Black' movie Review

 Hello everyone....

 This blog is based on screening of the Movie  "Black" which was released in 2005 by Sanjay Leela Bhansali, this movie screening was organised  in a context of the most famous pre-independent Indian writer R.K.Narayan's Short story Crime and Punishment.. 

 About the movie :- 

Movie :- "Black" Released in 2005 

Director :- Sanjay leela Bhansali In 2003, Bhansali announced the production of his new project, Black. 

 "Knowledge means everything, it’s a art of wisdom, it’s a obsession and above all Knowledge means my teacher. "- Micheal 

For further read this source material: Click here

Black: A Story of Darkness and Light : 

The story of Black revolves around Michelle McNally (played by Rani Mukerji), who is born into an Anglo-Indian family and loses her sight and hearing at a young age due to an illness. Her parents, particularly her mother Catherine (played by Shernaz Patel), struggle to cope with Michelle's condition, which leaves her trapped in a world of darkness and silence. Michelle's life takes a turn when Debraj Sahai (played by Amitabh Bachchan), an eccentric and passionate teacher, enters her life. 

Significant to watch this film in classroom :-

"Black" primarily chronicles the struggle of Michelle McNally, a young woman who is blind and deaf, in overcoming these obstacles with the guidance of her mentor, Debraj Sahai. The movie offers a delicate and nuanced representation of disability, eschewing stereotypes and showcasing the actual hardships and victories faced by people with impairments. The film encourages kids to understand and respect the perspectives of others who face diverse problems in life by highlighting Michelle's narrative and fostering empathy.

The importance of tenacity is among "Black"'s most important lessons. Michelle's transformation from loneliness and dissatisfaction to independence and scholastic achievement is proof of the resiliency of the human spirit. Students can learn from her experience that even the most difficult challenges can be conquered with perseverance and hard work. This lesson is especially helpful in the classroom, where students frequently encounter seemingly insurmountable personal and academic obstacles. Amitabh Bachchan's portrayal of Debraj Sahai personifies the ideal committed teacher who sees his pupil's potential despite her shortcomings. His unconventional approaches and unwavering perseverance demonstrate how important educators are in influencing the lives of their pupils. "Black" emphasises the value of good instruction by demonstrating how a mentor's faith and perseverance can realise a student's potential. This has the potential to encourage educators, both present and future, to approach their work with greater patience, compassion, and creativity. 

This film also delves into the language and communication in human connections. In this movie we can see that how the significant to communicate our problems and communicate the various questions, various things to our mentor to achieve something useful guidelines and true way of explore our thoughts. Indicate the major problems of life and make to find the solution of every problem and disaster also. Michelle's environment is initially silent and gloomy, but with Debraj's guidance, she picks up sign language and Braille and learns how to communicate.

Child Psychology in this film :-

While watching this film we can observe that the childish innocence around the character. And we also see that the child psychology strongly work during some ethics and science situations. Child Psychology is very sensitive in some case and it might be created some new version of human kind and experience.

Film study :-

Sanjay Leela Bhansali, who is renowned for his opulent sets and dramatic narratives, adopts a more subdued but incredibly poignant style in "Black." The muted colours of black and white that dominate the film's imagery represent the protagonist's inner world. It's important to note how sunlight and shadows are used to represent Michelle's life's slow enlightenment. We can automatically relate with the film's characters and character's life situations. It made a realistic atmosphere around us and every scenes tell us the uniqueness itself and something to teach valuable lessons from it. Ravi K. Chandran’s cinematography beautifully captures the nuances of the characters’ emotions and the stark contrasts in their world. The visual aesthetics of the film play a crucial role in storytelling, making the audience feel Michelle’s journey from darkness to light.

My own experience after watching this film :-

After watching Sanjay Leela Bhansali's film "Black," I found myself profoundly moved and inspired by its powerful narrative and emotional depth. The story of Michelle McNally, a young woman who is both deaf and blind, and her journey towards independence under the guidance of her dedicated teacher, Debraj Sahai, left an indelible mark on me. This film's story provide a strength to achieve our goals and dreams and give lot of inspiration to create something useful and work hard for our goals. I really connect towards the concept of the storytelling and portrayal of the human spirit's resilience and perseverance. The transformative power of education make more light up of the significant of education in life and how education make some impactful changes in our thoughts and life also.

