Showing posts sorted by date for query harold pinter. Sort by relevance Show all posts
Showing posts sorted by date for query harold pinter. Sort by relevance Show all posts

Sunday, 14 July 2019

Girish Karnad: The Artist, the Citizen and the Question of Truth

In 2005, in his Nobel Speech, Harold Pinter referred to what he wrote in 1958: 
‘There are no hard distinctions between what is real and what is unreal, nor between what is true and what is false. A thing is not necessarily either true or false; it can be both true and false.’
I believe that these assertions still make sense and do still apply to the exploration of reality through art. So as a writer I stand by them but as a citizen I cannot. As a citizen I must ask: What is true? What is false?
Truth in drama is forever elusive. You never quite find it but the search for it is compulsive. The search is clearly what drives the endeavour. The search is your task. More often than not you stumble upon the truth in the dark, colliding with it or just glimpsing an image or a shape which seems to correspond to the truth, often without realising that you have done so. But the real truth is that there never is any such thing as one truth to be found in dramatic art. There are many. These truths challenge each other, recoil from each other, reflect each other, ignore each other, tease each other, are blind to each other. Sometimes you feel you have the truth of a moment in your hand, then it slips through your fingers and is lost.

If there is any writer in recent past on whom this 'fits in', it is Girish Karnad. The controversies in obituaries offered to him are an example enough to prove the point.

Here are some write-ups written as obituary and videos on the demise of Girish Karnad when he passed away on 10th June 2019.

These are views against Girish Karnad:

1. 


4. Saurabh Shah's FB post - Views on Girish Karnad in Hindi:

I agree 100 % with this forwarded post by someone written in Hindi. આપણી તકલીફ એ છે કે ગિરીશભાઈ કરતાં દસગણા ટેલન્ટેડ લોકો આ દેશમાં છે, દરેક ક્ષેત્રમાં છે પણ આપણને લેફ્ટિસ્ટ સેકયુલર મીડિયા તરફથી એવા જ ટેલેન્ટેડ લોકો વિશે સતત કહેવાતું રહે છે જેઓ પોતે વામપંથી વિચારોના પુરસ્કર્તા હોય. આ જ લોકો અત્યાર લગી અવૉર્ડઝ, સરકારી માનપાન-સુવિધાઓ તથા પદ-પુરસ્કારોને લાયક ગણાતા. આને લીધે non leftist and non secular ટેલેન્ટેડ લોકો હાંસિયામાં ધકેલાઇ જતા એટલું જ નહીં હાંસીપાત્ર પણ ગણાતા. મરનાર વિશે સાચું જ લખવાનું એ તો આપણને આવા જ ટેલેન્ટેડ પત્રકારો વિનોદ મહેતા અને ખુશવંત સિંહે શીખવ્યું છે. R I P Girishbhai 🙏🏻
Forwarded post👇
सवेरे टीवी खोला तो देखा तो पता चला कि गिरीश कर्नाड मर गया।
न्यूजचैनलों पर यह भी याद दिलाया जा रहा है कि इस देश ने गिरीश कर्नाड को पद्मश्री, पद्मभूषण, साहित्य अकादमी, ज्ञानपीठ सम्मान से सम्मानित भी किया था।
लेकिन उन्हीं न्यूजचैनलों द्वारा यह नहीं बताया जा रहा कि इसी गिरीश कर्नाड ने पाकिस्तान परस्त देशद्रोही अरुंधति रॉय के साथ कंधे से कंधा मिलाकर आतंकवादी अफ़ज़ल गुरु की फांसी की सज़ा के खिलाफ बड़ी जोरदार ज़ंग भी लड़ी थी।
न्यूजचैनलों द्वारा यह नहीं बताया जा रहा कि इसी गिरीश कर्नाड ने कर्नाटक के महान योद्धा और अत्यधिक सम्मानित शासक रहे केम्पेगौड़ा के नाम पर बने बंगलुरू एयरपोर्ट का नाम बदलकर टीपू सुल्तान एयरपोर्ट कर देने की मांग का अभियान इसलिए चलाया था क्योंकि उसके अनुसार केम्पेगौड़ा और छत्रपति शिवा जी तथा महाराणा प्रताप से भी बड़ा और महान योद्धा टीपू सुल्तान था। गिरीश कर्नाड की इस कुकर्मी मांग के खिलाफ कर्नाटक की जनता सड़कों पर उतर आई थी और हज़ारों की संख्या में उसके पुतले फूंक कर, उसके घर पर अद्धे गुम्मों की जमकर बरसात की थी। परिणामस्वरूप इस गिरीश कर्नाड को हाथ पांव जोड़कर माफी मांगनी पड़ी थी।
न्यूजचैनलों द्वारा यह नहीं बताया जा रहा कि JNU में हुई "भारत तेरे टुकड़े होंगे" और "भारत की बरबादी तक ज़ंग चलेगी ज़ंग चलेगी" सरीखी देश विरोधी नारेबाजी में नामजद और गिरफ्तार हुए कन्हईय्या कुमार के खिलाफ दर्ज मुकदमे के विरोध में यही गिरीश कर्नाड बंगलौर में धरना प्रदर्शन अनशन की नंगई पर उतारू हो गया था।
न्यूजचैनल ये नहीं बता रहे कि गिरीश कर्नाड गौमांस भक्षण का इतना बड़ा समर्थक था कि गौमांस खाने की वकालत खुलकर करता था और गौमांस की सार्वजनिक दावतों में चीफ गेस्ट बनकर जाता था।
अब आज इस गिरीश कर्नाड के मरने पर मैं कैसे शोक मनाऊं, कैसे श्रद्धांजलि दूं.?


