Definition essay topics

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How (and to what extent) does the work of practitioner-theorists

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on How (and to what extent) does the work of practitioner-theorists such as those studied on this module influence performance practice today? Discuss with reference to two specific performance examples: one must be a year two production and the other a the. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality How (and to what extent) does the work of practitioner-theorists such as those studied on this module influence performance practice today? Discuss with reference to two specific performance examples: one must be a year two production and the other a the paper right on time. Out staff of freelance writers includes over 120 experts proficient in How (and to what extent) does the work of practitioner-theorists such as those studied on this module influence performance practice today? Discuss with reference to two specific performance examples: one must be a year two production and the other a the, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your How (and to what extent) does the work of practitioner-theorists such as those studied on this module influence performance practice today? Discuss with reference to two specific performance examples: one must be a year two production and the other a the paper at affordable prices! The study of practitioner-theorists. Great influencers of todays performance practice or old men and women whom we study because they wrote big books with big words then died. Only idiocy would argue the latter. To me, theatre is a question and an answer. It is a question in that it can offer incite to such matter as what it is to be human? And it is the answer in that I believe questions of that nature and that depth can be given some light through its use. This juxtaposition conceals itself on an island of truth surrounded by the waters of study and practice. My point is that for whatever reason a practitioner-theorist may have for working in the theatre, they are, with all the other performers and writers of the world, swimming in these waters eroding away at the island of truth. Some may enjoy great gains in the erosion of these questions and some may only ever see the island from afar but all, by necessity, help and influence each other. For those that succeed there ideas will be taken and built upon. For those who do not, they do not fail for they show a path not to be walked and close this up so attentions may be directed to other techniques. In this essay I will show how the theatre visit from a professional company and the year two production I saw, when considering these as examples of todays performance practice, are influenced by some of the practitioner-theorists studied in the module. Performance practice is not a competition, we all help each other to swim closer to the island, thus by necessity performance practice is influenced by practitioner-theorists before them, even if it is by showing what not to do.

The second year performance is a good example of a piece that tried to employ the ideas of practitioner-theorists studied. Perhaps so evident because of their position as students of theatre. Personally I feel the angle taken was a little too media backed. It was a little too much anti government over objective thinking and on occasion felt

like we were watching a live newspaper column listing point after point rather than a performance. However, there were many superb elements of the performance, which we can link to their influences. The setting of a live TV show immersed the audience into the performance whilst always making them aware that what they are watching is a performance to be considered. This political way of theatre was effectively theorised by such playwrights asecht. The work ofecht could be seen to be influencing the performance on stage and I would say that the piece fell inside the epic theatre genus.

echt created a table to show the two types of theatre, the dramatic theatre of the time alongside the new epic theatre pioneered byecht. DRAMATIC THEATRE EPIC THEATRE

Plot Narrative

Implicates the spectator in a stage situation Turns the spectator into an observer, but

Wears down his capacity for action Arouses his capacity for action

Provides him with sensations Forces him to take decisions

Experience Picture of the world

The spectator is involved in something He is made to face something

Suggestion Argument

Instinctive feelings are preserved ought to the point of recognition

The spectator is in the thick of it, shares the experience The spectator stands outside, studies

The human being is taken for granted The human being is the object of the inquiry

He is unalterable He is alterable and able to alter

Eyes on the finish Eyes on the course

One scene makes another Each scene for itself

Growth Montage

Linear development In curves

Evolutionary determinism Jumps

Man as a fixed point Man as a process

Thought determines being Social being determines thought

Feeling Reason

(Modern Theories Of Drama. George W.andt. P7. Oxford)

I shall put the year two performanceidging The Gulf to my own test to see if it drew onechtian influences. It certainly contained more narrative with direct audience address and shifts from scene to scene without any continuous plot or story. We, as spectators were certainly there as observers, we were told at the start we were watching CNN and were instructed when to applause and we were always explicitly aware that we were supposed to be considering what was being done on stage and to take decisions on how we felt about the presented argument. They chose to address the situation in Iraq so fulfilled the picture of the world requirement. We had to face the consequences of the action we took in Iraq just by watching and it was a satirical argument against the so called super powers. I will not continue in this way but the piece certainly matches all of the criteria thatecht theorised as political epic theatre and shows how they have been influenced by his teachings in their performance.

