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Journal articles on the topic 'Building the Character of Hamlet'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Ying, Zhang. "IN THE MASK OF A MARTIAL ART FILM: A CHINESE FILM ADAPTATION OF WILLIAM SHAKESPEARE’S HAMLET." Revista Brasileira de Literatura Comparada 22, no. 41 (2020): 95–102. http://dx.doi.org/10.1590/2596-304x20202241zy.

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Abstract: The release of Chinese film director Feng Xiao Gang’s The Banquet in 2006 declares the first Chinese Hamlet film adaptation. Feng chooses to sinicize the play and interweaving cultural elements by framing the play into a Chinese martial art film and by applying Chinese Nuo mask and its variation in his filmic interpretation of the play. The frame of martial art film is heavily featured as the Chinese cultural touch deployed by the director in the transformation of a western play into a Chinese film, which proves to be an effective tool for displacing the western cultural elements wit

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2

Annisa, Laili Dwi, Atiek Suprapti, and Edward Edrianto Pandelaki. "TIPOLOGI RUMAH VERNAKULAR BERDASARKAN SISTEM FISIK DI KAMPUNG BANDAR PEKANBARU, RIAU." Jurnal Arsitektur ARCADE 4, no. 3 (2020): 285. http://dx.doi.org/10.31848/arcade.v4i3.476.

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The development of the city of Pekanbaru originally came from a small hamlet on the edge of the Siak river. The development of Senapelan (Kampung Bandar now) is very closely related to the development of the Sri Indrapura Siak Kingdom which brought Malay culture and architecture to Bandar Village. To learn the characteristics of an architectural building one of them can be known by studying the typology of the building. Likewise with the characteristics of houses in a settlement, this can be known by examining the typology of the houses. The purpose of this study was to determine the typology

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3

Khormaee, Alireza, and Rayeheh Sattarinezhad. "A Critical Discourse Analysis of Radi’s Dramas From behind the Windows and Hamlet with Season Salad Based on Van Leeuwen’s Framework "Representing Social Actions"." Khazar Journal of Humanities and Social Sciences 21, no. 3 (2018): 103–19. http://dx.doi.org/10.5782/2223-2621.2018.21.3.103.

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Different representations of social actions create distinct types of discourses. Applying van Leeuwen’s 'Social Actions' framework (2008), the present study critically analyzes the power relations between the main characters of Radi’s dramas From behind the Windows and Hamlet with Season Salad. The objective of our study is to account for the differences between the discourse of the dominant and the discourse of the dominated. In order to elucidate such differences we count and analyze the characters’ social (re)actions and, in turn, identify four types of contrasts: cognitive vs. affective an

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4

Nanthitha, K. "Hamlet - Character Deconstruction." SMART MOVES JOURNAL IJELLH 7, no. 8 (2019): 8. http://dx.doi.org/10.24113/ijellh.v7i8.9629.

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This paper focuses on deconstructing the prejudiced and conventional notions on the prince Hamlet. In this paper the difficult circumstances of Hamlet will be analysed and factors responsible for the tragedy are discussed. The negative notions on Hamlet will be deconstructed and he will be viewed as a piteous young boy in the end. This paper will concentrate on the unnoticed aspects of the play. This play Hamlet can be interpreted in many ways but Deconstruction will be the best way to analyse the play and the character of Hamlet because it helps in viewing the character in multi-dimensions. I

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5

Fochi, Anna. "Through Hamlet, with Hamlet, against Hamlet: Giovanni Testori's Translation of the Ultimate Character." New Readings 12 (January 1, 2012): 73. http://dx.doi.org/10.18573/newreadings.87.

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6

Mallette, Richard, and Bert O. States. "'Hamlet' and the Concept of Character." Modern Language Review 89, no. 3 (1994): 726. http://dx.doi.org/10.2307/3735146.

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7

Quinn, Michael, and Bert O. States. "Hamlet and the Concept of Character." Theatre Journal 45, no. 3 (1993): 401. http://dx.doi.org/10.2307/3208376.

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8

Murray, Nathan. "Hamlet and Character in Modernist Criticism." Review of English Studies 71, no. 302 (2020): 952–68. http://dx.doi.org/10.1093/res/hgaa032.

