“Directing Rebecca Gilman’s Boy Gets Girl…” reviews the process of directing Boy Gets Girl by Rebecca Gilman, presented on October 26-29, 2017, in the Cristian H. Moe Laboratory Theater at Southern Illinois University in Carbondale, Illinois. This document chronologically details the year-long production process for the director, beginning with the preliminary research and discussing the development of a concept, through formulating designs, conducting rehearsals and observing performances, and concluding with a post production evaluation. This document begins with Chapter 1, exploring the preliminary research which developed into the director’s concept and vision for production. Chapter 2 explains the pre-production process, including design and production meetings, dramaturgy, and publicity. Chapter 3 details the production process, including auditions, callbacks, rehearsals, and performances. Chapter 4 is a personal reflection and committee evaluation of the overall production, including the recognition of opportunities for future growth as a director.

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Charlotte Perkins Gilman, une femme de lettres du XIXe siècle, a bien failli perdre, complètement et à jamais, sa capacité d'écrire au terme de traitements inappropriés pour sa dépression. Elle rédige un récit autobiographique et dénonciateur qui illustre son combat contre la science et la société de son époque. À la fin du récit, la narratrice, quoique anéantie, refuse de se soumettre et continue désespérément d'aller de l'avant. C'est une fin qui suggère, même au XIXe siècle, qu'elle (la femme, la Nature) avait raison, et que le médecin (l'homme, la Culture) avait tort. Au XXe siècle, Martine Desjardins reprend cette histoire sous forme de fiction. Notre étude comparative des deux oeuvres repose sur l'hypothèse principale selon laquelle Desjardins s'est largement inspirée du récit de Gilman pour rédiger son roman. De fait, les deux oeuvres, La Chambre au papier peint (1892) et Le Cercle de Clara (1997), l'une inspirée d'une histoire réelle et l'autre présentée comme imaginaire mais fort probablement inspirée de la première, racontent sensiblement la même histoire. Pourquoi une femme du XXe siècle a-t-elle choisi de réécrire cette histoire en disant « je » à son tour? En quoi le « je » d'une femme du XIXe siècle peut-il trouver écho chez celui d'une femme moderne? Et, comment, par l'écriture, la femme peut-elle exorciser ses souffrances et reconquérir son identité? Le premier chapitre de ce travail traite de la mise sous silence des femmes au XIXe siècle. Le second dresse le portrait de Charlotte Perkins Gilman et présente son récit autobiographique, puis le troisième porte sur la parole que les femmes ont reconquise au XXe siècle et met de l'avant les ressemblances et les différences entre les textes en mettant l'accent sur la modernité et le féminisme de l'oeuvre de Desjardins. Desjardins a rédigé son roman en hommage aux femmes qui ont donné leur corps et leur âme à la société pour permettre à celles d'aujourd'hui de pouvoir publier. Le « je » individuel de Gilman est donc, aujourd 'hui plus que jamais, collectif. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Féminisme, Écriture, XIXe siècle, Hystérie.

Charlotte Perkins Gilman and Zelda Fitzgerald provide unique insight into the patriarchal worlds they lived in through autobiographical accounts of their lives. The Living of Charlotte Perkins Gilman and the diaries of Gilman and her first husband, Charles Walter Stetson, serve as Gilman’s autobiographical texts of the period before, during, and immediately after her breakdown. The correspondence between Fitzgerald and her husband, F. Scott Fitzgerald, as well as Scott’s letters to Zelda’s psychiatrists serve as a biographical (and, in the case of her letters to Scott, autobiographical) account of her life during the period of her institutionalizations, from 1930 up to Scott’s death in 1940. These biographies and autobiographies, studied in conjunction with their fictionalized autobiographical accounts, Gilman’s “The Yellow Wall-Paper” and Fitzgerald’s Save Me The Waltz, illustrate the struggles these women, and by extension, many women of their time, experienced when they were unable to live up to the expectations a patriarchal society placed on them to be perfect wives and mothers. The construction of the feminine by the patriarchy required women to be complacent, meek, dependent, and infantile, and this construction, complicated by the issues of institutionalization and hysteria, is at the heart of the works of Gilman and Fitzgerald. The subtexts present in their fiction demonstrate that Gilman and Fitzgerald not only understood and felt the pressure of the patriarchal construction of femininity, but were acutely aware of how it could exert itself on women, particularly white, economically privileged women. Both authors, victims of the same patriarchal mechanism that dominated society during the turn of the twentieth century, provide insight into their own perspectives through their autobiographies, and then create fictional worlds in which the implications of these perspectives are realized to the detriment of their protagonists. While critics have examined this focus within individual stories by these writers, they have not been examined together in a comprehensive discussion of the patriarchal construction of the feminine and its manifestation in the autobiographical/biographical and fictional works of Charlotte Perkins Gilman and Zelda Fitzgerald.

