This paper compares and contrasts two sets of dramatic characters: Eliza and Higgins in George Bernard Shaw's "Pygmalion" and Biff and Happy in Arthur Miller's "Death of a Salesman."
Abstract This paper compares and contrasts the characters in two plays, "Pygmalion" and "Death of a Salesman." Through this comparison, the reader gleans insights into the character development in each play and the resolved and unresolved issues in each play. The paper gives a brief plot summary of each play and describes the traits of the major characters. Also cited are the unresolved conflicts. The author concludes that both Eliza and Higgins in George Bernard Shaw's "Pygmalion," and Biff and Willy in Arthur Miller's "Death of a Salesman" consistently reveal only half-truths about themselves to each other, and to other characters in the play
From the Paper " If "Drama is the art of significant juxtaposition" (H.D.F.Kitto), that is to say that dramatic conflict springs from a dialectical opposition of ideas; e.g., a half-truth in debate with another half-truth, in analyzing two pairs of dramatic "opponent" characters, then, first Eliza and Higgins in George Bernard Shaw's Pygmalion and second, Biff and Willy in Arthur Miller's Death of a Salesman one may define the nature of the respective "half-truths" of these characters according to how their confrontations are dramatized and resolved (or not). I will explore the issue of whether the dialectic between either of these two pairs of characters, Higgins and Eliza and Willy and Biff, is ever resolved."
Tags: Death of a Salesman, Pygmalion, George, Bernard, Shaw, Arthur, Miller
Abstract This paper examines George Bernard Shaw's play Pygmalion. The author discusses plot, characterization, and structure, and analyzes why the play is so popular.
Abstract This paper discusses how both "My Fair Lady' and ?Pygmalion and the Statue? employ "heroes" who create masterpieces of their respective trades that bring about good, but unexpected results. Though this theme applies to both stories, there are several inconsistencies and differences between them and their respective characters. This paper first examines how the myth and the play follow the "Creator" theme and then explores the similarities and differences of their plots and characters.
From the Paper "The theme of "Pygmalion and the Statue" perfectly coincides with the "Creator" theme. Being a marvelous sculptor who creates a beautiful statue of a girl, named Galatea, Pygmalion represents the hero. At first his creation pleases him tremendously; this pleasure rapidly deteriorates into frustrated desire after he falls in love with it. To fulfill the unexpected portion of the theme, Venus transforms the ivory statue into his living bride after he begged for a wife of that caliber."
Abstract This paper compares the love depicted in the plays "Pygmalion" and "Major Barbara" written by George Bernard Shaw. The paper suggests that the final outcome of the analysis is an intermingling of the two perspectives on love and it notes that in both situations, the heroes attract each other in spite of the paradoxical opposition.
From the Paper "In opposition, their projections in the real world, Lisa and Cusins, trapped in reality, are only capable of projecting human love limited to the sole adulation of man, as the main actor of the reality they live in. Although Lisa loves her master, her passion, being deeply anchored in the every day life, she proves herself more powerful, succeeding in tearing down the wall her master had created around himself, by projecting her newly tailored personality upon her master. Thus, the creation becomes more powerful than its creator "But [with sudden humility] I shall miss you, Eliza"(Shaw, 1916, act V). On a similar note, Cusins represents the source of physical love whose subject becomes Barbara, as her own mother admits: "I have a very strong suspicion that you went to the Salvation Army to worship Barbara and nothing else" Shaw, 2000, act I). He loves her earthly existence, and the person her ideals embody."
Abstract This paper compares the characters of Eliza Doolittle from George Bernard Shaw's "Pygmalion" and Euripides' Medea by considering their different strengths and weaknesses, and the modes of representation used to distinguish them. Some reflection is also given to the means the authors use to convey the nature of each character and the ways in which the changes within the character are expressed. Finally, an attempt is made to analyze the two characters through considering the ways in which they have changed by the end of the play.