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Abstract This article is a critical history of the conflict over the ‘living character’, especially in the context of the debates over Hamlet between A. C. Bradley, T. S. Eliot and G. Wilson Knight. I argue that Bradley is a nuanced critic, who, far from seeing Hamlet as merely the imitation of a real person, recognizes the role of the reader in filling narrative gaps, smoothing over inconsistencies, and ultimately accepting the incompleteness of the text. I argue that Eliot and Wilson Knight, who attack Hamlet’s character in their writings, should be understood as engaged in the deliberate co

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9

Mackay, Alan L. "Character-building." Nature 410, no. 6824 (2001): 19. http://dx.doi.org/10.1038/35065171.

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10

Fugo, Richard J., and Jennifer A. Fugo. "Building Character." Annals of Ophthalmology 38, no. 2 (2006): 95–96. http://dx.doi.org/10.1385/ao:38:2:95.

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11

Lopes, Sofia. ""A Document in Madness": A study on the insanity of Shakespeare's Ophelia." Palíndromo 12, no. 27 (2020): 298–309. http://dx.doi.org/10.5965/2175234612272020298.

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The chief aim of this paper is to analyse the character of Ophelia, from William Shakespeare's Hamlet. By investigating the elements in the play that are most significant to her character, this study seeks to assess the factors that, woven together, culminated into her madness. The main aspects to be studied are the characters that are closest to her, such as Polonius, Laertes and Hamlet, the challenges of her role as a woman, a daughter and a potential lover, and the abiding influence of the late King Hamlet in the play’s events.

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12

Hunt, Maurice. "Book Review: “Hamlet” and the Concept of Character." Christianity & Literature 41, no. 3 (1992): 348–50. http://dx.doi.org/10.1177/014833319204100315.

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13

Radu-Țaga, Consuela. "The Operas of Pascal Bentoiu: Themes, Collective Character, Ars Choralis." Review of Artistic Education 17, no. 1 (2019): 126–33. http://dx.doi.org/10.2478/rae-2019-0014.

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Abstract Pascal Bentoiu dedicated to the lyrical stage three opuses: the comedy The Love Doctor, the radio opera The Sacrifice of Iphigenia and the tragedy Hamlet. The female choir from The Sacrifice of Iphigenia and the choir from Hamlet use different ways of vocal expression, adapted to vibrations of the word: from recitative chanting or spoken chorus, to melodic articulations. The hegemony of the vocal parameter and the lyrical expression are counterpoised by the feverishness of the dramatic moments. Pascal Bentoiu proposes new elements in the structure of the opera genre, because in Hamlet

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14

Mueller, Martin. "Hamlet and the Concept of Character. Bert O. States." Modern Philology 92, no. 1 (1994): 93–96. http://dx.doi.org/10.1086/392219.

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15

Arndt, Douglas. "Character building experiences." ACM SIGAda Ada Letters VI, no. 1 (1986): 63–71. http://dx.doi.org/10.1145/382256.382799.

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16

JOHNSON, BRUCE. "Hamlet: voice, music, sound." Popular Music 24, no. 2 (2005): 257–67. http://dx.doi.org/10.1017/s0261143005000413.

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The literary canonisation of Hamlet means that it is now most frequently encountered as a printed text. This crucially reconfigures its character, since Shakespeare wrote for sound, not print, and for an audience habituated to finely nuanced auditory semiotics. Hamlet generates its own soundscape as the major bearer of meanings. Apart from dialogue, its complex repertoire of auditory effects includes instrumental music and song. If we examine the play as an acoustic experience, we can situate it more ‘soundly’ in its epoch, and perhaps also reinterpret its puzzles, most notably Hamlet's procra

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17

Fatmawati, Nofi, and Yuli Kurniawati Sugiyo Pranoto. "The Study of Early Childhood Character in Semurup Rawa Pening Hamlet Semarang Regency." BELIA: Early Childhood Education Papers 9, no. 1 (2020): 40–48. http://dx.doi.org/10.15294/belia.v9i1.28671.

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Semurup Hamlet is a tourist village located in the Rawa Pening area of Semarang Regency. As a tourist village with a large number of visitors, it has an influence on the character development of early childhood. This study aims (1) to know and describe the character of independence, responsibility, religion, and courtesy of early childhood, (2) to find out and describe the efforts of parents and the community in educating the character of early childhood, and (3) to know and describe the obstacles faced by parents and the community in educating the character of early childhood in the Semurup H

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18

Orăşanu, Brînduşa. "Revelations. The Wild Duck Versus Hamlet." Romanian Journal of Psychoanalysis 13, no. 1 (2020): 179–94. http://dx.doi.org/10.2478/rjp-2020-0012.

