scenes and composers have a lot to input in love scenes such as this.


The final chapter moves away from the two main characters and looks at Friar Laurence with his important input to the play. With the Friar being a mediating figure of the play and by being the main person behind Romeo and Juliet's decisions Gounod, Prokofiev and Tchaikovsky portray him differently and pick up on separate parts of his characteristics.


The study I have outlined above, will, hopefully fill a gap in research on classical music interpretations of Shakespeare's Romeo and Juliet and hopefully will persuade other listeners to put forward their own interpretations and ideas.


The Masked Ball


Act One Scene Four of Shakespeare's play Romeo and Juliet is the masked ball that is held at the Capulet's house. During this scene we encounter many of the characters but probably most importantly it includes the first meeting of the two main protagonists Juliet Capulet and Romeo Montague. The scene begins with a few members of the Montague family gatecrashing the party.


At the beginning of Act One Scene there is discussion between Romeo, Benvolio and Mercutio on whether or not to intrude on the party being held at the Capulets house. Mercutio already has an invite but Benvolio feels it would be fun to go along. In the end Romeo is persuaded and in disguise they enter the party. Capulet welcomes the maskers and watches the dance, recollecting with his cousin his own dancing days. Tybalt realises part way through the dance that one of the maskers is a Montague, and is infuriated by the intrusion


This, by his voice, should be a Montague.


Fetch me my rapier, boy.


What, dares the slave


Come hither, covered with an antic face,


To fleer and scorn at our solemnity?


Now by the stock and honour of my kin,


To strike him dead I hold it not a sin.


(Act One, Scene Four, Line 167-17).


Capulet, realising himself that the Montague is infact Romeo, orders Tybalt to control himself and let the intrusion pass. Tybalt accepts the order but vows to himself that this will not be the end of the matter.


Prokofiev's ballet opens with Romeo and his friends Mercutio and Benvolio gate crashing the masked ball. To illustrate the dance Prokofiev has written a minuet, a common form of dance and he uses this music to portray the arrival of the guests. The music itself is similar to background music, as the emphasis is more on Capulet welcoming his guests. It begins with a prominent blast by the strings and timpani followed by a short phrase from the oboe telling the listeners that the party has begun. It then subsides into a short question and answer theme by means of the low brass and middle woodwind, which depicts Capulet welcoming his guests. The cornet then plays a solo accompanied by strings and in this you can almost hear the speech that Capulet gives after he has welcomed everybody and ordered the musicians to play


Welcome, gentlemen. Ladies that have their toes


Unplagued with corns will walk about with you.


Ah my mistresses, which of you all


Will now deny to dance? She that makes dainty,


She I'll swear hath corns. Am I come near ye now?


Welcome, gentlemen. I have seen the day


That I have worn a visor and could tell


A whispering tale in a fair lady's ear,


Such as would please. 'Tis gone, 'tis gone, 'tis gone.


You are welcome, gentlemen. Come, musicians, play.


Act One, Scene Four, Line 1-18


The dancing continues and the music displays this by, again, using question and answer snippets, this time to help the listener recognise the dancing and changing of partners. The next section of music Prokofiev has appropriately named 'Masks'. It begins with simple tambourine and snare drum beats marking out the beats of the bar. The clarinet then interrupts with a small motif that winds the music up to the main outburst by the strings. The theme that the strings develop has a sneaky devious feeling to it that is created by the high pitch and gradual crescendo. The clarinet then repeats this theme with interludes between the strings. This highlights the build up to Tybalt's outburst that comes in the next new theme of music. To finish off this section of music, Prokofiev has introduced a diminuendo in the low register of the clarinet with the double basses plucking notes with a bigger rest between the next. The next theme that Prokofiev introduces begins with very loud prominent trombones and lower strings that, to me, represent Tybalt's anger at the intrusion


TYBALT


Uncle, this is a Montague, our foe;


A villain that is hither come in spite


To scorn at our solemnity this night.


CAPULET


Young Romeo is it?


TYBALT


'Tis he, that villain Romeo.


Act One, Scene Four, Line 174-177


It is a harsh sound and although the strings play a quite melodic tune it is the trombones' blasting chords on the first and third beat of every bar that highlights the issue that is being made. The harsh sound helps to portray Tybalts language and the words that he uses such as 'foe', 'villain', 'spite' and 'scorn'. They all have a bitter sound to them and are nasty words and the trombones symbolise this. When the trombones and lower brass take over the main theme there is an air of tension and urgency making the listener believe that a climax is being reached and a fight is about to start. This section of music builds up the tension throughout but then ends with two chords by all the instruments. This symbolises the time in the play when Tybalt decides to leave everything for now and when Romeo begins his approach on Juliet.


Gounod takes a different approach from Prokofiev and begins the dance with a waltz. It includes a solo by Capulet where he is introducing his guests and welcoming everyone to the ball. He is accompanied by strings with the double basses striking chords on the first beat of each bar helping to keep the movement going and to remind the listeners that it is a dance. Capulet creates the main theme of the movement and along with a running figure from the strings build up excitement. The chorus then takes over singing the main theme that Capulet has already begun and with the piccolo's playing high pitched trills they represent the anger that is bubbling up in Tybalt. The whole orchestra eventually plays the main motif while the voices are quiet and the dancing continues. The next movement that Gounod introduces is Mercutio singing a solo that resembles his speech on Mab, Queen of Dreams


O, then I see Queen Mab hath been with you.


She is the fairies' midwife, and she comes


In shape no bigger than an agate stone


On the forefinger of an alderman,


Drawn with a team of little atomi


Over men's noses as they lie asleep.


Act One, Scene Four, Line 51-56


Mercutio's language is very descriptive as he paints a picture of Queen Mab to Romeo and the audience and this is reflected in the music. In Shakespeare's text this actually comes before Capulet welcomes his guests but Gounod varies this. To reiterate the point of dreaming that Mercutio is making to Romeo Gounod modulates the music from minor to major throughout the middle section of the piece. It is a slow movement that, with the use of cellos and low brass, becomes expressive and romantic. Towards the end the tempo increases and the woodwind enter with short staccato notes followed by running figures that get higher in pitch until they reach their climax which symbolises the end of the piece and their involvement in the masked ball.


Tchaikovsky begins his ball with a transition from the opening theme, starting with the entrance of the timpani. The theme is then briefly developed and then the tempo starts to speed up which then leads into the theme of the party. This theme uses the full orchestra and although it is symbolising the ball it also represents the Montague-Capulet feud. After presenting it Tchaikovsky develops it slightly, first in a canonic style and then by tossing fragments between the strings and the woodwind. This can also represent Tybalt and Capulet as Tybalt becomes angry and Capulet tries to calm him down. The strings then have a fast running motif with the woodwind playing off beat chords which can symbolise Capulet saying no repeatedly to Tybalt


TYBALT


It fits when such a villain is a guest;


I'll not endure him.


CAPULET


He shall be endured.


What, goodman boy, I say he shall, go to!


Am I the master here or you? Go to!


