"1984" Film Adaptation Screening Worksheet

Hello readers! In these blog I'll be discussing about the worksheets of the George Orwell's novel "1984" which hase been adapted into several films. So in these blog I'll be discussing about the observations in the film and the original novel.

Worksheet 1

Worksheet 2

Part 1: Pre- Screening 

Have you read the novel "1984" by George novel? If yes, what did you think of it? If no, what do you know about the story?

No, I have not read the novel. But we were provided some pre-watching video task, so on that bases I can say something about the story, "1984" is a dystopian novel written by George Orwell, published in 1949. It is set in a totalitarian society ruled by the Party led by Big Brother. The story follows Winston Smith, a low-ranking member of the Party who rebels against its oppressive authority. The novel explores themes of surveillance, government control, censorship, and the manipulation of truth. "1984" has had a significant influence on popular culture and political language, introducing terms like "Big Brother" and "thoughtcrime" into the lexicon.

Have you watched any adoptations of "1984" before? If yes, which one and what did you think of them?  If no, what do you expect from these adaptation?

No, I have not watch any adoptation so far. The very first thing that come into my mind while reading the title was that, the film might be about some revolution or aftermath of war effects of WWII. The film "1984" is based on George Orwell's dystopian novel of the same name, depicting a totalitarian government, where individual freedoms are heavily restricted, and government surveillance is worldwide. 

What themes or ideas do you think are central to "1984" ? Why?

The central idea of "1984" by George Orwell revolves around the themes of totalitarianism, government surveillance, propaganda, and the manipulation of truth. Orwell explores the dangers of a authority that controls every aspect of its citizens lives, including their thoughts and memories, through the use of technology and psychological manipulation. The novel serves as a warning about the consequences of unchecked power and the erosion of individual freedoms in society.

Part 2 Screening

As you watch the film, take note of any major differences from the novel. How do these changes affect the story?

The novel begins with;

"It was a bright cold day in April, and the clocks were striking thirteen. Winston Smith, his chin nuzzled into his breast in an effort to escape the vile wind, slipped quickly through the glass doors of Victory Mansions, though not quickly enough to prevent a swirl of gritty dust from entering along with him. " where as the film begins with some different quote.

The protagonist hide's his book in the table into the novel, whereas in the film he is hiding inside the wall in between the bricks.

In the novel, Julia worked as spie; on the other hand, in the film she just serves as the female supporting character.

The description of the wife of winston i.e Katherine is totaly missing in the film.

How does the 1984 films visual style and cinematography contribute to the story? What mood or tone does it create?

The 1984 film adaptation of "1984" employs a bleak and oppressive visual style, using desaturated colors, harsh lighting, and stark, industrial settings to reflect the totalitarian world of George Orwell's novel. The cinematography often utilizes low angles and tight framing to convey a sense of confinement and surveillance, reinforcing the theme of government control and oppression. This visual approach contributes to the mood of paranoia, fear, and hopelessness, effectively immersing viewers in the dystopian atmosphere of the story. Overall, the film's visual style and cinematography play a crucial role in establishing the tone of oppressive authoritarianism and the psychological effects of living in a surveillance state.

Compare the portrayal of the main characters in the film to your mental image of them from the novel "1984" by George Orwell. How are they similar or different?

In "1984" by George Orwell, the main characters are Winston Smith, Julia, and O'Brien. In the novel, Winston is described as a middle-aged man with a rebellious spirit against the oppressive Party. Julia is depicted as a youthful woman with a sense of aggression and sensuality. O'Brien is presented as an mysterious figure who initially appears sympathetic to Winston's cause but later reveals himself as a loyal Party member.

The some of film adaptations are altered, certain scenes or dialogue for cinematic purposes. This sometimes result in characters appearing slightly different from how they are portrayed in the novel. For example, in the novel, Winston and Julia's conversations are detailed, showcasing their growing bond and shared aggression against the Party. But, when we look in a film adaptation, these interactions might be shortened  to fit the crossing of the film.

What elements form the novel "1984" by George Orwell, did the film adaptation include or exclude? Were there any major plot points that were left out?


The film adaptation of "1984" included most of the major elements from the novel, such as the oppressive government surveillance, the protagonist Winston Smith's rebellion against the Party, and the concept of Newspeak.

 

One major plot point that was left out or altered in the film adaptation is the appendix of the novel, which provides additional context and information about the world of "1984," including the Newspeak language. Additionally, some characters and subplots may have been condensed or streamlined in the film adaptation to fit the narrative into a shorter runtime.The novel delves deep into Winston Smith's inner thoughts and struggles, which are difficult to convey fully in a visual medium like film. While the movie attempts to capture his internal conflicts, it necessarily lacks the depth and complexity found in the novel.

Part 3 Post-Screening

What do you think are the strengths and weaknesses of this film adaptation? How does it compare to other adaptations of "1984"?

When we talk abut the strength, the film generally stays true to the themes, atmosphere, and storyline of Orwell's novel, capturing the oppressive and totalitarian world of Oceania. The film "1984" successfully convey the bleak and oppressive atmosphere of the dystopian society, utilizing cinematography, set design, and lighting to create a sense of despair and surveillance. The film feature strong performances from the cast, particularly in portraying the psychological struggles of the characters living under constant surveillance and control.

