Please visit this Google Document for the list of comments I have made:
https://docs.google.com/document/d/19Zu-k89qvGl5vNcd8GnxDy0xgBph5BZbvNItQjxk7tw/edit?hl=en_US
Sorry for the inconvenience caused.
Regards,
Ivan
Sunday, August 14, 2011
Friday, August 5, 2011
High Ministerial Pay Debate
From The Economist:
As a citizen, I feel that ministers are entrusted with the responsibility of looking after the welfare and needs of the citizens when they are sworn into office, since we are the ones who chose them to lead us. I believe that all of us want a minister who has the passion to lead the people, and is willing to listen to their opinions and not someone who wants just materialistic objects, like money. Denmark has also the lowest corruption rate, and yet their ministers are paid around $300000, far higher than Singapore’s. In an interview by UniversityPost with Denmark’s Minister of Science Charlotte Sahl-Madsen in response to university deans in Denmark earning higher than she herself, she responded that she didn’t see anything wrong with the salaries considering that the deans are in charge of arduous responsibilities and tasks of education. Quoting from her, she said that the minister job is rewarding in many ways, and that the wage is not everything. I think that this is precisely the mindset which our ministers are lacking, and this result in them allowing for such high payrolls. I feel that the ministers forget all about listening to the people’s opinions; the influx of foreign talents would be a great example. Therefore, high salaries do not necessary attract people with compassion to public service.
Next, I feel that the ministerial salaries are too exorbitant to the extent where the government no longer pays attention to looking after its citizens, but only on developing Singapore as a whole, essentially widening the income gap. Even though ministers have longer working hours, a loss of privacy, and make sacrifices to serve the people, it does not justify the payroll. Then Minister Mentor Lee Kuan Yew defended the policies of the high ministerial salaries by arguing that the high salaries had kept Singapore’s governance top-notch and uncorrupt for 50 years. Although it is true that Singapore has indeed one of the lowest corruption rate in the world and that the high salaries do play a part in deterring corruption, I still feel that the ministerial salaries are absurdly high. Singapore’s Prime Minister is paid 40 times our Growth Domestic Product (GDP) each year, and not to mention that it ranks among the highest of all countries, he is still entitled to a pension for life even after stepping down amounting to two-thirds of his last drawn pay. Revisions of the ministers’ payroll are neither discussed in Parliament nor asked for approval or opinion from the people, and yet they draw taxpayers’ money at such a rate, isn’t it unreasonable to have the government decide their own pay?
I feel that lower pay should be implemented to attract competent and honest individuals to participate in public service. Decades ago in the 1960s and 70s when Singapore was still a country fighting for its identity and not a developed one, our founding fathers including Lee Kuan Yew, Goh Keng Swee and Lim Kim San were selfless men who served the people genuinely. Once, a Singapore government-linked company set up by Mr Goh learnt that he was living on a net monthly income of $8500 per month, and offered a cheque for $500000 to Mr Goh’s wife which they claimed was for in appreciation of a book the company had written on Mr Goh. His wife had instantly cancelled the cheque and wrote to the CEO to thank him for his kind gesture, and said that what her husband had done for the company was not for money, not for power, not for glory, or even to be honoured, but for Singapore and Singaporeans. Mr Goh was indeed a man we should all respect.
I would also like to mention an interview by Mr Yadav with Mr David Marshall in 1994, the year Senior Minister Lee Kuan Yew suggested pegging ministerial salary with that of the private sector; Mr Marshall mentioned that there isn’t a need to have a minister earning so much money a year. As quoted from him “Where does the money go to? It can’t be eaten. Your children don’t need the money.” He said that the ministers should be contented with pay that is enough for them to use. After all, the poor like us could use the money for something more useful and we would be much thankful to the government. From the same interview, “We have lost sight of the joy and excitement of public service, helping our fellow men. The joy and excitement of seeking and understanding of the joy of the miracle of the living the duty and the grandeur. We have lost taste for heroic action in the service of our people.” This is what pragmatism has brought about today; money is more important than anything else. As a result, high remuneration will attract the wrong people to public service.
In conclusion, I believe that lower pay will attract more empathetic ministers who truly have a heart to serve the people, both the rich and the poor.
Monday, August 1, 2011
'This I believe' Essay - Teachers
Teachers
Before Primary 4, I have always led a carefree life free of stress from school work and from friends. After joining the GEP, my whole world changed. I had never imagined the piles and loads of school work it would bring. After a long day at school, I still had to sit down and complete my homework, catch up on assignments, an work on projects. The first year in Primary 4 was a long and tedious year. I had problems with my English, Chinese and Science and I was first exposed to Maths Olympiad in that year, and I was literally struggling are barely passing my exams. The first common test I took for English in Primary 4 was a baseline pass, and my Chinese compositions were week in many areas and I often write off topic, resulting in a failing grade. Fortunately, my teachers have helped me tremendously in those three years. I remember many teachers who have made my life in primary school a much more enjoyable one.
However, before Primary 4 when I was in a neighbourhood school, I had always topped the class since the year I entered in Primary 1, and even though I did not top the level, it didn't really matter. I still remember the form teacher of my class from Primary 1 to 2. She taught us English and we called her Mdm Teo. After so many years (6, 7 years), she is still a teacher whom I will always respect and remember her as my teacher. Why then is she so special? Firstly, she always talked to us and gave us counselling sessions, serving not only the role of teacher, but also the roles of mother and counsellor. We have to understand that students from neighbourhood schools come from a variety of backgrounds and many of the pupils have financial problems, divorced parents, learning disorders etc. At that time, I was still ignorant of all these problems of other children and it was she who made me see the real world out there. She was effortless and unselfish in her teaching, she had the student's best interests at heart, she helped us through in times of need, she shared with us the happy memories and laughter, and she also shared the burden and sadness of the pupils.
On the last day of Primary 2, I distinctly remember our class standing in two neat rows outside the swept and cleaned classroom, and Mdm Teo was standing in front of the class and looking at us with eyes of reminiscence. On that day, she told us what all teachers would always tell us, to continue to work hard and strive better results. Although that might seem very ordinary to some of you, those few sentences left a deep impression on me, and I also believe on the other students. There was one thing though, on the last day, she wanted all of us to remember how to spell the months of the year, and it was then when I started falling in love with learning. It might seem amazing how one teacher can change your entire life.
[On the other hand, there were also some teachers who made my life in school a living torture. (Read more here: http://ivanlablog.blogspot.com/2011/02/to-kill-mockingbird-chapters-1-11_14.html)]
In our 16 over years of education, we will be taught by many teachers and some of them will eventually play a huge influence in our life, personality and character. Teachers shape who we are today and we should learn to appreciate what they have done for us, even if it might be for the worse. After all, we should learn to look at the bright side of things and that there is always light at the end of the tunnel.
Thank you, all the teachers who have taught me so far.
Tuesday, July 12, 2011
Shakespeare's Language, Our Language
- Now that you understand how the English Language evolved, share with us some words into which you have gained new insights (about their origin, their form, etc.)
Courtship: the act of wooing in love
- The word originated from the Elizabethan era in the 1970s. Courtship is made up of two words court + ship, literally meaning "the behaviour of a courtier". It was only from the 1590s when its definition was "paying court to a woman with intention of marriage," like how we use the word today.
Compound(n): An enclosed group of buildings
- The word originated from the Middle East word compounen, to the Middle French componre, to the Latin componere. It could also have originated from the Malay word kampong ("A group of buildings"). The original usage was for "the enclosure for a factory or settlement of Europeans in the East," and later used for South African diamond miners' camps in 1893, and finally for large generic fenced-in spaces in 1946.
Tycoon: A wealthy and powerful business person
- The word originated from Japan in 1857 and was used as a title for the shogun of Japan. In Japanese the word taikun means "great lord or prince". In 1861, its meaning was "an important person" and was later on specifically restricted to businessmen during the period of post-WWI.
- In what ways is Elizabethan English different from the English we use today? Discuss some new terms and grammars that exist in the various Englishes in the world today.
In terms of vocabulary, the English we use today consists of many words which have been incorporated from many other languages as we are more culturally diverse and tolerant today than in the past. During Shakespeare's times, there was constant debates over the appropriateness of adopting words from other languages, though Shakespeare used many seldom used words in his works.
In terms of grammar, the rules in the past were less strict than today. To allow for a sentence to flow naturally and rhythmically, writers could change the order of words and phrases within a sentence freely, unlike modern English.
The Elizabethan era was before the Great Vowel Shift, which was a period in England's history where there was a huge change in the pronunciation of the English language between 1350 and 1500. As a result, many words are now pronounced differently as compared to Elizabethan English.
Courtship: the act of wooing in love
- The word originated from the Elizabethan era in the 1970s. Courtship is made up of two words court + ship, literally meaning "the behaviour of a courtier". It was only from the 1590s when its definition was "paying court to a woman with intention of marriage," like how we use the word today.
Compound(n): An enclosed group of buildings
- The word originated from the Middle East word compounen, to the Middle French componre, to the Latin componere. It could also have originated from the Malay word kampong ("A group of buildings"). The original usage was for "the enclosure for a factory or settlement of Europeans in the East," and later used for South African diamond miners' camps in 1893, and finally for large generic fenced-in spaces in 1946.
Tycoon: A wealthy and powerful business person
- The word originated from Japan in 1857 and was used as a title for the shogun of Japan. In Japanese the word taikun means "great lord or prince". In 1861, its meaning was "an important person" and was later on specifically restricted to businessmen during the period of post-WWI.
- In what ways is Elizabethan English different from the English we use today? Discuss some new terms and grammars that exist in the various Englishes in the world today.
In terms of vocabulary, the English we use today consists of many words which have been incorporated from many other languages as we are more culturally diverse and tolerant today than in the past. During Shakespeare's times, there was constant debates over the appropriateness of adopting words from other languages, though Shakespeare used many seldom used words in his works.
In terms of grammar, the rules in the past were less strict than today. To allow for a sentence to flow naturally and rhythmically, writers could change the order of words and phrases within a sentence freely, unlike modern English.
The Elizabethan era was before the Great Vowel Shift, which was a period in England's history where there was a huge change in the pronunciation of the English language between 1350 and 1500. As a result, many words are now pronounced differently as compared to Elizabethan English.
Monday, June 27, 2011
LA Online Lesson Term 3 Week 1
- For minor crimes, most states have a “statute of limitations” that prohibits bringing charges when a certain period of time has elapsed since the crime. When it comes to serious crimes, is it right for the justice system to pursue criminal charges several decades after the crime is said to have occurred?
Yes, it is right and appropriate for the justice system to pursue criminal charges several decades after the crime was committed, especially serious crimes like murder. In most of these cold cases which are archived and looked through decades later, there is often a lack of evidence, witnesses and/or clues. I watched a television programme about the solving of cold crimes and prosecution of criminals which were committed some 30 years ago on Crime and Investigation last weekend. In one of the crimes, fingerprints, blood and stains were found on the pantyhose which was used as the murder weapon to strangle the victim. Due to a lack of technology in the past, the blood stains could not be tested for DNA and the criminal went scot free. However, the DNA tests of today allowed the police to track down the criminal and he was charged with manslaughter. From this example, prosecuting these criminals is the right thing to do as the constraints of the past could have prevented a criminal from receiving his dutiful punishment.
- Reporting for The Times on the conviction of Edgar Ray Killen in 2005, Shaila Dewan wrote, “While some in Neshoba County [Mississippi] said it was too late and too painful to revisit the episode, others thought that in doing so, the county might find redemption.” What do you think: was the state’s image “rehabilitated”?
Although I never lived through the civil war and only learn about it through movies, books and articles, I understand some of the horrors of the civil war in America. The Civil Rights Activists, both black and white, risked their lives to fight for the rights and equality of the African Americans and it was a noble deed to do so. Many of the people who killed and lynched the civil rights activists should be put on trial and severely punished. Mississippi did the right thing to convict the criminal and some credit should be given to them for punishing him even after decades of the painful memory; the state’s image should be allowed redemption.