You'll not endure him, God shall mend my soul,


You'll make a mutiny among my guests!


You will set a cock-a-hoop, you'll be the man!


TYBALT Why, uncle, 'tis a shame.


CAPULET


Go to, go to,


Act One, Scene Four, Line188-15


The main theme is then briefly returned to before the woodwind, alone, slow the pace of music down and at the same time lower the pitch which represents Tybalt subsiding and leaving the argument alone before Tchaikovsky takes us into the following part of the scene.


The first encounter of Romeo and Juliet during this act is one that is hidden by disguise and no knowledge of the other person yet is still instant love. This meeting initiates a series of events that both deepen and particularize their story. It is based on a shared sonnet between the two characters and each one interrupts the others imaginative world. Both Romeo and Juliet are equal throughout the sonnet with Juliet answering Romeo's wit with her own


ROMEO


Have not saints lips, and holy palmers too?


JULIET


Ay, pilgrim, lips that they must use in prayer.


ROMEO


O then, dear saint, let lips do what hands do;


They pray, grant thou, lest faith turn to despair.


JULIET


Saints do not move, though grant for prayer's sake.


ROMEO


Then move not while my prayer's effect I take.


Act One, Scene Four, Line 14-1


There is a lot of imagery of saints and pilgrims with Juliet becoming a saint to be kissed and Romeo's name meaning pilgrim in Italian. The encounter is animated by the obvious attraction that Romeo and Juliet have towards each other and also by the gestures it requires in a performance. The nurse eventually interrupts the two lovers making them both drift back into the party


JULIET


You kiss by th' book.


NURSE


Madam, your mother craves a word with you.


ROMEO


What is her mother?


NURSE Marry, bachelor


Her mother is the lady of the house,


And a good lady, and a wise and virtuous.


Act One, Scene Four, Line -7


She seems the source of knowledge at the end of this act and throughout most of the play. It is the nurse that informs Romeo that Juliet is a Capulet and she also warns Juliet that Romeo is a Montague.


Gounod and Prokofiev both use a madrigal to accompany this scene in their respective opera and ballet. The term 'Madrigal' was first used in the fourteenth Century and usually consisted of two voices. It found its poetic inspiration in the verse of the fourteenth century poet Petrarch. At its height in the middle and late sixteenth century the madrigal embodied imitative counterpoint with a great variety of texture, using sensitive and often intense expression of the words. The repertory of the sixteenth and seventeenth centuries has madrigals that cover a wide number of voices from one to eight, but generally favouring four or five.


Gounod's madrigal sung by the lovers at their first meeting is a stylized piece with an attractive archaic flavour. It is a duet where the mannered style can be justified by Shakespeare's wording at this stage when he has Romeo say


If I profane with my unworthiest hand


This holy shrine, the gentle sin is this,


My lips, two blushing pilgrims, ready stand


To smooth that rough touch with a tender kiss.


Act One, Scene Four, Line 06-0


To this Juliet replies continuing the image with subtlety, taking up his conceit and borrowing one of his rhymes this/kiss. When the lovers meet, Gounod creates an air of inspiration. At this point the voices are flowing in answer with each other, accompanied by the string section of the orchestra. When Romeo and Juliet sing, both separately and as a duet, the strings have a running movement that helps the music to create a sense of urgency. In the interludes when the voices are quiet, the strings discontinue the running movement and, along with the lower brass, play long soft chords. With his use of strings, Gounod incorporates urgency into what is a simple love song, capturing what Shakespeare could only do by altering the actors' tone of voice. Here the love song can continue with the accompaniment reminding the audience/listener that they are at a ball and that the two characters are both from opposite families.


Prokofiev, like Gounod, used a madrigal to portray the love scene of Romeo and Juliet's meeting. He wrote it at a largo tempo giving all the instruments a chance to shine through. Prokofiev used only strings and woodwind for this section allowing the orchestra to produce a warm, yet full, sound. It is the flute that first plays the main the love theme followed by a variation in the high strings. Prokofiev has used the flute and clarinet to represent Romeo and Juliet with each instrument playing a solo after a string interlude. This helps to portray the conversation that Romeo and Juliet are having. It is as though the flute is asking a question, the strings are reiterating it and then the clarinet is answering. There is a brief snippet of oboe towards the end which can represent the nurse as the sound is slightly more abrasive than the flute and clarinet so it does not seem part of the love spell that is going on between Romeo and Juliet.


Tchaikovsky's fantasy overture of Romeo and Juliet strikes a nice balance between characterisation and the improvisation called for in a development section. Unlike Gounods or Prokofiev's versions, Tchaikovsky does not use words or actions, it is simply music. This allows listeners to interpret the music in their own way. Different listeners will have opposing opinions of the actual play and therefore a part of the music might correspond to a different part of the play for each individual listener. The love theme that Tchaikovsky has written is in two main parts. The first part is the main love theme and is played by the flute and oboe with viola accompaniment. Two woodwind instruments playing the same theme can be reminiscent of Romeo and Juliet, as in Shakespeare's text they are both equals. The phrases are long and lyrical which is characteristic of a love song. The music gradually gets louder and higher pitched making the listener feel that it is reaching the climax, to the part when they kiss. The second theme involves the violins laying continuous soft phrases which makes the music sound very romantic and this helps to tell listeners that the music has reached a love scene in the play. After the flute and oboe have finished their duet there is a brief (two bars) solo from the bassoon which, to me, represents the interruption of the nurse, separating the two.


The Balcony Scene


Act Two Scene One of Romeo and Juliet is the famous balcony scene when the two protagonists admit the love that they have for each other. The first twenty-five lines is Romeo speaking a soliloquy although it is not a true soliloquy as Juliet is listening on the balcony above. Romeo is unaware at this point that Juliet can hear everything that he is saying. It is not till line ninety-two that they begin to speak to each other. Juliet answers Romeo's first section of admiration for her with a simple 'Ay me' (Line 6). Romeo, believing that he is dreaming, then speaks aside, willing her to speak again. It is at this point that Juliet speaks again, this time saying what is probably the most famous Shakespearean line 'O Romeo, Romeo, wherefore art thou Romeo?' (Line 76). Yet Romeo still does not answer her aloud till line ninety-two when the conversation begins and even then Juliet is unsure as to whom is beneath her balcony.


As they find voices to articulate their feelings, Juliet in particular discards pointless words and conventions. She ignores Romeo's conceits early in their garden scene, intent on learning his identity and access. 'What man art thou?' she asks, and Romeo elaborates


My name, dear saint, is hateful to myself,


Because it is an enemy to thee.


Act Two, Scene One, Line 8-


Disregarding the metaphors, Juliet finds her answer elsewhere


I know the sound


Art though not Romeo, and a Montague?


Act Two, Scene One, Line 10-10


As in their first meeting in Act One Scene Four Juliet's behaviour changes again, whereas she used to obey the authority of the nurse she disappears twice, twice defies authority, and then reappears


[NURSE] (within) Madam!


JULIET


I come, anon! But if thou meanest not well,


I do beseech thee-


[NURSE] (within) Madam!


