Critical Analysis of the Poem ‘Once Upon A Time’

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Name :- Kailash P. Baraiya

Roll No :- 9, Batch:- 2016-2018

Topic: - Critical Analysis of the Poem ‘Once Upon A Time’
Paper No.: 14, The African Literature

Submitted To:- Department of English, M.K. Bhavnagar University

‘Once Upon A Time’ By Gabriel Okara

About the Poet:

                    Gabriel Imomotimi Gbaingbain Okara (born April 21, 1921 in Bumodi, Nigeria) is a Nigerian poet and novelist who may be pronounced as highly original and uninfluenced by other poets. He has been extremely successful in apprehending the moods, sights and sounds of Africa. His poems show great sensitivity, perceptive judgements and a tremendous energy. Okara also shows a concern on the topic of what happens when the ancient culture of Africa is faced with modern western culture.

Poem:- 

Once Upon a Time
Once upon a time, son,
they used to laugh with their hearts
and laugh with their eyes:
but now they only laugh with their teeth,
while their ice-block-cold eyes
search behind my shadow.

There was a time indeed
they used to shake hands with their hearts:
but that’s gone, son.
Now they shake hands without hearts
while their left hands search
my empty pockets.

‘Feel at home!’ ‘Come again’:
they say, and when I come
again and feel
at home, once, twice,
there will be no thrice-
for then I find doors shut on me.

So I have learned many things, son.
I have learned to wear many faces
like dresses – homeface,
officeface, streetface, hostface,
cocktailface, with all their conforming smiles
like a fixed portrait smile.

And I have learned too
to laugh with only my teeth
and shake hands without my heart.
I have also learned to say,’Goodbye’,
when I mean ‘Good-riddance’:
to say ‘Glad to meet you’,
without being glad; and to say ‘It’s been
nice talking to you’, after being bored.

But believe me, son.
I want to be what I used to be
when I was like you. I want
to unlearn all these muting things.
Most of all, I want to relearn
how to laugh, for my laugh in the mirror
shows only my teeth like a snake’s bare fangs!

So show me, son,
how to laugh; show me how
I used to laugh and smile
once upon a time when I was like you.

                          Once Upon A Time is about a father teaching his son regarding the dangers of fake friends and how times have changed. This infers that it used to happen by the use of the word, ‘now’ because it shows that in the present tense it doesn’t happen anymore because they’ve grown up. The poet also signifies an emotion of disappointment and that he wished he had learned earlier on how to put on a fake smile and deal with people that don’t want to be his friend. The main speaker in the poem regrets about a time in the speakers’ life when people were sincere and caring in their dealings. He speaks regretfully about the present time when people are not like before. He seems to feel that people have lost the innocence and openness which he now sees in his young son. He wants to regain that innocence.

The poet displays how they used to be his friends and something must have transformed for them friends to keep running back to him even though they aren’t true friends.

Annotations Once Upon A Time:

 

                    In the first stanza of the poem, the poem tells of the conversation between what seems to be a father and son, where the father wants to learn from his son how to go back to normality and no longer fake. The poem starts by the father telling his son how the people used to laugh with their hearts’. Also, this description in the poem gives the impression of genuine emotion given off by the people. 

               Stanza two of the Gabriel Okara poem then reveals more of the past when it is said that, ‘they used to shake hands with their hearts’, again this image reveals true and genuine emotion. But just as in the first Stanza the present reality is then discussed when it is said that, ‘that has gone, now they only shake hands without hearts while their left hands search his empty pockets’. This shows that again the people are not true and seem to be using the man to see what they can get.

                Stanza three of the poem starts positive with the phrases, ‘feel at home’, ‘come again’, but then goes on to say that he will come again, ‘once, twice’ but there will ‘be no more thrice’ for the ‘I find doors shut on me’. This shows that the people lie when they say the positive phrases and after a few visits they have all that they want from the man. Their falseness is reflected in the language they use. 

                  

             Stanza four presents the adaptations and solutions that the man has found to counter the problems. It starts by saying that the man has, ‘learned many things’, already suggesting that he has changed to fit in. 

He tells of the false personalities or of his ‘many faces’. He tells that he has learned to ‘wear’ these faces, suggesting that he wears faces for different situations. For example, he says he has an ‘office-face, street-face, and host-face, proving that he acts differently under different circumstances. He then adds that they have, ‘conforming smiles, like a fixed portrait’. This suggests, even more, falseness and changes.