These views are in favour of Girish Karnad:


5. A few obituaries in Gujarati news papers.

6. Girish Karnad was more than just an accomplished actor and a celebrated playwright. He was a strong public voice who decried religious fundamentalism and defended freedom of expression. He passed away in Bengaluru on June 10 at the age of 81.
https://m.facebook.com/story.php?story_fbid=646642815816861&id=268114290336384

#Girish_Karnad
This line in the tweet by Prime Minister @narendramodi is a #tribute in truer sense to artists like Girish Karnad.
Karnad's implied political satires on Nehru or Indira's style of governance neither turned him into the #Harold_Pinter of India, nor his social satires termed him as the #Arther_Miller or #Tennesse_Williams of India, nor did his retellings of myth categorised him with the postcolonial insight of #Rushdie. . . And yet, being a versatile artist, he was not all lost to the socio-cultural-religious-political power.
He was never a #Lost_Leader like #William_Wordsworth on whom Browning has to write these lines:
"Just for a handful of silver he left us,
Just for a ribbon to stick in his coat—"
Those who
'Lived in his (Karnad's) mild and magnificent eye,
Learned his great language, caught his clear accents,
Made him our pattern to live and to die' will not have Browninging-like frustrations from Karnad.
If 'Shakespeare was of us, Milton was for us,
Burns, Shelley, were with us,—they watch from their graves!'
then, Karnad, too, is in the galaxy of these stars.
Whenever India is in the fen of stagnant waters, Karnad will be there, shining bright, to guide the lost caravan!
If you are on FB, you can read comments under this post.







Sunday, 11 May 2014

Teaching Literature through Technology: Play / Drama

As the use of technology in classroom is increasing day by day, it becomes important to make some serious observations on its usage and impact on the learners. I wish to write a trilogy of blog posts on poetry and fiction, as well. This is the first one one Play / Drama. 


Gujarat University, Ahmedabad

 I make extensive use of technology in my literature classes. The statement is not made in self-eulogy or from a sense of pride. I know, all teachers these days are using technology in their classrooms. So, it is neither new nor unique. Mine is just a humble attempt to see how far it works in the literature classrooms. And if I get some success with it, I am happy to share it with other teachers. This presentation was made for/in the Refresher Course in English Literature, organised by Academic Staff College, Gujarat University.
These were the points discussed with the help of various videos and select scenes from the stage performance of the plays:

Happy-Sad: Twin Masks
  • Literature is made up of words. Colours, visuals, musical notes etc have no space in the aesthetic delight which literature gives through words to the readers.
  • The use of visual mars the free play of imagination which words are capable of.
  • There should be no medium between the words and the reader - if the literature is to be relished.
  • But when it comes to plays, it becomes necessary to understand that plays are not meant to be read as poems or fictions are.
  • Plays are to be performed and visuals of the performance is to be relished. Words on the page are not enough to give the beauty of play - the aesthetic delight lies in viewing the performance, rather than in reading it. Though, reading a play is also equally satisfying.
  • To prove this point an interesting example is given in the presentation: refer to the slide on which Tom Stoppard and performance of 'The Tempest' is discussed.
  • Well, some interesting scenes from 'Doctor Faustus' by Christopher Marlowe, 'Hamlet' by Shakespeare, 'Waiting for Godot' by Samuel Beckett, "The Birthday Party' by Harold Pinter were presented with important points. 
    All the world's a stage, And all the men and women merely players
  • It was proved that the nuances of plays lies in the acting, dialogue delivery, pauses, silences, stage spectacle and several other stage devices. Reading a play, never gives the satisfaction which viewing a performance gives.
  • However, in the classroom, while teaching the plays as texts, we cannot take students to the theatre to view the plays. Henceforth, we have bring in the video recordings of the play performances.
  • Hey, there is a rub! There is a problem. The problem is inherent in video recordings of the performance which happens through 'camera'.
  • This limitation is discussed in the slide on 'Camera as Technopoly'.
  • Your queries, observations, suggestion are welcome in the comments below this blogpost.











Dilip Barad: In deliberation with participants of RC, ASC, Guj. Uni

Questions on session by Dilip Barad on ‘Teaching Drama through Technology’.

1.      The word ‘theatre’ has Greek theatron < theasthai at the root of its meaning. What does it mean?
a.       To read
b.      To watch
c.       To peform
d.      To act
2.      Which of the following gives appropriate difference between ‘Play’ and ‘Drama’?
a.       Play is a literary composition consisting of dialogues between various characters, epilogue, monologue, prologue and an end. Drama is the set up of the play, which includes the theater, the hall, the accessories, the green room, costumes, music and the like.
b.      They are synonymous without any difference as such.
c.       Play is ‘performance text’ and Drama is ‘play text’
d.      Drama is a literary composition consisting of dialogues between various characters, epilogue, monologue, prologue and an end. Play is the set up of the play, which includes the theater, the hall, the accessories, the green room, costumes, music and the like.
3.      With reference to which play, Tom Stoppard explained the difference between the performance text and play text to prove the point that visual/spectacle of the play is more important than textual reading?
a.       The Tempest
b.      Othello
c.       Hamlet
d.      Ariel
4.      In movie adaptation of which of the following play director has replaced curtains with mirror?
a.       The Birthday Party
b.      Waiting for Godot
c.       Doctor Faustus
d.      Hamlet
5.      In which of the following play, the menacing effect of silence and pause is generated with the help of tearing sound of newspaper and no dialogue or background score?
a.       Hamlet
b.      The Tempest
c.       The Birthday Party
d.      Doctor Faustus
6.      In which of the following play’s stage performance the fight between Good Angel and Bad Angel is presented quite dramatically?
a.       Doctor Faustus
b.      Waiting for Godot
c.       The Birthday Party
d.    Hamlet

Monday, 23 September 2013

Worksheet: Film Screening - Harold Pinter's The Birthday Party

Worksheet: Film Screening 

Film Screening: ‘The Birthday Party - a British drama film (1968)- directed by 
William Friedkin (The Birthday Party) -  based on an unpublished screenplay by 2005 Nobel Laureate Harold Pinter, which he adapted from his own play The Birthday Party (Pinter, The Birthday Party).

Online Quiz on 'The Birthday Party'

Pre-Viewing Tasks:

  • ·         Harold Pinter – the man and his works (Pinter, The Birthday Party)
  • ·         Comedy of Menace: Whose plays are known so? Who termed it? What are its peculiar characteristics? How is it different from Absurd Theatre?
  • ·         Explain ‘Pinteresque’ – Pinter pause and use of ‘Silence’ in the play: a particular atmosphere and environment in drama.
  • ·         ‘The Birthday Party’ – an allegory of ‘artist in exile and other interpretations
  • ·         ‘The Birthday Party’ as a Political Play with reference to Harold Pinter’s Noble Speech: ‘Art, Truth & Politics[1]’. (Pinter, Art, Truth & Politics: Excerpts from the 2005 Nobel Lecture)

While – Viewing Tasks:

  • ·         Harriet Deer and Irving Deer’s article[2] on Pinter's "The Birthday Party": The Film and the Play. (Deer and Deer)
  • ·         A comparison of the film and play versions of ‘The Birthday Party’ affords us a rare opportunity to gain insight into how a reconception of a play into film may affect the dramatic experience it communicates. Mark the way Pinter treats the texture of the play.
  • ·         Observe how Pinter gives us the texture-the sounds and sights of a world without structure, which is the heart and soul of the play also.
  • ·         How many times the ‘knocking at the door’ happens in the play? Is it creating menacing effect while viewing the movie?
  • ·         How are ‘silences’ and ‘pauses’ used in the movie to give effect of lurking danger – how it helps in building the texture of comedy of menace.
  • ·         Comment upon the use of things like mirror, toy drum, newspapers, breakfast, chairs, window-hatch etc in the movie. What sort of symbolic reading can you give to these objects?
  • ·         How effective are scenes like ‘Interrogation scene’ (Act 1), ‘Birthday Party scene’ (Act 2) and ‘Faltering Goldberg & Petey’s timid resistance scene’ (Act 3) captured in the movie?
  • Post-Viewing Tasks:
  • ·         Why are two scenes of Lulu omitted from the movie?
  • ·         Is movie successful in giving us the effect of menace? Where you able to feel it while reading the text?
  • ·         Do you feel the effect of lurking danger while viewing the movie? Where you able to feel the same while reading the text
  • What do you read in 'newspaper' in the movie? Petey is reading newspaper to Meg, it torn into pieces by McCain, pieces are hidden by Petey in last scene.
  • Camera is positioned over the head of McCain when he is playing Blind Man's Buff and is positioned at the top with a view of room like a cage (trap) when Stanley is playing it. What interpretations can you give to these positioning of camera? 
  • "Pinter restored theater to its basic elements: an enclosed space and unpredictable dialogue, where people are at the mercy of one another and pretense crumbles." (Pinter, Art, Truth & Politics: Excerpts from the 2005 Nobel Lecture). Does this happen in the movie?
  • ·         How does viewing movie help in better understanding of the play ‘The Birthday Party’ with its typical characteristics (like painteresque, pause, silence, menace, lurking danger)?
  • ·         With which of the following observations you agree:

o   “It probably wasn't possible to make a satisfactory film of "The Birthday Party."
o    “It's impossible to imagine a better film of Pinter's play than this sensitive, disturbing version directed by William Friedkin”[3]. (Ebert)

  • ·        If you were director or screenplay writer, what sort of difference would you make in the making of movie?
  • ·         Who would be your choice of actors to play the role of characters?
  •      Do you see any similarities among Kafka's Joseph K. (in 'The Trial'), Orwell's Winston Smith (in 'Nineteen Eighty-Four') and Pinter's Victor (in 'One for the Road')?  

The famous interrogation scene from the movie 'The Birthday Party':


The film version of the play can be viewed here:

Want to listen amazing video-speech by Harold Pinter on the occasion of his being awarded Nobel Prize in 2005? 




Kafkaesque?


Bibliography

Ebert, Roger. Movie Review: The Birthday Party. Ed. Roger Ebert. 23 Sept. 2013 <http://www.rogerebert.com/reviews/the-birthday-party-1969>.
Pinter, Harold. "Art, Truth & Politics: Excerpts from the 2005 Nobel Lecture." World Literature Today May-Jun 2006: 21-27.
—. The Birthday Party. New Delhi: Faber And Faber (penguin India), 1960, 1991.
The Birthday Party. By Harold Pinter. Dir. William Friedkin. Perf. Robert Shaw, et al. Prods. Max Rosenberg and Milton Subotsky. Continental Motion Pictures Corporation, 1968.
The film can be viewed online here: http://www.fulltvguide.com/the-birthday-party.html


[1] Art Truth &Politics: Excerpts from the 2005 Nobel Lecture Author(s): Harold Pinter. Source: World Literature Today, Vol. 80, No. 3 (May - Jun., 2006), pp. 21-27Published by: Board of Regents of the University of Oklahoma. Stable URL: http://www.jstor.org/stable/40159078.
[2] Pinter's "The Birthday Party": The Film and the Play. Author(s): Harriet Deer and Irving Deer. Source: South Atlantic Bulletin, Vol. 45, No. 2 (May, 1980), pp. 26-30Published by: South Atlantic Modern Language Association. Stable URL: http://www.jstor.org/stable/3199140