JULIET By and by, I come! -


To cease thy strife and leave me to my grief


Tomorrow will I send


ROMEO So thrive my soul-


JULIET A thousand times good night. Exit


Act Two, Scene One, Line 1-00


Even after Juliet exits she still returns three lines later showing a reluctance to leave the stage and it is at this point that they finalise details of their meeting for the next day. This scene is a sign of Juliet's emerging dependence and is crucial to understanding her decision to marry Romeo and defy her parents. The love theme that I mentioned in the last chapter moves quickly towards its climax in this scene.


Gounod begins his balcony scene with a short melody that contains no voices. It starts with long notes from the horn and oboe before the strings join in, in unison with a theme that is accompanied by the harp playing running chords to keep the music flowing. When the flute joins the strings it adds an air of romanticism and depicts the beginning of a love theme. Towards the end of this section the music slows down with a ritardando with the flute slowly rising in pitch and the final high pitch note, to me, portrays Romeo having got successfully over the wall


ROMEO


Can I go forward when my heart is here?


Turn back, dull earth, and find thy centre out.


[He turns back, withdrawing]


Enter Benvolio with Mercutio


BENVOLIO


Romeo, my cousin Romeo, Romeo!


MERCUTIO


He is wise and, on my life, hath stol'n him home to bed


BENVOLIO


He ran this way and leapt this orchard wall.


Call, good Mercutio


Act Two, Scene One, Line 1-7


'Romeo's 'Ah! Leve-toi, soieil' that opens the introduction of voices in Gounod's balcony scene is a cavatina that reproduces, in finely graded steps of mounting passion, the spirit of the soliloquy 'Arise fair sun and kill the envious moon' . When a voice finally enters it is Romeo, singing alone with the accompaniment of the cellos and double basses. This slowly progresses to a clarinet solo with the strings joining in just before the rest of the woodwind does. Romeo then begins singing his 'solo' again this time with the harp accompanying him with arpeggic chords and with the french horns playing long chords very quietly. Gounod then places a string interlude in to break up the speech. When the voice joins in again it appears to be dong a different thing to the strings before they eventually come together. Towards the end of this second section the music rises to a climax with the pitch gradually getting higher and more instruments joining in so the volume becomes louder. To me this depicts the part of the scene when Romeo starts to get excited at the sight of Juliet


See how she leans her cheek upon her hand


O that I were a glove upon that hand,


That I might touch that cheek.


Act Two, Scene One, Line 66-68


With the words being monosyllabic it makes the pace of the speech speed up helping to portray Romeo's excitement and with the repetition of the words cheek and hand we understand exactly what it is Romeo is wishing for.


In the next section of music Juliet joins Romeo in singing a question and answer scenario. The strings accompany both voices to begin with, with long notes that slowly rise depicting the animosity of the first conversation Romeo and Juliet have since they have found out about the family names of one another. During Romeo and Juliet's conversation there are several different motifs played by many instruments. The violins have short notes that continue to rise up the scale clashing with the oboe that is playing the same melody as the tenor voice (Romeo) but in the form of a canon . The double basses and cellos play continuous plucking notes that remind the listener that Romeo is in a place he should not be and Juliet is risking getting in trouble by conversing with him. After a short string interlude the nurse joins in with her calling for Juliet. After the nurse's departure Romeo and Juliet's voices come together singing an octave apart with the cello prominently playing the melody. The music slowly quietens and with the voices singing repetitive words it makes the listener believe that the scene is coming to an end. A solo horn then breaks the silence portraying Juliet returning to the balcony having been to see her nurse. Romeo and Juliet's voices then become agitated and rise quickly against an augmented chord in the strings. The voices then soften with the strings playing a low soft melody and the tempo slows down as the scene comes to an end. After Juliet's final departure Romeo sings a solo accompanied by the strings which parallels Romeo's speech in the play


Sleep dwell upon thine eyes, peace in thy breast.


Would I were sleep and peace, so sweet to rest.


Hence will I to my ghostly Friar's close cell,


His help to crave and my dear hap to tell.


Act Two, Scene One, Line -5


The strings slowly become higher in pitch at the same time as the tempo slows when the voice trails off and this concludes Gounod's balcony scene.


Prokofiev begins the balcony scene with short notes rising up by the flute and harp. After a couple of bars the strings take over with a new melody while the flute plays long notes that crescendo throughout. The flute then returns to its first motif of short notes, joined again by the harp. The lead violin then has a solo that is eventually joined by the rest of the strings at a very high pitch in the style of a canon. The flute then begins playing a new melody alongside the original theme in the strings. I associate this section with Mercutio and Benvolio's discussion after Romeo has climbed over the wall into Capulet's garden


BENVOLIO


Come, he hath hid himself among these trees


To be consorted with the humorous night.


Blind is his love, and best befits the dark.


MERCUTIO


If love be blind, love cannot hit the mark.


Now will he sit under a medlar tree


And wish his mistress were that kind of fruit


As maids call medlars when they laugh alone.


O Romeo, that she were, O that she were


An open-arse, or thou a popp'rin' pear.


Romeo, good night. I'll to my truckle-bed;


This field-bed is too cold for me to sleep.


Come, shall we go?


BENVOLIO Go then, for 'tis in vain


To seek him here that means not to be found.


Act Two, Scene One, Line 1-4


In this passage Benvolio's words are stressed with alliteration with the repetition of the letter 'H' in the first line. The bawdiness of the language becomes intense and graphic especially when Mercutio mentions 'medlars', as it is a pun on 'meddler' meaning to meddle or to have sexual intercourse. He repeats this pun more graphically with 'open-arse' a couple of lines later. The sexual bawdy is depicted by the high-pitched style canon. There is a short interlude of music involving sharp stabbing chords from the double basses and cellos. The flute then takes over but rather than the soft romantic sound that it usually gives out it produces quite a harsh sounding tune played in the low register. When the strings take over from the flute with the same melody it is at a higher pitch and slightly softer. This interlude ends the same way as it began, with stabbing chords in the low register of the double basses and cellos. To me, this helps the listener to keep the idea of trespassing and danger in their minds.


Prokofiev divides the rest of the balcony scene into two halves. The first half represents Romeo, his soliloquy and all his attempts to win Juliet's heart. The second, is Juliet's half focusing on her intelligent remarks and her speech in the middle of their conversation. The first half begins the same as the whole movement did except with brass and the harp as opposed to the flute playing the stabbing chords. The cello takes over as the main instrument leading the orchestra with the rest of the strings accompanying it. It creates a very full warm sound that fits well with Romeo's soliloquy at the beginning when he talks about the sun and the moon


It is the east, and Juliet is the sun.


Arise, fair sun, and kill the envious moon


Act Two, Scene One, Line 46-47


As Romeo gets more overcome by the thought of Juliet Prokofiev adds the brass making the volume louder and it is the piccolo that is prominent with the main theme at a very high pitch. As the volume dips the french horn replaces the piccolo with the theme before the strings, particularly the cello reclaims it. Towards the end of Romeo's section the whole orchestra plays creating an enormous sound that represents Romeo's delight and elation at seeing Juliet and having won her heart. The music gradually dies down with instruments dropping out until it is only the flute and oboe left playing a romantic love tune symbolising Romeo calming down and leaving Juliet.


