NABTEB GCE Literature Answers

NABTEB-LITERATURE- (TYPE-A) | NABTEB GCE Literature Answers

ANSWER FOUR (4) ONE FROM EACH SECTION.
SECTION-A-(TYPE-A)
TYPE-A

(1)
Wole Soyinka’s The Lion and the Jewel is set in the specific context of a Nigerian village, Ilujinle, its themes and characters resonate with a universality that transcends geographical and cultural boundaries. The play explores fundamental human conflicts and societal dynamics that are relevant to audiences around the world.
At its core, the play examines the tension between tradition and modernity, a conflict that is not unique to Nigeria but is prevalent in many societies undergoing rapid social and cultural change. The characters of Lakunle and Baroka represent opposing sides of this conflict, with Lakunle advocating for Western-style modernization and Baroka championing the preservation of traditional values. This tension between embracing progress and preserving cultural heritage is a universal human dilemma. Furthermore, the play explores the complexities of gender roles and the power dynamics between men and women. The play serves as a cautionary tale about the dangers of unchecked power and the importance of holding leaders accountable.
In other words, The Lion and the Jewel achieves universality by exploring fundamental human conflicts and societal dynamics that are relevant to audiences regardless of their cultural background. The play’s themes of tradition versus modernity, gender roles, and political manipulation resonate with audiences around the world, making it a timeless and universally relevant work of art.

Type-A

(2)
Wole Soyinka masterfully employs dance, mime, song, and comic dialogue to develop the themes in The Lion and the Jewel, enriching the play’s dramatic impact and thematic resonance.

(i)Dance and Mime: Dance and mime are used to convey emotions, advance the plot, and underscore thematic concerns. The most prominent example is the mime sequence depicting Baroka’s supposed impotence. This scene relies on physical comedy and exaggerated gestures to create a humorous and satirical portrayal of Baroka’s cunning. The dance and mime sequence not only entertains the audience but also reveals Baroka’s strategic manipulation of appearances to maintain his power.

(ii)Song: Song is used to express the characters’ inner thoughts and emotions, to comment on the action, and to create a sense of community. The songs in the play are often based on traditional Yoruba music and rhythms, adding to the play’s cultural authenticity. For example, the songs sung by the villagers during the wedding celebration serve to express their joy and to reinforce the importance of tradition.

(iii)Comic Dialogue: Comic dialogue is used to satirize the characters’ foibles, to expose their hypocrisy, and to create a sense of levity. The exchanges between Lakunle and Sidi are often filled with comic misunderstandings and witty repartee, highlighting their contrasting worldviews and their conflicting desires. The comic dialogue serves to entertain the audience while also underscoring the play’s themes of tradition versus modernity and the clash of cultures.

Type-A

(3)
In John K. Kargbo’s Let Me Die Alone, the themes of occult beliefs and human sacrifice are interwoven into the fabric of the play, reflecting the cultural context and the underlying tensions within the society. These elements are not sensationalized but are presented as integral aspects of the traditional belief system and the power dynamics at play.
The play depicts a society where traditional beliefs and practices, including those related to the occult, hold significant sway. Characters consult with oracles, rely on charms and amulets, and believe in the power of ancestral spirits. These beliefs are not merely superstitious remnants of the past but are deeply ingrained in the people’s worldview and influence their actions and decisions.
The theme of human sacrifice is more subtle but nonetheless present in the play. While there is no explicit depiction of human sacrifice on stage, the play alludes to the practice and its connection to power and authority. The character of Yoko, the paramount chief, is rumored to have engaged in human sacrifice to maintain her position and to ensure the prosperity of her chiefdom. These rumors contribute to the atmosphere of fear and suspicion that surrounds Yoko and ultimately lead to her downfall.
The themes of occult beliefs and human sacrifice serve to highlight the complexities of the society depicted in Let Me Die Alone and to underscore the tensions between tradition and modernity. They also raise questions about the nature of power, the role of belief in shaping human behavior, and the consequences of violating moral and ethical norms.

Type A
(4)
John K. Kargbo employs several dramatic techniques to enhance the play’s impact and to convey its thematic concerns.

(i)Symbolism: Kargbo uses symbolism to deepen the play’s meaning and to represent abstract ideas. The Bundu mask symbolizes tradition, cultural identity, and the power of the secret society. Yoko symbolizes leadership, authority, and the burden of responsibility. The railway symbolizes modernization, progress, and the encroachment of Western influence.

(ii)Foreshadowing: Kargbo uses foreshadowing to create suspense and to hint at future events. The rumors surrounding Yoko’s past actions and her use of occult powers foreshadow her eventual downfall. The prophecies and omens that appear throughout the play also serve to foreshadow the tragic events that unfold.

(iii)Dramatic Irony: Kargbo employs dramatic irony to create tension and to engage the audience. The audience is often aware of information that the characters are not, creating a sense of anticipation and dread. For example, the audience may know that Yoko is being betrayed by her advisors, while Yoko herself remains unaware of their treachery.

