Project Work
On
Indianization of Oscar
Wilde’s Story
“The
Happy Prince”
GANGARAMPUR HIGH SCHOOL
P.O.
Gangarampur, Dist. Dakshin Dinajpur
Project Work
Submitted by
Name of the Student _____________________________
Roll No.
______________ Section _______________
Registration No.
_________________ (2015-2016)
In partial fulfillment
to class XII English Course.
Acknowledgement
This
project has given me golden opportunity for learning and self-development
through collaborative activities. I want to thank respected Mr. /Mrs.__________________________ to whom I owe specially for preparing this
project based on the beautiful story, entitled “The Happy Prince” written by Oscar Wilde.
I
do want to extend my heartfelt thanks to my friends, parents and others who
helped me in various ways to make a final draft of this work and submit the
same to our school.
Signature of the student
………………………………………………………………..
CERTIFICATE
This
is to certify that this Project Report entitled Indianization of Oscar Wilde’s short story “The Happy
Prince” submitted by ___________________
Class XII Roll No._______ Registration No. ______________ Year_________
submitted in partial fulfillment to class XII English Course during the academic
year 2015-2016 is a bonafied record of project work carried out under my
guidance and supervision.
Signature
of the Project Guide
Name: …………………………………………………………………….....
Designation:
Assistant teacher
Department: English
School: ……………………………………………………………………….
Contents
(1)
Introduction
Page
(2)
Procedures and
Input Page
(3)
Out of the
project
Page
(4)
Conclusion
Page
(5)
References/Bibliography Page
1. Introduction
1.1
Project in our syllabus:
As per the new syllabus, Project work
has been included as a part of the curriculum. We have made the choice
according to the availability of works.
1.2 Objectives:
(i) finding out the structural divisions of a story.
ii) visualising the story in Indian context.
(iii) adding Indian flavour to the strong.
(iv) taking more of the characters in Indian context.
1.3 Guiding Principle:
(i) We should try to locate its difference from Indian cultures.
(ii) Then we must try to fit in the writing in to Indian context.
(iii) We should use our daily life experience of Indian culture and society by adding enough Indian words.
1.4 Limitations
(i) The duration for the entire project
was only ten periods.
(ii) It took a long time to select the exact piece of writing which could be transformed.
(iii) For this particular project, group work doesn't help much as it demands individual imagination and not a number of opinions.
2. Procedures and Input
For the Indianization of Oscar Wilde’s
story ‘Happy Prince’ we worked in groups and sometimes in pairs through a systematic
process. Our teacher fixed 10 interventions for carrying out the project. The details of our activities are enumerated
below:
First intervention: On the first day, we chose the prose
piece Happy
Prince’ written by Oscar Wilde. We planned that a rich theatrical
script can be made to develop from this prose piece. Then we went through the
main events of the story and studied the characters and setting.
Second intervention: On the second day, we explored the
behavioral types of each of the characters.
Third intervention: On the fourth day, we were divided
into groups and the story was divided into different parts. Then we started
writing dialogues. Our teacher sketched the necessary improvisations and
modifications.
Fourth intervention: On the fifth day developed a draft
script as per the instructions that were given by our teacher.
Fifth intervention: On the sixth day, we distributed
copies of the draft script to each group and the instruction was to go through
the script. We incorporated a number of dialogues and erased some of them
according to the suggestions made by the teacher for a better impact.
Sixth intervention: Roles were distributed through tests. Then short listed students were asked to read
out their script roles
Seventh intervention: On the seventh day, the copy of the
final script was distributed to each student. Rehearsal of the drama started.
Some students were given off-stage duties like playing music, preparing the
stage, arranging props etc. our teacher was unanimously selected the director
to conduct the rehearsal.
Eighth intervention: On the eighth day, a rehearsal was
performed without taking help of the script and further improvements were made
in our acting skills.
Ninth intervention: On the ninth day, the drama was
performed in our school auditorium. We were asked to evaluate the performance.
This was given as our Homework.
Tenth intervention: We read out the evaluation report of
the performance and then a general discussion started. Finally the Project
Report was submitted for evaluation
3. Output of the
Project
Final implementation of the project Indianization
of an
English Short Story
&
The
Happy Rajah (Abridged and Altered)
Once
in our country there lived a Rajah who was fond of hunting birds with his bow and
arrow in the forest. Oneday he went to the forest all alone and happened to come
across a flight of parrot on top of a tree. No sooner had he aimed his arrow at
the birds tha they sensed a danger and flew away in panic. Only one of their playmates,
Hiramon stoo still. The Rajah was so much moved by the colour and beauty of the
bird that he did no kill it. Hiramon came down and said to the Rajah, "Will
you give me shelter in you house?"
At first the Rajah did not agree and
told him to stay beside the marble statu outside the gate of his house. He said,
"You can stay inside the house during the day but at nigh you stay beside the
statue”. "Whose statue is it?" asked Hiramon. The Rajah said, "I
buil it myself over the years. It was made of costly marble, although I had not
drained all the resources from the treasury of my state."
