Tuesday, December 17, 2013

Little Women Dramaturgy: An Introduction



Greetings and salutations! Here, for the next few months, I shall be compiling all the research I can find regarding Louisa May Alcott, her autobiographical novel Little Women, the history that surrounds its creation, and the musical production of same book. As we go along, please feel free to send questions my way.

First, a short introduction to our author, and the connections we can see between her own life and the classic she created: 





Louisa May Alcott and Little Women
LMA (1832 - 1888)





·       Raised in New England (primarily Concord, Mass) with her 3 sisters: Anna (oldest), Elizabeth and May (two youngest)
o   She and her sisters would create and perform “romantic melodramas” for the neighbors.
·        Her mother, Abigail May Alcott, was heavily involved in causes such as the suffragist, temperance, and abolitionist movements. She also worked to help the poor wherever she lived. By 1848, she took an unusual step (for married women of her time), by taking a full-time job as a social worker.
o   Marmee seems to be a close copy of “Abba” Alcott. Both have strong moral centers, a large heart for those in need, and a desire to correct the injustice they see around them.
·        Her father, Amos Bronson Alcott, was a very involved member of the Transcendentalist Movement.
o   Transcendentalism: A set of beliefs that emphasizes basic human goodness and mankind’s ability to rise above (“transcend”) evil tendencies. Strong emphasis on self-improvement and helping the less fortunate.
o   Led by well-known thinkers such as Henry David Thoreau and Ralph Waldo Emerson.
o   LMA was tutored by both Thoreau and Emerson, and owed much of her intellectual development to them.
§  Much of Professor Bhaer’s character is based on these two philosophers (though she never fell in love with either of them...)
o   She also spent quite a deal of time with novelists Nathaniel Hawthorne and Margaret Fuller during her childhood. These relationships fueled her love for writing.
·        Inspired by the Transcendentalist philosophy, Bronson founded Fruitlands in 1843, intended to be a utopian commune (hipster hippies?).
o   It failed utterly, closing in 1844.
o   He sank most of the family money into it, so after its failure they were destitute for the next couple decades.
§  LMA gave the March family a similar financial disaster, but “sanitized it” to genteel poverty, rather than destitution. She also lessened the blame, so that Mr. March was a victim of a scam rather than utterly responsible for the fiasco.
o   With Emerson’s financial help, they were able to buy a small home (which they had to sell shortly thereafter).
·        Bronson never managed to hold down a job for long, and as long as he was responsible for providing for his family, they always faced poverty (as in, actually starving poverty).
o   LMA created an idealized – though largely absent – version of her father for Little Women, portraying an odd blend of wish-fulfillment and resentment regarding Bronson.
o   It was LMA’s literary success that finally provided her family with financial stability.
·        LMA grew up an abolitionist and a feminist.
o   Her family served as conductors for the Underground Railroad.
o   She closely followed the events of the 1848 Seneca Falls Convention, the first national convention organizing women to fight for the right to vote; it had a profound impact on her political views. She voted in the 1850 school board election (and was the first woman in her region to do so).
o   One can see her ideals in the family’s position during the war and Jo’s independent path.
o   Some believe that LMA’s portrayal of Meg as the “perfect-but-rather-boring-housewife” is a criticism of the era’s image of proper womanhood.
·        In 1858, the family bought the cottage Orchard House, which is where LMA set Little Women.
o   Lizzie, LMA’s younger sister, dies at the age of 23. She had been ill for the previous 2 years (initially scarlet fever, then  a mysterious “wasting illness”). Upon her death, those around her witnessed a mist rising from her body.
o   LMA most closely mirrors her beloved Lizzie in the character of Beth – her temperament, her frail health, her angelic attitude about death all shine through.
·        In 1860, Anna (the oldest sister) marries John Pratt. They have 2 children (but not twins).
·        After the Civil War began in 1861, the 31-year-old LMA volunteered in a Union Army hospital for a few months during 1863-1864. The essays that came out of that, Hospital Sketches, was her first real publishing success.
o   Though minimized in the play, the Civil War is very present in the first half of the book. The March family’s poverty is made worse by the fact that their father is away at war. Jo longs to join the army, hating that she’s a girl. Their father’s injury – and Marmee’s need to visit him in the hospital – prompts Jo to sell “her one beauty” for the funds.
·        By 1864, LMA began publishing sensationalist, romantic serials in monthly magazines. She published under the name A.M. Barnard.
o   Jo’s foray into dramatic and outrageous story-telling, both for her sisters and later for the Weekly Volcano comes from these experiences.
·        In 1868, LMA takes a departure from her normal writing style, and publishes what we know as the first half of Little Women. It becomes a hit.
o   Aside from some idealization, Part I is a fairly accurate portrait of LMA’s growing-up years and interactions with her sisters, as well as tracking LMA’s budding career as a writer.
·        By 1871, she produces Good Wives, now “part 2” of Little Women. Not everyone was happy with the fact that Jo and Laurie do NOT get together. Oh, well. Much less of Part 2 was based on any real-life events in LMA’s world.
o   Anna did get married, and had 2 children (not twins, though). Her husband died a year before Good Wives was published.
o   May also married and had a daughter (named after Louisa), but died in childbirth. Anna and Louisa raised “Lulu.”
·        LMA never married. She became the financial provider for her parents.
o   Like Jo, LMA began with sensational melodramatic tales. She continued to write such stories throughout her whole life, but only achieved real notoriety with her “children’s books”, the Little Women series. The whole set consists of:
§  Little Women
§  Little Men
§  Under the Lilacs
§  Jack and Jill
§  Jo’s Boys