The relationship of teacher and student, marked by intense challenges and triumphant moments, underscored the importance of patience, empathy, and innovative teaching methods. At more explore of this film, I also attached with the method of teaching. The method of teaching is very sensitive poignant power of learn something new and learn from every moments of life, every possible way of life and also learn from your defeat and also learn from your own understanding. Emotionally, "Black" was a rollercoaster. The performances by Rani Mukerji and Amitabh Bachchan were incredibly compelling, capturing the raw emotions of their characters. The film's exploration of themes such as isolation, frustration, hope, and triumph resonated deeply, reminding me of the universal human experiences that connect us all. At the end it not just a compelling film but this film explore the layers of life lessons. This film is light up on the journey of our own life is very significant and fulfill with lot of happiness and creativity.

Conclusion :-

The journey of human life is very interesting, keep doing your work, keep walking on your way, believe in yourself, believe in your efforts, believe in your belief and many more valuable aspects learn from this film. "Black" leaves an indelible mark on its audience, inspiring a renewed appreciation for the strength of the human spirit and the significant role of mentorship in unlocking that potential. "Black" by Sanjay Leela Bhansali is a cinematic masterpiece that transcends traditional storytelling to deliver a powerful message about the human spirit's resilience and the transformative power of education and mentorship. 

Black is a film that transcends the boundaries of conventional cinema. It is a powerful, moving, and visually stunning exploration of the human spirit. Sanjay Leela Bhansali’s direction, combined with outstanding performances by Rani Mukerji and Amitabh Bachchan, makes this film a standout in Indian cinema. 

The film’s exploration of disability, education, and the human capacity for growth and change is handled with sensitivity and depth, making Black not just a film to be watched, but one to be experienced. It is a story of hope, resilience, and the transformative power of love and education, leaving a lasting impression long after the credits roll.

References :-

Fitria, Tira  Nur. (PDF) Analysis of Human Struggle of Main Characters in Indian Drama Film “Black” (2005), June 2022. https://www.researchgate.net/publication/361766375_Analysis_of_Human_Struggle_of_Main_Characters_in_Indian_Drama_Film_Black_2005. Accessed 7 July 2024.

Qureshi, Kira Subhani. “Beyond Mirrored Worlds: Teaching World Literature to Challenge Students’ Perception of ‘Other.’” The English Journal, vol. 96, no. 2, 2006, pp. 34–40. JSTOR, https://doi.org/10.2307/30047125. Accessed 7 July 2024.

 

Postcolonial Studies: Chimamanda Ngozi Adichie

 Postcolonial Studies: Chimamanda Ngozi Adichie

Hello Everyone,

This blog is part of a Sunday reading assignment given by Dilip Barad Sir. It will discuss ideas from videos by Chimamanda Adichie.

For more information check out teacher's blog: Click here

What is Postcolonial Studies? :-

The study of the cultural, political, and social effects of colonialism and imperialism on both former colonies and colonisers is known as postcolonial studies. It looks at how colonised societies handle identity, power dynamics, and resistance in a postcolonial world, as well as how their colonial past have shaped them.

According to my interpretation, beyond merely being an academic field, postcolonial studies provide an essential perspective that helps us comprehend the intricacies of our increasingly interconnected world. It gives one the means to evaluate critically the ways in which history has been written and the people who have authored it. This topic pushes us to consider the ways that colonialism still has an impact on modern society, from cultural oblivion to economic inequality. Postcolonial studies provide us with a platform to understand the literature, cultural aspects, economic perspective, and many more things

About Chimamanda Ngozi Adichie:

Chimamanda Ngozi Adichie, born on September 15, 1977, is a Nigerian novelist and writer known for her short stories and nonfiction work. She has written several novels, including Purple Hibiscus (2003), Half of a Yellow Sun (2006), and Americanah (2013), as well as a short story collection called The Thing Around Your Neck (2009) and an essay titled We Should All Be Feminists (2014).

In 2008, Adichie received the MacArthur Genius Grant. The Times Literary Supplement described her as "the most prominent" among a group of young English-speaking authors who are successfully bringing a new generation of readers to African literature. Her latest book, Dear Ijeawele, or a Feminist Manifesto in Fifteen Suggestions, was published in March 2017.