- How much do you know about the civil rights era in general?
The Civil Rights Era was a period of time from 1865-1970 in American for the struggle to give equality and civil rights to all Americans. There were attempts to give equality to the African Americans like the Ku Klux Klan Act, and the Civil Rights Acts of 1866 and 1875 but most of the whites in the South kept the Blacks as inferior to them with the Black Codes and the Compromise of 1877. The Blacks continued to be discriminated in the country.
After many protests, strikes, riots, marches, massacres, assassinations, and various movements across the country, the Civil Rights Acts of 1957, 1964 and 1968 and the Voting Rights Act of 1965, the African Americans were given their full civil rights and were treated equally with the other Americans. Among the numerous incidents which occurred in America during the Civil Rights Movement, these are just some of them which contributed to the Movement: the Montgomery Bus Riots, the lynching of Blacks by the Ku Klux Klan (KKK), the role of Black churches in the Civil Rights Movement which included Rev. Martin Luther King, Jr., the Great Migration and the Second Great Migration, the incident of the Scottsboro Boys, and the enacted Jim Crow laws.
Yes, it is right and appropriate for the justice system to pursue criminal charges several decades after the crime was committed, especially serious crimes like murder. In most of these cold cases which are archived and looked through decades later, there is often a lack of evidence, witnesses and/or clues. I watched a television programme about the solving of cold crimes and prosecution of criminals which were committed some 30 years ago on Crime and Investigation last weekend. In one of the crimes, fingerprints, blood and stains were found on the pantyhose which was used as the murder weapon to strangle the victim. Due to a lack of technology in the past, the blood stains could not be tested for DNA and the criminal went scot free. However, the DNA tests of today allowed the police to track down the criminal and he was charged with manslaughter. From this example, prosecuting these criminals is the right thing to do as the constraints of the past could have prevented a criminal from receiving his dutiful punishment.
- Reporting for The Times on the conviction of Edgar Ray Killen in 2005, Shaila Dewan wrote, “While some in Neshoba County [Mississippi] said it was too late and too painful to revisit the episode, others thought that in doing so, the county might find redemption.” What do you think: was the state’s image “rehabilitated”?
Although I never lived through the civil war and only learn about it through movies, books and articles, I understand some of the horrors of the civil war in America. The Civil Rights Activists, both black and white, risked their lives to fight for the rights and equality of the African Americans and it was a noble deed to do so. Many of the people who killed and lynched the civil rights activists should be put on trial and severely punished. Mississippi did the right thing to convict the criminal and some credit should be given to them for punishing him even after decades of the painful memory; the state’s image should be allowed redemption.
- How much do you know about the civil rights era in general?
The Civil Rights Era was a period of time from 1865-1970 in American for the struggle to give equality and civil rights to all Americans. There were attempts to give equality to the African Americans like the Ku Klux Klan Act, and the Civil Rights Acts of 1866 and 1875 but most of the whites in the South kept the Blacks as inferior to them with the Black Codes and the Compromise of 1877. The Blacks continued to be discriminated in the country.
After many protests, strikes, riots, marches, massacres, assassinations, and various movements across the country, the Civil Rights Acts of 1957, 1964 and 1968 and the Voting Rights Act of 1965, the African Americans were given their full civil rights and were treated equally with the other Americans. Among the numerous incidents which occurred in America during the Civil Rights Movement, these are just some of them which contributed to the Movement: the Montgomery Bus Riots, the lynching of Blacks by the Ku Klux Klan (KKK), the role of Black churches in the Civil Rights Movement which included Rev. Martin Luther King, Jr., the Great Migration and the Second Great Migration, the incident of the Scottsboro Boys, and the enacted Jim Crow laws.
Sunday, June 26, 2011
6. Shakespeare’s Theatre
- In what sort of building were Shakespeare’s plays performed?
Before the construction of theatres, plays were performed in the private houses of aristocrats and noblemen and in the courthouses of inns. Balconies (for the audience of up to 500 people) surrounded the open space and platform in the centre of the courthouse where the acting took place. In 1574, the City of London started to restrict the activities in these inns. As a result, this prompted James Burbage to construct The Theatre in 1576 and this was the model for The Globe and many other theatres thereafter.
Shakespeare’s plays were performed in open-air theatres like the Globe Theatre. These theatres were mostly constructed with timber and were prone to burning down. They were three stories high, had a polygonal shape with an open space and platform in the centre for the actors, as well as inward-facing galleries on the different levels for the audience of up to 1500 people. There was also an upper level behind the stage which was used for different purposes.
From 1599 onwards, after the construction of the Blackfriars Theatre which was a smaller an indoor theatre, theatres were built based on that structure. The newly constructed Blackfriars Theatre incorporated the used of artificial lighting. The building could accommodate an audience of 700 people.
- How did the physical constraints of the theatre affect the language of Shakespeare’s plays?
The theatre was open air and there was no scenery. To make the play seem realistic, Shakespeare would have to describe the setting and time of each new scene to the audience through dialogue or action in the play.
- What sort of people acted in plays? What sort of people went to see them?
Men were only allowed to work in theatres as it was deemed to be an unsuitable place for women to work in. The female roles of plays were taken up by adolescent boys whose voice had not yet broke. It was only till the reign of Charles II when women were allowed to work in theatrical performances.
The royalty, nobility and commoner all went to see the plays performed in theatres. Elizabethan drama was a common recreation for many of the people during Elizabeth’s reign. Both men and women were allowed to watch plays.
- How was ‘the theatre’ viewed by society?
The City of London authorities disliked the public performances of plays. However, the Queen was a frequent patron of the plays and the theatre was supported by the Privy’s Council. The plays which the aristocrats watched were the same as those which the common peasant watched in the public theatres.
- Compare the modern day Globe Theatre in London with the theatres that Shakespeare worked in.
The globe theatre in the 16th century was a three storey octagonal-shaped open-air theatre and was made of timber. There was a central open area and a raised rectangular platform in the middle of the building for the actors to perform. A trap door was built under the platform. There was a pit in front of the platform where the commoners watched the play from. Directly opposite the pit were rows of seat on the three stories of the building for the nobility and royalty. There was a balcony where musicians were positioned. There were large columns at the sides of the stage supporting the roof above the stage. The roof was painted with clouds and the sky and was known as the “heavens”.
The modern day open-air Globe Theatre in London was built by Sam Wanamaker and opened in 1997. The modern theatre followed the physical structure of the old Globe Theatre and has a thrust stage with three stories of audiences’ seats, which are simple benches. Plays are performed in the afternoons as natural light is used to brighten the theatre. No spotlights are used, music is played there and then, and no amplification is used for the actors. The building was constructed with English Oak with no steel, similar to the old Globe Theatre. The Globe Theatre has the first and only thatched roof since the Great Fire of 1666 and is protected with water sprinklers and fire retardants to prevent the roof from catching on fire. The pit is made of concrete unlike the earthen ground in the 16th century theatre. The stage has extensive backstage support areas and is connected to a lobby, gift shop, restaurant and visitors’ centre. The seating capacity is 857 and 700 people can stand at the pit and watch. The theatre is used for educational purposes in winter and plays are performed in summer. Tours of the theatre are also conducted all year round.
Resources:
Alchin, L. Elizabethan Inn-Yards. http://www.elizabethan-era.org.uk/elizabethan-inn-yards.htm (26/6/2011)
Alchin, L. Shakespeare and the Blackfriars Theatre. http://www.william-shakespeare.org.uk/shakespeare-blackfriars-theatre.htm (26/6/2011)
Alchin, L. Shakespeare and the Globe Theatre. http://www.william-shakespeare.org.uk/shakespeare-globe-theatre.htm (26/6/2011)
Alchin, L. Performances of William Shakespeare Plays. http://www.william-shakespeare.org.uk/performances-william-shakespeare-plays.htm (26/6/2011)
Alchin, L. Elizabethan Theatre. http://www.elizabethan-era.org.uk/elizabethan-theatre.htm (26/6/2011)
Alchin, L. Elizabethan Costume. http://www.elizabethan-era.org.uk/elizabethan-costume.htm (26/6/2011)
McCurdy, P. The Reconstruction of the Globe Theatre. McCurdy & Co. Ltd. http://www.mccurdyco.com/globefab.html (26/6/2011)
Shakespeare’s Globe. http://www.shakespearesglobe.com/ (26/6/2011)
Before the construction of theatres, plays were performed in the private houses of aristocrats and noblemen and in the courthouses of inns. Balconies (for the audience of up to 500 people) surrounded the open space and platform in the centre of the courthouse where the acting took place. In 1574, the City of London started to restrict the activities in these inns. As a result, this prompted James Burbage to construct The Theatre in 1576 and this was the model for The Globe and many other theatres thereafter.
Shakespeare’s plays were performed in open-air theatres like the Globe Theatre. These theatres were mostly constructed with timber and were prone to burning down. They were three stories high, had a polygonal shape with an open space and platform in the centre for the actors, as well as inward-facing galleries on the different levels for the audience of up to 1500 people. There was also an upper level behind the stage which was used for different purposes.
From 1599 onwards, after the construction of the Blackfriars Theatre which was a smaller an indoor theatre, theatres were built based on that structure. The newly constructed Blackfriars Theatre incorporated the used of artificial lighting. The building could accommodate an audience of 700 people.
- How did the physical constraints of the theatre affect the language of Shakespeare’s plays?
The theatre was open air and there was no scenery. To make the play seem realistic, Shakespeare would have to describe the setting and time of each new scene to the audience through dialogue or action in the play.
- What sort of people acted in plays? What sort of people went to see them?
Men were only allowed to work in theatres as it was deemed to be an unsuitable place for women to work in. The female roles of plays were taken up by adolescent boys whose voice had not yet broke. It was only till the reign of Charles II when women were allowed to work in theatrical performances.
The royalty, nobility and commoner all went to see the plays performed in theatres. Elizabethan drama was a common recreation for many of the people during Elizabeth’s reign. Both men and women were allowed to watch plays.
- How was ‘the theatre’ viewed by society?
The City of London authorities disliked the public performances of plays. However, the Queen was a frequent patron of the plays and the theatre was supported by the Privy’s Council. The plays which the aristocrats watched were the same as those which the common peasant watched in the public theatres.
- Compare the modern day Globe Theatre in London with the theatres that Shakespeare worked in.
The globe theatre in the 16th century was a three storey octagonal-shaped open-air theatre and was made of timber. There was a central open area and a raised rectangular platform in the middle of the building for the actors to perform. A trap door was built under the platform. There was a pit in front of the platform where the commoners watched the play from. Directly opposite the pit were rows of seat on the three stories of the building for the nobility and royalty. There was a balcony where musicians were positioned. There were large columns at the sides of the stage supporting the roof above the stage. The roof was painted with clouds and the sky and was known as the “heavens”.
The modern day open-air Globe Theatre in London was built by Sam Wanamaker and opened in 1997. The modern theatre followed the physical structure of the old Globe Theatre and has a thrust stage with three stories of audiences’ seats, which are simple benches. Plays are performed in the afternoons as natural light is used to brighten the theatre. No spotlights are used, music is played there and then, and no amplification is used for the actors. The building was constructed with English Oak with no steel, similar to the old Globe Theatre. The Globe Theatre has the first and only thatched roof since the Great Fire of 1666 and is protected with water sprinklers and fire retardants to prevent the roof from catching on fire. The pit is made of concrete unlike the earthen ground in the 16th century theatre. The stage has extensive backstage support areas and is connected to a lobby, gift shop, restaurant and visitors’ centre. The seating capacity is 857 and 700 people can stand at the pit and watch. The theatre is used for educational purposes in winter and plays are performed in summer. Tours of the theatre are also conducted all year round.