Thursday, October 6, 2011

The Tail of the Coat, Pt. 1: Ignorance is Bliss




So say I.

What ignorance has been the cause of such torment? you may ask. Of course, maybe you didn't ask it, but I'm asking it for you. Anyway.

The answer to that question that you may or may not have asked is, "Ignorance about tailoring."

People who know me know that I love to sew. I have been sewing since the age of 8, which means that I have ...er... plenty of experience. Clothes, historical costumes, fantasy costumes, you name it - I have probably tackled it.

For girls, that is. When it comes to the world of stitchery, I am skilled in clothing the female form. I know how to make any pattern fit any body type (within reason) of the fair sex. My level of ability has led me to believe that I am more than competent in most regions of clothes-making. So, when a friend asked me to make him - note, him - a late-Victorian tailcoat, I thought, "How hard could it be?"

Foolish, foolish child that I am.

My first dose of reality hit when I started searching for a pattern. As a sensible seamstress, I first sought my quarry in the large pattern companies - McCall's, Simplicity, Butterick all have respectable costume collections, and have even begun paying attention to historical accuracy (le gasp!). It made sense to me that, among them, they would produce a pattern or two that I could tweak. However, as I continued hunting, a horrible fact came to light: there was no pattern to be found. Apparently, though any one of these great conglomerates had myriad patterns from EVERY SINGLE ERA for women, nary a one could offer one single example of men's formal wear from 1850 to 1900. Nor could I unearth a pattern for a regular tailed tuxedo.

This should have been a clue. But, no - I tossed aside the monopolies and cast my lot in among the "historical" pattern companies.

Before I go further, let me clarify something. "Victorian tailcoat" does not - in this case - refer to a quintessential Dickensian look. I was given specific directions to avoid the Scrooge/Cratchit silhouette. So, not this:
Which is a shame, because those actually exist. Instead, what I was going for was this:

Which - I eventually found - also exist, but are not mass-produced.

Finally, after weeks (I kid you not) of searching, I finally found one - the pattern connected to the above image, in fact. According to some reviews the pattern was relatively user-friendly and easy to alter. So, I purchased it and awaited its arrival via our good ol' USPS.

Did I say "user-friendly"? Ha! Imagine my consternation when I - not a men's tailor - opened up the package to read this disclaimer - by the pattern-maker - on the instructions: "I am not a professional seamstress."

As Elan would say, "Dun, dun, DUN!"

to be continued...

Saturday, November 13, 2010

Tuesday, September 21, 2010

Is it education or edu-tainment?

As a budding teacher, I am learning all about education methods, classroom management, teaching strategies, graphic organizers. . . the list goes on (believe me, it really does). Throughout our courses, we are honing our tools, getting ready to go out there and catch some students' imaginations.

And why not? One of my favorite quotations of all time relates to what education should be: "Education is not the filling of a bucket, but the lighting of a fire" (thank you, WB Yeats). As a homeschooled student, I certainly relate to the importance of inspiring student participation. I learned history in an incredibly interactive and entertaining way - and a ton of it stuck with me, much longer than if I had learnt it simply by reading a textbook.

If students aren't engaged, interested, curious, they won't learn. We teacher candidates are being taught a whole boat-load of ways to engage that interest and curiosity. Discipline problems drop to almost nothing when the lesson is worth paying attention to.