Video 1 :- Talk on importance of story/literature:

 In this video, Chimamanda Ngozi Adichie talks about her life, childhood, and experiences as a Nigerian, particularly how people treat those with dark or chocolate skin tones. She reflects on how her characters in her novels are meant to convey deeper messages, drawing from her interactions with others, including her best friend and a particularly memorable reader. Adichie also shares her experiences navigating the American atmosphere as a Nigerian woman, shedding light on the assumptions and stereotypes she encountered.

She discusses the dangers of a "single story," the idea that when people only hear one narrative about a group, they reduce that group to simplistic and often harmful stereotypes. Adichie shares how, growing up, her understanding of literature was transformed when she discovered African writers like Chinua Achebe and Camara Laye. These authors showed her that stories could reflect her own life and that characters in books could be real people just like her. This realization led her to reject the notion that literature could only represent a single, narrow perspective.

Adichie illustrates her points with personal anecdotes. She recalls how her American roommate made assumptions about her based on stereotypes about Africans, expecting her to have had a difficult past simply because of her background. She also recounts her visit to Mexico, where she realized that her own views of Mexicans had been shaped by negative portrayals in U.S. media. Through these stories, Adichie emphasizes how easily we can fall into the trap of believing a single story and the importance of recognizing the full complexity of people's experiences.

She realised that fictional characters could actually be real people who are exactly like her, and that stories could reflect things that had happened in her own life. This discovery allowed her to reject the notion that literature could only consist of a "single story". She gives instances, including the time her American flatmate assumed things about her because of preconceived notions about African people. Adichie also considers her own encounters with the single tale, such as her trip to Mexico and the realisation that her stereotype of Mexicans was based on bad images of the country in the media in the United States.

In this address, Chimamanda Ngozi Adichie powerfully explores the risks associated in distilling the complexity of human experience into a single story. In today's globalised society, when individuals are continuously exposed to tales from various cultures through media, literature, and other means of communication, her message is especially pertinent. The focus Adichie places on the function of power in narrative is among the talk's most remarkable features. 

Power is the capacity to tell tales and shape how others are seen, and when that capacity is concentrated in the hands of a select few, it can result in a warped perception of reality. Adichie's talk serves as a helpful reminder of the value of narrative in fostering understanding and empathy. It makes a strong case for the necessity of accepting a diversity of narratives, seeing the humanity in everyone, and challenging the prevailing narratives that are sometimes taken for granted.

Video 2 :- We Should All be Faminists 

In this video, Adichie discusses everyday situations that often go unnoticed but highlight gender biases. For example, she mentions how a waiter in a restaurant might ignore a woman because they assume there’s no need to greet her, or how a parking attendant might thank the man instead of the woman who paid, believing the man is the one who earned the money. She also talks about schools where girls aren't given leadership roles just because they're female. Adichie points out how society exaggerates the differences between genders, making women feel invisible and less important.

Adichie offers first-hand accounts that illustrate her transition from non-feminist to feminist. She remembers that her friend Okuloma called her a feminist; she didn't take it well. Adichie talks about the myths surrounding feminism, especially in African and Nigerian societies. She talks on how feminism is frequently perceived as "un-African" and connected to unfavourable stereotypes like being miserable or incapable of finding a husband. In spite of this, she laughs at the designation and refers to herself as a "happy African feminist."

Adichie highlights the pervasive gender inequality in society with a variety of anecdotes. She describes, for instance, how, despite having the highest test score, she was not given the opportunity to monitor the class in elementary school just because she was a girl. She also discusses how men are frequently perceived as being more significant or in charge, citing an instance in which a man complimented her male friend after she gave him money rather than her.

Adichie's lecture offers a potent critique of the ways in which gender norms are established and upheld in society, especially in the contexts of Nigeria and Africa. She promotes a more equal society in which gender is not a barrier and opposes conventional beliefs that restrict both men and women. Adichie argues that we should reconsider how we raise both males and girls. 