While talking about the weakness, due to the constraints of adapting a complex novel into a film format, some adaptations may simplify over certain varation present in the original text. To fit the narrative into a film's runtime, certain subplots or details from the novel may be omitted, leading to a loss of depth or complexity in the story.

Comparing it with Other film Adaptations;

There have been several adaptations of "1984" over the years, each adaptation brings its own interpretation and approach to the material. Some adaptations may excel in capturing the atmosphere and visual aspects of the novel, while others may focus more on character development or political commentary.

For example, the 1984 film directed by Michael Radford is often praised for its loyalty to the source material and its strong performances, particularly by John Hurt as Winston Smith. On the other hand, other adaptations, such as the 1956 film version or various stage productions, may take different creative liberties or emphasize different aspects of the story.

However, the strengths and weaknesses of each adaptation depend on individual preferences and interpretations of Orwell's productive work.

How successful was the film in conveying the central themes and ideas of the novel? Were there any aspects that the film failed to capture?

One of the most notable film adaptations is the 1984 film directed by Michael Radford, starring John Hurt as Winston Smith and Richard Burton as O'Brien. This adaptation is generally regarded as faithful to the novel in terms of its depiction of the oppressive, totalitarian regime of Big Brother, the surveillance state, and the suppression of individuality and free thought.

The film effectively conveys the themes of surveillance, control, propaganda, and the manipulation of truth that are central to Orwell's novel. The iconic imagery of Big Brother's global face on posters and telescreens, the Thought Police, and the oppressive atmosphere of fear and paranoia are all effectively portrayed. One aspect that some critics have noted is the internal psychological struggle of the protagonist, Winston Smith. While the film does portray Winston's rebellion against the Party and his relationship with Julia, some argue that it may not delve as deeply into his inner thoughts and motivations as the novel does.

What is your overall impression of the film? Would you recommend it to others? Why or why not?

Overall, my impression of the film is that it effectively captures the oppressive atmosphere and themes of Orwell's novel. The cinematography, set design, and performances contribute to creating a bleak and haunting world that stays true to the source material.

 If someone enjoys thought-provoking dystopian narratives that explore themes of power, control, and the erosion of freedom, then "1984" would likely be a thrilling watch. However, film can be quite dark and unsettling, with scenes depicting violence and psychological manipulation. 

I hope these would help you to know more about the novel.

Thank you.

Bob Dylan and Robert Frost

Hello readers! Today in these blog I'll be dealing with the two poets i.e Robert Forst and the famous lyricist Bob Dylan. These blog is the part of thinking activity. There was an activity to explore the characters and lyricist, conducted by our college. I took the character of Gangubai Kthiyawadi and did some analysis which I'll be sharing in these blog.

Which is your favorite Poet/Lyricist? Why?

So, when it comes to famous poet, I personally would love Robert Forst as a poet. Becoz since, my school days I have been studying his poems. The reason behind liking his poems is his themes and the way he uses metaphors to beautify his poems.

Robert Frost was a giant of American poetry, celebrated for his evocative use of nature and everyday life to explore complex themes. Here's a summary of his life and work:

Frost was bron in 1874, who employed traditional verse forms and meters, making his poems accessible to a wide audience. He incorporated everyday speech patterns, giving his poems a sense of authenticity and realism. Frost frequently uses settings and imagery from the natural world to explore deeper human experiences and emotions.

Some of his Famous Poems.

• "The Road Not Taken"
• "Stopping by Woods on a Snowy Evening"
• "Mending Wall"
• "Fire and Ice"
• "Nothing Gold Can Stay"

Frost became a beloved public figure, reciting his poems at presidential inaugurations and other events. He is the only poet to receive four Pulitzer Prizes for Poetry. Frost's work continues to be taught, analyzed, and enjoyed by readers even today.

Share some lines from the Bob Dylan songs that you feel are relatable to you. Also, write the themes visible in those lines.

Here, I'm sharing the lins from the song, Don't Think Twice, It's All Right (1963): A bittersweet song about a lost love. So, the themes which are visible are; 

The narrator is leaving a romantic relationship behind. He emphasizes it's inevitable and tries to convince himself and maybe even the woman that it's alright. Lines like, 

"I give her my heart but she wanted my soul"

Here, it hints with the narrators past of wrestles. There's a sense that things could have been different.The repeated imagery of the narrator being on the road and moving on his own suggests a desire for freedom. The constant refrain of, 

"don't think twice, it's all right"

Here,we can seen as an attempt to mask the pain of the situation and an image of acceptance.

The narrator mentions another line stating that, 

 "we never did too much talking anyway" 

The above lines suggest that how communication issues can play a role in the relationship's, which would lead to distruction.

Another line which signifies the expectation of narrator i.e, 

"You could've done better but I don't mind"

These above lines tells that how, the narrator was hoping to be evryting alright, though nothing as such happens. The anticipation of narrator can be seen from the above lines.