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AbstractThe present work compares two literary figures, imagining the internal conflict of each, in connection to a secret. In Hamlet’s case (Hamlet by W. Shakespeare), it is a traumatic impossibility to reveal a secret that leads to his death, while for Gregers (H. Ibsen’s The Wild Duck), the opposite occurs, his inability to keep a secret leads directly to the death of another character. In this work the secret is viewed as the conscious concealment of content, while the motives for keeping or disclosing it at any cost are unconscious.

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19

Stefanova, Kalina. "To be and not to be... at once: Daniel Špinar, Czech director extraordinaire, enters the European stage." Maska 30, no. 175 (2015): 122–33. http://dx.doi.org/10.1386/maska.30.175-176.122_5.

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A review of a very unusual and highly topical Hamlet, as seen at the Pilsen Theatre Festival, and directed by Daniel Špinar, the young director of the National Theatre in Prague. In the year of the 50th anniversary of Jan Kott’s influential book Shakespeare Our Contemporary, it’s remarkable to see how this Hamlet reflects the way Kott read the play and the main character – as a character who is not defined by the situation imposed on him, at any rate not beyond doubt, and who “accepts it but at the same time revolts against it” – and then how he goes even a step further.

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20

Sharp, Kristen. "Building Character: Discovering and Developing Character Traits." Journal of School Health 72, no. 7 (2002): 303–4. http://dx.doi.org/10.1111/j.1746-1561.2002.tb01338.x.

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21

Al-Shraah, Sameer. "Polonius in Shakespeare’s Hamlet: A Conspirator or a Victim." English Language and Literature Studies 8, no. 4 (2018): 77. http://dx.doi.org/10.5539/ells.v8n4p77.

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Critical discourse on Shakespeare&rsquo;s Hamlet often discusses Polonius as a victim, ignoring Shakespeare&rsquo;s creativity in depicting the complexities of the human psyche. Therefore, this paper attempts to study Polonius&rsquo; character from a new perspective through answering questions such as: what is the meaning of the death of a whole family that has apparently nothing to do with the death of Old Hamlet? And why would this family give the first death in the play, if the family, or Polonius in particular, is not part of the conspiracy against Old Hamlet?

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22

Astin, Helen S., and Anthony Lising Antonio. "Building Character in College." About Campus: Enriching the Student Learning Experience 5, no. 5 (2000): 3–7. http://dx.doi.org/10.1177/108648220000500503.

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23

Lumpkin, Angela. "Building Character through Sports." Strategies 24, no. 6 (2011): 13–15. http://dx.doi.org/10.1080/08924562.2011.10590956.

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24

Suwiji, Muhammad Imam, Murtono, and Su’ad. "Science-Based Character Building." Journal of Physics: Conference Series 1823, no. 1 (2021): 012098. http://dx.doi.org/10.1088/1742-6596/1823/1/012098.

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25

Wagoner, Michael M. "Ofelia’s Interruption of Ophelia in Hamlet." Critical Survey 31, no. 1-2 (2019): 43–57. http://dx.doi.org/10.3167/cs.2019.31010204.

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Using interruptions as a specific formal structure, this article explores the varying characterisation of Ophelia/Ofelia in Hamlet. The textual differences apparent in the ‘Nunnery’ scene present an Ophelia in Q2 that is interrupted by Hamlet and possesses little power, whereas her Q1 counterpart actively engages the prince and repeatedly interrupts him. These differences highlight not only a change in characterisation but also a reconceptualisation of the status of the two texts: Q2 presents a directed and writerly dramatic text, while Q1 offers an open and performative theatrical one. By con

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26

Mary Joan Cook, RSM. "The Double Role of Criseyde in Chaucer's Troilus and Criseyde." Florilegium 8, no. 1 (1986): 187–98. http://dx.doi.org/10.3138/flor.8.010.