Her exhortation to "raise our sons differently" and "raise our daughters differently" highlights the necessity of systemic change, beginning with the socialisation of young people. Adichie aims to create a world in which people are free to follow their genuine selves without being constrained by conventional gender norms by tackling the expectations that are placed on both boys and girls. Adichie contends that feminism is about building a society in which all people, regardless of gender, can live really and equally, not merely about women fighting for their rights.

Adichie uses personal stories to highlight gender inequality. She talks about how, despite having the highest test score in elementary school, she wasn’t allowed to be the class monitor because she was a girl. She also mentions how men are often seen as more important, citing a time when a man was praised for something she had done, just because he was a man.

Her talk looks at how society creates and keeps gender norms, especially in Nigeria and Africa. She wants a fairer world where gender doesn’t limit anyone and challenges old beliefs that hold both men and women back. Adichie thinks we need to change how we raise boys and girls and help them grow up without being stuck in outdated gender roles. For her, feminism is about making a society where everyone, no matter their gender, can be themselves and live equally.

Video 3 :- Talk on importance of Truth in Post-Truth Era

   In this video, Adichie passionately speaks about the importance of truth. She suggests treating literature as a guiding principle, saying, "make literature your religion." She believes that students, especially those at prestigious places like Harvard, have the power to influence their surroundings. With this power comes the responsibility to stand up for the truth.

Adichie emphasizes that in a world full of lies, it's crucial to stick to the truth no matter what. She admits she doesn’t know everything, even about Harvard, and encourages people to be comfortable saying, "I don't know." Harvard, for her, represents a kind of intellectual elitism that she encourages breaking down.

She also talks about the value of trying new things and not giving up, even if it means stepping away from traditional paths. Two key things she highlights are "self-doubt" and "self-belief." She believes that these can help us stay true to ourselves, question falsehoods, and maintain our stance.

Adichie underscores that while honesty doesn’t guarantee success, it brings personal comfort and dignity. She shares her own experiences of realizing that her early work wasn't perfect, which led her to improve and succeed. She advises graduates to become leaders who value integrity and truth.

She points out that literature helps us understand people and the world better. By reading widely, we can build empathy and make wiser decisions. Adichie acknowledges the tough times, especially in political debates, and urges graduates to speak the truth with courage, even when it's difficult or unpopular.

The truth is always be on the top. The importance of truth is her speech's main focus. She highlights the importance of integrity and the need to be honest with oneself as well as with others. She explains that although being honest doesn't guarantee success, it does bring comfort and dignity to oneself.

Adichie talks on the value of being self-aware and accepting of one's own shortcomings. She talks about personal circumstances that forced her to face the fact that her early work was inadequate, which helped her get better and eventually succeed. Take lessons from your errors and grow from your setbacks. She exhorts the graduates to become leaders who respect integrity and the truth. Adichie argues that literature is essential to comprehending people and the world, and that reading broadly can enable people to empathise with others and make wise judgements. 

Recognises the difficult times, especially in the context of political debate, and exhorts the graduates to tell the truth with courage, even if it is uncomfortable or unpopular. Adichie tells the graduates about her personal battles with anxiety and procrastination, emphasising that both doubt and belief are essential for success. She counsels them to accept their individual journeys and to let go of conventional notions of success.

Adichie emphasises the importance of truth as a tenet of life. Her speech emphasises the value of being truthful with oneself, especially when it comes to owning up to one's shortcomings and disappointments. Adichie's counsel to treat literature as a "religion" demonstrates her conviction that narratives have the ability 

  Conclusion :-

Finally, Adichie talks about her personal struggles with anxiety and procrastination, showing that both doubt and belief are important for success. She advises people to embrace their unique journeys and rethink traditional ideas of success. It was a great experience to listen to Chimamanda Ngozi Adichie. Her speech evoke the real essence of stories importance.  She said that two things will help a lot: "Self-doubt" and "Self-belief." These two will go hand in hand and help to be with the truth, question lies, and having a stand. Her personal life's stories, personal interpretation, personal way of talking, all these aspects make more light up on the creative knowledge and experience information about journey.

Thank you

Pravin Gadhvi's Laughing

This blog is written as a response to a task assigned by Prakruti ma'am, Department of English MKBU. In this blog there is discussion on the poem "Laughing Buddha" written by Praveen Gadhvi.

