Anxiety attendance audience imitate wings wipe anxious entertaining hold eager
To copy the actions, appearance, mannerisms, or speech of; mimic.
serving to entertain or give pleasure; diverting; amusing.
To maintain a grasp or grip on something.
A state of uneasiness and apprehension, as about future uncertainties.
Having or showing keen interest, intense desire, or impatient expectancy.
The unseen backstage area on either side of the stage of a proscenium theater.
the act of being present (at a meeting or event etc.).
(in film editing) an effect causing the transition from one scene to the next in which the image of the first scene appears to be wiped off the screen by that of the second.
worried and tense because of possible misfortune, danger, etc.; uneasy
The spectators or listeners assembled at a performance, for example, or attracted by a radio or television program.
Task 7. Strain your imagination. Develop the idea of the sentences, be sure to use at least one or more words from the tasks above or other items from essential vocabulary.
……………………………….. and the next day it was very slack and he cried very easily at little things that were of no importance.
In order to rise to stardom …
An eminent film director …
A prominent actor …
In spite of the fabulous scenery …
To produce an engrossing and intriguing film …
Behind the scenes …
Out of the orchestra pit …
To write a review about a film for an entertainment magazine …
Though the script is well written and the starring role is played by …
………………………….. and the special effects are impressive.
A strong cast including …
Pleasant appearance and distinguished talent …
TEXTWORK. ‘Rose at the Music Hall’ (exercises)
Task 1. Write the endings of the sentences from the text ‘Rose at the Music-Hall’ (p. 310, Arakin’s book).
The audience made …
It was a nice friendly little place, this music-hall, …
So were the members of the orchestra, who …
Very few of the turns were young; they themselves, their creased and fading scenery, …
And the loudest applause always came when a performer said he would …
Youth had fled from it. There was no …
One turn was an eccentric fellow with a grotesque …
She was sitting near enough to see …
And from where she sat, she could see into the wings and…
And then Rose wanted…
Task 2. Look through the text, try to perceive and formulate the author’s message. What was the main thing the writer wanted to express? All the linguistic devices in a poetic work serve to convey the message to the reader, to make him think the same thoughts, feel those feelings which the author did composing the text.
Task 3. Now when you’ve got the main idea you can translate the above-given sentences in a proper way. Be careful to convey in your translation the author’s message in every sentence, every linguistic means. Remember that production of a literary translation is the process of creating as well as writing a piece of poetry or poetic prose.
Task 4. Compare some of the variants made by your groupmates and choose the best one, write it down.
Task 5. Now you’re ready to produce the literary translation of the whole extract ‘Rose at the Music-Hall’. Write it into your exercise-book, polish every phrase. When all is ready read the original in English and your creation in Ukrainian. Compare your thoughts and feelings provoked by both. Are they alike? Asses your work yourself. But don’t forget: ‘Discontent is the first step in progress’ (English proverb).
“They Walk in the City” (exercises)
Task 1. Read and translate the text on p. 322-323 in Arakin’s book (extract from “They Walk in the City” by J. B. Priestley). Give the literary translation of the following phrases:
’superfine’, ‘gigantic’, ‘the most splendid and exciting place’, ‘dozens of’, ‘the lights died away’, ‘illuminate the curtain so beautifully’, ‘to instantly forget one’s existence’, ‘be carried away’, ‘half drowned by the colossal waves of sound’, ‘overwhelmed by’, ‘the curtain was magically swept away’, ‘the stage blazed’, the great wave of music’, ‘flung smb. over the boundaries of this world’, ‘energy and grace’, ‘ a world all of music and colour’.
T
ask
2. Have you perceived the feelings and emotions of Rose Salter
provoked by the music at the Coliseum? Can you define exactly what
she felt and why? Discuss your views with your partner first, write
down the list of emotions Rose felt. Then compare the list with the
groupmates’, see whether opinions coincide. Write on the blackboard
only those that all the groupmates agree upon.
Task 3. Go over the fragment once again and find the numerous literary devices, that the author used to create a vivid and emotionally charged picture of a ballet performance, write them down in the table below and define the effect and purpose of each.
Note! Do you remember the course of literary studies? Here are some names of stylistic devices for you to recall them: alliteration, assonance, onomatopoeia, hyperbole, meiosis (opposite to hyperbole), litotes, metonymy, synecdoche, periphrasis, euphemism, metaphor, epithet, antonomasia, personification, allegory, irony, simile, synonyms, oxymoron, paradox, antithesis, climax (gradation), anticlimax, zeugma, pun, ellipsis, repetition, tautology, polysyndeton, parallelism, inversion.
Examples |
The name of a stylistic device, its function, the effect achieved, purpose of the author |
e.g. ‘enormous, absurd hat’
‘not unlike’ Francis Woburn
… |
Epithet – to make the portrait of the character more expressive, to show author’s evaluation.
Litotes here extenuates positive qualities of the ‘superfine’ persons in the theatre, expresses irony.
|
Task 4. Have you ever been to a theater, have you seen any absorbing performances (drama plays, comedies or tragedies, opera or ballet, or, maybe, operetta)? Are you a sensitive person? Recall your feelings at the moment and put them on the paper. Were they ambiguous, so that you couldn’t make your way about them? Think of the title for your composition. Actually it will be a piece of independent writing (3 -5 pages in length). You are free to select the subject, to decide on the pattern of writing and to choose writing technique. (See more about a free composition on p.340 in Arakin’s book). The only obligatory condition is to use in your writing as many stylistic devices as possible (see the names of these in the previous task). You may also imitate the style and manner of the fragment spoken of above (from ‘They Walk in the City’) and borrow some phrases from it.