So the year two performers were swimming with the ideas ofecht and showed how he as one practitioner-theorist certainly influenced their production. What about a professional production? When Pam Woods performed for us we saw a completely different piece of theatre, less explicit and far more subliminal it roused interest and curiosity to watch her perform. Pams performance was an example of site-specific theatre and moved us to a more dance-based performance. Unfortunately I found it difficult to pin down where exactly she may have got her influences from so I looked for what I could see in the performance. It conjured up images of what I had seen performed when studying Tadashi Suzuki. She was elevating her emotions and movement and sounds over language. Suzukis theatre is about the discovery of an inner physical sensibility and playing with it. I believe that Pam was trying to find an inner physical energy anding that out through improvisation. An additional factor that I recognised from Suzukis work was the attempt to move away from naturalism and realism and use the body and mind to move into new territory, waters unknown. Her improvisation to what was around her appeared to come from this use of body, mind and sounds to express the emotion and reaction.

With many more words and pages no doubt I could extend on my initial argument that all practitioner-theorists affect all performance practice all the time. There were certainly many more practitioners who could have been identified in their work. For me personally Boal, Artaud and Grotowski come to mind for what I have seen. There were harsh realisms raised by one and physical expressionism by another and in my mind both expressed themselves both successfully and unsuccessfully in different parts of the performances. That is the point of theatre though and to me helps to enhance my own theories of theatre as an island of juxtaposition between question

and answer. These performances were two examples of swimmers trying to erode away at that island and explore new territory and create something new and where they have succeeded others will follow and where they have failed others will succeed but all are as important as all others. They are joined in their journey by all practitioner-theorists and are all connected, both influencing and being influenced. By necessity the work of practitioner-theorists studied on this module influence the work of today and tomorrows performance practice. Hopefully some day the island will be eroded away and an inner truth can really be discovered.

andt, George W. Modern Theories Of Drama (Oxford 18)

Suzuki, Tadashi. The Way Of Acting (TCG 186)

aun, Edward. The Director And The Stage (London, Methuen 18)

Hartnoll, Phyllis. The Theatre (Thames & Hudson 185)

Please note that this sample paper on How (and to what extent) does the work of practitioner-theorists such as those studied on this module influence performance practice today? Discuss with reference to two specific performance examples: one must be a year two production and the other a the is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on How (and to what extent) does the work of practitioner-theorists such as those studied on this module influence performance practice today? Discuss with reference to two specific performance examples: one must be a year two production and the other a the, we are here to assist you. Your cheap custom college paper on How (and to what extent) does the work of practitioner-theorists such as those studied on this module influence performance practice today? Discuss with reference to two specific performance examples: one must be a year two production and the other a the will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Body Image and the Media

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"Models wanted for bar promotion… candidates must be physically fit…" (See figure 1). This ad and others like it are printed everyday throughout newspapers and magazines that are read by millions of teenaged girls and women. Some girls may glance at the ads, and pay them no attention. But there are others who feel the "perfect" people in the ads are the ones they should strive to be like to live a more fulfilling life. As most people already know, nobody is perfect. In order to be as close to perfect as possible, extreme measures are taken to achieve the "perfect" body. Because the average teenage girl cannot afford plastic surgery or liposuction, they take the route they can afford, not eating. This is where eating disorders such as anorexia and bulimia come in. Because of the "images of perfection" portrayed by everyday media, thousands of girls and women suffer and die from starving themselves to be perfect.