Smiling Buddha was the code name of India's first successful nuclear weapon test on 18 May 1974. The nuclear fission type bomb was detonated in the Pokhran Test Range of the Indian Army in Rajasthan.

Introduction :

Pravin Gadhavi, born 13 May 1951, is an IAS Officer in the Government of Gujarat. A prolific writer, his collections of poetry are The Bayonet (1985), Padchhayo (1996) and Tunir (2002). His short story collections are Pratiksha (1995), Antarvyatha (1995) and Surajpankhi. 

Literary Contributions

Poetry

1. The Bayonet (1985): This collection likely delves into themes of conflict, struggle, and perhaps the stark realities of life, given the connotation of "bayonet."
2. Padchhayo (1996): The title suggests a focus on shadows or reflections, possibly exploring the deeper, often unseen aspects of human experience and emotions.
3. Tunir (2002): This collection might carry themes of resilience, determination, and the complexities of the human spirit.

Short Stories

1. Pratiksha (1995): This collection, meaning "Waiting," could explore themes of anticipation, hope, and the various facets of human patience and expectation.
2. Antarvyatha (1995): Translating to "Inner Pain," these stories likely delve into the internal struggles and emotional depths of individuals, offering a poignant look at human suffering and resilience.
3. Surajpankhi: The title suggests themes of aspiration, dreams, and the pursuit of light or positivity, possibly reflecting stories of hope and ambition.

• What should be of a higher moral importance for governing bodies, national security or basic needs of its citizens? What do you think is Gadhvi's opinion about this?

Ans. In Pravin Gadhvi’s poem there is criticism of the nuclear power trial, because during 1974 India was under an economic breakdown. During that time, funds should be given for people who were going through difficult economic conditions, but rather it was given on this project. I think basic needs of citizens are more important than national security, because the country would be in a war that has very less possibility and even using nuclear weapons is rare because of the history of nuclear destructive power. So the decision of the nuclear power trial was a bad decision. 

• In light of Henri Bergson's essay titled "Laughter: An Essay On The Meaning Of The Comic" share your thoughts about the possible interpretations of Buddha's laughter in Gadhvi's poem.

Ans. 

During the class discussion we discussed what makes us laugh? a strange thing, a surprise, newness etc. As we know Buddha has conquered all his emotions so he is calm in every situation. But in the poem we find he laughs, this shows the irony. Buddha has spent his whole life spreading a message of peace and on his birth anniversary the nuclear weapon test is the next level of irony and added to that the project was also named the Smiling buddha. This matter itself is the irony and Gadhvi has known this and shared his thoughts as a poem. The laughter and a smile that is always strange with the name of the Buddha but as we say it is an irony that Biddha himself is laughing at the deed of the Indians. One laughs at the less knowledge of the matter of the factand the message of Buddha.

• The rise and fall of significance of a particular moment in history depends on the narrative that is built around it. Discuss this statement with specific reference to Laughing Buddha.

Ans.

The significance of historical moments often hinges on the narratives constructed around them, shaping public perception and collective memory. This idea is particularly relevant in the context of Praveen Gadhvi's poem "Laughing Buddha," which centers on India's atomic bomb testing on May 18, 1974.

In mainstream narratives, this event is frequently portrayed as a moment of national pride and technological achievement, underscoring India's emergence as a significant global power. This narrative emphasizes themes of security, strength, and scientific progress, often downplaying the ethical and humanitarian considerations involved.

However, Gadhvi's "Laughing Buddha" offers a contrasting narrative that questions and critiques this mainstream portrayal. By focusing on the irony of Buddha—a symbol of peace and compassion—laughing at the atomic bomb testing, Gadhvi challenges the notion that such a display of power should be a source of pride. Instead, he invites readers to consider the moral implications and the human cost of prioritizing military strength over basic human needs.

This alternate narrative diminishes the celebratory significance of the event, reframing it as a moment of moral and ethical failure rather than triumph. It shifts the focus from nationalistic pride to a critical reflection on the values and priorities of the society.

The poem's repeated phrase, "see Buddha laughed," underscores the irony and absurdity of celebrating such a destructive force, thereby altering the perceived importance of the event. In doing so, Gadhvi's narrative fosters a deeper understanding of the broader implications of historical moments, reminding readers that significance is not inherent but constructed through the stories we tell and the perspectives we embrace.