Resources:
Alchin, L. Elizabethan Inn-Yards. http://www.elizabethan-era.org.uk/elizabethan-inn-yards.htm (26/6/2011)
Alchin, L. Shakespeare and the Blackfriars Theatre. http://www.william-shakespeare.org.uk/shakespeare-blackfriars-theatre.htm (26/6/2011)
Alchin, L. Shakespeare and the Globe Theatre. http://www.william-shakespeare.org.uk/shakespeare-globe-theatre.htm (26/6/2011)
Alchin, L. Performances of William Shakespeare Plays. http://www.william-shakespeare.org.uk/performances-william-shakespeare-plays.htm (26/6/2011)
Alchin, L. Elizabethan Theatre. http://www.elizabethan-era.org.uk/elizabethan-theatre.htm (26/6/2011)
Alchin, L. Elizabethan Costume. http://www.elizabethan-era.org.uk/elizabethan-costume.htm (26/6/2011)
McCurdy, P. The Reconstruction of the Globe Theatre. McCurdy & Co. Ltd. http://www.mccurdyco.com/globefab.html (26/6/2011)
Shakespeare’s Globe. http://www.shakespearesglobe.com/ (26/6/2011)
5. Religion: Jews vs. Christians
- What was the dominant religion in England and Venice in the 15th and 16th century?
The dominant religion in England and Venice in the 15th and 16th century was Roman Catholicism.
- Why was there such animosity between Jews and Christians?
Anti-Semitism started in the early years of Christianity probably due to a difference in beliefs and for Christians to protect Christianity from Judaism. Judaism and Jews were seen as threats to Christianity and were often prejudiced against and discriminated for many centuries. Jews were also discriminated for political and financial issues. The New Testament rejected Judaism and criticized the Jews which led to further hatred and hostility between the two religions. In addition, rulers often prosecuted and exiled Jews as they were seen as threats to the political stability of the nation. They were expelled from England in 1290 and from Spain in 1492. Due to the lack of understanding between the believers of the two religions, Christians see Jews as inferior and should be ostracised due to their religion.
- In what ways did Christians discriminate against Jews in 15th and 16th century Europe?
In the 15th and 16th century, Jews were expelled and restricted in many countries across Europe, including England, Spain, Austria and Portugal. In countries which allowed Jews, they were forced to live in a certain part of the city (ghettos) and could only engage in certain occupations that were deemed as socially inferior, like tax and rent collecting, peddling and money lending. Jews were forbidden to own land and had restrictions on dress.
References:
Author unknown. A Calender of Jewish Persecution. http://www.hearnow.org/caljp.html (26/6/2011)
Pawlikowski, J. T. Introduction to Gerald S. Sloyan’s article on Christian Persecution of Jews Over the Centuries. Christian Persecution of Jews over the Centuries. http://www.ushmm.org/research/center/church/persecution/ (26/6/2011)
The dominant religion in England and Venice in the 15th and 16th century was Roman Catholicism.
- Why was there such animosity between Jews and Christians?
Anti-Semitism started in the early years of Christianity probably due to a difference in beliefs and for Christians to protect Christianity from Judaism. Judaism and Jews were seen as threats to Christianity and were often prejudiced against and discriminated for many centuries. Jews were also discriminated for political and financial issues. The New Testament rejected Judaism and criticized the Jews which led to further hatred and hostility between the two religions. In addition, rulers often prosecuted and exiled Jews as they were seen as threats to the political stability of the nation. They were expelled from England in 1290 and from Spain in 1492. Due to the lack of understanding between the believers of the two religions, Christians see Jews as inferior and should be ostracised due to their religion.
- In what ways did Christians discriminate against Jews in 15th and 16th century Europe?
In the 15th and 16th century, Jews were expelled and restricted in many countries across Europe, including England, Spain, Austria and Portugal. In countries which allowed Jews, they were forced to live in a certain part of the city (ghettos) and could only engage in certain occupations that were deemed as socially inferior, like tax and rent collecting, peddling and money lending. Jews were forbidden to own land and had restrictions on dress.
References:
Author unknown. A Calender of Jewish Persecution. http://www.hearnow.org/caljp.html (26/6/2011)
Pawlikowski, J. T. Introduction to Gerald S. Sloyan’s article on Christian Persecution of Jews Over the Centuries. Christian Persecution of Jews over the Centuries. http://www.ushmm.org/research/center/church/persecution/ (26/6/2011)
4. The (historical and cultural) Setting of Venice
- What was Venice like during the 15th and 16th century? Comment especially on its demographics and culture.
Venice in the 14th and 15th century was fighting and acquiring islands and various territories on the way to the Middle East. Venice started declining in the 16th century after various attacks like the Kingdoms of France and Spain. However, Venice flourished and was an important trading centre and art centre due to its stable political climate. There were over a 100000 people living in Venice in the 15th and 16th century. Venetian craftsmen produced various decorative arts, including sculptures, lace, glassworks, paintings and ceramics. Merchants traded wool and silk and various other products.
At the beginning of the 16th century, theatres appeared and were welcomed. Groups of actors performed in the houses of nobles and even they charged admission.
- Why was Venice important during the 15th and 16th century?
Venice was a centre for Renaissance culture in the 15th and 16th century. Architecture, art, music and literature flourished in Venice. The printing of books in the Italian language was initiated in Venice and contributed to the Italian Renaissance. The Venetian School polychoral compositions were famous throughout Europe in the late 16th century.
Trading was also very important in Venice as it was along one of the main trading routes during the Renaissance. More is mentioned in my response to the previous question.
- What was the dominant religion in Venice? How were Jews treated and regarded?
The dominant religion in Venice was Roman Catholicism.
Jews were evicted from England in the 1290s and were forced out of many countries in Europe in the 15th and 16th century. They were allowed in only certain countries like Venice because they had value and were beneficial to the country.
Jews were discriminated by the Christians in the 16th century in Europe, especially in England and Venice. Christians saw Jews as a threat to Christianity and that they were inferior and were excluded from society. In Venice, Jews were restricted from working in certain sectors like in manufacturing. They were not allowed to be bankers, lawyers, doctors or merchants and could only be moneylenders, which were important to the Venetian economy. However, in 1516, there was a set up of a Jewish ghetto in Venice where several thousands of Jews were crammed into the small walled area and were restricted from moving to other parts of the city.
- How is Venice a choice setting for the plot of this play?
Though William Shakespeare of Stratford-upon-Avon never visited Venice, other candidates for Shakespeare authorship including de Vere did visit Italy. The personal travels to Venice allowed Shakespeare to gain a better understanding of life in Venice.
The Merchant of Venice had to be set in a place where Jews were allowed, and could not be in countries where Jews were forbidden to live in (most countries in Europe). Venice, however, allowed Jews and there were many instances where those who borrowed from Jewish moneylenders fail to repay their loans. Trading was also common in Venice with Antonio being the merchant.
References:
Westland Network. Venice History. http://www.westland.net/venice/history.htm (26/6/2011)
Esaak, S. The Renaissance in Venice – Art History 101 Basics. About.com http://arthistory.about.com/cs/arthistory10one/a/ven_ren.htm (26/6/2011)
History of Venice. History World. http://www.historyworld.net/wrldhis/PlainTextHistories.asp?ParagraphID=gii (26/6/2011)
The Renaissance Secret Team. (29 March 2005). The Jewish Ghetto of Renaissance Venice. open2.net http://www.open2.net/historyandthearts/history/venice_ghetto.html (26/6/2011)
Venice in the 14th and 15th century was fighting and acquiring islands and various territories on the way to the Middle East. Venice started declining in the 16th century after various attacks like the Kingdoms of France and Spain. However, Venice flourished and was an important trading centre and art centre due to its stable political climate. There were over a 100000 people living in Venice in the 15th and 16th century. Venetian craftsmen produced various decorative arts, including sculptures, lace, glassworks, paintings and ceramics. Merchants traded wool and silk and various other products.
At the beginning of the 16th century, theatres appeared and were welcomed. Groups of actors performed in the houses of nobles and even they charged admission.
- Why was Venice important during the 15th and 16th century?
Venice was a centre for Renaissance culture in the 15th and 16th century. Architecture, art, music and literature flourished in Venice. The printing of books in the Italian language was initiated in Venice and contributed to the Italian Renaissance. The Venetian School polychoral compositions were famous throughout Europe in the late 16th century.
Trading was also very important in Venice as it was along one of the main trading routes during the Renaissance. More is mentioned in my response to the previous question.
- What was the dominant religion in Venice? How were Jews treated and regarded?
The dominant religion in Venice was Roman Catholicism.
Jews were evicted from England in the 1290s and were forced out of many countries in Europe in the 15th and 16th century. They were allowed in only certain countries like Venice because they had value and were beneficial to the country.
Jews were discriminated by the Christians in the 16th century in Europe, especially in England and Venice. Christians saw Jews as a threat to Christianity and that they were inferior and were excluded from society. In Venice, Jews were restricted from working in certain sectors like in manufacturing. They were not allowed to be bankers, lawyers, doctors or merchants and could only be moneylenders, which were important to the Venetian economy. However, in 1516, there was a set up of a Jewish ghetto in Venice where several thousands of Jews were crammed into the small walled area and were restricted from moving to other parts of the city.
- How is Venice a choice setting for the plot of this play?
Though William Shakespeare of Stratford-upon-Avon never visited Venice, other candidates for Shakespeare authorship including de Vere did visit Italy. The personal travels to Venice allowed Shakespeare to gain a better understanding of life in Venice.
The Merchant of Venice had to be set in a place where Jews were allowed, and could not be in countries where Jews were forbidden to live in (most countries in Europe). Venice, however, allowed Jews and there were many instances where those who borrowed from Jewish moneylenders fail to repay their loans. Trading was also common in Venice with Antonio being the merchant.
References:
Westland Network. Venice History. http://www.westland.net/venice/history.htm (26/6/2011)
Esaak, S. The Renaissance in Venice – Art History 101 Basics. About.com http://arthistory.about.com/cs/arthistory10one/a/ven_ren.htm (26/6/2011)
History of Venice. History World. http://www.historyworld.net/wrldhis/PlainTextHistories.asp?ParagraphID=gii (26/6/2011)
The Renaissance Secret Team. (29 March 2005). The Jewish Ghetto of Renaissance Venice. open2.net http://www.open2.net/historyandthearts/history/venice_ghetto.html (26/6/2011)
3. Customs & Lifestyle
- Health:
There was a rather low standard of health in England even in its large and developing cities. Due to the lack of proper sanitation, diseases like measles, smallpox, malaria, typhus and chickenpox were common among the populace and were spread by pests, fleas and lice which were free to roam the streets. Sewers were often blocked and there was garbage along the streets and in the river.
- Diet:
Due to the social structure in England, different classes had different types of food. The higher classes, the aristocrats, ate all kinds of meats including lamb, beef, pork, and fowl including peacocks and goose. They ate different kinds of fish like salmon, shellfish and eel and fruits and vegetables including turnips, carrots, radishes, apples, plums, and woodland strawberries. They also ate Manchet, a kind of bread, and pastries like tarts and cakes.
On the other hand, the poor often had vegetables and rye or barley bread in their diets. They seldom had meat, unlike the rich who had meat as their main food component.
- Recreation:
Both the nobility and the poor participated in various sports, including cock fighting and football and archery (hunting). Dice and card games were commonplace and were used as forms of gambling. Elizabethans enjoyed watching theatre, music and dance, and the era is also known as the age of Shakespeare. There were many playwrights including William Shakespeare and Christopher Marlowe.
- Accommodation:
The smaller houses at that time continued to evolve from the Tudor-style houses and included fireplaces, staircases and chimneys. In most of the floor plans, there were a central hall, kitchen, and the rooms.
The larger houses, also known as the Elizabethan Manors, had a long gallery on the upper floor of the main hall for entertainment and recreation. The houses were usually symmetrical, had gardens and followed the E-plan, that of an “E” shape. The longest rooms were the main hall and the long gallery, while the shortest protrusion was the main entrance. The other two longer protrusions were the kitchens and living area.