Share some lines from the Robert Frost poems that you feel are relatable to you. Also, write the themes visible in those lines.

"Nothing Gold Can Stay" by Robert Frost is a short poem that packs a powerful punch. The fleeting nature of beauty, innocence, and morality in life is the central theme of the poem. 

The Gold, represents anything precious, perfect, or beautiful. It can be youth, innocence, a perfect moment, or even the vibrant new growth of spring.

The Nature's First Green refers to the first leaves on trees in spring. They're momentory symbol of perfect, fresh growth, soon to mature and change.

The poem uses a metaphor in the first line, comparing,"Nature's first green" to something "gold." This establishes the value and beauty of the new growth.

The another line, 

"Her hardest hue to hold,"

It highlights the impermanence of this beauty. It's difficult to maintain the perfect, golden state.

"Then leaf subsides to leaf" 

The above line describes the natural transition from new growth to mature leaves. The initial "gold" is gone.

The concluding line,

 "Nothing gold can stay,"

The line is the poem's main takeaway. It emphasizes the universal truth that nothing perfect or beautiful lasts forever.

So, yes now I can say that even in our day to day life we have ample of memeories and before that moment get's over we want to leave it at our fullest, we experience beauty and joy, but they change or fade. It's a reminder to appreciate these precious moments while they last.

Post the picture clicked during the activity and share some lines of any songs from Movies, Poems, or any type of music you feel is relatable to the theme of songs by Bob Dylan and poems by Robert Frost. 

The character which I choose during the activity was the 'Gnagubai' from the moive "Gangubai Kathiyawadi". Personaly it was an amaizing experience for me to play such a strong and bold character. The character I played was inspired from the real life character, Gangubai had worked for the rights of prostitues and had connections with underworld. here comes photo of mine.

The entire song, goes like;

Jab Saiyaan aaye shaam ko

Toh lag gaye

Chaand mere naam ko

Sar pe rakh ke

Naach phiri main

Har jalte hue ilzaam ko

Jab Saiyaan aaye shaam ko

Toh lag gaye

Chaand mere naam ko

Diwaaron dar

Chaukhat wokhat

Ban gaye hai

Sab saheli

Ye kuch pooche

Wo kuch pooche

Kitne jawab dun

Main akeli

Hazaaron kaam

Mil gaye hain

Yun baithe bithaye

Iss nakaam ko

Jab saiyaan aaye shaam ko

Toh lag gaye

Chaand mere naam ko

Khudko dekhne tak ki bhi

Fursat mujhko nahi milti

Unke ishq ke noor ke

Aage shamma nahi jalti

Khudko dekhne tak ki bhi

Fursat mujhko nahi milti

Unke ishq ke noor ke

Aage shamma nahi jalti

Laakhon naaz

Lag gaye hai

Phir guroor ke

Iss badnaam ko

Jab saiyaan aaye shaam ko

Toh lag gaye

Chaand mere naam ko

Sar pe rakh ke

Naach phiri main

Har jalte hue ilzaam ko

So I'll be comapring one of the song from the movie i.e "Jab Siya Aye Sham ko" and the poem of Robert Frost " Love and Question." 

Different perspectives and forms

Frost's poem is a piece, which is using carefully chosen words to spark upon the survey. The song, on the other hand, unfolds over time, employing a snappy tune and rhythmic lyrics to build emotion.

The poem ponders on the nature of love with a hint of doubtfulness. The song dives straight into the heart, expressing the woman's emotions and intense desire.

Frost's poem relies on natural imagery, particularly the lonely rose braving the harsh winter. This perfect image becomes a springboard for questioning the role of chance or love in its survival. "Jab Siya Aaye Sham Ko" have very interesting metaphorical imagery. The lyrics paint a picture of the woman wishing like the moon wishing for the night, creating a vivid emotional landscape.

Despite their differences, there are some similarities between "Love and Question" by Robert Frost and "Jab Siya Aaye Sham Ko" from Gangubai Kathiyawadi.

The works represent the strength of their respective mediums. "Love and Question" offers a profound reflection on love's essence through a short, thought-provoking poem. "Jab Siya Aaye Sham Ko" uses the emotive power of music and metaphorical language to express passionate desire. While they may seem worlds apart, both pieces leave a lasting impression, highlighting the multifaceted nature of love and its ability to shape and transform us.

Conclusion:

The works of poets like Robert Frost and lyricists like Bob Dylan offers a rich tapestry of human experience and emotion. Frost's mastery of language and imagery in poems such as "Nothing Gold Can Stay" reminds us of the fleeting nature of beauty and the importance of cherishing moments while they last. Similarly, Bob Dylan's poignant lyrics in songs like "Don't Think Twice, It's All Right" delve into themes of love, loss, and acceptance, vibrating with audiences across generations. Both Frost and Dylan invite us to ponder life's profound questions and find meaning in our own experiences.

Whether through the written word or the power of music, these artists continue to inspire and provoke thought, which reminds us of the enduring impact of art on our lives. As we delve deeper into their works, we uncover layers of meaning and emotion that resonate with our own journeys, enriching our understanding of the world around us.