The two most common eating disorders are Anorexia Nervosa and Bulimia Nervosa. These disorders are most frequently connected with young women who are dissatisfied with the way they look. The contributing factor to them feeling that way is the way the mass media repeatedly equates female beauty and success with a level of thinness that is unattainable for most women ("Adolescent Body Image…"). Anorexia can be diagnosed by the following symptoms; refusal to maintain weight (this is over the lowest weight considered normal for their age and height), an intense fear of gaining weight or becoming fat, a distorted body image and, in women, three consecutive missed menstrual periods without pregnancy (Farley). Bulimia can be diagnosed by; recurrent episodes of binge eating, a feeling of a lack of control over eating during binges, use of self-induced vomiting, laxatives or diuretics, strict dieting, fasting, or vigorous exercise and a persistent over-concern with body shape and weight (Gottlieb 88). In short, both disorders are extremely unhealthy and dangerous ways to go about losing weight.

The biggest issue concerning these two eating disorders and the media is who or what is to blame for the thousands of young girls and women suffering and dying for perfection. Is it television? Is it movies? Or is it the ads throughout magazines and newspapers featuring the many known models of the day? Some feel the influence comes from one of the three, others feel the influence stems from all of the three. To examine these queries, many studies and surveys have been done to find the answers.

College papers on Body Image and the Media Television is the most popular form of free entertainment today. People of all ages watch television. The "beautiful people" seen on the television screen are a major influence on the lives of the people who watch them. They are idolized and imitated by the people who watch them. Because they are mostly thin, and on television, the theory that you have to be thin to gain money and success comes into effect. This leads to the idea that being fat or overweight is going to get you nowhere, although there are many overweight, very successful people on television. According to a study done by researchers from the School of Psychology at Flinders University, two groups of girls aged 1-15 and 15-17 who were shown 0 commercials containing females who "epitomized the current thin ideal," and 0 commercials that did not contain these images. The study produced results that on average, the "thin ideal" television commercials had a negative impact on the girls moods and body image for both groups of girls ("Adolescent Body Image…"). Obviously, from the results, one can see that regardless of age or maturity level, if you are unhappy with the way you look, people on television who are the epitome of how you view beauty will further affect they way you view yourself.

For years going out to movies, or in more modern days, renting movies to watch at home has been another popular activity used for entertainment. Millions of people watch movies. And a lot like television, many notable stars are featured in the movies. The same people who watch television and idolize its stars do the same for movies, but now they just have to pay to do it. Not only do the "perfect" people in the movies perpetuate the low self-worth that can lead to picking up bad eating habits, but the movie plots themselves can also be discouraging. For example, the movie Shallow Hal, the main character in the movie was generally mean and rude to overweight women, as people are everyday. He only wanted to date thin, beautiful women. Because of his prejudice, a spell was put upon him which caused him to have a sort of backward vision. Every overweight woman he saw appeared thin in his eyes. Due to his distorted view of women, he only dated exceptionally large women. Because of this, onlookers and his friends constantly ridiculed him. But dont big women need love too? At the end of the movie, the spell wore off and his normal way of perceiving woman was restored, but now he had more of a respect for big women. The way the main character felt in the beginning of the movie is the way many men really feel. The sad part of that is that big women know that this is the way a lot of men feel. What do they do about it; not eat to conform. Yet again, this is another part of modern media adding to some womens already low self-image.

The last question of whom or what is to blame for the distorted images girls follow are the magazine ads that all usually feature well-known models. No matter what magazine, be it fashion, teen or business, there is some clothing or perfume ad featuring half-dressed people, appearing to be so happy and loving life. The average woman sees 400 to 600 advertisements per day ("Body Image and Advertising"). Ads send the message that "if you are not a size one, you can not wear Calvin Klein jeans" or "you have to be thin to wear Tommy Girl perfume." Women tend to compare themselves to everybody around them. With "perfect" women on nearly every page of a magazine, some cannot help but wonder if they are as pretty as the woman in the picture. And if they feel they do not compare with the models, some will do whatever it takes to match up. The main course of action taken is not eating and over-exercising.

From looking at three common types of media, one can see why people believe that the media is a large contributing factor to the rise in cases of anorexia and bulimia. Whether it is television, movies, or magazines, a woman who is unhappy with herself will emulate who she believes will make her happy. Unfortunately, if that means starving oneself skinny, then so be it. Some critics believe that only people with low self-esteem will do almost anything to change who they are and become someone else in hopes of gaining self-confidence. This speculation may be true in

some cases but not all. In a survey done by Teen People, out of 100 well-rounded, strong-minded, A-plus students 56 percent of them claim to have been negatively influenced about their appearance by television and magazine ads (Todd 0). They also said that the clothing ads featured in magazines had the most negative influence. The theory that low self-esteem equals low self-confidence goes right out the window.