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Critics of Chaucer's Troilus and Criseyde have over the years pondered the character of Criseyde. F.N.Robinson, whose comments and references throughout his edition indicate his familiarity with Chaucerian scholarship, wrote that Chaucer's Criseyde "is one of the most complex of his creations. This is made apparent by the very disagreements of the critics in their search for a key to her character." More recently, Ida L. Gordon in 1970 spoke of the "teasing enigma of her behavior," and Robert apRoberts, in a preface to his essay on "Criseyde's Infidelity," noted: "Another essay on Chaucer's Cr

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27

Wang, Chaoqi. "On the Essence and Uniqueness of Shakespeare’s Tragedy in Hamlet." Learning & Education 9, no. 2 (2020): 129. http://dx.doi.org/10.18282/l-e.v9i2.1425.

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Hamlet, written by Shakespeare, profoundly reveals the unbearable and dark feudal society in England. Although the works ended in tragedy, they did not find an entirely feasible way of social transformation. But Hamlett’s character, drama content and plot showed the advanced and unique spirit of humanism, revealing the huge gap between life and ideals. Therefore, the core content of this article is to study the characteristics of Hamlet, and then further explain its value to our society.

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28

Boatner-Doane, Charlotte. "Sarah Siddons and the Romantic Hamlet." Nineteenth Century Theatre and Film 44, no. 2 (2017): 212–35. http://dx.doi.org/10.1177/1748372718763621.

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This paper considers Sarah Siddons’s cross-gender performances as Hamlet in relation to critical fascination with the character’s interiority in the early Romantic era. An examination of the responses to Siddons’s Hamlet in the context of late eighteenth- and early nineteenth-century studies of the play reveals that Siddons’s contemporaries saw the actress’s femininity and acting methods as particularly effective for conveying the sensibility and irresolution that became increasingly associated with Hamlet in literary criticism of the period. In particular, the responses to Siddons’s performan

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Irdani, Ika Putri, and Solfema Solfema. "Gambaran Penanaman Pendidikan Karakter pada Anak Usia Dini oleh Orang Tua di Dusun O5 Desa Perintis Kecamatan Rimbo Bujang Kabupaten Tebo." Spektrum: Jurnal Pendidikan Luar Sekolah (PLS) 1, no. 4 (2018): 440. http://dx.doi.org/10.24036/spektrumpls.v1i4.101744.

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The background of this research is early childhood in Hamlet 05 This Pioneer Village has polite behavior such as happy sharing, being gentle with friends, not quarreling when feeling unhappy, friendly, dislike to say dirty and like to share. This is presumably due to the low teaching skills of educators. This study aims to (1) describe the planting of character values from aspects of honesty (2) describing the planting of character values from the aspect of tolerance (3) describing the planting of character values from an independent aspect (4) describing the planting of character values from

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30

Movsesian, Arpi. "The Poetics of Schism: Dostoevsky Translates Hamlet." Humanities 9, no. 3 (2020): 111. http://dx.doi.org/10.3390/h9030111.

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F.M. Dostoevsky (1821–1881) never translated Shakespeare’s works into Russian, at least not in the common sense. His fascination, however, with Hamlet and his choices, led him to interrogate the cult of Hamlet in his own culture to better understand the political and philosophical schism of the nineteenth-century Russian intelligentsia, torn between Western and Populist ideals. Translatio, in the broader sense of “carrying over” Hamlet’s character, caught on a threshold, into the Russian context represents an important aspect of Dostoevsky’s re-interpretation of modern ethics. More immediately

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Hussein, Abbas Lutfi, and Raad Mohammed Hussein. "Speaking Loudly: Critical Stylistic Analysis of Selected Soliloquies in Hamlet." International Journal of Linguistics, Literature and Translation 4, no. 6 (2021): 183–95. http://dx.doi.org/10.32996/ijllt.2021.4.6.21.

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Critical Stylistics is concerned with the study of ideology in literary and political texts. It draws on certain criteria from the stylistic analysis. Thus, this paper attempts to apply Jeffries’ (2010) model of critical stylistics to soliloquies of Shakespearean Hamlet. It specifically aims at analyzing the two soliloquies made by the character Hamlet using only three textual-conceptual functions of the model: Representing Actions/ Events/ States; Exemplifying and Enumerating; and Hypothesizing. These functions are adopted here because they somehow represent what the character is saying loudl

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32

Şerban, Andreea. "‘Ophelia divided from herself ’ (Hamlet, 4.5.2944–45)." Critical Survey 33, no. 1 (2021): 103–18. http://dx.doi.org/10.3167/cs.2021.330108.