The Setting of Once Upon A Time:

 

                    The mood of the poem is nostalgic. The personality is remembering how things used to be when he was young and innocent, like his son. The poem highlights the guilt and resentment an African man feels for him to accept the culture of the westerners. He notices a marked change in the attitudes of his people-those who were once so genuine, warm and sincere have now suddenly turned cold and hostile towards him.

Critical Analysis of Once Upon A Time:

 

                  The poem received sneering criticism after its release. The poets’ use of a child like lexical field contradicts the poems morals about growing up. The poem leads the readers to believe it to be like a story and the poet does present it in a narrative way, but once we realize he is talking to his son it could suggest the fairy tale feel is on his behalf. The poem is also structured like a mirror as the first 3 stanzas talk about innocence whereas the next 3 portray experience. Furthermore, the poet is constantly reflecting on the two times of their life.

The speakers’ expression of the adult society is extremely negative. The poet industriously portrays how the harsh view of society is actually what he resents about himself. This implies his child may not be very young as they don’t want to see the bad in their parents but we know he still has innocence. This wants to return to the beginning of the poem shows how the poet is desperate to not let

He ends this way yet it is at the end of the poem that he wants to return to the start. This circular structure imitates how many people want to be older when they are young but want to be young when they are older.

Poetic Devices in Once Upon A Time:

 

                 One of the poetic devices used is Metaphor. The poet says that people’s eyes are as cold as ice. This means that there is no warmth or real feeling in the words that they say, or how they behave. This metaphor literally allows you to visualize a block of ice, cold and unwelcoming.

The use of Similie is reflected in several areas. The poet compares people’s faces to smiles in a portrait. If you think about a portrait, it is usually very formal and stiff, even uncomfortable. Therefore, the implication is that the smiles are actually fake and stiff. They are conforming or trying to fit, to a preconceived mold that is set up by societal expectations. The poet compares the persona’s laugh to snakes’. When you think of a snake, words such as sneaky and deceitful come to mind. Therefore, the implication is that the persona is false just like the people he despises.

The Theme, Tone, and Central Idea of Once Upon A Time:

              The poem has mixed feelings of childhood, regret, and innocence. The child in the poem is a symbol of innocence, purity, enthusiasm, happiness, and genuineness lacking in society. The child represents the group of people who have not been affected by Western Culture and abode by their own culture. The poet, struck by a sense of self-loathing and regret, turns to his son in his time of need and asks him to help him unlearn whatever he has learned and helped him regain his child-like innocence.

Innocence is a fading aspect in the man’s society. People always appear deceitful and cunning. The child, however, is a picture of innocence and acts without any malice or ulterior motive. The man wishes to gain this innocence from his son, though he fails to realize that innocence is not learned, a state of mind. Once it is lost, it is gone forever.

Conclusion:-

              Once Upon A Time highlights the guilt and resentment an African man feels for himself to accept the culture of the westerners. He notices a marked change in the attitudes of his people. Those who were once so genuine, warm and sincere have now suddenly turned cold and hostile towards him.

                 He realizes that the early values, which always existed in the African society like sincerity, good-natured ness, simplicity, wholeheartedness, hospitality, friendliness, originality, identity, uniqueness and overall satisfaction, have now faced a drastic, dramatic change. He finds himself behaving in the same way as those around him. He feels a great sense of guilt and self-loathing and thinks about how fake he has become losing his identity and donning different, the fixed expression for different occasions, an unnatural smile plastered across his face.

(Abhishek)

Bibliography

Abhishek. Once Upon a Time Summary by Gabriel Okara. Vers. https://beamingnotes.com/2015/02/24/upon-time-summary-gabriel-okara/. 24 February 2015. 27 February 2018.

(Basu)

Basu, Neha. Critical Analysis of Once Upon A Time by Gabriel Okara. 31 August 2017. 27 February 2018 <https://beamingnotes.com/2017/08/31/critical-analysis-upon-time-gabriel-okara/>.