Women should not subject themselves to unhealthy practices to try to be flawless like the women in magazine ads. Everyone has flaws; even the women in the ads are not flawless themselves. The models features are enhanced with props, lighting angles and computer techniques. Their shapes and sizes are also altered. If they have the slightest flaw unwanted by a photographer such as, blemishes, freckles, lines, and wrinkles, they are edited out. And in movies, body doubles are used when certain body parts of the actors do not match up with the "perfect" image. Pictures are also edited, touched up and doctored to fit the "image of perfection." ("Body Image and the Media…") Therefore, even though the people in the pictures and on television and movies seem to be perfect, nobody is perfect. Being healthy is more important than being perfect.

Please note that this sample paper on Body Image and the Media is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Body Image and the Media, we are here to assist you. Your persuasive essay on Body Image and the Media will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Cause and effect essay topics

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the beginning of World War 2

If you order your research paper from our custom writing service you will receive a perfectly written assignment on the beginning of World War 2. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality the beginning of World War 2 paper right on time. Out staff of freelance writers includes over 120 experts proficient in the beginning of World War 2, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your the beginning of World War 2 paper at affordable prices! The Beginning of World War II

At dayeak on the first day of September, 1, the residents

of Poland awakened to grave news. A juggernaut force of tanks, guns,

Online essay help on the beginning of World War 2 and countless grey-clad soldiers from nearby Germany had torn across

the countryside and were making a total invasion of the Poles

homelands. Germanys actions on that fateful morning ignited a

conflict that would spread like a wildfire, engulfing the entire globe

in a great world war. This scenario is many peoples conception of

how World War II came about. In reality, the whole story is far more

detailed and complex. The origins of war can be traced as far back as

the end of the first World War in 11, when the Treaty of Versailles

placed responsibility for that terrible war squarely on Germany.

Years later, in the Far East, Japanese ambition for territory led the

nation to invade Manchuria and other parts of nearby China, causing

hostilities to flare in the Pacific Rim. Greatitain, the United

States, and many other nations of the world would all be drawn into

battle in the years to come, and each nation had its own reason for

lending a hand in the struggle.

Although Germany was the major player in World War II, the

seeds of war had already been planted in the Far East years before

conflict in Europe. On September 18, 11, the powerful Japanese

military forces began an invasion of the region known as Manchuria, an

area belonging to mainland China. This actionoke non-aggression

treaties that had been signed earlier. It also was carried out by

Japanese generals without the consent of the Japanese government. In

spite of this, no one was ever punished for the actions. Soon after

the assault on China, the Japanese government decided it had no choice

but to support the occupation of Manchuria. By the next year the

region had been completely cut off from China (Ienaga 60-64). Because

of the Japanese offensive in China, the League of Nations held a vote

in October to force Japan out of the captured territory. The vote was

passed, 1 to 1, but Japan remained in control of Manchuria. A second

vote, taken in Feuary, 1, a formal disapproval of the Japanese

occupation, was passed 4 to 1. Instead of expelling Japan from the

area of Manchuria, it caused the nation to formally withdraw its

membership in the League of Nations the next month (Ienaga 66).

Now unrestrained by the recommendations of the League of

Nations, Japan continued its intrusion onto Chinese soil. By 17

Japan had moved military forces into Beijing, Shanghai, and Nanjing,

as well as other regions of China. By 140, Japanese seizure of

territory had spread to deep inside Southeast Asia and even parts of

Australia (Sutel et al). Also in 140, the Triparte Pact was signed,

allying Japan, Germany, and Italy into a powerful force that stretched

halfway around the planet. The association with Hitler and Germany

unified the war in the Pacific and the war in Europe. Japan was now

fully involved in what came to be known as World War II. As warfare

raged in the Pacific Rim, a chain of events was unfolding that would

produce catastrophic results. The Treaty of Versailles of 11 held

Germany fully accountable for the tragedy of World War I. The nation

was stripped of large areas of land, its armaments, as well as its

dignity. In addition, the reparations that were to be paid to the

allied nations virtually destroyed the economy of Germany. The

resentment of the treaty burned in the hearts and minds of Germans for

years afterward. In 1, a man by the name of Adolf Hitler was

elected Chancellor of Germany after working his way up the ladder of

government. By speaking against the Treaty of Versailles and making

promises of a better life to the German people, Hitler gained the

support of his fellow countrymen, and he easily won the election.