I hope these would be beneficent.

Thank you🌻.

Schools of Indian Poetics

Welcome readers, I'll be continuing my blog on the Indian Poetics and Aesthetics. For previous information have a look at thise LINK .

Schools of Poetics 

1. Rasa i.e the aesthetic pleasure of school by Bharatmuni.

2. Alankara i.e the poetic figure of school by Bhamah.

3. Riti i.e the style of writing in the school by Vaman.

4. Guna i.e to attribute.

5. Dhvani (suggestion) school (by Anand Vardhan).

6. Vakrokti (obliquity) school (by Kuntaka).

7. Anumana (inference) school.

8. Aucitya (propriety) school (by Kshemendra).

                      

Alankara (अलंकार)

Bhamah says that, the poet who does'nt know the use of ornaments in the poem or work, is not a poet. 

Alankara is a Sanskrit term that refers to the essence of poetic beauty. It encompasses the various principles and techniques used to beautyfy literary compositions with figurative language and artistic expression. In a narrower sense, Alankara specifically refers to the use of tropes or figures of speech to enhance the aesthetic quality of a text. Throughout history, scholars from Bharata to Mammata have provided detailed definitions and discussions of these figures of speech and their usage in literature.

The earliest reference to the term Alankar can be been found in Bharata's Natyashastra, which was written sometime between 200 BC and 200 AD.

Shabdalankar(શબ્દાલંકાર)

Shabda (Word) + Alankar (Ornaments)) = Shabdalankar

Meaning is created through words is called Shabdalankara.

1. Yamak (Homonym)

Homonyms are words that share the same spelling or pronunciation but have distinct meanings and origins.

Examples:

1. You have to teach him that getting wreak is not a good thing.

2. Where does these bad reek come from.

2. Anupras (Alliteration)

The use of the same consonant sound at the beginning of multiple words or syllables in close proximity is known as alliteration.

Example:

1. Bright blue butterflies buzzed by.

2. Fearful foxes fled fast.

3. Shlesh (Pun)

Puns are a type of wordplay that involves using words that have multiple meanings or that sound similar but have different meanings. Among the figures of speech, puns are often regarded as the most fascinating and entertaining.

Example:

1. “I really wanted a camouflage shirt, but I couldn’t see one.”

2. A drawing of a piece of wood dressed as a king could be a “ruler.”

Arthalankar(અર્થાલંકાર)

Artha (Meaning) + Alankar (Ornaments) = Arthalankar

Artalankara is a figure of speech in which a meaning is conveyed through another meaning or comparison.

1. Upama (simile)

A simile is a figure of speech that compares a person or thing to another, emphasizing their similarities.

Kalidasa's simile is considered the best. 

 Example:

1. His laughter filled the room like a bells.

2. The book was  as heavy as break.

2. Rupaka (metaphor)

A metaphor is a literary device in which a word or phrase representing one thing is substituted for another to imply a comparison or similarity between them.

Example:

1. The sun was a gleaming pearl.

2. The car seat is a fluffy cloud.

3. Atishyokti (Hyperbole)

Hyperbole is a figure of speech where intentional exaggeration is used to emphasize a point or to create a heightened effect, rather than being taken literally.

Examples:

1. I have told you million times.

2. I'm dying of laughter.

Vakrokti

Vakrokti is also a theory of language of literature. It claims that the characteristic property of literary language is its "markedness ". It deviates in identifiable ways from ordinary language in its form and in the way it constitutes meaning. 

Kuntaka made Vakrokti a full-fledged theory of literariness. He defines Vakrokti as " both words and meanings marked by artistic turn of speech."

शब्‍दार्थौ सहितौ वक्र कवि व्‍यापारशालिनि।

बन्धे व्‍यवस्थितौ काव्‍यं तद्विदाह्लादकारिणी।।

Vakrokti literally means Vakra Ukti, deviant or marked expression, and can also mean special denotation. It may be properly translated as " markedness ".

 Kuntaka classifies vakrokti under six heads (In Vakroktijoita) :

• In syllables or their arrangements
• Banayake in the base substantives 
• In inflected forms of substantives
• In sentences, including figures of speech 
• In topics or sections 
• In the whole composition

Riti (Mode of Expression)

Vamana was one of the most brilliant Rhetoricians who roughly belong to the late 8th and the mid-9th century. He can conventionally located after Bharata and Bhamaha, yet surely not after Abhinav Gupta, Ananda-Vardhanam or Mammata. His expertise of examination into the discipline of a Kavya is known as the theory of Riti.

Riti or style (not necessarily in the modern sense) is first discussed implicitly in Natya Sastra when different kinds of vacikabhinay are discussed and can be linked to the theory of dosa guna.

Riti is a theory of language of literature. It is Vamana who developed it into a theory, though it is described for the first time in Bharata's Nāṭyasastra under the rubric of vrtti. As the theory of visista padaracana, Riti is a theory of formation of or arrangement of marked inflected constructions.

