Midterm exam

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Here you go man, there should be the notes you need. and tomorrow I will upload midterm exam as a new question and I will invite you. I will get you 50 for this.

The Notes:

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EAT DRINK MAN WOMAN

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LIT3015 Week 3 Lecture Notes Fairy Tales As we move into week three, make connections between the material we covered in the past two weeks and the texts we read and screen this week. For example, notice that the use of food as a marker in the line between wilderness and civilization and the idea of being devoured in the wilderness was important in Beowulf and continues to be so in the fairy tales as well as in Spirited Away. http://en.wikipedia.org/wiki/Fairy_tale - See this wiki entry for a general overview of the history of fairy tales - especially the ones we are reading. Hansel and Gretel: as many critics have noted, fairy tales for children often tell a story of children being devoured! Think about this and also how the female in the forest mirrors the female outside of the forest. Consider how food is used in several ways in this tale and identify its many roles. Little Red Riding Hood: connect this to Hansel and Gretel - what themes, symbols or motifs do they share? What are some significant differences between these tales? Consider the message this tale contains for an audience composed of children as one composed of adults. The most well-known symbol in the tale Snow White is the apple. Before you start reading Snow White, you can take quick look at this easy to read overview of the use of apples in literature! http://www.allaboutheaven.org/symbols/43/123/apples-and-the-apple-tree Note the similarities with texts above and also consider the apple as an ancient symbol in many other myths, tales etc. Which other food(s) become(s) important in the tale? What do the desires for particular foods suggest about the character who demands it? What connections can you make to the philosophical readings from week 1? Spirited Away This week's film is Japanese anime by a very well known, influential director Hayao Miyazaki - he wrote the screenplay as well as directed the film. The premise for the movie came to him when he spent a weekend in the mountains with friends and their preteen daughter. The relatively short time between childhood and our teenage years can be often confusing for the young person but also be a time during which young people are very vulnerable. While our cultures worships youth, the young can be at a high risk of becoming victims of predators. The film explores this tension and prompts us to think about the world we are creating for the next generation. You will find some general info about the film in the readings and film excerpts folder. If you need to, review the elements of film and literature - see links in Week One. Folder. When you begin to watch this film, you will probably think of it as a children's film but as it unfolds, you should see complexity and many parallels to some of the other stories we have examined. Here are some things to look for: Setting: the main character Sen journeys in and out of another world - notice how food is a plot device that gets characters both in and out of that other world. Remember that the bath house is important to Japanese culture - but it also can be seen as a spiritual world in this story as well. Character: most of the characters in the film are at least partially defined by their ability to withstand greed - look for all the examples of this and also the references to purging etc. You can also interpret many of the characters as projections of Chiriho herself - we will discuss this symbolism this week. Culture: this Japanese film is dubbed for American audiences - the plot contains some uses of food that are particular to the Japanese culture - for example, the use of food as a gift to ancestors. Environment: one of the messages of the film is obviously the connection between humans and their natural world - a strong environmental message runs throughout the film - again, look for examples. Body/spirit: most of the texts we read utilize food and eating to emphasize the balance between the two, try to notice how the plot of the film does this! LIT3015 Week 4 Lecture Notes This week, we begin with both the text and the film Babette's Feast. Notice that you do not need to read the entire book - just the short story entitled Babette's Feast! Then watch the entire film (Danish with English subtitles). As you screen the filmed interpretation, note how the camera work as well as the other technical aspects of the film draw our attention to particular aspects of the characters and their lives. Here are the key issues, themes etc. to look for in the text: Character and Setting: Babette is both an artist and a revolutionary in more ways than one. She is in great contrast to the sisters and their Lutheran community. How does she transform them - and what alternatives does she offer to their spiritual beliefs? The General is perhaps the character most transformed by her feast - the meal allows him to connect his past and his present - look for details of this in both text and film. Use of Food: both text and film ask us to look at the contrast between the food in the Lutheran community and the food Babette serves - the camera lingers on the food deliberately. Notice how the sisters and their community seem genuinely afraid of the food - what are they afraid of? How are their fears overcome? Perhaps the most interesting question to think about as you finish this story is this: why do you think Babette makes this meal? These are some of the points we will discuss this week… Other texts: Note that each of these is an excerpt from a larger piece. As you read each of these, consider the similarities to Babette's Feast - how does each author make a particular group of people come alive to us through the description of particular foods. And then think about how each one creates a sense of time and place and personality through talking about food. I would like to use the terms "symbol" and "metaphor" as much as possible in this week's discussions - look for these and consider how a writer can both be describing a food that is accurate for time and situation but also choosing that food as symbol and metaphor for something larger than the food itself . . . . in Babette's Feast, "simple food" becomes a moral choice for the Lutheran community. What about the foods described here?
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Running head: MIDTERM EXAMINATION

Midterm Examination
Student Name
Institutional Affiliation
Instructor
Date of Submission

1

MIDTERM EXAMINATION

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Question 2
Chihiro is described as brave, responsible young girl who learned to avoid her fears to
help those that she cared. She protected her friends and family from a spell which turned them
into pigs due to their greediness. She turned down her former personality and became a brave
and reliable girl. On the other hand, Little Red Cap is a caring, happy and innocent kid. When
she found the wolf dressed in her grandmother’s clothes, she was concerned, and when straight
to the bed and started asking questions, she gets being lovable, and she runs to her family since
the huntsman stops to check in on the grandmother.
The tales help us understand that before knowing anything we must involve the body and
the soul to do all things in themselves, by doing this we shall attain wh...


Anonymous
Excellent resource! Really helped me get the gist of things.

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