- Dress:
The fashion of the upper class was very much influenced by the English Renaissance with an increased interest and development in Mathematics and Science and their clothes were influenced by geometrical shapes. Women wore elaborate dresses and gowns which emphasised their small waists. They were often stiffened with whalebone or buckram. Men wore tight-waist and stiffened doublets, breeches and cloaks.
References:
Thomas, H. (15 June 2011). Queen Elizabeth I. http://www.elizabethi.org/ (26/6/2011)
Alchin, L. Elizabethan Era. http://www.elizabethan-era.org.uk/ (26/6/2011)
Ross, D. Elizabethan Architecture in England 1550-1625 http://www.britainexpress.com/architecture/elizabethan.htm (26/6/2011)
There was a rather low standard of health in England even in its large and developing cities. Due to the lack of proper sanitation, diseases like measles, smallpox, malaria, typhus and chickenpox were common among the populace and were spread by pests, fleas and lice which were free to roam the streets. Sewers were often blocked and there was garbage along the streets and in the river.
- Diet:
Due to the social structure in England, different classes had different types of food. The higher classes, the aristocrats, ate all kinds of meats including lamb, beef, pork, and fowl including peacocks and goose. They ate different kinds of fish like salmon, shellfish and eel and fruits and vegetables including turnips, carrots, radishes, apples, plums, and woodland strawberries. They also ate Manchet, a kind of bread, and pastries like tarts and cakes.
On the other hand, the poor often had vegetables and rye or barley bread in their diets. They seldom had meat, unlike the rich who had meat as their main food component.
- Recreation:
Both the nobility and the poor participated in various sports, including cock fighting and football and archery (hunting). Dice and card games were commonplace and were used as forms of gambling. Elizabethans enjoyed watching theatre, music and dance, and the era is also known as the age of Shakespeare. There were many playwrights including William Shakespeare and Christopher Marlowe.
- Accommodation:
The smaller houses at that time continued to evolve from the Tudor-style houses and included fireplaces, staircases and chimneys. In most of the floor plans, there were a central hall, kitchen, and the rooms.
The larger houses, also known as the Elizabethan Manors, had a long gallery on the upper floor of the main hall for entertainment and recreation. The houses were usually symmetrical, had gardens and followed the E-plan, that of an “E” shape. The longest rooms were the main hall and the long gallery, while the shortest protrusion was the main entrance. The other two longer protrusions were the kitchens and living area.
- Dress:
The fashion of the upper class was very much influenced by the English Renaissance with an increased interest and development in Mathematics and Science and their clothes were influenced by geometrical shapes. Women wore elaborate dresses and gowns which emphasised their small waists. They were often stiffened with whalebone or buckram. Men wore tight-waist and stiffened doublets, breeches and cloaks.
References:
Thomas, H. (15 June 2011). Queen Elizabeth I. http://www.elizabethi.org/ (26/6/2011)
Alchin, L. Elizabethan Era. http://www.elizabethan-era.org.uk/ (26/6/2011)
Ross, D. Elizabethan Architecture in England 1550-1625 http://www.britainexpress.com/architecture/elizabethan.htm (26/6/2011)
2. Elizabeth I and the Politics of the Elizabethan Era
- Elizabeth I: who was she?
Elizabeth I was born in 1533 and was the second child of Henry VIII and was heir presumptive to the throne of England at birth. However, her mother was executed two and a half years after her birth and she was declared illegitimate, and could not receive the title of princess. When Henry VIII died in 1547, Edward VI, her half-brother, succeeded the throne. Subsequently, Lady Jane Grey and Mary I held the throne till 1558 when Elizabeth became the queen at the age of 25. She reigned for 44 years and 4 months and never married nor had children.
Queen Elizabeth I was well educated and could speak five languages fluently. She enjoyed all kinds of sports and the Arts, including dancing and music. Moreover, she was a frequent patron of plays. Under her reign, England grew from an impoverished country to a powerful and prosperous one.
- What were England’s international relations like during Elizabeth’s reign?
In the early years, England was military engaged with Scotland and France. Relationships grew friendly with Scotland after the overthrow of Mary, Queen of Scots, and a military treaty was signed. Relationships soon worsened with Spain and Elizabeth sent an army to Netherlands in 1585 to put it under her protection. In 1588, Philip II of Spain responded by sending the Spanish Armada of over 100 ships to go to war with England. However, the English defeated them. Further Armadas sent in 1596 and 1597 proved unsuccessful.
The population of Ireland often rebelled against the authority of the queen. There were many rebellions in the 1570s to 1590s. In the Nine Years War from 1594-1603, the Irish defeated the English in 1598, but were defeated in 1603, after Elizabeth’s death. A peace was then signed between the two nations.
There were friendly diplomatic and trade relations between England and the Barbary States, the Ottoman Empire and Japan during her reign.
- What was Shakespeare’s relationship with Elizabeth I?
Elizabeth I was a frequent patron of plays. Although the plays of Shakespeare’s were published during the Elizabethan era, there was never any evidence that the Queen ever visited The Globe Theatre, associated with William Shakespeare where his plays were commonly performed. Queen Elizabeth did watch some of Shakespeare’s plays which were famous throughout England.
- Compare Elizabeth I to Portia. How is Portia’s character a tribute to Elizabeth I?
Portia is seen as a witty, rich, powerful, beautiful, romantic, strong-willed, independent and strong-headed individual, much similar to Elizabeth I’s character.
Portia is heiress to Belmont, similar to Elizabeth I who was heiress to the England throne. Elizabeth I controlled the English empire and allowed it to prosper and lead many victorious battles, demonstrating her resourcefulness and independence as a queen.
References:
Eakins, L. E. (23 April 2011). Elizabeth I Queen of England. http://tudorhistory.org/elizabeth/ (26/6/2011)
Thomas, H. (15 June 2011). Queen Elizabeth I. http://www.elizabethi.org/ (26/6/2011)
Jokinen, A. (3 June 1996). Queen Elizabeth I (1533–1603). http://www.luminarium.org/renlit/eliza.htm (26/6/2011)
Elizabeth I was born in 1533 and was the second child of Henry VIII and was heir presumptive to the throne of England at birth. However, her mother was executed two and a half years after her birth and she was declared illegitimate, and could not receive the title of princess. When Henry VIII died in 1547, Edward VI, her half-brother, succeeded the throne. Subsequently, Lady Jane Grey and Mary I held the throne till 1558 when Elizabeth became the queen at the age of 25. She reigned for 44 years and 4 months and never married nor had children.
Queen Elizabeth I was well educated and could speak five languages fluently. She enjoyed all kinds of sports and the Arts, including dancing and music. Moreover, she was a frequent patron of plays. Under her reign, England grew from an impoverished country to a powerful and prosperous one.
- What were England’s international relations like during Elizabeth’s reign?
In the early years, England was military engaged with Scotland and France. Relationships grew friendly with Scotland after the overthrow of Mary, Queen of Scots, and a military treaty was signed. Relationships soon worsened with Spain and Elizabeth sent an army to Netherlands in 1585 to put it under her protection. In 1588, Philip II of Spain responded by sending the Spanish Armada of over 100 ships to go to war with England. However, the English defeated them. Further Armadas sent in 1596 and 1597 proved unsuccessful.
The population of Ireland often rebelled against the authority of the queen. There were many rebellions in the 1570s to 1590s. In the Nine Years War from 1594-1603, the Irish defeated the English in 1598, but were defeated in 1603, after Elizabeth’s death. A peace was then signed between the two nations.
There were friendly diplomatic and trade relations between England and the Barbary States, the Ottoman Empire and Japan during her reign.
- What was Shakespeare’s relationship with Elizabeth I?
Elizabeth I was a frequent patron of plays. Although the plays of Shakespeare’s were published during the Elizabethan era, there was never any evidence that the Queen ever visited The Globe Theatre, associated with William Shakespeare where his plays were commonly performed. Queen Elizabeth did watch some of Shakespeare’s plays which were famous throughout England.
- Compare Elizabeth I to Portia. How is Portia’s character a tribute to Elizabeth I?
Portia is seen as a witty, rich, powerful, beautiful, romantic, strong-willed, independent and strong-headed individual, much similar to Elizabeth I’s character.
Portia is heiress to Belmont, similar to Elizabeth I who was heiress to the England throne. Elizabeth I controlled the English empire and allowed it to prosper and lead many victorious battles, demonstrating her resourcefulness and independence as a queen.
References:
Eakins, L. E. (23 April 2011). Elizabeth I Queen of England. http://tudorhistory.org/elizabeth/ (26/6/2011)
Thomas, H. (15 June 2011). Queen Elizabeth I. http://www.elizabethi.org/ (26/6/2011)
Jokinen, A. (3 June 1996). Queen Elizabeth I (1533–1603). http://www.luminarium.org/renlit/eliza.htm (26/6/2011)
1. Can the real William Shakespeare please stand up?
- Why is William Shakespeare of Stratford-upon-Avon an unlikely candidate for the authorship of Shakespeare’s works;
Anti-Stratfordians, believers who support the various other authorship theories other than William Shakespeare of Stratford-upon-Avon is the real Shakespeare, all agree on two base arguments. One is that the poet and playwright of all the productions published under the name of “William Shakespeare” is an educated and well-rounded aristocrat, and the second, that William Shakespeare’s education was incompatible with the true identity of the author.
In all of Shakespeare’s poems and plays, they undoubtedly display a vast knowledge of the royal courts, Italy, the Classics, and the law, in addition to the extensive vocabulary which the real Shakespeare has. Shakespeare has to a certain extent some knowledge of the royal courts. For instance, in the English royal courts, there were often professional fools who entertained the rulers of the court, and in Shakespeare’s work Twelfth Night (Feste the Fool). Knowledge of Italy’s culture and way of life can be found in The Merchant of Venice, like the different social classes and the attitudes of masters towards servants. References to classical literature are present in Shakespeare’s works, like the many references to mythological characters and their stories. Shakespeare is also seen to use several legal terms in his works, and like the trial scene of The Merchant of Venice. Through his works, we can claim that the real Shakespeare should have been well-educated to have his superb grammar, vocabulary and knowledge in the Classics, at least travelled to Italy to know about its society, educated in the law or worked as a lawyer, and was an aristocrat.
Little is known about the personal life of William Shakespeare of Stratford-upon-Avon. Shakespeare was born, married and buried in that same town of approximately 1500 population back then and there was no historical evidence that he ever travelled to Italy throughout his life. The town was a centre for the slaughter and distribution of sheep and wool trading. He was born into an illiterate family and received an incomplete grammar education at the free King’s New School near Stratford till the age of 13 or 15. He had no further education and did not specialise in the Classics or law. With regards to his vocabulary, a labourer at that time would have a vocabulary of 300 words, scholars with 4000-6000 words, and Shakespeare, 15000-29000, more than 50 times of the ordinary peasant at that time. With his background, one wonders how Shakespeare had such a huge vocabulary with the education he received and the society he lived in, and how did Shakespeare create such great works without formal education of the law and Classics. Most importantly, he was not born into a family of aristocrats, so how did he get to know about the royal court and its occupants?
With this historical evidence that William Shakespeare of Stratford-upon-Avon was not the real Shakespeare, there is one final mystery of his will. The language of his will was un-poetic and ordinary, and has no mention of any of his poems, plays or personal papers.
- Who are the possible candidates?
In the previous section, we mentioned why William Shakespeare is unlikely to be the real Shakespeare. Among the various theories of who the real Shakespeare is, there are over 70 candidates who fit the role but there are a few which have gain large numbers of supporters. They are:
- Sir Francis Bacon – He was a lawyer, philosopher, scientist and essayist born into an aristocrat family. In the early days, he was home schooled and later on went to Trinity College and the University of Poitiers. Queen Elizabeth was impressed by his giftedness as a young child. He went on to travel widely including Italy and Spain, and studied civil law and language. He entered parliament in 1584 and joined the Queen’s Council in 1596 and was subsequently knighted in 1603, and became Lord Chancellor in 1618.