The violins start Juliet's section depicting the time that she has stood on her balcony listening to Romeo. The clarinets join in with a semiquaver motif that helps to keep the music flowing. Eventually the violins start a new theme that is quickly taken over by the clarinet and flute. This is reminiscent of Juliet's speech during her conversation with Romeo when she speaks of love and makes presumptions of Romeo's answer


Dost thou love me? I know thou wilt say 'Ay',


And I will take thy word; yet if thou swear'st,


Thou may prove false.


Act Two, Scene One, Line 1-15


The violins return to their long notes with the woodwind playing soft chords on every other beat. The brass joins in with chords and the double basses and cellos play tremolando on the same repetitive note. Slowly the chords fade out until there are just strings and woodwind playing a long chord that lasts for several bars with a solo horn shining through. To me, this portrays the goodnight and the end of the scene with the horn symbolising the danger ahead.


Tchaikovsky places the balcony scene near to the end of his overture with it coming shortly before he portrays the lovers' deaths in his music. The theme that he uses for his balcony scene is similar to the love theme that he used for to represent Romeo and Juliet for their first encounter. However, this time he positions the short phrases that came second in his other love theme first helping to depict the animosity of Romeo being under Juliet's balcony. It is played by the wind instruments and is loud and powerful with the strings playing quick semiquaver motifs helping the music to sound faster and to give an air of excitement, not knowing whether Romeo is going to get caught or not. The music then changes to a lyrical part that is played with lots of emotion. It involves a duet by the oboe and clarinets with the cornets playing a quiet chord on every other beat of the bar and the violins playing a short lyrical semiquaver motif underneath. This helps to represent the words of the two lovers as they are talking about love and having to leave each other till the morning. The cornets and violins portray that time is running out and they must leave one another soon whilst the oboe and clarinet resemble their conversation


ROMEO


O wilt thou leave me so unsatisfied?


JULIET


What satisfaction canst thou have tonight?


ROMEO


Th' exchange of thy love's faithful vow for mine.


JULIET


I gave thee mine before thou didst request it;


And yet I would it were to give again.


ROMEO


Wouldst thou withdraw it?


Act Two, Scene One, Line 168-17


The flute then joins in with the clarinet and oboe playing at a higher pitch helping the music to reach its climax before the mood turns tense going into a minor mode representing the appearance of the nurse. The music then begins to retreat to the Feud theme symbolising Juliet's departure into her room and the idea that there is still a chance that Romeo could be caught trespassing on Lord Capulet's land.


Friar Laurence


Act Two Scene Two is the first time that Shakespeare introduces the audience/reader to Friar Laurence. In just twenty-two lines he manages to tell us a lot about himself. The soliloquy that he speaks is important to indicate his narrative importance and helps us to pick up on his character. The Friar uses a rhyming pattern that until now has not been present. It is a series of rhyming couplets and within them one line plays against the other and this makes the rhyme. By having the two lines the Friar appears to be making both points that he raises valid. The first and second couplet establish the time of day


The grey-eyed morn smiles on the frowning night,


Checking the eastern clouds with streaks of light;


And fleckled darkness like drunkard reels


From forth day's path and Titan's burning wheels


Act Two, Scene Two, Line 1-4


These four lines are descriptive within themselves with 'grey-eyed' being conventionally linked to early morning, 'Titan's' referring to sun god and the 'burning wheels' 'belonging to the chariot he drives across the sky in his path'. By identifying plants as he collects them he is telling the audience that not only is he a philosopher but also a chemist. The philosophical side of the Friar is also distinguished by the lyrical language he uses as exemplified in the above quotation. The Friar becomes the spokesperson for moderation and restraint in the play. This is reflected from the first time that we see him collecting plants to make medicines. This is ironic as it is the Friar who engineers the final tragedy by using his collected plants to make a poison that will stop Juliet's heart beat for a couple of days so that she is presumed dead. On


meeting Friar Laurence it is also the first time that the play is confined to a small space the private area of his cell. The qualities of the compositions by Gounod, Prokofiev and Tchaikovsky change accordingly with this by using a smaller part of the orchestra than usual making the sound smaller.


When Romeo enters the Friar continues to speak in couplets and as Romeo speaks he carries on the rhythm of couplets although it is out of character for him. As Romeo is asking Friar Laurence to marry him and Juliet the speech keeps moving forward all the time and the rhyming couplets help the pace to continue. The Friar offers wise advice to Romeo at the end of the scene when he begins to rush all his thoughts and actions


ROMEO


O let us hence! I stand on sudden haste


FRIAR LAURENCE


Wisely and slow; they stumble that run fast.


Act Two, Scene Two, Line -4


This helps the audience realise that Friar Laurence is a friend to Romeo and that he is trying to guide him but there is also an underlying idea that the Friar is older and wiser.


Gounod focused more on the marriage ceremony of Romeo and Juliet that Friar Laurence conducted rather than the first time that we meet the Friar. But even from the short marriage scene we can hear what instruments are used to characterise the Friar. It is the solo cello that is most commonly linked to Friar Laurence in Gounod's opera and it begins the marriage ceremony with long notes. The Friar's part is sung by a bass making him lower than the rest of the group in his cell so he becomes easy to distinguish. When he begins to sing he remains on one note making his voice sound very monotonous although he is saying some happy words and is about to deliver a joyous ceremony


So smile the heavens upon this holy act,


That after-hours with sorrow chide us not.


Act Two, Scene Five, Line 1-


The music then modulates up a tone representing Romeo's conversation with the Friar before Juliet's arrival where he is asking what sorrow could arise from such a cheerful event. When Juliet makes her appearance she sings a solo in a minor key striking a difference between her, Romeo and Friar Laurence. By singing in the minor key it puts across any apprehension that she might be feeling about the secret wedding. There are augmented chords being played in the strings and brass underneath the voices of all three persons that are present. The voices mirror an authentic wedding service with the Friar singing answered by Romeo and then the Friar speaking to Juliet with her answering him. Shakespeare does not use the wedding as a significant part of the play and it is not acted out on stage, instead it is portrayed in the Friar's cell . To mark the end of the ceremony all the voices join together and sing in unison. The music becomes pompous and joyful celebrating the wedding of the two protagonists. The violins mirror the voices and the timpani recreate the sounds and beats of wedding bells helping to symbolise a church wedding. The strings and brass play a bold fanfare representing the Friar's final words before the end of the scene


Come, come with me, and we will make short work;


For, by your leaves, you shall not stay alone


Till holy church incorporate two in one.