Almost immediately after Hitler took office he began securing his

position in power. Hitler took steps to eliminate all opposition,

including political parties and anyone else who spoke out against him.

The death of President Hindenburg in 14 clinched his high standing,

and he in effect became dictator of Germany. Hitler held the titles

of Head of State, Commander in Chief of German military forces,

Chancellor, and Chief of the Nazi Party (Elliott 57). There was no

question of his supremacy. With his empire established, Hitler took

steps to rearm Germany, leading the nation down the road to war. In

violation of the Treaty of Versailles and a naval treaty signed with

Greatitain, Hitler rebuilt the nations army and naval forces. By

15 the ranks of the army had swelled to over 500,000 and production

of arms and ammunition had resumed (7). Also, the Rhineland, a

region in western Germany next to France, was reoccupied by military

units. This region had been demilitarized after World War I, and the

Treaty of Versailles forbade occupation of the area. In spite of the

violations of treaty after treaty, little was done by the world powers

to control the renewed German militarism.

With the stage now set, Hitler set his plan for conquest into

motion. Beginning in 18, Hitler used threats and political

maneuvering to overthrow the government of nearby Austria. His next

target was Czechoslovakia. In March of 1, the nation was overtaken

after Hitler threatened a bombing of Prague if his army met resistance

on its invasion of the country (80). With the conquest of Europe

well underway and his reich expanding rapidly, Hitlers power and

influence was growing greater each day. He now planned to add Poland

to his list of accomplishments and further extend the German empire.

The threat of Russia backing the Poles to defend against an attack was

neutralized when Germany and Russia signed a nonaggression pact saying

that the two nations would not go to war. Greatitain sternly

warned Germany that an attack on Poland would be considered an act of

war. Hitler fearlessly ignored the warnings, and his operation swung

into action. In the early morning hours of September 1, 1, German

forces mobilized and swarmed into Poland. The old-fashioned Polished

cavalry was devastated in the assault, as they stood no chance against

the mighty Panzer tanks that rolled through the country with

frightening speed. Two days after the attack,itain and France

joined in a declaration of war against Germany. Their belated

reactions, however, could not save the army of Poland. In a battle

that raged for nearly a month, the Polish army was eventually cornered

in the capital city of Warsaw. After autal siege of the city, the

valiant countrymen of Poland had no choice but to surrender to the

overwhelming German force. The point of no return had been crossed,

and Europe had fallen into the clutches of war for the second time in

the century. Greatitain still remembered the horrors of World War

I, and when Germany began to renew its sense of militarism,itain

was hesitant to start another war. Instead of using force, the

itish leaders, including prime minister Neville Chamberlain, sought

a diplomatic solution to conflicts. When Germanys ambitions were to

capture the area known as Sudentland, in Czechoslovakia, Chamberlain

held several meetings with Hitler and other nations, desperately

trying to prevent an armed conflict with Germany. Chamberlain

believed that by granting Hitlers demands, he could avoid a war with

Germany (Elliot 7-74). He was sorely mistaken. Even after all the

negotiation and bargaining, Hitlers forces eventually overtook the

entire nation of Czechoslovakia by force.

When it became clear that Hitler next planned an invasion of

Poland, Greatitain had no choice but to issue a threat of war if

Germany went through with the operation. The threat was simply

disregard, and the attack on Poland was carried out as planned. On

September third, 1, two days after the Polish invasion began,

Chamberlain gave a speech in which he finally stated that, This

country is at war with Germany...(Wernick 8). The joint

declaration of war on Germany with France became official the same

day. In spite of efforts to avoid combat, the fears of theitish

people had come true on that day.