- Edward de Vere, 17th Earl of Oxford – He was heir to one of the earldom in England and was educated by some of the finest tutors, many with prestigious education backgrounds. At the age of 12 in 1562, he became the 17th Earl of Oxford and Lord Great Chamberlain of England. He went on to study French, Latin and writing among many others. He was especially interested and talented in drama and poetry. In 1567, he was admitted to Gray’s Inn and in 1571, took his seat at the House of Lords. He left England in February 1575 and travelled to various cities in Italy including Venice and returned in April the same year.
- Christopher Marlowe – He was born to a village cobbler and attended The King’s School before moving on to Corpus Christi College where he studied on scholarship. He received his Bachelor of Arts degree in 1584 and wrote several successful plays and poems. However, he was said to have died in 1593 at the age of 29, much earlier than when Shakespeare wrote his works. As a result, Marlovians believe that his death was faked and he published his works under the name of Shakespeare thereafter.
- William Stanley, 6th Earl of Derby – He was born in 1561 as an English nobleman as his mother was heir to Queen Elizabeth. He attended St. John’s College and was known for his travels to various countries, including France, Italy, Egypt, Turkey, Moscow and Greenland. He became a member of the Privy’s Council in 1603, received the Order of the Garter, and was appointed Lord Chamberlain of Chester.
- Who is the most likely candidate for the authorship of Shakespeare’s works? Provide reasons to support your view.
Although it is possible that all of the candidates including the man from Stratford-upon-Avon could be the real Shakespeare, I believe that Oxford (i.e. Edward de Vere) is the most likely candidate for the authorship of Shakespeare’s works, who is currently the most popular candidate for the authorship of Shakespeare’s works.
Oxford was an aristocrat who was gifted in being a poet and a playwright; he had connections with Queen Elizabeth I and had knowledge of the royal courts, well educated in various languages and travelled to France and Italy, which were the settings for many of Shakespeare’s works. There were many parallels between his biography and Shakespeare’s plays, poems and sonnets.
For example, Oxford went in bond for £3,000 to support an unsuccessful Northwest passage expedition in 1577 and supported equally unsuccessful Northwest expeditions in 1584 and 1585, like Antonio in Merchant of Venice who signed a bond for 3000 ducats. In addition, the playwright of the same play should have experienced life in Italy to be able to know that a dish of baked doves was an honoured gift and that there was a penalty in the novel which stats “forfeiture of half an estate to the Republic and half to the wronged party, plus a discretionary death penalty, to any foreigner (including Jews) who attempted to take the life of a Venetian citizen,” similar to the penalty given to Shylock in the play.
Technically, character distribution tests, word length analysis, and the proportion of unique words test were performed on Shakespeare’s works and those of Marlowe’s, Bacon’s and de Vere’s. The tests showed and concluded that de Vere’s works were most similar to that of Shakespeare’s.
The education, background and personal experiences of Oxford are all needed to produce Shakespeare’s plays and poems, and he is likely to be the real Shakespeare.
References:
Kathman, D. Shakespeare’s Knowledge of Italy, the Classics, and the Law. http://shakespeareauthorship.com/italy.html (25/6/2011)
Kathman, D. Were Shakespeare’s Plays Written by an Aristocrat? http://shakespeareauthorship.com/aristocrat.html (25/6/2011)
Beauclerk, C. http://www.whowroteshakespeare.com/index-2.html (25/6/2011)
Jarvis, B. Rogues, Vagabonds and Sturdy Beggars. http://www.shakespeare-authorship.org.uk/ (25/6/2011)
Seletsky, O., & Huang, T., & Frost, W. H. (12 December 2007). The Shakespeare Authorship Question. http://www.cs.dartmouth.edu/~datamining/Final.pdf (25/6/2011)
Anti-Stratfordians, believers who support the various other authorship theories other than William Shakespeare of Stratford-upon-Avon is the real Shakespeare, all agree on two base arguments. One is that the poet and playwright of all the productions published under the name of “William Shakespeare” is an educated and well-rounded aristocrat, and the second, that William Shakespeare’s education was incompatible with the true identity of the author.
In all of Shakespeare’s poems and plays, they undoubtedly display a vast knowledge of the royal courts, Italy, the Classics, and the law, in addition to the extensive vocabulary which the real Shakespeare has. Shakespeare has to a certain extent some knowledge of the royal courts. For instance, in the English royal courts, there were often professional fools who entertained the rulers of the court, and in Shakespeare’s work Twelfth Night (Feste the Fool). Knowledge of Italy’s culture and way of life can be found in The Merchant of Venice, like the different social classes and the attitudes of masters towards servants. References to classical literature are present in Shakespeare’s works, like the many references to mythological characters and their stories. Shakespeare is also seen to use several legal terms in his works, and like the trial scene of The Merchant of Venice. Through his works, we can claim that the real Shakespeare should have been well-educated to have his superb grammar, vocabulary and knowledge in the Classics, at least travelled to Italy to know about its society, educated in the law or worked as a lawyer, and was an aristocrat.
Little is known about the personal life of William Shakespeare of Stratford-upon-Avon. Shakespeare was born, married and buried in that same town of approximately 1500 population back then and there was no historical evidence that he ever travelled to Italy throughout his life. The town was a centre for the slaughter and distribution of sheep and wool trading. He was born into an illiterate family and received an incomplete grammar education at the free King’s New School near Stratford till the age of 13 or 15. He had no further education and did not specialise in the Classics or law. With regards to his vocabulary, a labourer at that time would have a vocabulary of 300 words, scholars with 4000-6000 words, and Shakespeare, 15000-29000, more than 50 times of the ordinary peasant at that time. With his background, one wonders how Shakespeare had such a huge vocabulary with the education he received and the society he lived in, and how did Shakespeare create such great works without formal education of the law and Classics. Most importantly, he was not born into a family of aristocrats, so how did he get to know about the royal court and its occupants?
With this historical evidence that William Shakespeare of Stratford-upon-Avon was not the real Shakespeare, there is one final mystery of his will. The language of his will was un-poetic and ordinary, and has no mention of any of his poems, plays or personal papers.
- Who are the possible candidates?
In the previous section, we mentioned why William Shakespeare is unlikely to be the real Shakespeare. Among the various theories of who the real Shakespeare is, there are over 70 candidates who fit the role but there are a few which have gain large numbers of supporters. They are:
- Sir Francis Bacon – He was a lawyer, philosopher, scientist and essayist born into an aristocrat family. In the early days, he was home schooled and later on went to Trinity College and the University of Poitiers. Queen Elizabeth was impressed by his giftedness as a young child. He went on to travel widely including Italy and Spain, and studied civil law and language. He entered parliament in 1584 and joined the Queen’s Council in 1596 and was subsequently knighted in 1603, and became Lord Chancellor in 1618.
- Edward de Vere, 17th Earl of Oxford – He was heir to one of the earldom in England and was educated by some of the finest tutors, many with prestigious education backgrounds. At the age of 12 in 1562, he became the 17th Earl of Oxford and Lord Great Chamberlain of England. He went on to study French, Latin and writing among many others. He was especially interested and talented in drama and poetry. In 1567, he was admitted to Gray’s Inn and in 1571, took his seat at the House of Lords. He left England in February 1575 and travelled to various cities in Italy including Venice and returned in April the same year.
- Christopher Marlowe – He was born to a village cobbler and attended The King’s School before moving on to Corpus Christi College where he studied on scholarship. He received his Bachelor of Arts degree in 1584 and wrote several successful plays and poems. However, he was said to have died in 1593 at the age of 29, much earlier than when Shakespeare wrote his works. As a result, Marlovians believe that his death was faked and he published his works under the name of Shakespeare thereafter.
- William Stanley, 6th Earl of Derby – He was born in 1561 as an English nobleman as his mother was heir to Queen Elizabeth. He attended St. John’s College and was known for his travels to various countries, including France, Italy, Egypt, Turkey, Moscow and Greenland. He became a member of the Privy’s Council in 1603, received the Order of the Garter, and was appointed Lord Chamberlain of Chester.
- Who is the most likely candidate for the authorship of Shakespeare’s works? Provide reasons to support your view.
Although it is possible that all of the candidates including the man from Stratford-upon-Avon could be the real Shakespeare, I believe that Oxford (i.e. Edward de Vere) is the most likely candidate for the authorship of Shakespeare’s works, who is currently the most popular candidate for the authorship of Shakespeare’s works.
Oxford was an aristocrat who was gifted in being a poet and a playwright; he had connections with Queen Elizabeth I and had knowledge of the royal courts, well educated in various languages and travelled to France and Italy, which were the settings for many of Shakespeare’s works. There were many parallels between his biography and Shakespeare’s plays, poems and sonnets.
For example, Oxford went in bond for £3,000 to support an unsuccessful Northwest passage expedition in 1577 and supported equally unsuccessful Northwest expeditions in 1584 and 1585, like Antonio in Merchant of Venice who signed a bond for 3000 ducats. In addition, the playwright of the same play should have experienced life in Italy to be able to know that a dish of baked doves was an honoured gift and that there was a penalty in the novel which stats “forfeiture of half an estate to the Republic and half to the wronged party, plus a discretionary death penalty, to any foreigner (including Jews) who attempted to take the life of a Venetian citizen,” similar to the penalty given to Shylock in the play.
Technically, character distribution tests, word length analysis, and the proportion of unique words test were performed on Shakespeare’s works and those of Marlowe’s, Bacon’s and de Vere’s. The tests showed and concluded that de Vere’s works were most similar to that of Shakespeare’s.
The education, background and personal experiences of Oxford are all needed to produce Shakespeare’s plays and poems, and he is likely to be the real Shakespeare.
References:
Kathman, D. Shakespeare’s Knowledge of Italy, the Classics, and the Law. http://shakespeareauthorship.com/italy.html (25/6/2011)
Kathman, D. Were Shakespeare’s Plays Written by an Aristocrat? http://shakespeareauthorship.com/aristocrat.html (25/6/2011)
Beauclerk, C. http://www.whowroteshakespeare.com/index-2.html (25/6/2011)
Jarvis, B. Rogues, Vagabonds and Sturdy Beggars. http://www.shakespeare-authorship.org.uk/ (25/6/2011)
Seletsky, O., & Huang, T., & Frost, W. H. (12 December 2007). The Shakespeare Authorship Question. http://www.cs.dartmouth.edu/~datamining/Final.pdf (25/6/2011)
Wednesday, June 22, 2011
The Bondmaid by Catherine Lim
The Bondmaid is set in the 1950s in Singapore which captures the tradition and culture of a Chinese household and narrates the story of Han, a child from an impoverished background to an adult bondmaid whose love for the master meet its frightening climax. The novel is written by Catherine Lim, a best-selling Singaporean fiction author known for writing about Singaporean society and themes of the traditional Chinese culture. She has written several novels, a book of poems, and hundreds of articles as a writer.
Han is sold as a young bondmaid to the House of Wu at a tender age. With the grief of leaving her mother and her siblings and the unfamiliar strangers around her, she is comforted by the young Master Wu. They soon become playmates and the best of friends. Despite being look down upon by the other bondmaids, especially the head bondmaid, Choyin, and the futile attempts made by the lustful male relatives and guests of the house to claim their share of pleasure, Han falls in love with Master Wu. Nevertheless, Master Wu grows up to be an adult and travels overseas for further studies and marries Li-Li from the House of Chang. Undaunted, Han meets up with Master Wu once a month where they share their love for each other. Not long after, they are discovered and the matriarch has no other choice but to send Han away. She went to the House of Flowers, where her Older Brother worked. The Master Wu would come for her, and both Li-Li and Han get pregnant. Master Wu tells Li-Li and the matriarch that he wants to marry Han. Li-Li, enraged and Choyin, swear to have their revenge. Later on, the son of Han is taken away from her by Choyin and given to Li-Li who bore a daughter. Devastated, she goes to the Forgetful Goddess and drowns herself. Before her death, she encountered the goddess and Sky God, whom Han felt had betrayed her. The Master Wu manages to see Han just before she dies.