Hinamon stayed inside the house throughout
the day, yet at of the Rajah in th the feet of the huge statue. At night he sensed
the pangs of loneliness of the Rajah in the groaning noise of the breeze and the
hooting of the owl presaging disaster of the country for want of proper heir to
the throne. Oneday Hiramon came to sing a song at the Rajah’s palace and mesmerised
him with his melodious voice. The Rajah was so pleased that he told him, “Don't
fly away and leave me alone. Inspite of my riches I am really alone. If you
desert me, I’ll die. Will you be my messenger?''
Hiramon, the little bird was moved to tears, seeing
the misery of the Rajah. Although his other friends had left him, he could not forget
the Rajah and became his messenger. One day the Rajah told him to go to Natibpur
and visit Rahim chach's house. Rahim's chacha was a marginal farmer and he had been
starving for many days. So the Rajah said, I can neither sleep at night nor I find
peace at home until I get to know how Rahim chacha is." Then Hiramon flew away
over the meadow and passed by the temple. He passed over the market and school building.
He saw a vast paddy field where many farmers could not produce crops for want of
rain. At last Hiramon came to Rahim chacha's home and discovered him lying sick on the bed.
He was about to die from hunger. Hiramon began his magical song with his mellifluous
voice to make Rahini chacha feel little better than before. But his eyes were so
heavy with distress that he sank into sleep. As soon as the Rajah knew about the
object misery of Rahim chacha, he went to his ante-chamber and brought out a handful
of gold coins in a small bag. Then he requested Hiraman to give it to Rahim chacha.
"I don't want any of the farmers of my country to die from hunger and poverty",
the Rajah said. Hiraman immediately flew up to Rohim's chacha's home and let the
small bag beside his pillow and came back to the Rajah to narrate what he had done.
The Rajah remarked, " Oh, you've really done a wonderful job."
Alter a couple of days the Rajah came
to know from one of his neighbours that a patient had been suffering from an incurable
disease in the village, Ratikantapur. Her daughter had been begging from door to
door only to raise fund for the treatment of her ailing mother for the treatment
of Soon the Rajah summoned Hiramon, brought in a bagful of jewels from the vault
of his house and told the bird to give it to the poor girl. Hiramon flew away and
came to the room of the little girl through a little hole of the ventilator. He
saw the little girl keeping her head between her knees. Hiramon put the bag down
and flew away. When the girl found it, she could not hold back her tears and said,
"I cannot but feel happy for the grace of God”.
Hiramon returned to the Rajah and described
what he had heard and seen on his way to the little girl's home. Hiramon and the
Rajah became so intimate that one could not live without the other. One day the
Rajah looked sad and depressed. He was wandering in the verandah of his house. Hiramon
came to him and said, "Why do you look so upset?" The Rajah said, "One
of my courtiers have informed me that an old man is shelterless as his wicked son
has driven him out. I can give no more this day than these silver coins from my
savings. Will you give it to the old man?”
Hirannon said, Where does he live? "- “It
is in the village, Gadhadharpur.” Hiramon obeyed as he was commanded. But he could
not trace out the old man anywhere. He was sad. While returning to the Rajah, he
suddenly discovered an aged man leaning his back against the statue of the Rajah.
Hiramon fluttered his wings over his head and said in an almost inaudible voice,
"May you be saved with the bagful of silver coin I'm keeping here.” The old
man was extremely happy to get his bag and thanked God for his munificence.
Meanwhile Hiraman fell severely ill and
had no hope to survive in adverse situation. He was unable to hear the hardship
anymore and passed away. The Rajah also could not endure the pain of seperation
and courted a premature death. Later the zamindars of the village subiects and courtiers
came to see the statue. It stood in solitude, expressing the meaninglessness of
human pride. It remained broken and disjoined and there was none to look after it.
4. Conclusion
Indianization
of an English story offered us a great scope to learn in detail about the process
of writing a story in view of the Indian context and made us learn diverse aspects
of literature. We discovered the art of classroom management and rudimentary principles
of Indianizing a story.
5. Bibliography:
Name of the book
|
Name of the author
|
Name
of the publisher
|
1. The Happy Prince
|
Oscar Wilde
|
Sreejith Publications
|
2.
Oxford Advanced Learner's Dictionary
|
A.S. Hornby
|
Oxford University Press
|
3. Indian Fairy Tales
|
K. J. Bose
|
Inter University Press
|
4. The Angel
|
Hans Christian Andersen
|
C, A. Reitzel
|
5. The Blue Bird
6. Brother and Sister
|
Madame d'Aulnoy
Brothers' Grimm (Jacob & Wilhelm Grimm)
|
London Lawrence an Bullen, 1892
Grimm's Fairy Tale Classics
|