Feminist reading of Hermione’s Character in Harry Potter

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Name: - Kailash P. Baraiya

Roll No: - 9, Batch: - 2016-2018

Topic: - Feminist reading of Hermione’s Character in Harry Potter

Paper No.: 14, The New Literature

Submitted To: - Department of English, M.K. Bhavnagar University

 About Hermione's Character:-

                           For those of you that don’t know, Hermione Granger is one of the main characters in JK Rowling’s Harry Potter series. Set in a secret magical boarding school, the books deal with the adventures of Harry Potter, Ron Weasley and Hermione Granger’s efforts to stop the evil Lord Voldemort. While she’s not the protagonist, Hermione is one of the most important characters in the series, and she has been hailed as a role model for young girls everywhere.

                                               

                   Hermione Jane Granger is a character who is known as a high intelligence person who will stand for what is right for society and has such a high quality of friendship. She is able to learn everything quickly, and she is a kind of person who believes in the power of books above all. She has a high desire to help the one who has been enslaved. All of those personalities are because she has a real heart of friendship that makes her never stop caring them.

                   When we heard name ‘Hermione Granger’, all of our assumption at first will refer to her outstanding intelligence. Hermione granger is known as a smart student in Hogwarts. At first everyone keeps making of fun of her since they think Hermione is too excessive and looks like a conceited student who needs all attention. But after all she definitely proved herself as the real smart student who never failed her studies and always knows everything that everyone does not even care about. Describes Hermione to Professor Slug horn as the best student in his year, a compliment that everyone will agree with. It is not just among students, Lupin; one of the professors in Hogwarts even admitted her as the smartest witch of her age.

                 Unlike the rest of the Golden Trio, Hermione is the only one who consistently has her eye on the big picture. She’s very engaged in the world around her – she keeps up with contemporary politics throughout most of the series – and frequently tries to change it. She’s the one who persuades Harry to start the DA, she’s the one who starts a campaign for elf rights when she sees how they’re treated, and she’s the one who discovers – and makes – the Polyjuice Potion to help them find out more about the Heir of Slytherin.

                  Hermione is constantly examining and questioning the world around her on a massive scale, and even though she has limited resources, she does her best to change it. In true Granger style, she passes this round with flying colors.

                       Throughout the series, Hermione displays some very consistent goals: she wants to do well in school, get a job that lets her make a difference in the world, and maybe defeat some evil on the side. Defeating evil is a goal that many other characters share, but her academic motivation is entirely hers, and she owns it. While Hermione’s two main hobbies (reading and knitting) can be a little solitary, her personal beliefs are a mix of her own opinions and what she has learned from other characters in the books. Like many other characters, she believes that blood discrimination is wrong and that Voldemort is evil, but unlike many other characters, she believes that enslaving house elves is wrong, and is more than willing to argue her case. This mixture of beliefs is actually much more realistic than you would usually find in a YA novel, and adds another layer to her character.

                       For the most part, Hermione is a pretty consistent character. Her intelligence and compassion remain a constant force throughout the series, and she never wavers in pursuing her goals.

                         The one place where this consistency falls down is in her attitude to her love life. Hermione has a tendency to get extremely petty over her love life (particularly when Ron starts dating Lavender Brown) and given the emotional maturity she shows through the rest of the series, I don’t feel that this is particularly consistent with her character. However, her tendency to be petty over things she cares about is previously established – just look at how annoyed she is when someone does better than her in a test – and this is an attitude she maintains consistently, so I’ll give her a pass on this one.

                  Most of Hermione’s decisions are influenced by her own moral compass or her determination to do well in school. Of course, some of her decisions are influenced by her love life, but the majority of them are not. In the final book, she shows that she’s more than capable of making choices without letting her love life influence her: when Ron leaves the Horcrux hunt and asks her to come with him, she refuses even though she has feelings for him because she knows destroying Horcruxes is more important. That’s another point for Gryffindor.
x

           Hermione develops very naturally over the course of the Harry Potter series (and no, I’m not going to make a puberty joke). She learns the value of breaking the rules, the importance of standing up for what she believes in despite the costs, and grows up into a young woman who is proud of who she is. This is a very positive message for children everywhere, as well as very realistic character development, and so once again, she passes this round in a blaze of glory.

                Hermione is prone to occasional bouts of irrational panic (usually over her grades), but this is most prevalent in her earlier years; in her final year at Hogwarts, she has grown out of it enough to skip her final year altogether. She’s a stickler for procedure and at times, can be a little close-minded (particularly in her interactions with Professor Trelawney and Luna Lovegood). More worryingly, her greatest weakness is a tendency for petty, sometimes cruel behavior in her love life, but I’ll go into this in more detail later.