Auchitya

The theory of propriety or appropriateness claims that in all aspects of literary composition, there is the possibility of a perfect, the most appropriate choice of subject, ideas of words , or devices.

For Kshemendra, Auchitya is the Aatma(Soul) of Literature.

Kshemendra made aucitya the central element of literariness . He defines aucitya as the property of an expression (signifier) being an exact and appropriate analog of the expressed.

Dhvani

Anandavardhan's Dhvanyaloka. A lot of attention is given to poets like Anandavardhan who aim to look at poetry beyond its literal limits. Unlike the Mimamsa which are concerned with structural, grammatical and stylistic arrangements of poetry, Anandavardhan reaches beyond this into a secondary meaning or purpose (dhvani).Abhidha (The denotative function): The first meaning that comes across while reading the sentence is Abhidha. The meaning unfolds on the basis of the word.

Anandvardhan gave the concept of Pratiyaman dhvani i.e. Pratiyaman artha which is accompanied by both word and meaning.

• Lakshana (The indicative function)
• Lakshnik Arth(meaning) is to be taken.
• Lakshnik Arth: The original meaning excluded and the meaning to be taken.

मुख्यार्थबाधे तद्योगे रूढ़ितोऽथ प्रयोजनति्।

अन्योऽर्थों लक्ष्यते यत् सा लक्षणारोपिता क्रिया॥

Example: I live near a seaside view.

All idioms are in Lakshana.

Vyanajana (The suggestive function)

From which the direct meaning can be found but it is not to be taken.

Rasa Sampradaya is based on Bhava while Dhvani Sampradaya is based on Shabda and Artha.

 Word (Shabda) + Meaning(Artha) = Sound(Dhvani)

In which the word and meaning become secondary and that which  Pratiyaman Artha the apparent meaning is called sound.

Pratiyaman Artha:  

What is not said and what is understood is called Pratiyaman Artha means Dhvani.

Example: Ate the head.

'It became dark', which literally means the light has gone, which literally means someone has died, which is called sound.

The Dhvani has been compared to the beauty of a woman which does not fit the description of elegance (beauty) and the same has been done for the sound.

Conclusion

Indian poetics and aesthetics represent a rich tapestry of philosophical depth, cultural diversity, and artistic expression. From the ancient treatises of Bharata's Natya Shastra to the lyrical verses of Kalidasa, the Indian tradition to summarize a holistic understanding of beauty, emotion, and narrative. Through its exploration of rasa, bhava, and alankara, Indian poetics not only delves into the mechanics of literature but also offers profound insights into the human experience. Its enduring influence continues to resonate across art forms, inspiring generations to seek harmony, and the eternal pursuit of aesthetic perfection.

Here below I'm attaching one video through which it would be easy to understand these concept. 

I hope these would be beneficent. 

Thank you 🌻

 

Indian Poetics: Rasa Theory

Hello everyone today in these blog I'm going to discuss about the Indian Poetics, various schools such as Rasa, Dhvani, Auchitya, Vakrokti, Riti and Alankaar. With the great efforts of Dr. Dilip Barad sir we got an opportunity to study Thise Indian Poetics under the guidance of Vinod Joshi sir, who is an Indian poet, writer and literary critic in Gujarati language. He had won Sahitya Akademi Award in 2023. So I would like to sahre something according to my understanding. I hope this would be beneficent. 

Introduction

First of all it is very important to understand the science of language. It focuses on the well ordered exploration of the effects of certain languages as well as the characteristics of language overall. The simplicity and  beauty of art lies in all the natural and human made things. Ex: Craftsperson, who creates different beautiful artistic creations. 

Phonetics also plays a very important role over here, the vocal arbitory is used their. Knowledge is always compartive. To learn literature criticism is necessary, because through various interpretations an individual will get to know different meanings. Through the Example of  Fear and Tear of Aristotle and Bharatmuni we can get to know the difference of Indian tradition and interpretation of dramatic art. For clear understanding Click here.

When you find emotions in language then language becomes sideline. Language is loaded with emotions. As soon as it reaches to meaning then language becomes subsidary and reaches to emotions. Emotions have no language. Emtions can be controlled but can't be removed. Emotions are complex. How Indian Poetics play role in the Indian literature is that, critics talks about how and the process talks about what. 

About different schools of Rasa's:

•  રસ - Emotions and sentiment, by Bharatmuni
•  ધ્વનિ -Implication, by Anand Vardhan.
•  અલંકાર - Principle of figurativeness, by Bhamah.
• રીતી - Mode of expression, by Vaman.
•  વક્રોક્તિ - Principle of deviation, by Kuntaka.
•  ઓચિત્ય -Propriety, by Shemendra.

Rasa

Rasa is a Sanskrit word that refers to the emotional essence evoked by a work of art, such as a poem, play, or music. Any of the rasa is not continous. There is always the begining of the another rasa at the end of the previous rasa. History and nature are interconnected. Every individual is dependent on other. To feel the different rasa we can take example of Shakespear's Tragedy. Rasa is made from emotions. There are total 9 rasa's and their emotions,

1. Shrungar - Passion 

2. Karun - Sarrow

3. Vir- Excitement

4. Raudra- Anger

5. Hasya- Laugh

6. Bhayanak- Fear

7. Bibhads- Exacration

8. Adbhut- Astonismhent

9. Shant- Assurance

All these emotions are static. To dream is not in our hand. Imagination is our own territory. The emotions should be used in such a way that it can be used as a kala (Art) to express various  emotions.