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Manga – one of Japan’s cool cultural products – has undergone, over the past two and a half decades, a process of globalisation, of Western domestication. Manga versions of Shakespeare’s canonical works have long been appreciated for their educational value and ‘friendly’ introduction to Shakespeare’s dense, multilayered texts. Starting from two Western manga transmediations of Shakespeare’s Hamlet, this article focuses on new interpretations given to the character of Ophelia and her interactions with Hamlet, as they become more and more public and monitored. I will show that manga brings to l

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33

Wachidi, Phong Thanh Nguyen, E. Laxmi Lydia, and K. Shankar. "Value based Teaching, Character building." Restaurant Business 118, no. 10 (2019): 11–21. http://dx.doi.org/10.26643/rb.v118i10.8778.

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character education and Values growth normally happens over various years and inside various situations. Since relatives are the primary people with whom one comes into contact the impact of the family keeps on being critical to a kids's values and character development. This reality is especially suitable in the preschools and early school years. As understudies progress through state funded schools, it is significant that their training give instructional chances, unequivocal and verifiable that help them build up their convictions about what is correct and great.

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34

Fischer-Tiné, Harald. ",Character Building and Manly Games‘." Historische Anthropologie 9, no. 3 (2001): 432–56. http://dx.doi.org/10.7788/ha.2001.9.3.432.

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35

Brown, Susannah. "Building Character through Shadow Puppetry." Art Education 57, no. 6 (2004): 47. http://dx.doi.org/10.2307/27696044.

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36

Sadri, Jayashree, and Venus Chatterjee. "Building organisational character through HRIS." International Journal of Human Resources Development and Management 3, no. 1 (2003): 84. http://dx.doi.org/10.1504/ijhrdm.2003.001048.

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37

Phelps, Patricia H. "The Challenge of Building Character." Clearing House: A Journal of Educational Strategies, Issues and Ideas 66, no. 6 (1993): 353–55. http://dx.doi.org/10.1080/00098655.1993.11478602.

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38

Brown, Susannah. "Building Character through Shadow Puppetry." Art Education 57, no. 6 (2004): 47–53. http://dx.doi.org/10.1080/00043125.2004.11653576.

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39

Sarros, James C., and Brian K. Cooper. "BUILDING CHARACTER: A LEADERSHIP ESSENTIAL." Journal of Business and Psychology 21, no. 1 (2006): 1–22. http://dx.doi.org/10.1007/s10869-005-9020-3.

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40

Kullmann, Thomas. "The Hamlet Project in Goethe’s Wilhelm Meister’s Years of Apprenticeship." Multicultural Shakespeare: Translation, Appropriation and Performance 15, no. 30 (2017): 147–59. http://dx.doi.org/10.1515/mstap-2017-0011.

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Goethe’s novel Wilhelm Meister’s Apprenticeship, published in 1795, provides a fictional account of a theatrical production of Shakespeare’s Hamlet. Its initiator is young Wilhelm, whose experiences with this project, in the context of the novel, mark a decisive stage in his education and personal development; as well as, on another level, in the formation of a German national theatre, the mapping out of a theatrical space peculiar to the German national character. To realize his project Wilhelm has to negotiate with his manager and his fellow-actors; these negotiations can be considered refle

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41

Rybczak, Emil, and Emil Rybczak. "Hamlet, Performance and Chaotic Cultural Networks." Exchanges: The Interdisciplinary Research Journal 3, no. 1 (2015): 41–64. http://dx.doi.org/10.31273/eirj.v3i1.125.

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Since the 1960s, chaos theory has become an important but controversial tool used by scientists and mathematicians to describe physical or theoretical systems or networks. It explains how the simple can generate the complex. Its central tenets can also provide an alternative language and means of literary interpretation. This article will explore how the principles of chaos theory can be used to close read and systematise various aspects of the language and performance of Shakespeare. The argument is built upon an analysis of Hamlet, in an effort to understand the play and its reproduction as

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Watson, Marilyn. "The Child Development Project: Building Character by Building Community." Action in Teacher Education 20, no. 4 (1999): 59–69. http://dx.doi.org/10.1080/01626620.1999.10462935.