Act Two, Scene Five, Line 5-7


The speed of this section of speech is quite fast due to the amount of monosyllabic and alliteration used such as the 'W's' in line one. The poetic sounds are cancelled out by the words with Shakespeare using the word 'alone' in line two and then using the opposite word of 'incorporate' in line three. This makes Gounod's music quite deceiving as he has had a ceremony portraying the wedding of Romeo and Juliet yet he still ends the scene with the Friar's original words in the play yet the words that Shakespeare wrote are telling us that they are not yet married. It appears that Gounod has done this because the wedding is not acted in the play and it helps to clear up any confusion as to whether Romeo and Juliet are actually married.


Prokofiev introduces Friar Laurence the same way that Shakespeare does with a solo. It is only a short section of music and he does not carry on the scene with Romeo's arrival. It is exclusively the Friar's piece of music and by having this it helps to be able to distinguish the Friar's appearance later in the play as we have already heard the style of music used to represent him. The music begins with a simple melody played by the bassoons and horn. The harp produces a chord at the beginning of each bar and occasionally on every beat of the bar with represents the Friar walking along, occasionally stopping and then getting faster. The melody is slow and soft which helps to depict the Friar thinking as he walks and also portrays the small space that he is confined to within his cell. It also portrays some of the words that the Friar says as he is talking about earth and nature so his words are descriptive


The earth that's nature's mother is her tomb;


What is her burying grave, that is her womb;


And from her womb children of divers kind


We sucking on her natural bosom find;


Act Two, Scene Two, Line -1


By using rhyming words like 'womb' and 'tomb' Shakespeare is almost spelling out the tragedy of the play but at the same time building on the Friar's characteristic of using rhyming couplets. The clarinets and flutes play sporadic long notes that similar to the harp depict the Friar pausing as he looks at his flowers. The cellos and strings take over the main theme from the bassoons and they glide from note to note giving the music a graceful air representing the religious beliefs of the Friar even though later in the play it is the Friar that organises the deaths. As the strings' section reaches its climax the music becomes more full and louder helping the listener to recognise the change in the Friar's language when he starts to use stronger words like vile and abuse


For nought so vile that on the earth doth live,


But to the earth some special good doth give;


Nor aught so good but, strained from that fair use,


Revolts from true birth, stumbling on abuse.


Act Two, Scene Two, Line 17-0


The strings then subside and the bassoons, horn and harp re-enter with their original tune. Again the clarinets and flute play long notes but this time the oboe joins in mirroring the bassoon creating an angelic sound. The bass clarinet joins the group and slowly takes up the theme until it is the only instrument playing. To me, this portrays the Friar's words when he mentions poison and power as the instrument represents power as it has silenced all the other instruments and has gained control of the music


Within the infant rind of this weak flower


Poison hath residence and medicine power


Act Two, Scene Two, Line -4


The ordinary clarinet then assumes control of the theme and brings the piece to an end with a slow diminuendo , helping the music to die out thoughtfully.


Tchaikovsky differs again to Prokofiev and Gounod in his musical interpretation of Friar Laurence. He uses a series of chords in the wind section to represent the Friar and this is introduced firstly in the introduction of his overture. The music is fairly slow at this point with the flute, clarinet and bassoon playing the chords in a steady semiquaver motif. This motif is the melody and is played in unison with the brass adding the occasional chord to give the music a lift. This section is then repeated at a faster tempo accompanied by pizzicato (plucked) strings. The music at this point helps to portray the joyfulness of the Friar's words in his first soliloquy even though it opens Tchaikovsky's overture


Now ere the sun advance his burning eye,


The day to cheer and night's dank dew to dry,


I must upfill this osier cage of ours


With baleful weeds and precious-juiced flowers.


Act Two, Scene Two, Line 5-8


Again, the language in this passage is very poetic with the Friar's rhyming couplets making the text bounce at the end of each line depicting the happy Friar walking through his gardens. Not long after Tchaikovsky's love theme discussed in chapter one the theme for Friar Laurence is played in fragments by the winds along side his feud theme. More often than not Friar Laurence's theme in the winds played in conjunction with the feud theme that Tchaikovsky has put in the strings. Whether this is coincidental or purposeful I do not know but in my mind it helps to reiterate the point that the Friar is not the good person that is expected of him.


Later on in the music Friar Laurence is once again blasted out in a broad explosive manner by a trumpet over fragments of Tchaikovsky's feud theme. This is far removed from Friar Laurence's first quiet appearance in the introduction. This helps to represent the Friar's change of character when, later in the play, he offers a poisonous helping hand to Juliet


Hold, daughter, I do spy a kind of hope,


Which craves as desperate an execution


As that is desperate which we would prevent.


If rather than to marry Count Paris


Thou hast the strength of will to slay thyself,


Then it is likely thou wilt undertake


A thing like death to chide away this shame,


That cop'st with death himself to scape from it;


And if thou darest, I'll give thee remedy.


Act Four, Scene One, Line 68-76


With Tchaikovsky's music having reached a climax before the Friar's theme it shows Juliet's despair at having to marry Paris and the Friar calming her down before offering her a dramatic exit. After this Friar Laurence's theme is not heard till after Tchaikovsky's representation of the balcony scene discussed in chapter two. This part of the overture is also expressive, helping to portray Friar Laurence's speech upon learning that Juliet is 'dead'


Peace, ho, for shame! Confusion's care lives not


In these confusions. Heaven and yourself


Had part in this fair maid; now heaven hath all


And all the better it is for the maid.


Your part in her you could not keep from death,


But heaven keeps his part in eternal life.


Act Four, Scene Four, Line 1-6


The coda of Tchaikovsky's fantasy overture contains the love theme, played in a minor key helping to give a sense of the final tragedy. There is also a variant of the Friar's theme which, like at the beginning, is peaceful and depicts the representation of peace in heaven and portrays Friar Laurence's last speech that explains the tragedies that have occurred in the play


I will be brief, for my short date of breath


Is not so long as is a tedious tale.


Romeo, there dead, was husband to that Juliet;


And she, there dead, that's Romeo's faithful wife.


I married them, and their stol'n marriage-day


Was Tybalt's doomsday, whose untimely death


Banished the new-made bridegroom from this city,


For whom, and not for Tybalt, Juliet pined.


Act Five, Scene Three, Line -6


Conclusion


Shakespeare's use of language in Romeo and Juliet has been portrayed differently by Gounod, Prokofiev and Tchaikovsky in their respective pieces. Although all three composers use different genres of music for their interpretations, the scenes that they focus on are all similar. It is interesting that each of the composers depicted the wedding scene in a corresponding manner, each portraying a church wedding service whereas Shakespeare places the wedding off stage and only refers to it in the text as opposed to acting it out on stage.


Gounod's opera Romeo et Juliette (1867), influenced more by Garrick than Berlioz, heightens the passion of the love story by closing with a duet in which the protagonists invoke God. The history of Prokofiev's ballet music aligns this score with other experimental versions of the narrative. Commissioned in 14 and rejected as undanceable, the music finally turned the ballet into a political statement about betrayal and misuse of power.


Here Levenson is making the point that different composers have looked at opposing material in the play and based their compositions on them.