             Regardless of the unfortunate implications that some of her weaknesses possess, they do still count as weaknesses, so the point goes to Granger. Without Hermione getting stuff done, Harry and Ron would probably have dropped dead from sheer incompetence in their first year. Hermione is consistently the character who puts the clues together, who comes up with the solutions, and who makes the plans work. She does occasionally get captured, but they’re usually minor incidents and never the main focus of any of the books, so she passes this round once again.

              In some ways, Hermione goes against traditional gender stereotypes. She’s very intelligent, stands up for what she believes in, and rises up over gossip and bullying in a way that contemporary stereotypes about teenage girls would have us believe is impossible. In some ways she can be very traditionally feminine (her emotional maturity and interest in knitting, for instance) but this is never presented as a bad thing, and this is all a very positive message for young girls.

            Where it all falls down is how she behaves in her love life, particularly in the sixth book. For those of you who need a refresher, the part I’m referring to is where Hermione develops feelings for Ron only to find that he has started going out with another student (Lavender Brown). When she finds out, she sets a flock of birds on him, which leave cuts on his arms that take days to heal. Hermione – not any other character in the book, for that matter – never expresses any remorse for causing physical harm to someone she has feelings for.

                  This is actually really dangerous behaviour that enforces a lot of harmful stereotypes about gender. Hermione – usually a very calm, controlled character – completely loses it when she experiences romantic rejection. Afterwards, she goes out of her way to make Ron jealous – including dating someone she really dislikes and shows little concern for her well-being – and once Hermione and Ron get together, this is never addressed again. This subtly reinforces the belief that women are slaves to their emotions, particularly when dealing with romantic rejection, which is a belief that can have a very harmful impact on the lives of contemporary women. However, this incident also reinforces harmful stereotypes about men, too. If you imagine the situation without magic, Hermione’s behaviour would legally count as relationship abuse, and I have no doubt that if the genders were reversed, it would be treated as such, but the characters just brush it off and the fans often treat it as a joke. This is symptomatic of a much wider trend in fiction where female characters often use unnecessary force to prove their strength, but it reinforces a lot of frankly poisonous stereotypes. By trivialising abuse committed by women against men, it reinforces the beliefs that women are not strong enough to harm men and men are too strong to be harmed by women – a belief which trivialises both female domestic abusers and their male victims in real life.

                    Hermione has a range of different relationships with a range of different female characters. She looks up to Professor McGonagall, looks down on Rita Skeeter and rightfully despises characters such as Professor Umbridge and Bellatrix Lestrange. However, it’s worth noting that over the course of the series, Hermione doesn’t really develop a close friendship with another female character. She is close to Ginny Weasley and Luna Lovegood – she sticks up for them and seems to know a lot about what’s going on in their lives – but she doesn’t always engage with them. When the reader is presented with scenes that show her interacting with them, Hermione comes across as aloof: she looks down on some of Luna’s more eccentric beliefs, she makes no interest to share Ginny’s passion for Quidditch, and there are not many scenes that show her really engaging her friends in topics that interest them, which is a hugely important part of any friendship.

               This takes its toll on the storytelling. Hermione is not a character that is incapable of forming friendships; her bond with Harry and Ron is proof of that. However, Hermione is frequently used as a vehicle to dispense information about other characters, particularly those outside Harry’s house and year. When she tells Harry (and, by extension, the reader) a myriad of very personal details about Ginny and Luna’s lives, yet has no scenes establishing the depth of her bond with those characters, she seems more like a plot device and less like a realistic character. With that in mind, I’m only going to award her half a point, as I feel this lack of depth really undercuts some of her most important relationships with other female characters.

               Hermione Granger is a well-rounded character who develops over the course of the Harry Potter novels. While some of her behavior carries some deeply unfortunate implications about gender, she does display realistic and developed strengths and weaknesses, and has a huge impact on the plot of the series. She’s certainly passed my test – ten points to Gryffindor.     

Works Cited

STRONG FEMALE CHARACTERS: HERMIONE GRANGER. 6 December 2014. 6 April 2018 <https://jowritesstuff.wordpress.com/2014/12/06/strong-female-characters-hermione-granger/>.