The United States of America, like Greatitain, had hoped to

avoidinging the horrors of war to its people. For many years

after the development of tensions in Europe and the Far East, the

leaders of the U.S. had done nearly everything possible to remain

neutral. For them, too, the memories of World War I were still fresh

in mind. Although the U.S. did participate in such affairs as the

temporary peace treaty that prevented the capture of Shanghai by the

Japanese, the U.S. was determined to prevent the need for its troops

to be placed in the way of danger(Ienaga 66). And so it would have

remained, if it were not for one incident that would change the lives

of many in the United States.

The morning of Sunday, December 7, 141 began as any other day

in Pearl Harbor, a U.S. naval base in Hawaii. At 74, the Japanese

fleet of carriers that had been making its way toward the Hawaiian

Islands sprang into action. Wave after wave of Japanese aircraft

screamed into the harbor and pounced on the American fleet as it sat

helpless (Ienaga 16). No one saw the attack coming, so defense to

theutal assault was minimal. In the aftermath of the carnage, the

final tallies shocked the nation. Five U.S. battleships and ten

warships had been destroyed, and three more battleships were severely

damaged. The human death toll was also high. Over ,400 American

soldiers were slaughtered in the strike.

Franklin D. Roosevelt wasted no time in reacting to the attack

on Pearl Harbor. By the afternoon of December 7th, Roosevelt had

ordered protection for Washington D.C., major cities along the western

coast, majoridges, and dozens of other security precautions in the

event of another wave of enemy aggression (Bailey 0). The next day,

Roosevelt delivered a speech to congress asking for a declaration of

war. The beginning of the speech would become famous in American history.

Yesterday, December 7, 141 - a date which will live in

infamy, the United States of America was suddenly and deliberately

attacked by naval and air forces of the Empire of Japan... () Less

than an hour after Roosevelt gave his powerful speech, congress voted

to declare war on Japan. The declaration was signed by Roosevelt

himself at 410 that afternoon (). In the space of only two days,

the United states had gone from a neutral spectator to a major

participant in World War II.

The United States, Greatitain, Germany, and Japan were four

of the largest countries that became heavily involved in the second

world war. But, many more nations played smaller roles in the event.

For instance, Italy was an ally of Germany and Japan, having signed

the Triparte Pact in 140. But, the Italians were less than essential

to Hitlers domination of Europe, and Benito Moussolini, dictator of

Italy, suffered many humiliating defeats at the hands of the allies

(Keegan et al).

Another country that played a role in the war in Europe was

the U.S.S.R. Once considered neutral in the war because of a

nonaggression treaty with Germany, the Soviet Union was drawn into the

fighting on June , 141, when the German offensive code-named

Operation Barbarossa began. The German forces planned to attack the

Soviets at three points - Leningrad, Moscow, and Stalingrad, and was

expected to be completed in 6 weeks. The Russians proved tenacious,

however, and defended their capital and country with great effort,

eventually halting the German advance.

France was a third major European state that was caught up in

the chaotic beginnings of World War II. Allied with Greatitain,

France joined in the battle of Europe after the invasion of Poland in

1. Unfortunately, Hitlers forces eventually invaded France,

ending their ability to fend off the attacks of the Axis powers.

Germanys invasion of Poland in late 1 is considered the

major event that set World War II in motion. But, like many other

events in history, there is more to the story. Dozens of smaller

occurrences pushed the world closer and closer to theink of war

over a period of many years. The results of each of these incidents

culminated in total warfare that turned half of the world into a

battleground. Several major countries were plunged into chaos and

disorder, and the scars and horrible memories of the nightmare that

was World War II are something that can never be erased or

forgotten.

---

Works Cited

Bailey, Ronald H. The Home Front U.S.A. Morristown Silver Burdett

Co., 177.

Elliott,endan John. Hitler and Germany. New York McGraw-Hill,

168.

Ienaga, Saburo. The Pacific War, 11-145. New York Random House,

187.

Keegan, John. Who Was Who in World War II. New York Crescent, 184.