SECTION-B-(TYPE-A)
TYPE-A

(5)
Troy Maxson in August Wilson’s Fences is a complex character who defies easy categorization. He embodies elements of a villain, a hero, and a tragic figure, making him a compelling and deeply human character.

As a villain, Troy exhibits several traits that evoke negative judgment. His infidelity to Rose is a betrayal of their marriage vows and inflicts deep emotional pain. His domineering and controlling behavior towards his sons, Lyons and Cory, stifles their dreams and creates a strained relationship. His rigid and authoritarian parenting style, coupled with his own unresolved bitterness, prevents him from fostering genuine connection and understanding with his sons.

Conversely, Troy possesses qualities that align with a heroic figure. He is a hard worker who provides for his family, even if his methods are sometimes questionable. He fights against racial discrimination in his workplace, challenging the status quo and paving the way for other African American workers. He is a strong and resilient man who has overcome significant adversity in his life, including a difficult childhood, imprisonment, and racial prejudice.

Lastly, Troy is a tragic figure whose flaws and limitations lead to his downfall. His inability to reconcile with his past, his fear of vulnerability, and his rigid worldview prevent him from fully embracing love and happiness. His tragic flaw is his inability to let go of his bitterness and to see the world through the eyes of others. His actions, though often well-intentioned, ultimately lead to the destruction of his relationships and to his own isolation.

TYPE-A

(6)
The theme of unfulfilled dreams is central to August Wilson’s Fences, permeating the lives of the characters and shaping their relationships.
Troy Maxson’s life is defined by his unfulfilled dream of playing professional baseball. His talent was undeniable, but racial discrimination prevented him from playing in the major leagues during his prime. This experience leaves him bitter and resentful, and he projects his own disappointment onto his son, Cory, discouraging him from pursuing his dream of playing college football.
Cory’s dream of playing college football is another example of an unfulfilled dream in the play. Troy’s interference and his refusal to support Cory’s aspirations stem from his own past experiences and his fear that Cory will face similar disappointment. Cory’s dream is ultimately thwarted by his father’s actions, leading to a deep rift between them.
Lyons, Troy’s son from a previous relationship, also struggles with unfulfilled dreams. He is a talented musician, but his passion for jazz is not commercially viable, and he relies on handouts from his father to make ends meet. Lyons’ artistic aspirations are often dismissed by Troy, who sees them as impractical and unrealistic.
Rose, Troy’s wife, also has unfulfilled dreams. She has dedicated her life to caring for her family and supporting Troy’s ambitions, but she has sacrificed her own personal aspirations in the process. Her desire for a stable and loving family is ultimately shattered by Troy’s infidelity.

TYPE-A

(7)
(i)Colonel Redfern: Alison’s father, Colonel Redfern, represents the old guard of the British Empire. He embodies the values of tradition, duty, and stoicism. He is out of touch with the realities of post-war England and struggles to understand the younger generation’s disillusionment and anger.

(ii)Cliff Lewis: Cliff is Jimmy’s working-class friend and housemate. He serves as a foil to Jimmy, providing a more grounded and pragmatic perspective. He is a loyal and supportive friend to both Jimmy and Alison, often acting as a mediator in their conflicts.

(iii)Helena Charles: Helena is Alison’s friend and a successful actress. She represents the upper-middle class and embodies the values of sophistication and refinement. Her affair with Jimmy is a catalyst for the play’s climax and exposes the complexities of their relationships.

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(8)
Nostalgia plays a complex and ambivalent role in John Osborne’s Look Back in Anger. While the play is primarily focused on the present and the future, there are moments when characters express a longing for the past, albeit in a critical and ironic way.
Jimmy Porter, the play’s protagonist, often expresses a yearning for a bygone era, particularly the Edwardian period. He romanticizes the Edwardian era as a time of passion, vitality, and social engagement, contrasting it with the perceived apathy and complacency of post-war England. However, Jimmy’s nostalgia is not straightforward; he is also critical of the Edwardian era’s social inequalities and its imperialistic tendencies.
Colonel Redfern, Alison’s father, embodies a more traditional form of nostalgia. He longs for the days of the British Empire and the values of duty, honor, and tradition that he associates with that era. However, his nostalgia is also tinged with a sense of loss and a recognition that the world he once knew is gone forever.
In other words, nostalgia in Look Back in Anger serves as a complex and multifaceted theme, reflecting the characters’ longing for a sense of meaning and purpose in a rapidly changing world. It is both a source of comfort and a source of critique, highlighting the complexities of memory and the challenges of navigating the past in the present.