In the epilogue, a few years after her death, stories spread of the good fortune of people who drank water from the pond in which the Goddess resided in. A shrine was erected in remembrance for the Goddess with Eyes and Ears for her compassion. Not long after, the Reverend who was one of the lustful guests disappeared mysteriously; the two children of the house die of a mysterious fever; Li-Li almost goes insane with grief; the patriarch dies peacefully; the matriarch grows silent; Spitface, an imbecile working in the House of Wu dies of natural causes in his woodshed; and Older Brother disappears to a foreign country. The Houses of Chang and Wu attributed all these misfortunes to the curse of the bondmaid and consulted fortune tellers and mediums and geomancers. With no luck, they left Singapore and decided to settle in China. Only Master Wu stayed behind to look after the shrine. He believed that he will be reunited with Han in the splendour of fire and not in rain and storm. Decades later in 1992, the hut in which the Master Wu lived in caught fire and was dead by the time he was pulled out. The shrine was eventually demolished to make way for a petrochemical complex which now stands at the place where the Goddess with Eyes and Ears now stands.
We have to first understand the culture of Singapore in the 1950s to fully appreciate this book; the author has indeed a certain understanding of the Chinese culture and Singapore’s history to be able to make the setting realistic. In the past, patriarchs and matriarchs had hundreds of bondmaids at their service and they can be either treated as slaves or used to fulfil the lust of male members of the household. In the book, we see many instances of this extreme use of power on other bondmaids, like Chu, Lan, Goldern Fern and Po Po. Many of the bondmaids who lived in these houses died pitifully and lonely, while some other were lucky enough to find a husband and borne children. It was a common tradition that only those of the higher class should marry someone else of a similar background and not a lowly bondmaid as it would be deemed as inappropriate. Places like the House of Flowers, were set up in Singapore to entertain rich guests who wanted to have their pleasures fulfilled. The Chinese believed in their own gods and goddesses who gave them These elements allowed the readers to relate to the book, and even the younger generation who might not have lived through that period of time in Singapore can get a better understanding of the society back then.
The main storyline, which is the love between Han and the Master Wu is unshaken despite the many attempts by the other characters to separate the both of them. Although Han drowned at the end, Master Wu remains loyal to her and the final scene with the death of the Master Wu in fire is a touching one as the both of them can be seen as reunited in the magnificence of fire. Other sub-plots include the changing relationships between Han and the other bondmaids as well as the matriarch as she gets to understand the others’ backgrounds. Han even pities Spitface who is the imbecile in the House of Wu and becomes a friend to him. Another main plot is the relationship between Han and Sky God, whom she felt had failed to answer her prayers, and the Forgetful Goddess, who brought the two lovers together. The plots are interweaved together marvellously to form a beautiful story.
However, I feel that there are some things which could be improved upon. For example, there were many instances in the book where I was a little confused as to what was going on. The scenes shift from reality to dream and back to reality again, and the dreams were only distinguishable by the mix-up of characters and events. Nevertheless, characterisation and the development of events are well done and the use of symbols like the song Han sings throughout the novel reminds us of the relationships between Han and her family and the Master Wu.Sunday, June 12, 2011
Singapore Biennale 2011 (SB2011)
This year, the Biennale featured over 150 artworks by 63 artists from 30 countries at 3 (or 4) venues, the Singapore Art Museum (SAM), the National Museum of Singapore (NSM), the Old Kallang Airport, and Marina Bay (where the Merlion Hotel is). This year, I have noticed that many of the exhibits are a collection of various items, ranging from furniture, household items, currencies, magazine covers, newspapers, sketches, toys, fridges, films, videos, raw building materials, drawings to boxes. I was certainly a little disappointed with some of the exhibits as they seemed to be assembled in a rush and carried no special meaning. With no intention to lower the value of the artwork, there were two exhibits by Ceal Floyer which I felt were unnecessary. Construction (2007), as it was called, was an empty room periodically interrupted by construction noises from the construction site next door; Overhead Projection (2006) was an image of a common incandescent light bulb from a projector.
For most of the exhibits which were collections, I did not see how they qualified as artworks; neither do they provoke thoughts nor inspire people. For the more successful and interesting ones, they may be a collection of random items we can find everywhere, but I think what is important is how the artist is able to portray the artwork in such a way so that it can convey the artist's message, which should be something relevant to the audience. There were some exhibits which were more interesting, like La Cannibale (Parody Consumption and Institutional Critique) (2008) by Mike Nelson was a collection of wooden boxes with different dimensions and with sides hacked and broken in different ways. A first look at a single box does not seem impressive, a second look at the "field" of boxes gives us a different impression; the damaged boxes seem to merge together to form a single artwork and a scene pleasant to the eyes.
Buildings Entered (1997-ongoing) are drawings by the artist, Charles Labelle, of buildings in Singapore which he has physically entered since 1997. When I entered the room during my visit to the Old Kallang Airport, I instantly saw children and adults alike trying to identify the different places on the wall and panels of drawings. These buildings are significant either in history or architecture, like the Esplanade and Lau Pa Sat. The drawings are strikingly alike to the buildings they represent. These drawings are not only of historic and artistic significance, but they also inspire people to physically visit these places to learn more of its history and architecture.
A selection from the Singapore Art Archive Project (2005) by Koh Nguang How was presented in SB2011. In a video (http://video.xin.msn.com/watch/video/episode-1/1tub5hnix), the artist demonstrates how one can trace the profile of a certain media personality through these archived newspapers. When I went on the last day of the Biennale, I saw the artist cutting up the newspapers into strip and scattering them all over the room to “turn the place into a forest”, as written on the blackboard placed in the room. Regardless of what he was doing, it certainly did look like much fun.
The list of exhibits goes on and on but I shall end here with a final exhibit which I would like to share. Office Orchitect consists of artworks of a fictitious architect called KS Wong whose plans for buildings have been rejected due to their absurdity. The buildings which he designed are indeed fascinating and allow us to take a second look. Without mentioning the intricate details of the models made out of cardboard and glue, the buildings are designed in a way we would not usually expect, only possible with imaginative thinking and designing.
Due to the lack of time, I did not visit the Merlion Hotel which I would have loved to do so. Through this exhibition, I believe that the 900,000 over people who visited the Biennale no longer have the common stereotype of art just being mediums on paper. In the next Biennale, I do wish to see more interactive and innovative exhibits of artworks.
Friday, May 27, 2011
14 Years Of Living On A Place Called Earth
In this blog posting, I shall discuss about some reflections of my own.
Values we adhere to and experiences we go through often change our emotions based on the circumstances. Happiness is often associated with laughter and physical gains, but it goes much deeper than just that. Fortunes and positions of power only bring us temporary satisfaction and self-fulfilment, but what we really want to achieve in life are friendships and love. When we do feel real happiness, we think of such memories with nostalgia when we look back at them. It teaches us to treasure what we have around us, and not take them for granted. "No one is in control of your happiness but you; therefore, you have the power to change anything about yourself or your life that you want to change." ~Barbara de Angelis
Sadness takes on many different forms and comes in different levels. Sadness can be losing a loved one; it can be losing in a competition; it can be losing a precious item or it can also be failing to meet expectations. Whatever the case, our body's most natural reaction would be to shed tears and cry one's heart out, hoping to forget all the grief and agony one suffered. Sadness makes us reflect upon our own memories and experiences, and change ourselves for the better. Even though sadness is said to be the opposite of happiness, a healthy body requires a balanced mix of all these emotions.
Anger can have forms such as revenge, hatred, and dislike. Hatred is commonly seen in racial prejudice, dislike could be due to envy or jealously, and revenge, when one is wrongly accused of something or has been done a great wrong. Anger is mostly said to be harmful to one's soul and body; when we frown we get more wrinkles or; a frown uses more muscles than a smile. However, I feel that anger can be beneficial if we know how to express it and use it to our advantage. Anger can commonly lead to violence, depression, and various mental disorders. In order to prevent ourselves from falling prey to these effects, we need an avenue to change this anger into something we could use to our advantage, similar to sadness above.
In the world of media, advertisements have become a part of our everyday lives. What makes advertisements successful is that they appeal to our emotions, like our sense of humour. Advertisements which really touch our hearts reflect our personalities and the values which we live upon. Two advertisements, which I will mention below, have story-lines which really touched my heart (and can relate to based on our experiences).
This video was shown in the Assembly session, but I had watched the short clip a few months back. If one ignores the last few seconds of the video and follow the plot closely, the last scene where the girl plays the violin with amazing vigour and skill, represents the girl's anger of suffering over the past few months, by being bullied physically and tormented mentally. It is similar the eagerness of a caterpillar to "burst" out of its cocoon to become a magnificent butterfly. To me, I feel that this story is very relevant to our current society. Many of our disabled individuals are being ostracised by some members of our society, and we are able to see how someone else can save such an individual from giving up on himself.
The second video, http://www.youtube.com/watch?v=VZhJqhXpEio&feature=youtu.be
The underlying plot is very common in many advertisements we see today which promotes filial piety. The reason why this video stood out was because firstly, the language and culture, and secondly, the effective use of music. Third, the continuous emphasis of how the old mother is not being tolerated by her family members, and fourth, the scenes which the action are set in are much relevant to our society today. With the fast pace of today's society, we often neglect those who are closest to our heart, and those who looked after us in times of need, or when we are unable to look after ourselves. “百善孝为先”, which can be translated to filial piety is the most important among all virtues. Refer to the 24 Stories of Filial Piety, a collection of 24 stories of filial piety in Ancient China.
Our emotions are affected by our experiences, and our experiences shape our character and determine our strengths and weaknesses. Emotions are natural; and we should try our best not to hide behind a mask when we come into contact with others.
Friday, May 13, 2011
Comments
Dear all,
For the list of comments I have made, please visit https://docs.google.com/document/d/1dL6kziHKIppIbSRPQIydeaQfYEhXe21FGv_p2GSHKTE/edit?hl=en&authkey=CJHHsPIH
Two comments are awaiting moderation at the moment. If they have not been moderated, I have the comments in the Google Docs.
Sorry for the inconvenience caused,
Ivan
ArtScience Museum Visit - Reflection
The ArtScience Museum at Marina Bay Sands.
A bronze statue of the ruler, Genghis Khan.
A replica of a camel at the The Silk Road exhibition.All pictures were taken from my mother's blog at http://singtatter-corner.blogspot.com/
The ArtScience Museum at Marina Bay Sands opened on the 17th of February this year, and features 21 gallery spaces with a total of 50,000 square feet. The ArtScience Museum was designed by renowned architect Moshe Safdie and was inspired by a lotus flower. It has also been said to resemble the shape of a hand with ten fingers surrounding the building. The building is also relatively “green”, as each of its “ten fingers” have glass windows at the side of the galleries, allowing natural sunlight to light up the exhibitions. The curved roof of the structure channels rainwater through the central atrium of the building 35 meters down into a renewable water supply for the restrooms. The building is also surrounded by a 40000 square foot lily pond reflecting pool, and allows visitors to rest at its terraces, while admiring the magnificent scenes of Marina Bay.
There were four exhibitions in the museum, one permanent one (the ArtScience Galleries) and three temporary exhibits: Genghis Khan (The Exhibition), The Silk Road (Travelling Ancient Pathway to the Modern World), and the Shipwrecked (Tang Treasures and Monsoon Winds).