By Gounod's interpretation of Romeo and Juliet being in the style of an opera, the words relate very closely to Shakespeare's text although Gounod does swop the order of some of the scenes around. As there is a text with Gounod's music it is fairly easy to see what instruments are used to illustrate certain characters. Prokofiev's ballet uses the form of dance to portray the action of the characters. By using visual images the portrayal of action incorporated in Shakespeare's play becomes recognisable. As a member of an audience and a listener it is possible to associate music with dance which helps the plot to unfold. Tchaikovsky's method for portraying the plot of Romeo and Juliet is one that he leaves open for the individual. A knowledge of the play would be useful to a listener to enable them to interpret the music as there are no words or actions to aid them. Tchaikovsky mainly incorporates themes into his fantasy overture, which recur throughout the piece as opposed to following the guidelines of Shakespeare's text.


From the opening sonnet to the closing sestet, short lyrics in Romeo and Juliet form a heterogeneous series. The amatory verse includes not only sonnets but also quatrains, octaves, an aubade, an epithalamium, a duet, a quartet and some straight forward rhymed passages.


With Shakespeare using rhymed passages throughout Romeo and Juliet it helps composers to form their music. As Romeo and Juliet is a tragic love story Gounod, Prokofiev and Tchaikovsky all based their music on a series of themes, mainly the feud and the love story, yet it is Tchaikovsky that continues the idea of themes throughout his music, interpreting them slightly different each time they occur.


If this work has succeeded in its purpose of interpreting classical music compositions, based on Shakespeare's Romeo and Juliet, then it will above all enable listeners to speed up the process of understanding Gounod's, Prokofiev's and Tchaikovsky's music, alongside Shakespeare's text, by directing their attention to significant features of their works.


Glossary


This glossary has been adapted from that in The Cambridge Music Guide edited by Stanley Sadie and Alison Latham.


Augmented


An interval that has been increased by a semitone (See semitone below).


Canon


A type of polyphony in which a melody is repeated by each voice or part as it enters (See polyphony below).


Largo


A slow tempo.


Polyphony


A texture in which two or more independent melodic lines are combined.


Ritardando


Becoming slower


Semitone


Half a tone, the smallest interval commonly used in Western music.


Tremolando


A rapid reiteration usually of a single tone by the trembling action of a bow of a string instrument.


Bibliography


Brown, D, Tchaikovsky The Early Years, London, Victor Gollancz Ltd., 178


Drakakis, J, Editor, Shakespearean Tragedy, London, Longman, 1


Harding, James, Gounod, London, George Allen and Unwin Ltd., 17


Levenson, Jill, L, Editor, Romeo and Juliet, Oxford World's Classics, Oxford University Press, 000


Sadie, S and Latham, A, Editors, The Cambridge Music Guide, Cambridge University Press, 16


Sternfeld, F, W, Music in Shakespearean Tragedy, London, Routledge and K.P, 16


Please note that this sample paper on Classical Music Interpretations of Romeo and Juliet: Tchaikovsky, Gounod and Prokofiev is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Classical Music Interpretations of Romeo and Juliet: Tchaikovsky, Gounod and Prokofiev, we are here to assist you. Your cheap custom college paper on Classical Music Interpretations of Romeo and Juliet: Tchaikovsky, Gounod and Prokofiev will be written from scratch, so you do not have to worry about its originality.


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Thursday, June 24, 2021

Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading.

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The Mules Foal by Fotini Epanomitis, to me, is a normal novel because it tells a story and is about events that could be real. It is a story about three houses in a greek/turk village and about what happens inside these houses, as well as the people inside them. At the start of the story the narrator Mirella tells us that it is a story of houses, of what happens in them and between them.


In other words, this book meets the wide definition of a novel, which is an extended work of prose fiction (Abrams, 171, pg 110) and has all the elements required for a novel such as plot, setting characters and point of view. The Mules Foal is a normal novel because it fits the genre of Magic Realism. Each element of the novel is affected by its genre.


The Mules Foal is a normal novel because it fits the definition of a novel. This book is obviously not based on true events because the events that take place are fantastical. This book also meets the narrower definition of prose romance, which is a novel that uses simplified characters, a solitary protagonist who is isolated from a social context, and has anologies to dreams, myths, rituals and folklores(Abrams, 171, pg 11). Firstly a good example from the book which fits this definition for ritual is when all the deformed babies are placed near the bridge that leads into the village and the pigs eat them


And if the child were born without legs or arms, or even without a head, then the mother would leave the children at the foot of the bridge. The villagers would let out their pigs which would eat and maul and eat the child.


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Secondly, myths are included and a good example of this is the story of St Vaia and her holy water


The story says that this is St. Vaias holy water. St Vaia, who had refused to abandon her faith for the Turks. They cut of her breasts and she bled to death. That is where the holy water is supposed to come from.


Lastly, the solitary protagonist is the Gorilla Child, who lived a solitary childhood behind a wall and did not have a very good social life as an adult, because of his ugly appearance and relatively shy nature


Yiorgis the Apeface was a polite man, of a basically lomesome nature. He lived a quiet life and was betrothed to a girl from a distant town.


The Mules Foal is one such novel that fits into the genre magic realism. Magic Realism uses fabulous and fantastical events which are included in a narrative that otherwise maintains the reliable tone of objective realistic report. Realism is maintained throughout the book through the use of point of view techniques. The story is told in simple language with little dialogue. Fotini Epanomitis, through Mirella, tells the story by keeping a straight face to make the reader believe her. A good example is when Meta turns into a man


One day Meta turns into a man. Noone knows who he is. There is no name, and no record of his crime. So he is set free.


This shows that realism is maintained even when the events are ridiculous and fantastical, and so fits the definiton of Magic Realism.


Like any novel, The Mules Foal takes place in a certain location and is narrated in a particular point in time. According to a review by Susan Nicholls the story envelopes us instantly in the world of a small village, somewhere in or near greece, sometime in the not-very-distant-past, possibly the turn of th century and a little later. What we are actually told about the village is there are cobbled streets and that it is in a valley that dried up years ago, and about the bridge that leads into the village. We are told about St. Vaias holy water and that the houses are made of stone. We know that there is a kafeneio a graveyard near a church and a town square. This setting is a normal setting in terms of a novel. The Magic Realism of the story sits on top of this basic setting. By having such a normal setting it can make the reader draw comparisons between his world and the novels world.


I think I have shown that The Mules Foal is truly a normal novel. It has elements that fit the definition of a novel, and just happens also to fit the genre Magic Realism. I have shown through the plot, the setting and point of view which are the required elements of a novel, are all found inside this story.


Please note that this sample paper on Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading., we are here to assist you. Your cheap research papers on Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading. will be written from scratch, so you do not have to worry about its originality.


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Tuesday, June 22, 2021

Change management

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1


The Scout Association


1 Introduction


The changes facing the Association are large and will take a lotof work and time over the next three years. The aim of this


document is to describe how this change can be managed and


the work distributed. In particular, it uses a Change Champion


(the Area/County Commissioner) to keep an overall view of the


change, and a Change Agent (usually someone other than the


Area/County Commissioner) to manage the project in detail.


