The continuation of Spiegelman's story of his father's life as a concentration camp survivor. Winner of the Pulitzer Prize, Spiegelman balances flashbacks of his father's harrowing Holocaust experiences with scenes of the present.
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A memoir of Vladek Spiegelman, a Jewish survivor of Hitler's Europe, and about his son, a cartoonist who tries to come to terms with his father, his story, and history. Cartoon format portrays Jews as mice, Nazis as cats. Using a unique comic-strip-as-graphic-art format, the story of Vladek Spiegelman's passage through the Nazi Holocaust is told in his own words. Acclaimed as a "quiet triumph" and a "brutally moving work of art," the first volume of Art Spiegelman's Maus introduced readers to Vladek Spiegelman. The story succeeds perfectly in shocking us out of any lingering sense of familiarity with the events described, approaching, as it does, the unspeakable through the diminutive. As the New York Times Book Review commented, "[it is] a remarkable feat of documentary detail and novelistic vividness ... an unfolding literary event." This long-awaited sequel, subtitled And Here My Troubles Began, moves us from the barracks of Auschwitz to the bungalows of the Catskills. Genuinely tragic and comic by turns, it attains a complexity of theme and a precision of thought new to comics and rare in any medium. Maus ties together two powerful stories: Vladek's harrowing tale of survival against all odds, delineating the paradox of daily life in the death camps, and the author's account of his tortured relationship with his aging father. Vladek's troubled remarriage, minor arguments between father and son, and life's everyday disappointments are all set against a backdrop of history too large to pacify. At every level this is the ultimate survivor's tale--and that too of the children who somehow survive even the survivors.
Few topics in modern history draw the attention that the Holocaust does. The Shoah has become synonymous with unspeakable atrocity and unbearable suffering. Yet it has also been used to teach tolerance, empathy, resistance, and hope. Understanding and Teaching the Holocaust provides a starting point for teachers in many disciplines to illuminate this crucial event in world history for students. Using a vast array of source materials--from literature and film to survivor testimonies and interviews--the contributors demonstrate how to guide students through these sensitive and painful subjects within their specific historical and social contexts. Each chapter provides pedagogical case studies for teaching content such as antisemitism, resistance and rescue, and the postwar lives of displaced persons. It will transform how students learn about the Holocaust and the circumstances surrounding it.
"Examines the implications of conflating texts with people in a broad range of texts: Art Spiegelman's Maus, Ray Bradbury's Fahrenheit 451, the poetry of Sylvia Plath, Binjamin Wilkomirski's fake Holocaust memoir Fragments, and the fiction of Saul Bellow, Philip Roth, and Don Delillo."--Jacket.
Some of the most noteworthy graphic novels and comic books of recent years have been entirely autobiographical. In Graphic Subjects, Michael A. Chaney brings together a lively mix of scholars to examine the use of autobiography within graphic novels, including such critically acclaimed examples as Art Spiegelman’s Maus, David Beauchard’s Epileptic, Marjane Satrapi’s Persepolis, Alan Moore’s Watchmen, and Gene Yang’s American Born Chinese. These essays, accompanied by visual examples, illuminate the new horizons that illustrated autobiographical narrative creates. The volume insightfully highlights the ways that graphic novelists and literary cartoonists have incorporated history, experience, and life stories into their work. The result is a challenging and innovative collection that reveals the combined power of autobiography and the graphic novel.
Bruno Schulz foresaw and introduced the Holocaust into literature. Primo Levi continued to remember and write about his Holocaust memories. Art Spiegelman represents the problem of "remembering" for those who did not directly experience the Holocaust.
The author-illustrator traces his father's imprisonment in a Nazi concentration camp through a series of disarming and unusual cartoons arranged to tell the story as a novel.
The goal of this research was to design and assess a unit that facilitates students' making of meaningful connections between literature and history by employing the theory of New Historicism. This project combined the literary theory of New Historicism and the curricular model of the International Baccalaureate Organisation's Middle Years Programme to create and analyze a unit for Art Spiegelman's Maus I and Maus II that combines literary and nonliterary texts in a literature classroom. The unit was critiqued by three experts using a qualitative questionnaire designed by the author. The key findings that emerged from the data were that the curriculum: 1) Presents multiple perspectives and encourages multicultural awareness; 2) Promotes holistic learning through the connections made between literature and history; and 3) Supports the development of speaking, listening, reading, writing, viewing, and thinking skills.
- Author : Özlem Arslan
- Publisher : GRIN Verlag
- Release Date : 2019-09-30
- Genre : Literary Collections
- Pages : 12
- ISBN : 9783346023506
Seminar paper from the year 2019 in the subject American Studies - Literature, grade: 1,3, University of Wuppertal (Geistes- und Kulturwissenschaften), course: The Holocaust in Eastern Europe in History and American Literature, language: English, abstract: This term paper aims to examine the function of the animal masks in Art Spiegelman’s graphic novel "Maus" with the question in mind whether it trivializes the Holocaust or not. The paper will begin with an introduction to the different types of animal heads and the possible reasons for the choice of the artist by giving some historical background. The main part will discuss the use of the animal masks and its functions by analyzing significant panels from "MAUS". Finally, the paper will also contain a conclusion in which the results will be summarized. "MAUS" is an autobiographically written graphic novel by Art Spiegelman which consists of two parts, "Maus I" (1986) and "Maus II" (1992), and tells the story of the artist’s parents, Anja and Vladek, who survived the Holocaust and the reader also gets a view on the afterlife of Vladek and his relationship with his son "Artie". Art Spiegelman received a lot of praise and was celebrated in the press for his work. Amongst other achievements, he was honored with the Pulitzer Prize for "MAUS" in 1992. However, his graphic novel was also criticized for the use of animal masks for the characters. To elaborate on this, Spiegelman chose to depict the affiliation to a religion or culture of characters by using animal make in the past and present time of the graphic novel. For example, cats for Germans, mice for Jews and pigs for Poles. Especially the representation of Jews as mice and Poles as pigs caused many negative critiques from Jewish and Polish people themselves. Furthermore, Spiegelman’s presentation method was criticized for naturalizing something unnatural, which means it was perceived as trivializing the Holocaust and by that insulting the victims. Even thou
Provides biographical and critical essays on 223 writers connected to or concerned with the Holocaust, as well as separate essays on 307 of their works.
Volume I is designed to be read by itself, but it presents the arguments and conclusions drawn from the Indexes in Volume II. Volume II presents the documentation for the arguments: a collection of published inscriptions decorating Islamic monuments. They are organized under three headings: 1) according to the number of the Sura and verse; 2) according to the geographical area, the city and the building where the verses occur; 3) according to the location within the buildings, over doors, for example, or on minarets.