There are two type of emotions i.e Sthyayi Bhav ( Static ) and the Sanchrai Bhav ( it isTemperory and there are 33 such). Sthyayi bhav is invisible and we can gain rasa from it. 

        ' na hi rasadrte kascid arthah pravartate '

                  (न हि रसद्रते कस्सिद अर्थः प्रवर्तते '।)

Meaning, "every activity ( on the stage ) is aimed at the creation or generation of rasa."

Bharatmuni gave thise slok which falls in the 6th adhyay of 5th slok.

• Vibhav (Determinants) - વિભાવ
• Anubhav (Consequences) - અનુભાવ
• Vyabhicaribhav (Transitory feelings) - વ્યભિચારી ભાવ/ સંચારી ભાવ
• Saiyog - સયોગ  

The permenent mode called, Sthyayi bhava is Vibhav, Anubhav and Vyabhicharibhav. All the  poets is not trying to explain anything but is trying to make us feel his work, like they want us to experience the emotions they are trying to express.

1. Vibhav:- Through the means of Rasa one can experience and express Rasa.

Example: Shrungar Rasa i.e Vibhav over here is through Dushyant and Sakuntla. There are two types in it,  

• Alamban Vibhav- Is suitable situation.
•  Udvipan Vibhav- Is natural things.

2. Anubhav:- Giving feedback means reacting. Rasa which is experienced through past is Anubhav. Anubhava is the physical response that follows, such as action, words, and facial expressions.

3. Vyabhicharibhav:- These bhav is brief, transitory emotions based on emotional state of the mind. Various such emotions occur one after the other, one replacing the other, increases the sthyayibhav at each stage, till the end the sthayibhava is fixed/ felt and there is 'Rasanubhava'.

• Vyabhicharibhav (વ્યભિચારીભાવ) also known as a Sancharibhav (સંચારી ભાવ)
• વિભાવ + અનુભાવ + સંચારી ભાવ = સંયોગ.

Some of the Examples, which were discussed are;

1. Dushyant and Shakuntala are the main characters of the work( Sakuntala is a Sanskrit ancient play by Kalidasa.)
2. Vibhava- Vibhava is that, on whose basis the intrest is realized.
3. Alamban Vibhava - Can be seen in the character of Dushyanta, Shakuntala.
4. Uddipaka Vibhava- Situation which was created by Bumblebee, as it also fetl the beauty of Sakuntala.
5.  Anubhava - when the edge of the cloth of saree or something got stuck in some of the tree at that time the reaction of the Sakuntala.
6. Sanchari Bhav - these bhav is unstable. Shakuntala gets scared from the Bumblebee.
7. Sanyog - obviously it is a love story between Sakuntala and Dushyant, there were experience of many rasa which created romantic interest

• 
  
  

शृङ्गार करुण वीर रौद्र हास्य भयानका ।

बिभत्साद्भुत् शान्तश्च नव नाट्ये रसास्मृता: ॥

(- Abhinavgupta)

"Evam nava rasa drsta natyagnerlaksananvita". Shanta rasa is experienced when calmness infuses.

Shant rasa develops calmness of mind and a feeling of relaxation . Shant rasa arises from the desire to secure liberation of the self, which leads to the knowledge of truth and is connected with the extreme happiness. Whether Bharat in Natyasastra has listed eight or nine rasas is controversial. But it is widely accepted by scholars that Shant rasa is a later addition and as of now it forms an immortal part of the rasa theory.

Conclusion 

The Rasa theory in Indian Poetics or aesthetics provides a profound understanding of the emotional impact of art on the human experience. Through the exploration of nine primary emotions or Rasas, ranging from love to fear, the theory offers a framework for analyzing various forms of artistic expression, including literature, drama, dance, and music. By delving into the intricate interplay between the artist, the artwork, and the audience, the Rasa theory continues to shape our perception and enjoyment of the arts. 

I hope these information would be helpful.

Thank you🌻

Trends and Movements

Hello readers, I'm writing these blog as a part of thinking activity assigned by Megha Ma'am and we had an interesting activity during our lectures. We performed Activity of drawing and there are some which I'll insert in these blog. 

What is Surrealism?

The horrors of WWI shattered faith in reason and logic as guiding forces. Surrealists saw them as having failed humanity. Instead, they looked inwards, believing the unconscious held immense creative power and unexplored truths.This defined Surrealism as "pure psychic automatism," a way to express raw thought, free from reason and societal constraints.

Melting clocks, ants swarming over objects, and illogical juxtapositions became hallmarks of Surrealist art. Objects and settings held deeper meanings, often reflecting the artist's inner desires and anxieties. A key floating in a room might symbolize freedom, while a vast, empty landscape could evoke isolation.