The Genghis Khan exhibition showcases more than 200 artefacts from 13th century Mongolia, and includes silk robes, musical instruments, war weapons, gold and jewellery ornaments and the royal mummy of a Mongolian aristocrat who died in the 11th or 12th century. The galleries were organised in chronological order of Genghis Khan’s life and the brief history of Mongolia, from his birth, to his rising and success as ruler, to his death, and how his legacy lives on and influences our society today.
The exhibition had videos regarding this ruler which were screened in English, while information, quotes, and artefacts were labelled in both English and Chinese, and kiosks were set up in the exhibition which featured the fictional story of six characters who lived in Genghis’ reign, of which the words used were simple and easy to understand, and the plot effective in conveying the key messages we can learn from Genghis Khan. There was also an area for children to dig up “artefacts” buried under the sand. Hands-on like a scaled down version of the catapult allowed children to play with them These various initiatives reach out to audiences of different age groups, the old and young alike, and engage them in various aspects.
I have to admit that the artefacts on display were indeed an eye opener for me. The artefacts ranged from various categories including weaponry, jewellery, music, religion and culture. Instead of just learning about Genghis Khan from textbooks, we are able to see for ourselves and imagine the way of life in Mongolia in the past through these artefacts. By relating to these artefacts, we are able to travel back into the past and they leave a deeper impression in our mind. This is perhaps the most attractive part of exhibitions that makes me learn things outside the curriculum.
From this exhibition, other than the key information provided, I was able to relate the knowledge to our present society, which is not limited to history alone. For instance, my Chinese History teacher once asked the class why we, as Chinese, sit on chairs, while Japanese and Koreans sit on the floor, despite our same ancestors. She told us that it was because of the rule and spread of culture and tradition by Genghis Khan and his descendants that we do so. The Mongolians were used to riding on horses and felt uncomfortable sitting on the floor with their legs close to their body. Instead, they sat on chairs and this has been passed down ever since.
The Silk Road exhibition brings us back to between AD 600 and AD 1200, where four key cities along the Silk Road were introduced, Baghdad, Samarkand, Turfan and Xi’an. Before this exhibition, I did not know about the Silk Road at all. I have learned that the Silk Road refers to trade routes that spread across China, India, Persia, Egypt, Tibet and the Mediterranean countries, The Silk Road saw goods like, spices, silk, fabrics, perfumes and glassware which were traded across Asia. In addition to commercial trade, cultural trade and technological trade were also made along this route.
In the exhibition, there were many exhibits which aimed to reach out to our others senses other than sight. There were different types of perfumes which we could smell, videos of traditional folklore stories were played on a screen, admire various displays like a massive replica of a Tang-era silk making loom. There were also an interactive board for children to play with, while learning about the Silk Road the same time and an interactive quiz at the end with topics of today’s civilisations. These interactive displays brought the exhibition to a higher level by bringing in all the 5 senses except taste. Similar to the previous exhibition, different displays catered to different groups of audience.
The last exhibition was Shipwrecked, which displayed about 450 artefacts from a marine archaeological find of some 60000 objects of items traded along the Silk Road found at the bottom of the ocean near Indonesia’s Belitung Island in 1998, which were undisturbed for over 1000 years. There were Chinese blue-and-white dishes, cups, mirrors, gold pieces and numerous ceramics. Never before have I seen so many archaeological finds in the same gallery before. There were meters of ceramic plates which featured different designs of animals and plants. Two of the several artefacts which were highlights of the exhibition were a green-splashed ewell with a lozenge motif on its body and leafy fronds at the top of the ewell. The ewell has a gold handle and a dragon-head stopped made of bronze.
I do admit that this exhibition might be less suitable for children due to the highlights on the artefacts. However, there was a table at the end of the gallery for visitors to construct the paper models for the ewell and gold cup. Overall, I feel that this exhibition is more suitable for visitors who want to knoe more about the Silk Road from actual goods traded in the past.
From this visit to the ArtScience museum, I have explored a new type of exhibition which displays archaeological findings, which is related to history. In my Integrated Humanities lesson, I understand that Singapore has few archaeologists due to various reasons like long working hours and the low pay given to them. It is relieving to know that there are probably still many objects buried under the ground which sheds light on the history and heritage of Singapore. Through these artefacts, archaeologists and historians are able to recreate history and bring this information to the public. After this exhibition, I am impressed by how the organisers introduced different exhibits to attract and engage the audience. I would definitely visit more exhibitions in the future to further my learning horizons.
References:
ArtScience Museum. (2011). Museum Brochure 2011. [Brochure].
ArtScience Museum. (2011). Genghis Khan, The Exhibition exhibition guide. [Brochure].
ArtScience Museum. (2011). The Silk Road, Travelling the Ancient Pathway to the Modern World exhibition guide. [Brochure].
ArtScience Museum 2011. (2011). Shipwrecked, Tang Treasures and Monsoon Winds exhibition guide. [Brochure].
Exhibitions - An Introduction
Whereas in a previous post I introduced theatre, I shall now briefly talk about exhibitions. Exhibitions come in many different forms and serve different purposes, audiences and incite different actions. The most common exhibitions we see today are art exhibitions, interpretive exhibitions and commercial exhibitions.
Art exhibitions, as the name suggests showcases the Arts. The Arts takes on different forms such as music, film, sculptures, paintings and photography, and require different equipments and facilities which are suitable to exhibit certain artworks. For example, paintings and sculptures are damaged to a certain extent, depending on their materials used to create the artwork, by factors like the lighting, temperature and the relative humidity. One example of an art exhibition in Singapore would be the Singapore Biennale, which showcases artworks of many different forms.
In the 2008 Singapore Biennale which I visited, the places used to exhibit the artworks were carefully chosen, modified and even created to create the intended atmosphere and mood. Containart Pavillion was created was made up of 150 ship containers and 35 recyclable paper tubes. I also remember the artworks in the City Hall building. One artwork which I still remember includes paintings of daily commercial objects, like Coca Cola and cornflakes brands. More likely than not, I believe the artist was inspired by Andy Warhol, who is famous all over the world for creations like the design of Campbell’s Soup cans. From this we can see that artists get their inspirations from what they observations and interactions with society. They also inspire one another to create innovative artworks.
Interpretive exhibitions include those involved in natural history, archaeology, history and science and technology. These exhibitions display facts, photographs, diagrams and statistics in a creative and interactive manner. They can also include hands-on, 3D-figures, talks, performances and videos as a complement and supplement to words and statistics. One exhibition I had visited in the past was the Reign of the Kangxi Emperor and the other permanent galleries in the Asian Civilisations Museum.
For the Kangxi Emperor exhibition, there were artefacts like the robes which the Emperor wore, and allows the audience to admire the grandeur of the emperor’s reign. There were many walls of information about his family lineage, different periods in his reign which were significant, and how his contributions have lived till today. The most interactive exhibit was a digital version of one of the scrolls of the Kangxi Emperoro’s Southern Inspection Tour, which stretches for over ten meters in length and 67 centimetres in breadth. Technology offers us many advantages today, and convenience is one advantage that we cannot do without. However, I still prefer art exhibitions as compared to interpretive exhibitions, possibly due to the hard facts of history and the sciences.
I shall not go deep into commercial exhibitions but they basically showcase commercial products in a specific industry or interest. Such exhibitions include those which display furniture, cars, phones, computers, televisions and the like.
In the next post, I will reflect upon my visit to the ScienceArt Museum. Additionally, I will blog about my reflections for the 2011 Singapore Biennale which I will visit this weekend.
Thursday, May 12, 2011
LA Essay
The Arts should be made a compulsory component in the school curriculum. Discuss.
Singapore has been pushing out the holistic education model approach in primary and secondary schools in recent years. The reason why the government has been so active in this initiative is because one should engage in other forms of learning, not only academics but also the Arts. The Arts should be made a compulsory component in the school curriculum and more can be done to enhance the development of students holistically and their learning process in the aspect of the Arts.
In schools today, government has pushed out initiatives to allow students to be appreciative of the Arts and learn beyond the textbook. For example, the TOTE board in schools subsidises fees for performances pertaining to the Arts, like musicals and plays. This encourages students to take the initiate to appreciate the Arts in their free time. However, in Hwa Chong Institution, there is a phenomenon in my class and other classes, where students rarely use this TOTE board. Personally, I do not use this platform for appreciating the Arts as the process of obtaining tickets for a certain performance involves a troublesome step where one has to find a group of friends to watch the performance together with the individual before getting the subsidy. Thus, the Arts should be made compulsory so that students will use the TOTE board initiative more effectively to appreciate the Arts, and enhance our learning experience.
Equally important is that the Arts acts as a form of recreation to students for them to take a break from the academic curriculum. For instance, I regularly spend my weekends visiting museums, like the recently opened ArtScience Museum, and watching musicals like the W!LD RICE production, Emily of Emerald Hill. In addition to appreciating the Arts, I also engage in such activities to relieve my stress accumulated from school work, even if it is for a few hours when I watch a play. I immerse myself in the fantasy world created by the atmosphere and plot of the story to toss my worries out of the window for a short moment. In our school curriculum, we have numerous commitments like ACE, project work and 3rd language. We should occasionally take a break and relax ourselves by appreciating the Arts and maintaining our social well-being. Thus, the Arts should be made compulsory to allow students to have a school-based avenue for recreation.
In addition, the Arts is an avenue where a student can be creative, imaginative and express oneself freely. For example, a topic which can be taught in the compulsory Arts subject could be Artist Trading Card, or ATC for short. For those unfamiliar with this concept, it is an artwork that has the only requirement of being able to fit in a standard poker card size card. Materials and topics for these artworks are up to the choice of the creator. Most importantly, once one has created an ATC, one should trade the card with someone else, so that one is exposed to the variety of art forms out there. One such avid trader is my mother. She has been creating and trading ATCs for a few years now. Whenever I ask her why she persists in this nobby, she will reply that she is able to let her imagination run wild in creating these cards, and she is able to express herself through these artworks; as the saying goes “a picture speaks a thousand words.” Thus, the Arts should be made compulsory to allow students to express themselves innovatively.
In conclusion, I feel that the Arts should be made a compulsory component in the school curriculum. Though some teachers and students might argue that this subject is unimportant and acts as a distraction from their academic studies, I believe that this is a stereotype of the Arts. When a student is able to engage oneself in the Arts, apart from the reasons mentioned above, one is able to live one’s life meaningfully and would be able to be more sociable. One is able to interact with others more easily as no one likes an individual who is only good in one’s academic studies, but an individual who has a whole rounded education and knows how to appreciate the Arts.
Wednesday, May 11, 2011
To Kill A Mockingbird - Themes
After one to two terms of analysing the novel, I have indeed gained a better understanding and grasp of the key themes presented in the story. For some of the themes which are evident in the novel, I shall discuss what I have learnt and its applications to our lives and society. These diverse themes range from self, family, to community and are interwoven in the novel.
1) Self - Childhood and Growing Up
Both children, Jem and Scout grow to a certain extent as they come to know of issues in the Maycomb society, and are also influenced by their neighbours and peers in school. Jem, initially curious about Boo Radley, who spent countless hours thinking of ways to communicate with him, eventually learned to see things in the perspective of a grown up. For example, when the mob asked Atticus to move away from the jail door, so that they can attack Tom Robinson and Jem, Scout and Dill were at the scene, only Jem understood the situation initially. He saw how tense teh situation was and even stood up for his father to protect him from these men. Although this behaviour is childlike, Jem's behavious has grown from that of childish. Scout, on the other hand, learned about the mockingbirds in the society and how to treat them appropriately. This theme of Scout growing up is evident till the last chapter in the story where she and Atticus talked about Boo Radley.
In our childhood, memories made with friends and families are most meaningful when we look back at them when we grow old. The experiences we gather and skills we pick up comes in handy in the future when we want to fall back on experience to learn new skills, or to perform a task. Growing up, though a painful process, is one that everyone has to go through. Whether or not we make good use of it very much depends on ourselves; we explore our talents, passions and dreams when we are young. In addition, childhood is the most adequate, and possibly the only period in our lives for our imaginations to wander (like how the children in the novel acted out stories and believed in superstitions), without paying the price of doing so. Today, in our pragmatic society of ours, we are often bound by the limitations of our family and career responsibilities that we have little time to do so. We then learn to cherish the memories we once has as a child.