From the Paper " Although many critics have described Medea as being a woman that is transformed from someone who is suicidal and depressed into a person who is driven by anger and revenge, it is clear that Medea had always been a determined, strong woman. She had often used her magic powers to obtain what she wanted; shown through her actions in helping Jason obtain the Golden Fleece, the murder of her own brother, and through manipulating the daughters of Pelias to murder their own father. Instead, Medea is portrayed through Euripides, as a woman that kills while being completely sane, through an anger that is fuelled by pure jealousy. She is a woman scorned."
Abstract This paper examines how there are two dominant themes as well as a subliminal theme present in "The Good Woman of Setzuan" and "Pygmalion". More specifically, the paper explains that the first dominant theme is evident in that both Brecht and Shaw question the levels of morality in social rankings by proving their low class lead female to be the most honorable character portrayed. The paper then shows how both authors also portray women that have the ability to rise above their lowly upbringing and lifestyle, which defies popular male chauvinist views, but yields a self-identity problem. The paper also discusses how both plays have an underlying theme of man's dominance over women by showing that despite Shen Te and Liza's recent social and personal advancements, their success can only be credited to a man in their lives.
From the Paper "Likewise, in The Good Woman of Setzuan, we see how Brecht portrays Shen Te, who comes from the most despicable of the low class, the prostitutes, as a woman of good moral character. She allows the gods to stay with her and kicks out her "appointment", despite her needing money for the rent due the next day (Brecht, 8). Once she has been blessed by the gods, Shen Te allows numerous guests to live in her newly acquired tobacco shop when they have nowhere else to stay (Brecht, 13). Shen Te also shows great compassion on Yang Sun when he is on the brink of suicide, and even gives him money so that he may return to pilot school (Brecht, 35 & 53). Shen Te contradicts her neighboring tenant, the barber, who is known as being extremely wealthy, "The barber is filthy rich (Brecht, 46)." "
Abstract This paper introduces, discusses, and analyzes the novel "Pygmalion: A Romance in Five Acts" by George Bernard Shaw. Specifically the paper discusses why the play is about turning a flower girl into a duchess, not about turning a woman into a human being. The paper shows how Eliza Doolittle changes in this play, but the play is not about turning her into a decent caring person, because she already is that. The paper notes that the real person turned into a decent human being in the play is Professor Higgins, who changes from a straight-laced, pompous bachelor to a man capable of love, and of seeing the needs of others, rather than just his own.
From the Paper " Now, the pocket change Higgins gave her would not even pay for a gown. Her lifestyle is changed, and it is so dramatic, how could she possibly go back to her drafty room and ragged clothing? There is no way she could do that, but there is little opportunity for her anywhere else, either. She is meant to take care of the absent-minded Higgins, and it is a task he has trained her for perfectly, although he cannot see it. Her transformation is complete when she helps Higgins transform and become the man, husband, and lover he is meant to be, and that is her purpose in this play."
Abstract This paper discusses George Bernard Shaw's play "Pygmalion," focusing on the differences that Shaw creates between the stereotypes of social class and the behavior associated with them. The writer explains that Shaw, himself a socialist born to a relatively low class family who believed in the elimination of social differences between the rich and the poor, portrays his characters as initially true to the stereotypes related to their socioeconomic classes, and then develops them to show that ultimately it is their merit and self-worth that determines how they are treated.
From the Paper "At this point Shaw does not give these characters names, but addresses them as the type of people they appear to be. As the story progresses these initial impressions change greatly. During the opening scene Mr. Higgins is referred to as "The Note-Taker." Shaw gives Mr. Higgins this name because he appears to be a scholar. Mr. Higgins demonstrates his intelligence by determining where people are from based on their speech. He is also quick to inform people of his wealth. After quickly examining "The Note Taker" a bystander announces to the crowd, "It's all right: he's a gentleman: look at his boots.""
Abstract This paper takes a look at the the relationship between Higgins and Eliza in George Bernard Shaw's book 'Pygmalion'. The paper relates the Greek myth of Pygmalion to the character of Henry Higgins and discusses how Pygmalion and Galatea can be compared to Higgins and Eliza.