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Morrison, Michael A. "John Barrymore's ‘Hamlet’ at the Haymarket Theatre, 1925." New Theatre Quarterly 7, no. 27 (1991): 246–60. http://dx.doi.org/10.1017/s0266464x00005753.

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John Barrymore's Hamlet, first seen in New York during the season of 1922–23, stands as a high-water mark of Shakespearean interpretation during the inter-war period. But although biographical studies of the actor and his family have appeared steadily over the years, little effort has been made to situate Barrymore's distinctive contribution to the acting of the character within the broader context of nineteenth-and twentieth-century Shakespearean production. Here Michael A. Morrison examines the circumstances surrounding Barrymore's visit to London with his Hamlet in 1925, and the far-reachin

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Dioșan, Livia. "Matheme of Phantasy and Object of Desire in Hamlet." Studia Universitatis Babeş-Bolyai Dramatica 66, no. 1 (2021): 169–98. http://dx.doi.org/10.24193/subbdrama.2021.1.10.

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"“What is a father?” That is the question. This paper discusses Hamlet emphasizing the concept of desire and its formation for any human being. From a Lacanian psychoanalytical point of view, a difference between need, demand, and desire will be considered, in order to better understand how desire appears from the fabric of a topological surface and takes its place in the reality of the subject. Then the matheme of phantasy and the various objects that present themselves in Hamlet, namely Ophelia and others, as well as the stages of the relationship between Hamlet and his object will be analyz

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Azis Muslim and Febri Mardhiatus Sa’diyah. "Building Mosque-Based Food Self-Sufficiency Through Paddy Infaq." Hayula: Indonesian Journal of Multidisciplinary Islamic Studies 4, no. 1 (2020): 1–18. http://dx.doi.org/10.21009/004.01.01.

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The essence of empowerment was to build community’s consciousness of recognizing the existing potency and to utilize such potency to deal with the problems encountered. Therefore, community empowerment is highly determined by the community itself, rather than by outsiders facilitating. This research aimed to describe concept, implementation, and output of food self-sufficiency development conducted by Geneng Hamlet people in Jambakan Village of Bayat Sub District of Klaten Regency in solving the problem faced. The research was conducted using qualitative approach. Data was explored using obser

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SIRNAYATIN, TITIN ARISKA. "Building National Character through History Lesson." Historia: Jurnal Pendidik dan Peneliti Sejarah 13, no. 2 (2017): 263. http://dx.doi.org/10.17509/historia.v13i2.6216.

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Mu'min, Abdullah. "Character Education Building through Reciting Ṣalawāt". International Journal of Nusantara Islam 5, № 2 (2019): 222–32. http://dx.doi.org/10.15575/ijni.v5i2.4794.

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This paper tries to discuss about character education building through reciting ṣalawāt. By using literature study, this article found that character education building is an effort in dealing with behavioral and moral degradation problems in the midst of the generation of the nation today. One of the interventions that can be done is through repetition of ṣalawāt recitations that are internalized and interpreted as a way to connect to the figure of uswatun ḥasanah, perfecting human morals, which has a positive impact on physical and mental, also has the power to change deviant behavior. As a

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Choi,Jong-Sam, Ji Dong Chul, and Son, Soo-Beom. "Martial Arts Study and Character Building." Journal of Korean Alliance of Martial Arts. 10, no. 2 (2008): 21–36. http://dx.doi.org/10.35277/kama.2008.10.2.21.

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49

Mustakim, Mustakim, and Salman Salman. "Character Building Based on Local Culture." Edumaspul: Jurnal Pendidikan 3, no. 2 (2019): 22–30. http://dx.doi.org/10.33487/edumaspul.v3i2.133.

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Character is an important aspect to human success in the future. Character education is now a major issue in education, apart from being part of the process of forming the morals of the nation's children, character education is also expected to be the main foundation in the success of Indonesia Gold 2025. This study aims to determine the application of local culture-based character education at SMAN 4 Enrekang and supporting and inhibiting factors of local culture-based character education and how the results of the application of local culture-based character education. This research was a qu

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Grant, Patricia, and Peter McGhee. "Corporate governance reform: character-building structures." Business Ethics: A European Review 23, no. 2 (2014): 125–38. http://dx.doi.org/10.1111/beer.12043.

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