2) Family - Nurturing (Education), Society - Education
For this theme, it is regarding Miss Caroline and her strict view that only teachers, and not parents, know how to teach, referring to Scout and her father. At home, Atticus nurtures Scout by reading to her excerpt from different forms of texts every night. Over time, Scout becomes more advanced in writing and reading as compared to her peers in the school due to the nurturing by her father.
In Singapore, we often see parents sending their children for tuition and remedial classes with the hope that these classes would help them further their children's academic grades. Whether or not these tuition classes are a blessing or a curse, remains very much open to debate. However, there is one fact that most parents cannot deny, that is nurturing plays a huge part in the development of our child's character and personality. Parents, friends, teachers, neighbours, peers, siblings, and strangers or play a part in educating us. The only difficult choice is in who we should learn from. In school, it is impossible for teachers to teach us every single skill and information required to survive in the world. Teachers teach us academic studies; friends teach us how to interact with others and how to control our emotions and feelings; parents focus on our character building and instill in us the right moral values so that we will not go astray. The responsibility of education no longer falls solely on the teachers. Everyone has a part to play in ensuring that a good education system is maintained in our society.
3) Racial discrimination and prejudice - Society
Possibly the most significant and evident theme in the novel is racial discrimination against Negroes by the "white folks". Despite the fact that these prejudices are deeply rooted within the Maycomb society, there are still some certain individuals who stand against these prejudices. One example is Atticus. He stays firm in his stand that racial prejudice and discrimination is wrong. He advocates and educates Jem and Scout to distinguish what is right and what is wrong, not based on skin colour, nor influenced my emotions like anger and hatred. Atticus was called a "nigger-lover" by many residents of Maycomb because he defended Tom Robinson, who was a Negro. His children were also taunted, insulted, injured and bullied both physically and verbally by different residents of Maycomb. However, at the end of the day, Atticus is still a staunch believer that racial discrimination and prejudice is wrong.
What we can do to prevent racial discrimination and prejudice in our society today is to actively participate in activities organised by schools and Residents' Committees (RCs). The first step to counter racial prejudice is to know the other races. Events organised in schools like the annual Racial Harmony Day celebrations encourages students to have a better knowledge of the other races. After knowing comes understanding, which means experiencing the knowledge. For instance, the local exchange programmes held in our schools organise activities across different racial groups so that students can undergo a first-hand experience at engaging in racial and cultural activities like Batik drawing, or Chinese calligraphy. We can bring understanding to a higher level by applying this knowledge and experiences. For example, I have participated in an Indian festival organised by my local RC. The activities they organise allows us to interact and communicate with people from other races directly though verbal any physical expressions. I believe that it is only through such activities that students are really able to forget about racial prejudices. We are fortunate that the society we live in today is much less racial segregated and discriminated as compared to other countries in the past, like Maycomb.
Essays, Language and Their Applications
In Term 2 for my Language Arts lesson, we went into the different types of expository essays and learnt how to write them in the proper format and language. Instead of mentioning what I learnt, I shall talk about my reflections and its applications to our daily lives.
When Miss Huang first told the class at the beginning of the term that expository essays would be the form of writing tested in Term 2, I stepped back to recollect fragmented pieces of memories of this topic since my primary school days. As far back as I can remember, the first time I came upon and learnt this text type was in Primary 4, where I did a report on my own family in the third person point of view. At that point of time, I just did the piece of writing for the sake of doing so, as well as to learn and know more about my family's roots and traditions. Despite this, I failed to see how expository essays would help us in our daily applications. I also roughly recollect that I had done several essays in concept units such as "Change", without having a generalised view of this text type.
After a whole term of analysing different types of essays from our lessons, I learnt about causal analysis essays, argumentative essays, comparative essays and many others. Personally, I found essays much more engaging and fruitful to write than narrative essays. For me, I find the whole idea of expressing my ideas an opinions clearly and precisely to others a little tedious and difficult. Despite the public speaking opportunities the school has given the students to speak up and let one's voice be heard in different settings, I find unease in putting my ideas into words.
After all, the language is something one defines, probably the only reason why we study languages is to allow and facilitate communication and interaction between individuals. I find that ideas need not only be expressed through words, as the only means of communication. Through my exposure to the arts, I have found that different art forms can also be used to express feelings, evoke emotions and convey messages, similar to what written and spoken words can do. In my opinion, music and art are just different variations of the language we define and use today. They are all subsets of one overall heading, with their common purpose of communication.
Now, wouldn't it be wonderful if music and art forms can become as popularised as languages are today, or even replace languages. However, I must conceive that this is just a remote thought that few people share. The arts could very well take over the role of languages in the future, but it will be something in the far future. The fact that languages are recognised as the common means of communication is because of the fact that since the beginning of the evolution of men, symbols (ancestor of words) have been the basis of communication. To change something that has been in the roots of human beings for millions of years, would be tremendously arduous and almost impossible.
Coming back to the topic of essays, we in fact unknowingly construct and use essays in our everyday lives, even if it might not be in written or spoken forms. For example, when we choose between two meals. For example, chicken rice and laksa, we will consider different aspects of both food items, similar to comparative essays. We may compare aspects such as their prices, healthiness, tastiness, hygiene and others. Nevertheless, this comparison which we do in our heads can be written down on paper as an expository text. The reason why I feel that expository essays are necessary, instead of thinking about ideas, is so that we can share our opinions with others who might be interested in the same issue as us. Expository essays which are written down also gives us an exposure to the variety of interests and issues out there.
Overall, I feel that the expository essays which we learn now also form the basis of our future working life. We would probably have to do analysis of certain issues, or give suggestions to improve the welfare of the staff, or how to increase profit for the company. Essentially, essays act as the bridge between thoughts and words, and between ourselves and others, in the sense that our thinking is reflected in another's mind, and possibly spark a new inspiration from there.
Singapore General Elections: Social Media
Different political parties have spent much effort in utilising social media in the hope of engaging youths in politics in Singapore, as well as to garner support for their respective parties in the 2011 Singapore General Elections. However, how successful were these campaigns? Are posters and talks more effective?
First of all, what defines social media? Social media is media used for social interaction (in this case, candidate to voter or voter to voter). Basically, it allows for the use of technology to interact with others such as blogs, forums, multimedia like photographs and video sharing, as well as social networking sites like Facebook and Twitter. In my opinion, social media poses many benefits to its users.
Convenience and accessibility is one key factor in social media. As compared to posters put up on lamp posts and street signs, I feel that engaging the youth in other means would be much meaningful. In the past when technology in Singapore was still on a relatively low basis, door-to-door visits and posters were the only medium of communication with the residents. However, with the rapid development of technology in Singapore, political parties should harness the potential of social media as it is more interactive as compared to posters. For me, I feel that the huge influx of posters and brochures is too large for me to handle. On every street I walk along, or at every corner I turn, I would definitely see a few political posters. Although I do agree that these posters constantly remind us to vote for the political candidates whom we feel can best serve their needs and the nation's needs, I am a little overwhelmed to the extent that I have no longer any wish to see any more of them.
Elaborating more on convenience, political leaders have little time to conduct door-to-door visits due to their busy schedules. This problem can be solved with social media. Recently, PM Lee Hsien Loong had used Facebook to chat with voters issues pertaining to the the "hot topics" in the General Election. The online chat session drew over 5000 comments in just a hour. This just shows that many youths today use social networking sites and are more free to voice their opinions online. In the door-to-door visits which candidates have conducted, I have noticed that few residents actually voice their worries and needs to the candidates, possibly due to this barrier of unfamiliarity, causing them (the residents) to be conservative in their views and opinions. The effort made by political parties by trying to directly connect with voters deserves an applaud. It shows that they are willing to go the extra mile to connect with their residents.
Former Foreign Minister George Yeo, can be said to be the most active government minister to use Facebook as a means of connecting with his citizens. His page has gotten over 80 000 "Likes" so far. His Facebook profile is regularly updated with photos and status updates to keep Singaporeans informed of his latest campaigns as well as his moments with his family. Indeed, I am more attracted by such an initiative as I get to understand our ministers better and feel a sense of warmness and belonging to them. Although Facebook is indeed an effective social tool for such purposes as above, candidates are putting themselves in a risky position by doing so. For example, the People's Action Party's youngest candidate, Ms Tin Pei Ling, has had personal photos hijacked from her personal Facebook profile and spread around the internet, and were subjected to a flurry of negative remarks from many netizens online. Candidates should explore the possible venture into the usage of social media, but should be cautious in doing so at the same time. As the leaders of Singapore are often placed in the public light for each and every of their move, they should be cautious for what they do and speak.
I do admit that social media only caters for a specific group of people, probably the Gen Y voters. In a simple survey done in my class, only about 2 pupils said that they would be interested in political parties utilising social media to engage youths in politics. I think that the main reason for such a turnout is because we (both candidates and citizens) are still fairly unfamiliar with such a platform like Facebook. I use Facebook to communicate with my friends on a personal level, and seldom use it for keeping up with current happenings or (political) news. Though this might be the current phenomenon, I do believe that in the next 5 years till the 2016 General Elections, social media will play a much huger part in engaging citizens in politics.
Monday, May 2, 2011
Monday, April 18, 2011
LA Online Lesson
Select one of the photos / images and write a descriptive paragraph on it. Engage your 5 senses -- this means you should describe not only what is seen, but what is heard, smelt, tasted and felt. Use literary devices (sound, imagery, diction) to bring the scene to life.
Descriptive Paragraph
The overhead fighter planes were blasting missiles onto the ground, the sound throbbing in my ears. As I looked around at the impact of the destructive forces, what lay before me was a scene of total chaos. It was as if a tsunami waved had swept through the whole street, buildings collapsed, carcasses littered the streets and blood splattered onto the ground. The odour of the blood smelled like burning metal and stung my nose, the pungent stench of the decomposing bodies attracted swarms of flies. As I lay on the rocky terrain of the rundown street, my body ached from having to crouch in that position for hours at end. The harsh sun shone its flaring rays onto my blackened skin, burning them relentlessly. Sweat droplets streamed down my forehead and blinded my eyes.
Imagine you are a character living through one of the 20th century Wars. You can be either a civilian or a soldier. (Consider the age, gender, social class, occupation etc of the character.) Write a diary entry from the perspective of this person. Entitle your entry: A day in the life of _______ war. You should focus on a particular point in time of the war (eg. during or after a particular battle).
Alternatively, you can imagine yourself to be one of the characters in any one of these film clips. Write a diary entry from his point of view.
Band of Brothers – Diary Entry (Battle of the Bulge)
The day of the battle dawned upon us. We crouched with weapons in our hands, waiting in the trenches which circled the forest in anticipation of the fighting. We never knew where the enemy was going to attack us; they could attack us from the front, the rear or from above us. The air was cold and still, the silence was unbearable. Soon after, smoke started rising from the opposite side of the forest and drifted towards our trenches.
The first round of the shootings started; the bullets landed in the snow a few inches before where I was crouching. As I was about to get up to collect more ammunition, a bullet shot my right shoulder. I collapsed like a doll onto the ground and the steaming cup of coffee I was holding spilled onto my legs, paralysing them. At that instant, I thought of my wife and child who were eagerly waiting back home for me to go back to them. The next moment, my fellow comrades dragged me out of the trench with much effort. The deafening sound of rifles echoed in my ears.
Not long after, I was dragged away from where the heated fighting took place. Rocks and braches on the ground ripped my trousers and cut my legs. It lasted for an eternity. One of my friends treated my wound and I was soon brought back to camp. On the way, I was in a state of semi-consciousness, and heard muffled shooting in the distance...
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