From the Paper "Although Higgins may have just viewed Eliza as a project, there was something in the beginning which did fascinate him. "Oh, I can't be bothered with young women. My idea of a lovable woman is somebody as like you [Mrs. Higgins] as possible. I shall never get into the way of seriously liking young women; some habits lie too deep to be changed." (Higgins, p. 71) Higgins also saw Eliza as a challenge. He saw her bad habits and for once actually thought these habits could be changed. As I mentioned earlier, Higgins found the local women to be a bore. He wanted someone more intellectually stimulating, well-mannered, and similar to his own mother. Underlying what society viewed as a duchess was also Higgins' upbringing which helped him to form his own notions of what a lady should be like. Whether he knew it or not, he subconsciously was teaching Eliza to be like the only woman he ever truly did know, his mother. He created a woman that he could love because she was created and taught under his specifications."
Abstract This paper compares the sexual and mystical depictions of Eros found in "Pygmalion" to the more charitable and affectionate depiction found in "The Four Loves." The paper also discusses the contrast in motivation in the two works. It suggests that Pygmalion's primary motivation for action is platonic and sexual yearning. Lewis? motivation is charity. Finally, the romantic love of today is compared to the romantic love depicted by Ovid and Lewis.
From the Paper "Eros as Platonic yearning refers to the yearning for beauty. Ovid depicts this in Pygmalion who irrationally remains unmarried because he is critical of the faults he sees in women. He cannot find enough redeeming qualities in any woman to face spending his life with her. He then carves an ivory statue of a woman. This statue is so beautifully and perfectly made that Pygmalion falls in love with it. This is love based purely upon beauty, since the woman is not made of flesh and blood and can offer nothing else."
Tags: statue, beauty, desire, Venus, life, friendship, affection, erotic, love
This paper discusses the presentation of female characters in the two books ?Pygmalion? by George Bernard Shaw and "Sexing the Cherry" by Jeanette Winterson.
1,250 words (approx. 5 pages), 0 sources, 2002, $ 42.95
Abstract The following paper asserts that both Shaw and Winterson assigned different attributes to their female leading characters in the novels 'Pygmalion? and "Sexing the Cherry". However, this paper contends that the purpose of creating such figures, such as Eliza and the Dog woman, is identical in both cases.
From the Paper "The two books Pygmalion and Sexing the Cherry are starkly different in their storyline and narrative techniques, yet the only connecting link is the dominance of female characters in both stories. For example in the Pygmalion, it is Eliza Dolittle who is the most important female character while Dog Woman plays the leading role in 'Sexing the Cherry?. We notice that these two women have been presented in a contrasting light, as one happens to be a self-conscious young woman who is beautiful and sophisticated while the other is an ugly-looking person and has been repeatedly described as a monstrous creature. This is because Dog Woman who happens to have no other name in the book is grotesque character with nothing lady-like about her. Her mannerisms, her language, her dialect and her tone are all rather crude and the woman is an epitome of unsophisticated characteristics."
Abstract This paper evaluates the Pygmalion effect, a phenomenon that shows how a manager's expectations greatly effect the performance and productivity of his workers. It shows how effective managers must be able to communicate a positive attitude toward their workers in order to gain the greatest efficiency possible. It uses a fictitious company, XYZ, a diversified, multinational company operating on a global scale in more than thirty countries, yet privately owned and a semi-annual review to determine the efficiency of their managers at communicating this attitude through a study.