There are a lot of theories about managing change particularly


in large organisations. There are two theories that might help us


through the period of change that the Association is about to


enter. One places more emphasis on systems and processes


whilst the other places more emphasis on the people involved.


To be successful, we need to balance these two approaches


managing change with the people involved and doing so in a


systematic manner.


The model for the Association


The change management model (see page ) suggested for this


project is described in five steps. Some of these steps may


overlap which is fine so long as you are clear about where you


are going overall.


For each of these steps in the change management process,


the following sections describe what should be achieved.


Managing change


People


driven


System


driven


Association model


Commitment to change


Where do you want to be?


Where are you now?


How do you get there?


Implement


our movement,


our future


.1 Step One Commitment to change


There have always been changes in our Movement at some


times more than at others. In this period of rapid and large


change, the commitment, support and encouragement of those


leading Counties and Districts will be crucial.We will all win if


everyone is committed to making the same changes.


Demonstrate commitment in leadership


Those leading groups of people will need to show that they are


committed to the change. This includes Group Scout Leaders,


District Commissioners and County/Area Commissioners. This


commitment must be shown by their behaviour and what they say.


Accept the limits that are imposed


Most changes will have some limits perhaps because of the


number of people, resources or money that you have available.


In this case, there will be limits given by the new programme


(such as age groups). Everyone needs to know about the limits


and accept them.


Engender commitment from all adults in the Movement


All the adults in the Movement must be committed to the


change. This means that everyone must be kept informed and


encouraged to participate. This includes administrators, Leaders,


Helpers, and Commissioners and 05 year olds for whom the


changes will provide new opportunities.


Explain why changes are taking place


Ensure that everyone knows why the changes are taking place.


Remember to communicate this often, both before and during


the change process.


Value everyone's view and ideas


There will be options in the changes and local decisions will


need to be made. Everyone should be encouraged to contribute


to this. All contributions should be considered and people


informed of the outcome.


. Step Two Where do you want to be?


In this step, the Area/County, Districts and Groups should


consider where they would like to end up after the process of


change.


Consider influences


There will be many issues that will shape your view of where you


want to be. There may be external constraints (such as the rules


defining the programme from PRI); external enablers (such as


grants to help development); local factors (such as Area/County


and District development plans); and resource implications


(such as the money and the people required).


Set objectives


Describe what you want to achieve in simple and measurable


terms (you will need to know that you've made it!). There may be


overall objectives giving the broad view and detailed objectives


to further define these.


Assign priority


The objectives will need to be put into an order of priority so


that you know what is most important to tackle first. As with


any plan, it is best not to get sidetracked into putting a lot of


time and effort into an item that you consider to be low priority.


Involve local membership


Ask the people involved locally what they think should happen


in the future taking into account the fixed limits. Include as


many people as possible and ensure that you tell them the


outcome.


Managing change


continued


'If you don't create


change, change will


create you'


. Step Three Where are you now?


This step looks at what you are doing at the moment in Groups,


Districts and County/Area. It is sometimes easy to assume


that we know what is going on rather than checking that it is


indeed true. You may find that there is less work to do than you


imagined and you may identify examples of good practice


to share.


Collect data/facts


Find out what is going on this is a simple audit that should


involve a lot of people.


Collect views throughout the organisation


It is important that lots of people have a chance to tell you what


they think about how they are doing things at the moment.


.4 Step Four How do you get there?


Having decided where you want to be and knowing where you


are now, it is time to decide what you are going to do about it!


Identify methods from many people


Ensure that as many people as possible are asked to identify the


methods for implementing the changes.


Develop options


Once you have some options for methods make sure that the


practical ones are developed.


Choose methods


From the range of methods that are now available, involve the


people who will have to implement these in making the choice.


Plan


Generate a plan to put the changes into practice. Ensure that


the plan is clear and timed.


.5 Step Five Implement change


Implement


Put the plan into action. Make sure that everyone knows what


the plan is first. Publicise it as widely as possible.


Monitor


Carefully track the implementation of the changes to ensure


that the plan is achieving its objectives.


Adapt


Be prepared to alter the plan if it is not quite working out as you


had hoped. Be flexible.


Allocate tasks


Ensure that people know what is expected of them and by when.


Select a Change Agent


For a large change process, it will be helpful to have someone


who can meet people and drive the process on. To be truly


effective the Change Agent will need some power and money


with which to do the job and will need to have credibility in the


Area/County.


Explain the facts


Ensure that everyone knows the facts the reasons for the


change and what you are going to do.


Deal with resistance


Many people don't like change. You must accept this and ensure


that you plan to address it.


Managing change


continued


4


. Focus on people


.1 Key roles


In this paper we have identified two roles the Change


Champion and the Change Agent. Both roles are key to the


successful implementation of change.


.1.1 Change Champion


The Change Champion keeps an overall view of the change


process and promotes the change to everyone involved.


In the County and Area, the ultimate Change Champion will be


the Area/County Commissioner. However, at times this role will


also be necessary for the District Commissioner and the Group


Scout Leader.


The main aspects of the role are


• Demonstrate commitment to the change. Talk positively about


the change, encourage those who are working on change and


acknowledge progress towards change.


• Ensure that the facts about the change are well known.


Tell people about why the change is necessary, the plan itself,


the end point of the plan, and what has been achieved so far.


Resist the temptation to use hype or spin instead of facts.


• Empower the Change Agent to do the job. The Change Agent will


need power over financial resources,may need other people to


help do the job, and will need to attend meetings and have time


on the agenda.


• Monitor the change process. Let the Change Agent do the


detailed work. Check progress against the plan with the Change


Agent and the District Commissioners.


• Provide management and support for the Change Agent.


Hold regular progress meetings and personal review meetings.


Set targets with the Change Agent.


The County/Area Commissioner will retain the overall


responsibility for the change process. This will include giving


the final approval for the plan and providing ideas and direction


as appropriate.


.1. Change Agent


The Change Agent manages and drives the change on behalf of


the County/Area Commissioner. The main aspects of this role are


• Demonstrate commitment to the change. Talk positively about


the change, encourage those who are working on change and


acknowledge progress towards change.


• Ensure that the facts about the change are well known. Have a


clear understanding of the changes that are taking place what


and why and spread the word.


• Lead the change process. Provide the first line advice and


support within the County/Area.


• Act as project manager. Create, implement and monitor the


plan. Solve problems and act as a 'trouble shooter'.


• Manage the resources allocated. The resources may be finance,


people, materials or time.


• Motivate and enthuse all those affected by the change.


Take opportunities at meetings, at events, and in newsletters.


• Report to the Change Champion. Provide regular updates on


progress (but not all the detail as the Change Champion will


need to see the bigger picture). Check that the project is meeting


the requirements of the Change Champion and the plan.


Agree on changes if necessary.


Managing change


continued


'The ultimate solutions


to problems are


rational; the process for


thinking them is not'


• Recruit and manage a team. It may be appropriate to gather a


small team to help. This team will report to the Change Agent


and should have clearly defined job descriptions.