              

Television as a Medium of Education

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Name: - Kailash P. Baraiya

Roll No: - 9, Batch: - 2016-2018

Topic: - Television as a Medium of Education

Paper No.:- 15, The Mass communication and Media Studies: an Introduction

Submitted To: - Department of English, M.K. Bhavnagar University

Introduction:-

                    Usually television is known as a medium of entertainment and also considered as ‘idiot box’.

Television is audio-visual in nature this powerful visual nature helps television to create vivid impressions in our minds which in turn leads to emotional involvement. The audio visual quality also makes television images more memorable. The live (broadcast) nature of television allows it to transmit visuals and information almost instantly.  Thus it can also be termed as a ‘live’ medium. This capacity of the medium makes it ideal for transmitting live visuals of news and sports events. If you are watching a football match in a television channel, you can almost instantly see the goal hit by your favorite team. On the other hand, you can read about the football match only in the next day’s newspaper. Television allows you to witness events which happen thousands of miles away. All of us know that there are a large number of people who cannot read or write. Such people may not be able to read a newspaper, but they can watch television. Anyone with a television receiver can access the information shown on television. This makes it an ideal medium to transmit messages to a large audience. In a country like ours, with a huge illiterate population, this characteristic of television makes it an ideal instrument for transmitting social messages. Television also has a very wide output, range and reach. It is truly a mass medium.

v Generally television is used for three things that are…

·       Entertainment

·       Instruction

·       Education

Here I am going to discuss about how television use in the field of education. Television is very useful in the educational field.

Medium of education:-

v Why Television is in the field of education?

·       Instructing

·       Explaining, Clarifying

·       Summarizing

·       Reinforcement

·       Imposing study speed

·       Supporting and enhancing teaching

·       Motivation and encouragement

·       Using as supplementary for the other materials

·       Presenting a reference to large masses

·       Presenting unreachable facts and events

·       Individuals are in need of different education. As the present situation cannot meet this need, it is necessary to provide mass education by individual and free learning by developing new opportunities.

·         New options must make the insufficiency of traditional educational practices disappear. 

·       New models must give opportunities to outsiders of the present education system.

·       New opportunities must provide all individuals equality in education.

                          For these various reasons use of television has been increasing from day to day by large audiences. It makes television inevitable in the practice of distance education field in Turkey as a developing country. From the point of the faculty, television broadcast can reach a large audience across the country through its national network. The faculty can also make use of newer, synchronous technologies or use interactive technologies such as teleconferencing, internet services, etc. Using of these technologies should take into account the target community. In other words, the best technology to provide all individuals equal opportunities is radio-television technology. This is the main reason that 75 televisions, a more advantageous technological tool than radio with its audio-visual facilities, is being used non-stop and is improving in each project of the Open Education Faculty.

v How television used as a medium of education?

                                    Television is the audio-visual media of communication. It offers a window to the outside world. Among all the mass media, television attracts the largest number of viewers. It is the most popular and has the greatest potential. This is because it is able to attract the audience of all age groups, literate and illiterate and of all the levels of the society.

•                                                                         Use of television as an instructional medium was first reported in 1932 by State University of IOWA in USA on an experimental basis in a world fair. Later on, due to the World War II the introduction of television was slowed down; and as a result by 1948 there were very few educational institutions involved in using television as an instructional medium in spite of great interest in television by the educationists. 

•                                                 In India, since the inception of TV network, television has been perceived as an efficient force of education and development. With its large audience it has attracted educators as being an efficient tool for imparting education to primary, secondary and university level students. Some of the major educational television projects are discussed as here under.

•                                                Secondary School television project (1961): aim to improve the standard of teaching in view of shortage of laboratories, space, equipment and dearth of qualified teachers in Delhi this project started on experimental basis in October 1961 for teaching of Physics, Chemistry, English and Hindi for students of Class XI. 

•                   Delhi Agriculture Television (DATV) Project (Krishi Darshan) (1966): 

                      The project named Krishi Darshan was initiated on January 26, 1966 for communicating agricultural information to the farmers on experimental basis for the 80 selected villages of Union territory of Delhi through Community viewing of television and further discussions among themselves.

