Changing Gender Roles and the Pygmalion Motif – Shaw’s "Pygmalion" and the Musical "My Fair Lady" in their contexts

Table of Contents

1. Introduction

2. Victorian Society

2.1. Industrialisation

2.2. Women and Feminism in England in the 18th and 19th Century

3. George Bernard Shaw

3.1. Parallels between his Biography and Pygmalion in Respect to Women

3.2. Shaw’s Philosophy Concerning Gender Roles and its Impact on Pygmalion

4. Feminist Realisation in Pygmalion

4.1. Eliza’s Inner Change

4.2. The Relation between Higgins and Eliza

4.3. Mrs. Higgins and Mrs. Pearce

4.4. Higgins’ Development

4.5. The Theme of Prostitution and Slavery

4.6. The Importance of Clara Eynsford-Hill

5. My Fair Lady

5.1. The Development from the Play to the Musical-Film

5.2. The Role of Women in the 1950’s and 1960’s

5.3. The Audience of My Fair Lady

5.4. Differences between the Musical and Pygmalion

5.4.1. Intention

5.4.2. Genre Changes

5.4.3. The Theme of Love and Cinderella

5.4.4. Eliza’s Development in My Fair Lady

5.4.5. Higgins’ Character in My Fair Lady

6. Conclusion

Research Objective and Topics

This thesis examines the evolution of gender roles in literature and media, specifically comparing George Bernard Shaw's play Pygmalion with the 1956 musical adaptation My Fair Lady. It explores how societal shifts from the Victorian era to the 1950s influenced the portrayal of women and the treatment of the Pygmalion motif.

• Victorian society and the emergence of feminism.
• Biographical parallels between G. B. Shaw and his characters.
• Feminist approaches in Pygmalion and Eliza Doolittle's emancipation.
• Socio-cultural differences influencing the adaptation into My Fair Lady.
• Analysis of genre shifts and the construction of the "happy ending."

Excerpt from the Book

Summary of Chapters

1. Introduction: The introduction establishes the mythological roots of the Pygmalion story and outlines the thesis objective to analyze gender role transformations in Shaw's play and the later musical.

2. Victorian Society: This chapter provides context on Industrialisation and the historical struggle for women's rights, framing the social constraints that defined the era.

3. George Bernard Shaw: This section investigates personal biographical influences, specifically his mother's independence, and how they shaped his views on gender and relationships.

4. Feminist Realisation in Pygmalion: This chapter analyzes the feminist elements in the play, focusing on Eliza's self-actualisation and Shaw's critique of dependency.

5. My Fair Lady: This extensive chapter contrasts the 1950s musical with the original play, highlighting how the audience's demand for romantic fantasy altered the ending and character dynamics.

6. Conclusion: The conclusion synthesizes the findings, asserting that the primary differences between the two works stem from the changing social image of women between 1914 and 1956.

Keywords

Pygmalion, George Bernard Shaw, My Fair Lady, gender roles, Victorian society, feminism, Eliza Doolittle, Henry Higgins, musical theatre, adaptation, emancipation, Cinderella motif, independence, social class, 1950s

Frequently Asked Questions

What is the core focus of this thesis?

The work investigates the changing portrayal of gender roles and feminist ideas, comparing the original text of Shaw's Pygmalion with the later musical adaptation My Fair Lady.

What are the primary themes discussed?

Key themes include industrialisation, the Victorian image of women, the biographical impact on Shaw's writing, the nature of economic and emotional independence, and the concept of the "Cinderella" narrative.

What is the research question?

The thesis aims to prove that gender roles in these literary and musical works reflect the values and social attitudes of the eras in which they were written.

Which methodology is employed?

The author performs a comparative literary and cultural analysis, relating the historical context of the Victorian era and the 1950s to the character development and plot structures of both works.

What does the main body cover?

It covers the Victorian background, Shaw's life, the feminist nuances in the play, the shift from the play to the musical, and detailed differences in genre, intention, and character portrayals.

How are these works characterized by keywords?

They are characterized by terms such as feminism, emancipation, social class, adaptation, and gender roles.

Why did Shaw refuse a musical adaptation during his life?

Shaw was concerned about the integrity of his play and the potential for a sentimentalized adaptation that would deviate from his intentions regarding the character of Eliza Doolittle.

How does the "Cinderella" motif differ between the two works?

In the original play, Shaw modifies the Cinderella elements to subvert the romantic genre, whereas the musical leans into these tropes to satisfy the 1950s audience's desire for a fairy-tale happy ending.