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OUTLINE
1. INTRODUCTION.
1.1. Aims of the unit.
1.2. Notes on bibliography.
TH
2. A HISTORICAL BACKGROUND OF GREAT BRITAIN IN THE 19 AND EARLY
TH
20 CENTURY.
2.1. Up to the late nineteenth century.
2.1.1. The Industrial Revolution.
2.1.2. The development of the British Empire.
2.2. The early twentieth century: the Irish question.
2.2.1. Before 1850: the Great Famine.
2.2.2. From 1850 to 1920: the Ulster Crisis.
2.2.3. From 1920 1920 to 1950: Norther Ireland and the IRA.
3. A LITERARY BACKGROUND: THE VICTORIAN LITERATURE AND THE BIRTH OF
MODERN LITERATURE.
3.1. The main features of both literary periods.
3.2. The main literary forms.
3.2.1. Prose: the Victorian novel.
3.2.2. Poetry.
3.2.3. Drama: the revival of drama.
4. THE VICTORIAN DRAMA: MAIN DRAMATISTS.
4.1. Oscar Wilde (1854- 1900).
4.2. George Bernard Shaw (1856-1950).
5. EDUCATIONAL IMPLICATIONS IN LANGUAGE TEACHING.
6. CONCLUSION.
7. BIBLIOGRAPHY.
1. INTRODUCTION.
1.1. Aims of the unit.
The present unit, Unit 51, aims to provide an account of two Irish dramatists, Oscar Wilde and
George Bernard Shaw. Since they produced their works in two different Victorian periods, we shall
deal with how they reflected the prevailing ideologies of the day in the literature of the time which,
following Speck (1998), is an account of literary activity in which social, economic, cultural and
political allegiances are placed very much to the fore.
This is reflected in the organization of the unit, which is divided into three chapters which
correspond to the main tenets of this unit: (1) a historical background of Great Britain in the
nineteenth and early twentieth century, (2) the literary background of the time, that is, the Victorian
literature and the birth of modern literature, and finally, an analysis of (3) the Victorian drama,
where we shall find the works of the two authors under study. Therefore, we shall present our study
in six main chapters.
Chapter 2 provides a historical background of Great Britain in the 19 th and early 20th century so as
to frame the works of Oscar Wilde and George Bernard Shaw within an appropriate context. So, we
shall examine the main events (1) up to the late nineteenth century in Great Britain, such as (a) the
Industrial Revolution as a a model of historical transformation in general terms, and (b) the
development of the British Empire, already in the second phase of imperial expansion. Then, we
shall examine (2) the early twentieth century and its relationship with the Irish question so as to
better understand our two main authors’ background.
Chapter 3 provides a literary background for the Victorian literature and the birth of modern
literature. So, in this section we shall analyse (1) the main features of both literary periods; (2) the
main literary forms of the time, thus (a) prose, (b), poetry and (c) drama; and within this latter, we
shall examine the main features of Victorian drama and early twentieth century drama in next
chapter.
So, Chapter 4 provides a general account of the Victorian drama and, therefore, the life, style and
main works of the most prominent Victorian dramatists already mentioned, Therefore, we shall
present these two dramatists in the following order: (1) Oscar Wilde (1854-1900) as the late
Victorian dramatist, (2) George Bernard Shaw (1856-1950) as the modernist dramatist, and (3)
other lesser dramatists of the period.
Chapter 5 will be devoted to the main educational implications in language teaching regarding the
introduction of this issue in the classroom setting. Chapter 6 will offer a conclusion to broadly
overview our present study, and Chapter 7 will include all the bibliographical references used to
develop this account of the Industrial Revolution.
In this section, we shall approach the Irish question by reviewing the main events occurred (1)
before 1850 as the great famine, (2) from 1850 to 1920 with the Ulster crisis; and (3) from 1920 to
1950 approximately, concerning Northern Ireland and the IRA.
3.2.2. Poetry.
The Victorian Age produced literary works of a high qua lity, but, except in the novel, the amount
of actual innovation is by no means great since there were many attempts at purely narrative poetry.
Despite the efforts to revive the epic, the impulse was not sufficiently strong. In the early nineteenth
century we may higlight some preeminent poets of the Victorian Age, such as:
Alfred, Lord Tennyson whose poetry, although romantic in subject matter, was tempered by
personal melancholy; in its mixture of social certitude and religious doubt it reflected the age.
The poetry of Robert Browning and his wife, Elizabeth Barrett Browning, who was immensely
popular, though Elizabeth’s was more venerated during their lifetimes. Browning is best
remembered for his superb dramatic monologues.
Rudyard Kipling was the poet of the triumphant empire, who would capture the quality of the life of
the soldiers of British expansion, and would reflect the Indian atmosphere. He also wrote in prose,
among which his most popular work was The Jungle Book (1984).
In the middle of the 19th century we find the so-called Pre-Raphaelites who, led by the painter-poet
Dante Gabriel Rossetti, sought to revive what they judged to be the simple, natural values and
techniques of medieval life and art.
Other Victorian figures, such as A. E. Housman and Thomas Hardy, who lived on into the 20th
century, shared a pessimistic view in their poetry.
Yet, the great innovator among the late Victorian poets was the Jesuit priest Gerard Manley
Hopkins, whose concentration and originality of imagery had a profound effect on the twentieth-
century poetry.
In the last decade of the century, we find the so-called decadents, who pointed out the hypocrisies in
Victorian values and institutions among them in both notoriety and talent. Among them, we find the
notorious figure of Oscar Wilde, who also wrote sickly sentimentalist poems, together with some
pieces of fiction.