. Resisting change


There will often be resistance to change. It may happen for


many reasons. It is important to recognise this and to plan to


deal with it.


..1 Why people resist change


The main reasons for resisting change include


Personal views


People may see no need to change they may think that the


current situation is fine or that the proposed change will not


work. Some may resist the change simply because it was not


their idea or because they have no interest in change.


Habit and fear of the unknown


It is often easier to stay with the current situation. Change can


mean upsetting the routine and losing a sense of security.


No vision of the benefits


The gains to be made by change may not be clear. In some cases,


only the problems may be apparent.


Reason for change unknown


Some may see only the change itself rather than the benefits of


the change.


Disturbing existing relationships


People may feel challenged, threatened, and perhaps a sense of


loss if current relationships and teams are changed. Some may


fear a loss of status.


No trust in change makers


There may be no trust in the people who are making the change.


There may have been previous mistakes. They may feel that


there are other motives for making the changes.


Not involved


People may feel that they are not influencing the direction or


outcomes of the change and that no one is listening to their


views.


Too much work


The amount of work involved in the change may be daunting.


There are many other reasons for resisting change. It is


important to think about how individuals will view the change.


.. Dealing with resistance


If we start by accepting that there will be resistance to almost


any change, the need to deal with this resistance is clear.


• Accept that whatever you do, however good your


communication and preparation, there will still be resistance


to change.


• Predict the possible reasons for resistance to the change and


plan how you will address them these might include people


feeling that they will lose their position, influence, authority


or group of friends. When you present the plan, reference and


address these issues directly.


• Once the change process has started, identify the real areas


of resistance. You need to tackle people individually and address


concerns.


Managing change


continued


5


6


It will help others to accept change if the County/Area


Commissioner, District Commissioners and Group Scout Leaders


all support the change by


• Encouraging everyone to take part from the start of the change


process.


• Making clear the areas that are open for discussion and those


that are not.


• Keeping people fully informed and involving people in decision


making that directly affects them.


• Meeting people and talking about the change process.


• Using a positive attitude to the changes in everything that is


said and done.


• Anticipating the adult support issues such as new job


descriptions, existing roles that are no longer required, new


roles, re-training.


• Providing incentives to change such as praise in newsletters,


free resources once a Group is ready to move to a part of the


new system, or free resources to help with implementation once


a District plan has been established.


No matter how hard you work at the change process, accept that


you will lose some people along the way. If people in roles of


power and influence do not support the change, you will need to


consider if they should continue in those roles.


. Motivating people


Many of the ideas that are discussed in this paper will motivate


people and reduce de-motivation. In addition it may help to


consider the following


• Using motivation theories to identify what motivates people


(particularly as individuals).


• Providing clear job descriptions that take into account people's


goals and aspirations.


• Rewarding people who embrace the changes don't forget


simply to tell them that they are doing a good job!


4. Focus on systems


The systems used to plan effectively will be very important.


The Scout Association already uses some techniques that will


be useful. This section gives a few points to consider when


planning.


4.1 Planning


Understand what needs to happen


Some parts of the plan may depend on other parts. The use of


diagrams may help you to see the bigger picture.


You can't do it all at once


Break down the plan into smaller, more manageable chunks and


set objectives for each. Using the systematic planning tool


NAOMIE will help.


Set priorities


Give a priority to each objective. Consider how urgent as well as


how important each objective is.


Monitor and review progress


Decide how you will monitor and review the progress of the


project both the overview and the smaller tasks.


Managing change


continued


'Lord grant me the grace


to accept the things


I cannot change, the


courage to change the


things that I can and


the wisdom to know


the difference'


Be prepared to tackle something more than once


Learn as you go along and be prepared to take two steps forward


and one step back occasionally.


Be flexible


Identify areas where there is flexibility this may be in


time-scales or areas in which people can influence the


change process.


Build in contingency


Change is bound to take longer than you anticipate and it will


cost more than you plan for.


Be prepared for a dip in performance


When change is first made, performance drops as people


struggle with the new system and ideas. Eventually performance


will improve. Some people give up at the first sign of difficulty


and want to go back to the original system. Confidence and


reassurance from the Change Champion and the Change Agent


will be crucial at this point.


Identify resources


The resources may be people, money, materials or time.


Resources should be allocated to the tasks in the plan. Look for


ways to combine the tasks to make best use of the resources.


Stay on track


Whilst the plan is being implemented keep referring back to the


plan itself, the outcome of the 'where do you want to be' step


and the Change Champion to ensure that you are still on track.


Communicate


Identify the communication systems you can use to bring about


the changes e.g. to consult, to explain the nature of the


changes. Make sure that you use the most appropriate systems


and adapt them to meet your needs.


People issues


Consider the people issues mentioned in this paper and don't


forget to include them in the plan.


4. Other tools


Here is a range of tools that you might consider using at


different stages in the change process. There are, of course, many


others. To order a pack of information to help you further, call


the Information Centre on 0845 00 1818.


• NAOMIE


• Objective trees


• Brainstorming


• Facilitating


• Generating ideas


• Solving problems


• Styles of leadership


• Diagrams


• How to prioritise -


Johari's window


• Using meetings


• Forcefield analysis


• Review


• Motivation


• Focus groups


• Questionnaires


• Interviews


• Delegation


• Preparing and giving


a talk


• Project management


• Ask the Adult Support


staff for help


Managing change


continued


7


8


5. Summary


Do…


• Remember change is a process not an end in itself. If you focus


change on an event that is all it will be, just an event.


• Select priorities for change rather than try to do everything at


once.


• Involve people from all levels at every stage of design and


implementation.


• Publish early success to build momentum and support.


• Expect it to take longer that you anticipate.


Don't…


• Underestimate the cost of change build in costing for


communication, training and materials.


• Expect to be able to control all factors. Plan your response to


factors you can't change.


• Deliver spin or hype but do deal in facts.


6. Bibliography


Managing Change nd Edition. Christopher Mabey and Bill


Mayon-White. The Open University. Published by Paul Chapman


Publishing. 1. ISBN 1-856-6-0.


Checkpoint. The management checklists and management


thinkers on CD-ROM. Year 000 issue. The Institute of


Management. Three articles may be useful Checklist 08


'Mapping an effective change programme'; Checklist 040


'Implementing an effective change programme'; and Checklist


068 'Motivating your staff in time of change'.


Communicating ChangeWinning Employee Support for New


Business Goals. T. J. Larkin and Sandar Larkin. Published by


McGraw-Hill 14.


Managing Change and Changing Management. The Open


University Business School. B800 course text for MBA.


Managing People A Wider View. The Open University Business


School. B800 course text for MBA.


Why Do Employees Resist Change? Paul Strebel, Professor of the


Change Programme for international managers at the


International Institute for Management Development. Published


in the Harvard Business Review 16.


Managing Change. The Government Accountants Journal,


Summer 000.


Managing change


continued


'Change creates the


opportunity for


innovation'


Please note that this sample paper on change management is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on change management, we are here to assist you. Your cheap custom college paper on change management will be written from scratch, so you do not have to worry about its originality.


Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!