Ross, Stewart. Causes and Concequences of World War II. Austin

Steck-Vaughn, 16.

Snyder, Louis L. The War - A Consice History. New York Julian Messner

Incorporated, 160.

Some Japaneese Still Dont Get It. Wisconsin State Journal.

[Madison] 14 September 15.

Sutel, Seth. Japaneese Official Puts New Spin on World War II. The

Capital Times. [Madison] 5 June 14.

Wernick, Robert. Blitzkrieg. Morristown Silver Burdett, 177

Please note that this sample paper on the beginning of World War 2 is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on the beginning of World War 2, we are here to assist you. Your persuasive essay on the beginning of World War 2 will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Masks In Ancient Greece

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Masks In Ancient Greece. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Masks In Ancient Greece paper right on time. Out staff of freelance writers includes over 120 experts proficient in Masks In Ancient Greece, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Masks In Ancient Greece paper at affordable prices! It was in Ancient Greece, during the golden age (approximately 500 00 BCE) that masks were being worn for comedic and tragic dramatic purposes. The plays that took place in those days were written in honor of the god Dionysus and they were presented in yearly festivals. Thus, this was the birth of ancient Greek theatre.

Masks had many significant functions in ancient Greek theatre. For starters, at that time in history, all of the actors were male. With this being the case, the masks played an imperative role in disguising their manly facial features with a feminine face; therefore allowing them to established the female roles. As well, the number of actors in a play varied from a mere one to three. The masks allowed each actor to play more roles and showed the change in character and mood to the audience. In general, the masks portrayed whether the actor was female or male, rich or poor and the different occupations and status of the character. A relevant example of this is that the members of the chorus wore masks that were similar to one another; however, they were completely different from those of leading actors, such as a priest or a God. This was vital in distinguishing between major and minor characters, as well as their status in the state.

Other interesting comments are that the masks were used to enhance the volume of the actors voice, so that everyone in the large theatres of those times could hear their voice. Continuing on, since the facial expressions would only be visible to the closest members of the audience, it only seemed practical to wear these fairly simple andoadly designed masks. The expressions engraved are constant and could be seen, even by the attendants in the furthest row. This also allowed for the audience to judge the character based on his actions, not his appearance. This ties into Aristotles concept that the story is based on the plot and actions of characters, not the characters themselves. Generally, the masks of tragedy were of the ordinary, face-fitting size, with wigs attached and open mouths to allow clear speech. They were crucial to show the audience how the character was feeling. The masks were therefore specialized to each character in a comedy or tragedy and displayed emotions such as happy, sad, tired, upset, and scared. This certain idea of distinguishing human types continued to model theatrical presentation well into the seventeenth century in Europe.

In order for the audience to easily identify characters as they emerged onto the stage, masks were made stereotypically. On example of this; young characters had long, flowing hair with rosier colored faces, while old men had pale faces with curly, long, white hair. Extremely pale complexions signified a diseased or dying character. There were even distinct masks for mythological creatures, such as satyrs. These specific characters possessed enlarged skulls with a forehead projecting over the eyes. They had black, curly hair receded so that the top of their heads were bald. There were also tiny horns strategically on their heads. The masks had to be reasonably light in weight, so that the actors were comfortable. Usually, the masks were made of linen, wood or leather, and even flour paste. Marble or stone face carvings were used as the moulds for the mask, and these are the only evidence of the masks as no originals remain. Unfortunately, no masks could withstand the wears of time from the days of ancient Greek theatre, due to the fact that they were made of materials that could not outlast time and deterioration. Human or animal hair was even used to complete the look and create a natural look. These masks covered the entire head of the actor. An actor usually wore a cap underneath the mask to protect the skull. The mask only had small holes in the place of the pupil so that the actor could see. In general, the female masks had bigger mouths and eyes to emphasize their beauty.

In closing, masks were the most essential part of the actors disguise. They were absolutely pivotal in order to carry out the play.

Please note that this sample paper on Masks In Ancient Greece is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Masks In Ancient Greece, we are here to assist you. Your cheap custom college paper on Masks In Ancient Greece will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!