SECTION-C-(TYPE-A)
TYPE-A

(9)
Ladé Wósornu’s “Raider of the Treasure Trove” can be effectively analyzed as a didactic poem due to its clear intention to instruct and impart moral or practical lessons to the reader. The poem uses vivid imagery and metaphorical language to caution against the reckless pursuit of wealth and the exploitation of natural resources.
The poem’s didactic nature is evident in its portrayal of the “raider” as a destructive force who plunders the “treasure trove” without regard for the consequences. The “treasure trove” can be interpreted as a metaphor for the earth’s natural resources, while the “raider” represents those who exploit these resources for personal gain. The poem warns against the dangers of greed and the unsustainable exploitation of the environment.
Wósornu employs several techniques to convey his didactic message. The use of vivid imagery, such as “razing the forest,” “poisoning the streams,” and “despoiling the land,” creates a sense of destruction and environmental degradation. The poem also uses direct address, speaking directly to the reader and urging them to learn from the raider’s mistakes.
The poem’s didactic purpose is further reinforced by its moral tone. Wósornu condemns the raider’s actions, portraying him as a selfish and short-sighted individual who is ultimately responsible for his own downfall. The poem suggests that true wealth lies not in material possessions but in the preservation of the environment and the well-being of future generations.

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(10)
Aminata Sow Fall’s “The Song of the Women of My Land,” as rendered by Léopold Sédar Senghor, poignantly explores the themes of time and cultural memory through the voices of women who serve as the custodians of tradition and the bearers of historical consciousness. The poem weaves together personal experiences and collective memories to create a powerful tapestry of cultural identity.
The theme of time is central to the poem, as the women reflect on the past, lament the present, and express hope for the future. They recall the traditions and customs of their ancestors, lamenting the erosion of these values in the face of modernization and globalization. The poem captures the cyclical nature of time, as the women pass on their knowledge and traditions to the next generation.
Cultural memory is also a prominent theme in the poem. The women serve as the keepers of their community’s history, preserving the stories, songs, and rituals that define their cultural identity. They remember the struggles and triumphs of their ancestors, and they pass on these memories to their children, ensuring that the past is not forgotten.
The poem’s structure and language contribute to its exploration of time and cultural memory. The use of repetition and call-and-response creates a sense of continuity and connection to the past. The women’s voices blend together, creating a collective narrative that transcends individual experiences. The poem’s lyrical language and evocative imagery evoke a sense of nostalgia and longing for a time when traditions were stronger and cultural identity was more secure.

SECTION-D-(TYPE-A)
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(11)
In D.H. Lawrence’s “Bat,” the swallows and bats carry significant symbolic weight, representing contrasting aspects of nature and the human psyche. The swallows, associated with daylight and conventional beauty, stand in opposition to the bats, which are creatures of the night, embodying the darker, more primal aspects of existence.
The swallows are depicted as graceful and elegant, representing the conventional ideals of beauty and order. They are associated with the daylight world and the realm of reason and intellect. Their presence is reassuring and familiar, representing the comfortable and predictable aspects of life.
In contrast, the bats are portrayed as strange and unsettling creatures, embodying the darker, more irrational aspects of the human psyche. They are associated with the night, the unconscious, and the realm of instinct and emotion. Their presence is unsettling and disruptive, challenging the conventional notions of beauty and order.
The bats symbolize the repressed desires and fears that lurk beneath the surface of consciousness. They represent the wild, untamed aspects of nature that cannot be controlled or rationalized. Lawrence uses the bats to explore the complexities of human nature and the tension between reason and instinct.
The contrast between the swallows and the bats highlights the duality of human existence and the tension between the conscious and unconscious mind. The poem suggests that true understanding requires embracing both the light and the dark aspects of our nature.

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(12)
Maya Angelou’s “Caged Bird” is a powerful exploration of the theme of resilience in the face of oppression. The poem contrasts the experiences of a free bird, which enjoys freedom and abundance, with those of a caged bird, which is confined and restricted. Despite its captivity, the caged bird finds a way to express its spirit and to assert its humanity through song.
The free bird symbolizes freedom, opportunity, and the ability to pursue one’s dreams without constraint. It soars through the sky, dips its wings in the sun, and claims the open sky. The free bird represents the privileged and the powerful, those who are able to enjoy the benefits of society without facing systemic barriers.
In contrast, the caged bird symbolizes oppression, discrimination, and the denial of basic human rights. It is confined to a narrow cage, its wings clipped and its feet tied. The caged bird represents the marginalized and the oppressed, those who are denied the opportunity to fulfill their potential.
Despite its captivity, the caged bird refuses to be silenced. It sings of freedom, longing, and hope. Its song is a testament to its resilience and its determination to maintain its spirit in the face of adversity. The caged bird’s song becomes a symbol of resistance and a call for justice.
Angelou uses vivid imagery and powerful metaphors to convey the caged bird’s resilience. The bird’s “fearful trill” and its “song of freedom” are potent reminders of the human spirit’s capacity to endure and to overcome even the most daunting challenges. The poem celebrates the power of hope, the importance of resistance, and the enduring strength of the human spirit.

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