•      Satellite Instructional Television Experiment (SITE) (1975)

•                                           Indian National Satellite project (INSAT) (1982): The prime objective of the INSAT project was aimed at making the rural masses aware of the latest developments in the areas of agricultural productivity, health and hygiene. It was initially targeted at villagers and their school going Children of selected villages in Orissa, Andhra Pradesh, Bihar, Gujarat, Maharashtra and Uttar Pradesh.

•                                            UGC-Higher Education Television Project (HETV) (1984)

University students were the beneficiaries of this project. The University Grants Commission in collaboration with INSAT started educational television project, popularly known as ‘Country wide Classroom’ on August 15, 1984 with the aim to update, upgrade and enrich the quality of education while extending their reach. 

•                                                IGNOU-Doordarshan Telecast (1991): aim to provide tele-counselling to students of open universities in remote areas. Owing to the encouraging response from viewers, the frequency of this project was increased to five days a week. This programme is very popular.

•                                     Gyan-Darshan Educational Channel (2000) : Ministry of Human Resource Development, Information & Broadcasting, the Prasar Bharti and IGNOU launched Gyan Darshan (GD) jointly on 26th January 2000 as the exclusive Educational TV Channel of India. 

v Role of Television in the field of education:-

Television has been given considerable importance in many countries as source and a toll of teaching. Television is adaptable and can follow different approaches when used in the different educational situations. The medium is used for formal, non – formal and informal education. To support formal education, television usually function supportive and rein forcement tool.

To show practical application of principle already written in the textbooks and to show the laboratory work and demonstrations. To humanize distance education and to improve language skills by showing model teaching techniques. To show real life situations and microscope things on magnified scale. Animations, dramatic presentations, slow motion and case studies.

v Teacher can use television in classroom to satisfy varieties a of objectives like:

·       To reinforce and expand on content being taught.

·       To respond to a variety of learning styles.

·       To increase student‘s motivation to learn

·       To stimulate other learning activities.

v Generally television can help to achieve the following objectives:-

·       Social quality in education

·       Enhance quality in education

·       Reduce dependency on verbal teaching and teachers.

·       Provide flexibility of time and space in learning

·       Stimulates learning

·       Provide mass education opportunities.

vSome learning Channels:-

v Supporting Role of Television Programs for Exams:-

                                    In teaching, television can be used interactively or one-way. In one-way teaching, by producing the programs beforehand, they can be delivered as videotapes or television broadcast. Contrary to this, interactive television strengthens the effect of teaching by allowing the participation of the audience. Live broadcast is a good way of broadcasting from the point of gaining interaction. Keeping this in mind, the Open Education Faculty has started two new practices in the academic year of 1998-1999. First, from the results of mid-term and final exams processed by the Information Process Center, 10 lessons that learners have had difficulty with were chosen. At the first stage, questions answered incorrectly for the chosen lessons were selected, and television programs, where these questions are replied by the experts, have been prepared and broadcasted. The second practice is live broadcast. In this practice, lessons decided by the Information Process Center were announced to the students before broadcasting and informed that questions could be given either by fax or telephone before or during the broadcast. Learner participation for the two-hour programs lasted five days during the weekdays was huge. The same practice was carried out for a total of 10 lessons in March and September for the academic year of 1999-2000. Live broadcasts will continue for the same period and the number before final and make-up exams in the Open Education Faculty in the future.

Conclusion:-

                Taking into consideration this and the opportunities television has provided, the use of television as a supportive educational tool at the Open Education Faculty will continue in the coming years as it has been since the first year. Especially with the studies started by the DEPU, it has been aimed at using television more effectively and meeting the expectations of the students by planning the television together with the other materials. The Open Education Faculty needs to use television for many purposes. Turk sat satellite, and developed telecommunication systems are being used, when necessary, for the Open Education Faculty services by renting.

(P. Gohil, TV or Television as a Medium for Education)

Works Cited

Gohil, Pritiba. "TV or Television as a Medium for Education." 22 March 2016. 16.

Gohil, Architaba. "TV as a medium of Education." TV as a medium of Education. 28 March 2018. 10.

Saglik, Dr. Mediha and Dr. Serap Ozturk. TELEVISION AS AN EDUCATIONAL TECHNOLOGY:. January 2001. 3 april 2018 <http://tojde.anadolu.edu.tr/yonetim/icerik/makaleler/23-published.pdf>.