Since 1973, the year in which Elaine Hedges's groundbreaking edition of "The Yellow Wallpaper" was published, Charlotte Perkins Gilman's short story has been read primarily as one of America's leading feminist texts. With potent symbolism and a fragmented style of narration, it is easy to understand why many feminist scholars fashion the story's narrator into a proactive feminist, a courageous heroine who rebels against patriarchal oppression. While this trend of interpretation compellingly attempts to empower the narrator, it often overlooks her perspective of disability and projects the characteristics of a nondisabled, high-functioning feminist on a mentally ill woman. This paper reads Gilman's short story as a narrative of mental illness and applies the research of feminist disability scholars Anita Silvers, Jenny Morris, and Susan Wendell to a close reading of the story. Approaching the story from this perspective, we can identify the systems of oppression that disable the narrator and read "The Yellow Wallpaper" in a way that validates the subjective reality of depression and invites disabled voices into feminism's exploration of womanhood.

Thesis (M.S.)--Brigham Young University. Dept. of Geography, 2005. / Includes bibliographical references (leaves 41-43).

Abstract This paper will attempt to analyze how similar forms of power play are manifested towards the protagonists in both The Bell Jar and “The Yellow Wallpaper”. The aim of the essay is to investigate how power play affects the protagonists’ relations with their caregivers and how it affects their treatments. Thus, the hypothesis is that it is the power play that prevents the protagonists in “The Yellow Wallpaper” and The Bell Jar from recovering from their mental illness, which is confirmed by my analysis. Therefore, the concept of power play will be used in the essay as an instrument of analysis. The hypothesis will be discussed from five main points: obstacles to recovery, caregivers’ role in recovery, patients’ response to treatment, the role of power play, and the negative impact which power play has on recovery. Keywords: Power play, mental illness, treatment, recovery, patient-caregiver relationship, Charlotte Perkins Gilman, Sylvia Plath, Reet Sjögren.

This dissertation examines the relationship between women and economics in American Progressive Era through the discussion of selected works by Charlotte Perkins Gilman, Kate Chopin, and Edith Wharton. The authors and texts included in the study together demonstrate how women responded to the economic development and the concept of the separate spheres at the-turn-into-the-twentieth-century America. Based on Thorstein Veblen¡¦s socio-psychological theory of the leisure class and the institutional economics and Gilman¡¦s analysis on the sexual-economic relationship in marriage, my discussion aims to investigate the interconnection between human relationships, women¡¦s economic values, and economic exchanges in business, focusing on the methods the three women writers employ to re/present how middle/upper-class women redefine womanhood and construct female subjectivity in an economic system that favors men. In my introductory chapter, I explain the historical background of the period, general concepts in Veblen¡¦s economic theory, and the motivation, methodology, and organization of the dissertation. Chapter Two, ¡§Veblenian Workmanship and Gilman¡¦s Woman-Made Land,¡¨ purports to cross-examine Gilman¡¦s Women and Economics and her utopian fiction Herland, aiming to show Gilman¡¦s optimistic view on women¡¦s emancipation from the private to the public. In Chapter Three, ¡§Barbarian Status of Women and Chopin¡¦s Feminism,¡¨ I discuss by Chopin¡¦s The Awakening the tension between women¡¦s growing sense of an autonomous self and men¡¦s adherence to the institutionalized habits of thought. My fourth chapter, ¡§Conspicuous Consumption and Society Women in Edith Wharton,¡¨ is a study on the relationship between the display culture in the consumer society and woman¡¦s role as the non-productive consumer in Edith Wharton¡¦s The House of Mirth and The Custom of the Country. The concluding chapter, along with general comparisons of the heroines, outlines major arguments in the whole thesis.

Thèse doctorat : Littérature américaine : Nantes : 2007. / Bibliogr. p. 519-531.

During the Progressive Era, literary writers such as Abraham Cahan, Willa Cather, and Charlotte Perkins Gilman engaged with ideas emerging from the newly consolidated educational profession about art's capacity to mediate between individual and social development. These ideas varied widely in their philosophical, pedagogical, and political implications, but all reinforced the authority of professional educators at the expense of democratically elected boards of education. Novels working through these ideas can be usefully theorized as Bildungsromane if the definition of the Bildungsroman is refined to be more sensitive to the wide range of educational philosophies that can inform it, and to the range of attitudes, from critical to worshipful, that it can assume toward these philosophies. This reimagining of the genre opens up the possibility that the Bildungsroman, and the Bildung idea more broadly, can have a more positive political valence than most scholars have acknowledged. In particular, a viable project of aesthetic education can be discerned in the philosophy of John Dewey, although it lacks a clear literary corollary.