Prepared by Nick Mercer
………CSE 3HP Singaporean Literature (Term 1, Week 2)
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Themes
‘Some books, films and television shows do more than entertain us with their
stories. They may also get us thinking about aspects of life that we consider
important – such as friendship, love or honesty. Topics like these are sometimes
called themes. The term comes from an old Greek word, thema, which means
“subject for discussion”.
Exploring the themes that develop in a story is one way of enjoying and
studying a text. When we focus on themes we are using the story as a guide to
help us think about the big issues…
Themes can be suggested by many elements in a text. Often a theme is
suggested by the plot or storyline. For example, a story in which a ruthless bank
robber is jailed and loses his money, his friends and his family might suggest the
theme of crime and punishment. Themes can also be suggested symbolically.
For example, a movie might suggest themes of death and loss through images of
‘ending’ – sunsets (end of day), autumn weather (end of summer), a candle
burning out, and so on. Television series often suggest a theme through their
format. For example, comedy shows and sitcoms that deal with a close group of
friends or neighbours often suggest themes of belonging or family.
When we approach a text in this way, we need to remember that themes are
not ‘in’ the text, waiting to leap out. Readers and audiences find themes by
reading or viewing in a particular way. This way of reading or viewing involves
looking at specific details in the text and treating them as a general subject of
interest. In the story ‘Little Red Riding Hood’, for example, one girl is attacked by
a wolf because she does not follow her mother’s instructions about staying on the
path. This is a very specific story. But if we treat the story as a general warning to
all young girls, the ‘subject for discussion’ (or theme) becomes ‘obedience’ or
‘duty’ and the fate of young girls who stray. Some texts seem to invite us to read
or view them this way. Others do not. We need to be aware that there are other
ways of approaching a text – for example, by focusing on its structure, its
connection to other texts, or its artistic qualities’ (Brian Moon, Viewing Terms,
pp.167-168).
Possible themes
Love
Intolerance
Greed
Fate
Hate
Corruption
Ignorance
Power
Lust
Innocence
Choice
Cowardice
Pride
Loyalty
Courage
Freedom
Pride
Illusion/reality
Fear
Guilt
Faith
Betrayal
The Human Spirit
Jealousy
Prejudice
Chance
Wisdom
Deceit
Prepared by Nick Mercer
Themes in ‘My Cousin Tim’
Read ‘My Cousin Tim’ and make a note of the specific details in the story; e.g.
the conflict between Tim and his father. Then think about how these specific
details create a general subject of interest (a theme); e.g. what broader theme
does the conflict between Tim and his father suggest?
Specific details in the story
General subject of interest (theme)
Themes and Values
‘The way a text presents its themes can say something about the values of a society that
produced it. For example, we have seen that the story of a bank robber, who is jailed for
his crimes, suggests the theme of crime and punishment. This basic story, however, can
be presented in many different ways. If the robber is shown to be selfish and devious – a
character the reader or audience dislike – then his arrest might suggest that ‘crime does
not pay’. Such a story would be very satisfying for a society that values fixed ideas of
right or wrong. But if the police are shown to be just as corrupt and devious as the
robber, then the message might be different: that criminals might be ‘people like us’. A
more complex or challenging story like this might be preferred by people who value
social criticism and the testing of moral ideas. The very different treatments of the same
general theme could lead to very different reader or audience reactions, depending on
who is reading or watching’ (Brian Moon, Viewing Terms, p.168).
Prepared by Nick Mercer
Compare and Contrast: Success and Compromise in ‘My Cousin Tim’
Ek Tim
Success:
Ek Teng
Success:
Followed his dreams, pursued his passions, Studied accountancy in accordance to his
experimented with choices, made life
father’s wishes.
decisions based on his own choices.
Did well in his career.
Became more confident, more willing to
take risks, live life just for today and for
Achieved society’s definition of success.
himself.
Fulfilled his family’s expectations of him.
Attained material success despite taking
the road less travelled.
Remained youthful.
Compromise:
Compromise:
Was touted as his father’s biggest Felt that he failed to seize the day
disappointment in life by his family and
relatives.
Did not fight hard for the opportunity to
study abroad.
Seen as rebellious, unfilial.
Sold himself out to the Singapore plan by
accepting the consolation prize of a
holiday to Europe or America and a small
car.
Premature aging.
Eddie (Ek Teng) – follows the Singapore Plan (conformity determined by materialism,
pragmatic, lives according to the enterprise association).
Eddie functions as an allegory for the conflict between the Singaporean Dream and the
Singaporean Plan. He wants to go to England and have new experiences but ultimately,
he compromises and conforms to the ideal of success as determined by the Singapore
Plan.
Singaporean identity is similarly caught between its localized identity as defined by the
economic benefits of its corporate consumer culture and capitalist expansion as well as
the “moral decadence” that comes with the global consumption of Western/American
products and popular culture.
Prepared by Nick Mercer
Tim (Ek Tim) – follows the Singapore Dream (the search for peace and liberty that
focuses on the process rather than the product). Success is defined as the process
where an identity is negotiated through worldly experience and the joy of self discovery.
However, this comes at the price of individualism over a sense of collectivism. Is this a
viable track for Singaporeans?
Tim doesn’t conform to the ideology of the Singaporean Plan but he is ultimately
judged by its materialistic measure of success.
Ideology works at its best when the individual believes he/she is resisting societal
expectations when in fact, they are reinforcing these expectations by ultimately
judging themselves as a success based on wealth.
Tim’s financial success undermines the whole premise of the story that success should
not be judged through materialistic measures, but through an individual’s ability to
realize their identity, desires and passions through life experiences.
Stayers vs. Quitters
Is Tim a quitter?
The 5 Cs do not consider individual needs and desires.
The Singapore Plan is the Singapore Dream as seen through the eyes of the 2 nd
generation.
Key concepts
 The 5 C’s
 The Singaporean dream
 The Singaporean plan
 Consumer culture
 Materialistic view of success
 Generational conflict
 The Singaporean family/expectations and familial obligation
 Definitions of success
 Singaporean identity
Prepared by Nick Mercer
The Values of Singaporean Society
What personal characteristics do Singaporeans value?
What are the collective values of Singaporean society?
What traditions, myths and stories inform these values?
How are values reproduced in society?
These values are enforced through institutions such as the family and school. These
institutions socialize the individual into the mechanics of the Singapore Plan – the
“Ideological State Apparatus” – Louis Althusser.
Ideology functions through societal expectations e.g. “Kiasuism” – a manifestation of
the parents’ desire for the best for their children – and reinforces the capitalist ideology
of competitive individualism.
What pressures are there to conform to the dominant values and beliefs of Singaporean
society.
Prepared by Nick Mercer