Surrealism wasn't limited to paintings. It encompassed literature, sculpture, photography, and even film. Surrealism wasn't just about art; it had a social and political bent. Many artists saw it as a way to challenge societal norms and revolutionize human experience.

Surrealism's impact extends far beyond the movement itself. It influenced abstract expressionism, pop art, and continues to inspire artists today. Surrealist opened the door to exploring the unconscious in art, paving the way for deeper psychological exploration in creative expression. They works continue to challenge our perception of reality, inviting us to look beyond the logical and embrace the strange beauty of the unseen world. So the below given drawing is drawn by me in which it signifies the Surrealism concept.

Explian Dada Movement.

The origin of the name "Dada" is shrouded in playful mystery. Some narrations suggest it came from a dictionary randomly opened to that word, while others claim it emerged from a series of illogical syllables. Regardless of its origin, the name perfectly embodies the movement's anti-establishment and insane spirit.

Dada, born in the midst of the chaos of World War I, was an artistic and literary movement that rejected everything it saw as leading to that destruction: reason, logic, and the bourgeois values of pre-war Europe. Dadaists reveled in absurdity, irrationality, and provocation, creating works that questioned the very nature of art itself.

It's Characteristics:

•  Dada was a protest against the nationalism and materialism that many believed fueled the war. It challenged traditional ideas of beauty and artistic skill.
• Dadaists employed chance methods in their creations. For example, Tristan Tzara would create poems by pulling words out of a hat. Collage, the collection of found objects, became a signature technique, with artists like creating works that questioned the distinction between high and low art (think newspaper clippings combined with paint on canvas).
• Dada thrived on outrageous performances that blurred the lines between audience and participant. These events often featured loud noises, nonsensical poetry readings, and outlandish costumes.

Dada artists, like Marcel Duchamp, rejected traditional notions of what art could be. They created works that were nonsensical, playful, and often meant to shock. For example, Duchamp's famous piece, "Fountain," was simply a urinal signed "R. Mutt" – a challenge to the very definition of art.

Opens in a new windo

Dada's influence extends far beyond the art world. Its spirit of questioning, provocation, and experimentation continues to inspire artists, writers, and activists who challenge the status quo and push boundaries. From the anti-war protests of the 1960s to the punk rock movement, echoes of Dada's rebellious spirit can be found throughout history.

Explain Avant-grade Movement.

The term "avant-garde" comes from the French meaning "advance guard" and perfectly captures the essence of this artistic movement. Avant-garde movements are all about breaking away from traditional forms of expression and challenging the status questions. These movements are known for being constantly experiment with new techniques, materials, and ideas. They're not afraid to break the rules and create something entirely new.

Avant-garde art often pushes boundaries and can be shocking or controversial. The goal is to make people think critically about society, art, and themselves. Many avant-garde movements have a strong social or political message. Artists use their work to comment on current events, criticize injustice, and promote change.

Here's a deeper dive into some aspects of the avant-garde movement:

The term "avant-garde" first emerged in the mid-19th century, but the concept of challenging artistic norms goes back much further. Realism in the 1850s, with its focus on depicting everyday life, is often considered an early example. The 20th century saw a flourishing of avant-garde movements, including Cubism, Dada, Surrealism, and Abstract Expressionism.

• Example:

• Opens in a new windo
  

• Cubism: Cubist painters like Pablo Picasso and Georges Braque fragmented objects into geometric shapes, presenting them from multiple perspectives on a single canvas. This challenged the traditional way of representing reality in art.

Even though the term "avant-garde" is most commonly used in art history, it can also be applied to other creative fields like literature, music, film, and theater. The avant-garde spirit of innovation and experimentation continues to influence art today, ensuring that artistic expression keeps evolving.

Imagine art as a comfortable living room. It's familiar, maybe a little stuffy, but you know where everything is. Avant-garde art is like throwing a wild party in that living room. It's loud, messy, and completely unexpected.

For more details and understanding you can visit Here.

Conclusion:

The avant-garde movement shakes up the art world, forcing us to question our assumptions and see things in a new light. It may be messy and sometimes shocking, but it's very challenge that keeps art fresh and exciting. By constantly pushing boundaries, avant-garde artists ensure that art never becomes a comfortable living room – it stays a wild and unpredictable place where anything is possible.

Existentialism

I'm writing thise blog as a part of assignment assigned by our professor Dr.Dilip Barad sir. The main motive of thise blog is to know about how flip learning can be done and I'll dive into the topic and videos which I came across during thise flipped learning. 

■ About Flipped learning 

Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group pace is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. 

Flipped Learning shifts the classroom from passive to active learning, focusing on higher order thinking skills such as evaluating, analysing, and creating to engage students in learning. The approach relies on understanding the difference between information and knowledge acquisition, providing students with active learning possibilities. Students are given opportunities to take greater responsibility for their own learning. 

■ Existentialism 

Existentialism is the philosophical belief we are each responsible for creating purpose or meaning in our own lives. Our individual purpose and meaning is not given to us by Gods, governments, teachers or other authorities.