Thus, the rise and fall of the significance of India's atomic bomb testing in 1974 illustrate how historical moments can be reinterpreted and revalued through different narratives. Gadhvi's "Laughing Buddha" exemplifies the power of literature to challenge dominant narratives and provoke critical thinking about the events that shape our collective history.

• Share your interpretation of the lines:  "What a proper time! What an auspicious day!”

The line “What a proper time! What an auspicious day” refers to a full moon night that is called Purnima and that is considered an auspicious day for Hinduism as well as on the Buddhism. The government always wants the attention of the public so the days which have any cultural or religious significance are chosen for such events. But if we look at the matter of fact that this line in the poem refers to an irony that hasn't the government found any other day for nuclear test then Buddha Purnima it rather seems ironical.  Or is it a well organised plan to implement this operation on this day to get the attention of the people. Whatever it was but it will always seem a laughable thing for the people because Buddha and nuclear power seem totally opposite.It could signify a time of celebration, joy, and good fortune, aligning with the Laughing Buddha's association with happiness and prosperity. Alternatively, it could highlight a moment of spiritual realization and enlightenment, emphasizing the importance of inner peace and contentment.

'Thematic' Activities

 'Thematic' Activities

click Here for view task which was given by Dilip Barad who is head of Department of English, M K Bhavnagar university.

The social importance of the fire-place : 

This activity aims to make connections between textual patterns in the novels and social or cultural behavious and conventions in the real world. As most texts in CLiC were written in the 19th century, we focus on the cultural context of that period. Section 12 above looked at the role of fire in A Christmas Carol and here we focus on a related topic: the so-called ‘fireplace pose’ in 19th century fiction.

This pose has been identified in literature and other cultural material from the time, such as paintings; Barbara Korte describes this in her book on body language (Korte 1997: 212). Mahlberg (2013) has looked at textual patterns of the fireplace pose in Dickens’s novels and finds that the cluster with his back to the fire is particularly frequent.

"Jellyby," said Mr. Kenge, standing with his back to the fire and casting his eyes over the dusty hearthrug. "On!" said Mr. Turveydrop, also standing with his back to the fire.

In Bleak House, six out of five sentences describe men standing with their backs to the fireplace.Looking at the binary of gender in the hall, this standing position often signifies authority. In one sentence, a character is thinking, while in another, they await a reply. Two sentences depict characters observing others.

[While I was not able to interprete it more the use of chatboats made it more clear concise. I have used Gemini. ]

The fireplace, traditionally a source of warmth and comfort, is reconfigured as a stage for masculine performance. The act of turning one's back to the fire implies a disengagement from domesticity, suggesting a preoccupation with external concerns or professional matters.The fireplace pose could be explored through a Freudian lens, with the fire symbolizing the unconscious and the turned back suggesting a defense mechanism against deeper emotions or desires.

Similarly, in Dombey and Son, the fireplace becomes a place for male characters to contemplate,stare, or wait. Seven out of six instances involve male characters.

In the Our Mutual Friend The description of Podsnap "executing a statuette of the Colossus at Rhodes" suggests a posture of dominance and self-importance.Dickens uses the fireplace here to highlight the superficiality and pretense of the Veneerings' social circle. So even in the other works reflecting similar kind of the demenour around the fire place. 

When character is described as looking at fire, may described it as meloncholic. Fire gazing could be the symbol in the Dicken's novel. The gaze on the fire means the character is avoiding eye-contact with other characters within the room. 

Fog is another symbol which adds layers of confusion of the thoughts, atmosphere and so on. Here the combination of fire and fog makes it more complex, for example in the very first sentence showing other character in fog could be mean that they are not having same opinion, thinking, or agreement. 

Now let's look at the other works and the writers. 

The fire-place pose in 19th century literature : 

In other 19th-century works, fire symbolizes different meanings. It echoes similar postures reflected in Dickens' work. The characters are in a confused state of mind. In The Small House in Allington by Anthony Trollope, while facing the fire, a character discusses the past and the cold weather of London. This might suggest that the coldness of the past is burdening the present. 