3.2.3. Drama.
Following Albert (1990), “from the dramatic point of view the first half of the nineteenth century
was almost completely barren” since the professional theatre of the period was in a low state and
the greater part of the dramatists work never saw the stage. “The popular pieces of the day were
melodrama, farces and sentimental comedies, which had no literary qualities whatever, were poor in
dialogue and negligible in characterization, and relied for their success upon sensation, rapid action,
and spectacle”. Yet, towards the end of the nineteenth century, the last decades of the reign saw
major talents in a revival of literary theatre. Among the most prominent dramatists of the period we
may mention Oscar Wilde and George Bernard Shaw.
On the one hand, Oscar Wilde (1854-1900) put his art into his lifestyle to such extent that he was
compared to the flamboyant Byron’s style. He was also a brilliantly provocative critic, but his
distinction namely lies in his comedies, the comedy of manners. Wilde reunited literature and
theatre after a century in which poets from Shelley to Tennyson wrote poetical plays, little staged
and largely forgotten. Wilde’s most popular comedies were Lady Windermere’s Fan, A Woman of
No Importance, An Ideal Husband and The Importance of being Earnest, staged between 1892 and
1895.
On the other hand, George Bernard Shaw (1856-1950), whose first works were received with
hostility, and the need to create his own audience led him to publish some of them before they were
produced. Some of his works were Widower’s Houses (1892), Pleasant and Unpleasant (1898)
and The Philanderer (1893:1905). Let us examine these two authors in detail.
6. CONCLUSION.
Since literature reflects the main concerns of a nation at all levels, it is extremely important for
students to be aware of the close relationship between History and Literature so as to understand the
main plot of a novel, short story, or any other form of literary work. In this unit, we have
particularly approached the period of the Victorian Age and Imperialism as a time of great changes,
with an atmosphere of well-fare and confidence at the beginning of the century and towards the end,
with an atmosphere of decadence.
The aim of this unit was to present an account of two Irish dramatists, Oscar Wilde and George
Bernard Shaw. We have organized, for the sake of clarity, our presentation in three main chapters
which correspond to the main tenets of this unit: (1) a historical background of Great Britain in the
nineteenth and early twentieth century, (2) the literary background of the time, that is, the Victorian
literature and the birth of modern literature, and finally, an analysis of (3) the Victorian drama,
where we shall find the works of the two authors under study.
The historical background of Great Britain in the 19 th and early 20th century has frame the works of
these two authors within the context of the following events (1) up to the late nineteenth century in
Great Britain, such as (a) the Industrial Revolution as a a model of historical transformation in
general terms, and (b) the development of the British Empire, already in the second phase of
imperial expansion; and (2) the early twentieth century and its relationship with the Irish question
so as to better understand our two main authors’ background.
Chapter 3 has provided a literary background for the Victorian literature and the birth of modern
literature where we have analysed (1) the main features of both literary periods; (2) the main
literary forms of the time, thus (a) prose, (b), poetry and (c) drama; and within this latter, we shall
examine the main features of Victorian drama and early twentieth century drama, fully developed in
next chapter, where we hanve provided a general account of the Victorian drama and, therefore, the
life, style and main works of the most prominent Victorian dramatists already mentioned. We have
introduced the two authors according to their chronology in the Victorian period, that is, Oscar
Wilde (1854- 1900) as a late Victorian dramatist, and George Bernard Shaw (1856-1950) as a
modernist dramatist, and finally, (3) other lesser dramatists.
Finally, we have presented the main educational implications in language teaching regarding the
introduction of this issue in the classroom setting, and we are already in the conclusion where we
have broadly overviewed our study. Next, we briefly present all the bibliographical references used
to develop this study since they were already commented at the beginning.
So far, we have attempted to provide the reader in this presentation with a historical background on
the vast amount of literature productions in the Victorian period and its further developments up to
the nineteenth and twentieth century. This information is relevant for language learners, even 2nd
year Bachillerato students, who do not automatically establish similarities between British, Spanish
and worldwide literary works. So, learners need to have these associations brought to their attention
in cross-curricular settings. As we have seen, understanding how literature developed and is
reflected in our world today is important to students, who are expected to be aware of the richness
of English literature, not only in Great Britain but also in other English-speaking countries.
7. BIBLIOGRAPHY.
Alexander, M. 2000. A History of English Literature. Macmillan Press. London.
B.O.E. 2004. Consejería de Educación y Cultura. Decreto N.º 116/2004, de 23 de enero. Currículo
de la Educación Secundaria Obligatoria en la Comunidad Autónoma de la Región de Murcia.
B.O.E. 2004. Consejería de Educación y Cultura. Decreto N.º 117/2004, de 23 de enero. Currículo
de Bachillerato en la Comunidad Autónoma de la Región de Murcia.
Council of Europe (1998) Modern Languages: Learning, Teaching, Assessment. A Common
European Framework of reference.
Escudero, A. 1988. La Revolución Industrial. Anaya.
Magnusson, M., and Goring, R. (eds.). 1990. Cambridge Biographical Dictionary. New York:
Cambridge University Press.
Sanders, A. 1996. The Short Oxford History of English Literature. Oxford University Press. Speck,
W.A. 1998. Literature and Society in Eighteenth-Century England: Ideology Politics
and Culture 1680-1820. Book Reviews.
Thoorens, Léon. 1969. Panorama de las literaturas Daimon: Inglaterra y América del Norte. Gran
Bretaña y Estados Unidos de América. Ediciones Daimon.
Other sources include:
Microsoft (R). 1997. Encyclopedia Encarta . Microsoft Corporation.
Columbia Electronic Encyclopedia (The). 2003. 6th ed. Columbia University Press.