So, now I'll be discussing about some  of the learning outcomes from the video's which helped me to known much about the Existentialism. Here I'm sharing a link of all the Video.

Video 1

From these video the  things I like is that, some of the philosopher's like Albert Camus says that believing in God is philosophical suicide for them.

 

They all differ from their perspective but have the same believe on existentialism. There's a triangle of Individuality,  freedom and passion in existentialism.

Video 2

In these video it it is talked about the ' Myth of Sisyphus ' by Albert Camus, where he talked about ' An Absurd Reasoning '.

The one thing that I liked the most in these video is the sentence from the 2005 movie ' Stay ' , a thriller and mystery movie. Which says that "An elegant Suicide is  the ultimate work of art."

Video 3

The thought I like the most in these video is, Camus says in reply to Shestov's, that it is useless and there is nothing beyond reason. This is why Camus is not ready to call himself as existentialist instead he calls himself as Absurdist. 

The negation leads to suicide ' For existentialist negation is their god.

Video 4

Dadaism pushes an individual towards questioning the value which others have created.

Dadaism and Nihilism have nothing to do with each other. Dadaism was the response to WWI just as existentialism was the response to WWII. 

Video 5

In thise video I get to know about the Existentialism is that, it is a gloomy philosophy  and is narcissists philosophy.

 

Existentialism is not Nihilism. After WWII people left with despair it was such an situation that come to existentialism. 

Video 6 

The impressive information I found in these video is that, Nietzsche fails to realize that all suicide have the responsibility of fighting against the temptation of suicide these responsibility entails rebellion.

Camus wrote in his ' The Myth of Sisyphus ' and ' The Rebel ' to argue why rebellion is the only proper response to the absurdity of life.

Video 7

In these video it is said that, there's a rejection and problems in the All- Encompassing system. They do not adequately take into account what it it is like to be human. 

For as Nietzsche put it we are ultimately much to his children. ' Human all too human '. Existentialist stress that what we need most is not a dive perspective of the human condition but a human perspective. 

" Existence precedes Essence ". This idea was put forth by Jean - Paul Sartre in a 1945 lecture titled " Is Existentialism a Humanism."

Video 8

Nietzsche believed that there is no need to behave in a rules that we made and can make our own rules. In fact for deciding what's bad and what's good is a part of what Nietzsche called being an Ubermatch which is a German. 

Video 9

The best part about these video is that when Nietzsche said that, "Injustice and filth they throw after the lonely one: but, my brother, if you would be a star, you must not shine less for them because of that. And beware of the good and the just! They like to crucify those who invent their own virtue for themselves-they hate the lonely one." 

Video 10

In these video there are several thoughts such as, the literal meaning of life is whatever you're doing that prevents you from killing yourself.

The another one is, you might think that there's some authority you could look for answers, but all of authority you can think of is fake. 

There's also another one that is, if there are  no guideline for our actions, then each of us is forced to design our own moral code, to invent a morality to live by.

■ The video which I like the most and why.

The video which I liked the most is the 9th one which has a very impactful content which talks about the personal experience of an individual and is trying to give solution for their questions. These video very well talks about the human thought that says that everyone should think in a way which can make you do live life existentially.

● Top 10 things to know as an individual 

# Remember that you're born to a brilliant and terrifying universe.

# Build responsible community. 

# Recover the ability to play.

# Inhabitant the present moment. 

# Learn to live with passion. 

#  See how free you can be.

# Lay claim to your power in life.

# Start relating to the big picture. 

# Question what you have been told.

# Honor life difficult experiences. 

These are some of the attractive things about these video.

■ Learning outcome of these activity. 

First of all these is a very unique way of learning things individually without any disturbance. These activity taught me the things which I have never been gone through. These activity gave me a more clear concept about the existentialism philosophy. Now I can confidently share a proper information and knowledge about these concept. 

■ There are some questions which I has while watching the videos. 

1. How relevant are existentialist ideas regarding freedom, responsibility, and meaning-making in the context of contemporary issues like technological advancements and global challenges? Video 1

2. Dada artists often blurred the lines between artist and audience, inviting participation and challenging the traditional role of the artist as a creator. How did this approach impact the perception of the artist and their role in society? Video 4

3. How do the views of Nietzsche and Kierkegaard on individual freedom and responsibility differ, despite both being considered foundational figures in existentialism? Video 6

4. Dostoevsky's often grapple with existential themes, he himself held a strong Christian faith. How does this adjust with the secular nature of other existentialist thinkers? Video 7

5. Imagine a world where technology could perfectly fulfill all human desires, eliminating the need for individual struggle and choice. In this context, would existentialist concepts of freedom and responsibility still hold any meaning? Video 9

■ Conclusion 

The above given Flipped learning was a task in which I have talked much about existentialism. Whereas we can also find the difference amongst Dadaism and Nihilism. Some existentialist have suggested that it is essential for an individual to face their impending death.

Existentialist see a benefit to facing up to our morality. Existentialism is all about our ability to make free choices give us the chance to sculpt a unique essence for ourselves during the course of our lifetime.

Thank you🌻.