Table of Contents
Chapter I
Introduction
Purpose of the Project
Statement of the Problem
Significance of the Problem
Research Category
Project Summary
Positive Reinforcement vs. Psychology
History of the Problem
Delimitations
Scope of the Problem
Setting of the Problem
Assumptions
Hypothesis
Research Questions
Evaluation Objective
Development Objectives
Participants
Researcher
Survey Group
Assistants
Chapter II
Literature Review
Definition of Terms
References
Chapter III
Introduction
Population and Sample
Variables and Measures Used
Data Collection
Data Analysis Procedures
Data Type, Format and Scale
Data Analysis Procedures
Chapter IV
Results and Discussion
Discussion of the Process
Unanticipated Occurrences
Statistical Results and Discussion
Non-Statistical Results and Discussion
Chapter V
Conclusions
Recommendations
Formal Recommendations
Recommendations for Further Research
APPENDICES
APPENIDX 1. Employee Survey
From the Paper "The management structure at XYZ, Inc. consists of six levels of management with varying amounts of responsibility within the company. On average each manager has three to six people reporting into them and has to do performance reviews every six months for each person. In return, each employee would give feedback about their past months' development plan, how well it was managed, as well as their scalar's management style. This two way feed back in the hallmark of success at XYZ, Inc. It institutes the principle of Total Quality Management (TQM). Two way feedback has had the effect of maintaining a high level of Quality and job satisfaction at XZY, Inc. In recent year-and-a half employee feedback has been more negative than in the past with a ratio of 3,2:1. This increased ratio is of great concern to the Personnel Department, which advocates the policy of mutuality in business relationships. "
Abstract This paper examines how social class is the primary subject in both "Pygmalion" by George Bernard Shaw and "The Importance of Being Earnest" by Oscar Wilde. It looks at how both plays draw a vivid picture of the differences between the economic classes and how both illustrate the artificiality of these classes. It also discusses how in neither story does the position in the class structure indicate the worth of a person, or change his essential qualities, whether good or bad.
From the Paper "One startling difference in the two works is their respective treatment of marriage. In Pygmalion marriage is barely mentioned. There is no question of a romantic interest in the confirmed bachelor Higgins, despite he eventual fondness for his pupil. She even goes so far as to tell him that she wouldn't marry him if he asked her. In the play's lengthy postscript the author says that Eliza, who realizes that a union between herself and Higgins would never be successful, eventually marries the lovesick Freddy. Marriage is a central preoccupation of Wilde's play, possibly because of his own homosexuality. "
A review of Jean Rhys's 'Wide Sargasso Sea' and George Bernard Shaw's 'Pygmalion' as works that cleverly challenge the genre in which they are classified.
1,350 words (approx. 5.4 pages), 2 sources, 2005, $ 53.95
Abstract 'Wide Sargasso Sea' by Jean Rhys and 'Pygmalion' by George Bernard Shaw are both excellent examples of this literary phenomenon of challenging audience assumptions about genre. The former is an example of prose fiction while the latter is an example of theatrical drama. While both possess many of the overarching, superficial characteristics of each genre, both Shaw and Rhys manipulated their work so as to challenge their respective audiences.
From the Paper "Works that challenge our expectations are not nearly as common as some readers and critics might imagine. It is more difficult to challenge the basic presumptions of a given genre that one might think. After all, in order to even be considered part of a given genre, a piece of literature must conform to some of the standards that make up that genre. Prose fiction cannot comfortably be called prose fiction if it is written wholly in stanzas. That would break too many genre barriers for critics to easily be able to evaluate the work as a part of any genre. As a consequence, it takes an adept author to create a literary work that is recognizable as belonging to one genre or another and yet which simultaneously challenges the expectations of critics and readers alike. Nonetheless, this task can be accomplished."
Abstract This paper examines three different Greek myths--the stories of Prometheus, Pygmalion and Endymion. It discusses the content of each myth and the lessons that can be learned from it. The paper aims to demonstrate how the Greeks used personified tales in order to explain the world and its processes and compares this to the way that stories are related in religion.
From the Paper "While all three myths do mimic the function of religious stories, there is a clarification that needs to be made. The Greeks did not believe in the myths as a religion. That might sound shocking. The myths did, however, provide the functions of religious beliefs/stories, but the Greeks only used their myths as a means to explaining the natural phenomena of the world. One might say that the myths were their only available "beliefs." This is crucial to understanding this entire paper, because people often think that the Greek myths were believed as a religion, when they were not. They were stories that provided explanation, meaning, and prescription, and while these three things mimic religious stories, as I have proved in this paper, this does not mean that the Greeks used their myths as a religion."