In Daniel Deronda by George Eliot, in both references to the fire, Grandcourt looks at the female character with slight discomfort. This differs from Dickens' characters, who often display a sense of foreboding in their surroundings. "Grandcourt was contemptuous, not jealous;" this line appears later in the paragraph. Here, his emotional rollercoaster is revealed.

In Jude the Obscure by Thomas Hardy, Jude is on the verge of falling in love when he looks at the sleeping Sue. This scene is far removed from the typical Dickens living room scene. The divinity he feels for Sue is not characteristically Victorian. This may be why Hardy is considered an early modernist writer. Jude's feelings for Sue become clearer and brighter with the presence of the fire,though she is a new woman archetype. Thus, the Dickensian idea of using the fireplace is entirely transformed here.

Parenting in Great Expectations :

In the second activity we will look at parenting in the Great Expectation with the help of this activity book. 

In Geat Expectations, Pip is constantly being told to be thankful, and yet he feels regret. In the novel Great Expectations, the phrase "brought up by hand" appears 14 times. Pumblechook initially uses it to tell Pip's sister how she raised Pip, instilling guilt in him. Pip narrates this in the first person, revealing a superficial reverence he feels. His sister reinforces this by repeatedly asking if she hasn't raised him. Aware of his orphan status, Pip feels burdened by his reliance on her. Not only his sister, but also Mr. Joe, continually reminds Pip of his gratitude owed to her. Thus,Pip's upbringing differs significantly from that of a normal child.

We can explore these not only by searching for these words themselves, but by searching also for their synonyms – these will give us a set of associated words for the ‘semantic fields’ of gratitude and regretfulness, respectively. CLiC makes this sort of search easy.

Gratitude and regret in Great Expectations : 

The Concordances below show results for the semantic fields of gratitude and reget across the novel. The first remorse appears in Chapter 4 when, as a young boy, he steals food for a man and feels guilty. This teenage mind later experiences similar anxiety during church days. In Chapter 8,his first encounter with Miss Havisham is terrifying, and he pretends to be fearless while facing the old lady in her bridal attire and the horrific space.

In Chapter 52, Pip narrates feeling deeply and deservedly humbled as he muses by the fire. The clock's striking arouses him, but not from his dejection or remorse. He is in England for an important job meeting and is nervous.

In Chapter 57, he expresses his perplexity over how to check Joe's growing change, revealing his remorse. Pip has reached a high standard but is unable to help Joe, who needs money. His rude behavior in leaving the house without informing Joe is a source of regret. Pip's character, like a Bildungsroman protagonist, faces different kinds of regret and remorse. Through life experiences, he learns and matures, ultimately understanding and accepting his identity.

Learning Outcome :

It was my first time doing this kind of task. Reading and analyzing all of a writer's books in just one or two hours to identify symbols and patterns is incredibly difficult. However, this kind of project turns research into a matter of seconds. Combining literature and language studies in this way simplifies the process. While dealing with the books themselves is complex, this approach makes it easier.

Secondly, the tool's numerous filters allow readers or researchers to categorize or eliminate information. Direct links and hypertext lead to specific chapters, providing evidence. This eliminates the need to read entire books to understand symbols, characters, and behaviors.

Thirdly, it offers a broad overview, enabling analysis of not just three or four texts, but fifteen at once. Fourthly, it is accessible to everyone and requires no high-speed internet connection, making research much easier.

Finally, it deepens understanding of a writer's style, tone, characterization, and themes. It also allows for comparisons between multiple writers and their use of symbols and characters, even within the same century.

9. Body language and characterisation

In this activity there is discussion of portraying the character with different body parts. There are many body parts that are used to describe the character and his/her nature. While searching for the word “chin” in three ways we get various results. The word “chin" occurs 317 times in Dickens’ Novels, which contains 15 books, it only occurs 1 time in Austen, which contains 7 books. This shows how and why the authors use the word to describe the character. 

The description also symbolises the character with his/her body parts. That can be studied in this manner. It also gives us an in depth analysis of the usage of body parts to describe the character. It helps to analyse what character traits are associated with any particular body parts and its description. When I search with the ‘lips’ in Dickens’ novel it occurs 797 times and in Austen's novels it occurs 42 times. One can also read it in various contexts why and how the lips are mentioned easily through the project.