Great! But. . .

Some words from a professor of mine float back to me, reminding me that, just because they're paying attention and "engaged" doesn't mean they're really learning. They need to be getting an actual education, and not just edu-tainment. "Edu-tainment" refers to lessons (or lesson-like things) that aim more at preventing boredom than facilitating a learning experience. Am I, as a teacher, being funny/weird/creative because that helps them actually learn, or am I doing those things just to keep their attention?

The emerging thought that keeps hounding me is seeing the need to make school come alive for kids. . . without making everything MY job. Yes, I am there to guide, help, and clarify, but the student must not look at me as the source of his knowledge; nor should I be the reason he comes to class. I don't want my students to love history class because I'm teaching it. I want them to love history class because they love history. They need to understand how vibrant and important it is, and study it for its own sake. Yes, I am partly responsible for opening their eyes to that perspective, but they'll have to take their own part of the burden, too.

Does that make sense? It does in my head, but that's no guarantee that it came out the same way. The long and the short of it is that, though I would love for my classroom/tutorials to be the most popular, I want it to be because the students are blown away by their love of learning, not because I put on a good show.

Saturday, September 18, 2010

Glogster

I don't know who is coming up with these titles. For the websites, I mean. I know who's coming up with the titles for my blog. The little voices in my head...

So, Glogster is another fun site that lets you create a digital newsletter/poster/display thingy to share with others. They have a plethora of fun designs, images and backgrounds, so you can create almost anything with it.

Here's my first foray:

http://historygeek87.glogster.com/the-blaze/

So... know any fun facts you'd like to see published in such a fabulous format?

Wordle!

I don't know why, but I immediately thought of "Turtle!" when I saw that name. (Master of Disguise, anyone?)

Anyway... It's really cool. You paste in a document or link it to a webpage and it makes a word cloud. Being the history nerd that I am, guess what I made! Here's a link to mine:

  Wordle: Magna Charta
Cheers!

Friday, September 17, 2010

Post Number One

I guess it's a little silly to create a new blog, considering how sporadic a poster I am with my other one.

Oh well.

My main reason for doing so is that one of my teaching credential classes requires us to get used to instructional technologies; blogs fit under that category, I guess. So here we are! This will probably become a place for my more random musings - things that I don't really intend to make sense, etc.

Not that I ever don't make sense, of course.

So, first off: My Technological Experience
It would be safe to say that I am the most computer-savvy one in my home. Whenever Mom needs a PowerPoint, or when Dad first worked with Office 2007, I am/was the one that teaches them what to do. Mom swears that our generation was born with chips in our brains. If I don't know how to do something, I generally can figure it out; I'm no longer afraid of causing irreparable damage. Facebook (and before that, Xanga and MySpace) is one of the most convenient and useful ways to keep in touch with friends. I've dabbled in graphic design and have fun with Publisher. My family has historically been a PC clan (Personal Computers, that is; not Politically Correct), but one of my jobs had a Mac, so I know how to use those, too. I find technology useful; distracting, too. There are times when I need to shut off my computer and ignore my iPod in order to do anything productive - or so I can fully relax.

Item 2: My Educational Experience
As a teacher candidate at CSUSM's single subject program, I am surrounded by education all day, every day. Not that that's a bad thing, mind you. When I was at Biola, not only did I live, breathe, sleep and eat books, but I also worked as a tutor at the Writing Center. There's something about helping others develop a skill (and seeing the "aha!" moments) that is incredibly gratifying. It's fun getting those "aha!" moments myself, too. A key mantra that we candidates are being drilled in is that we're never going to stop learning. Having the title "Teacher" doesn't make us any less of a student than the 10th graders are. Hey, fine by me! Who wouldn't want to keep discovering new and fun stuff for the rest of his life?

Item 3: My Future with Technology in Education
As a prospective history teacher (especially if I set up on-line classes), I can see technology playing a big role in my methods. Though I always have - and always will - love to work with books, the amount of information at our fingertips is too good to pass up. As a research tool, I'll expect my students to take full advantage of the internet and legitimate resources for their own projects. Maybe I can use blogging as a way to get them to reiterate what they've learned. Publisher, PowerPoint and other Office applications have already become staples in the education world: it's hard to imagine life without them.

And now for something completely different. Even the most stalwart history-hater must succumb to the narrative of Eddie Izzard: