Sunday, December 1, 2019
What is the role of war poetry Essay How has it performed this role through history?Throughout the years war poetry has played a big part in English literature. Any British library will contain piles upon piles of books containing the stories of heroes and fiends of the British people dating right back to before the coming of Christ. But why? What is the reason for so much poetry to be focused on war? War poetry has been used for many reasons within history. Its been used to tell others of the battle, to influence others for the future, to tell the poets ideal of truth. But these roles have differed and evolved through time, partly because of different decorum and because of new technology taking over poetries use in the modern world.To proof this statement I will be analyzing 4 different war time poems from different parts of British history. To start with Ill look at the 1st World War poem My Boy Jack By Rudyard Kipling then work back towards one of the earliest forms of British war poetry, the Anglo-Saxons.Rudyard Ki pling was one of the most popular writers in English literate, his life and works within the late 19th and early 20th century. When the great war came about he was already in his late 40s and a very strong patriot, and using his influence as an acclaimed writer and journalist he put forward his ideals of nobility and honor to the British public. He also used his contacts from high up in the government and army to get his son John into the Irish guards. John had very bad eyesight and had been refused from fighting times before, because he would be a liability to himself and others if he lost his glasses. Sadly John was one of the many to die in battle. After this devastating tragedy in his life, Kiplings writing changed dramatically.My Boy Jack was written in 1916, its about Kipling coming to terms with the death of his only son and the part he played in it, the guilt he felt.My Boy Jack by Rudyard Kipling:HAVE you news of my boy Jack?Not this tide.When dyou think that hell come back ?Not with this wind blowing, and this tide.Has any one else had word of him?Not this tide.For what is sunk will hardly swim,Not with this wind blowing, and this tide.Oh, dear, what comfort can I find?None this tide,Nor any tide,Except he did not shame his kind-Not even with that wind blowing, and that tide.Then hold your head up all the more,This tide,And every tide;Because he was the son you bore,And gave to that wind blowing and that tide!I feel that out of all the poems Im going to look at, this one is the most personal, being used to express Kiplings deep emotional feelings about the loss and pain war gives you. But even though Kiplings has been through the loss of a child, he still is a patriot towards the war. I feel that part of kipling stayed a patriot because he wanted a reason for Johns death, he must have something to cling on to. gave to that wind blowing and that tide! he still believes that it was a sacrifice that had to be made, for England. For a future of freedom. U sing tides and the elements to show a time moving on adds the ideal of something growing or healing, something thats eternal and immortal, which in turn changes the poems atmosphere, almost makes it nobler in the readers eyes.The ideal of immortally is a big role in war poetry. The ideal of men fighting and dieing for the people back home and there country is a big motivation for soldiers. But the ideal of living forever as a hero to people is something that is not as easily achieved, but probably craved for more. Its that glory and nobility factor that has been used and abused by many war leaders throughout history. Being still at war when the poem was written and facing two more years to fight with, I feel that Kipling will have wanted to give something to the public, to give some hope, some reassurance that there sons and husbands and brothers and fathers werent dieing for nothing, that they would live forever and be glorified in good peoples eyes. As his son was in his.But it co uld also have an undercurrent to this meaning, Kipling was comforting the bereaved by pointing out the soldiers heroism, but by doing this he was persuading other men to go out and fight. To go and earn there share of the glory by getting themselves blown up for King and Country. except he did not shame his kind his son did what he had to do, he did his duty to his country and has been immortalized for it, now what have you done? Thats what I feel Kipling is saying with this quote. Hes trying to persuade others to do the right thing. To be like jack, to be the perfect British hero.Its a very clever use of guilt. By saying that if you didnt fight you were shaming not just yourself, not just Britain, but your kind. You would be lower than the enemy because you werent doing your duty, and duty in those days meant everything. Its one of the main factors of British war history, the way we lived. In any wartime situation duty became the main reason to be born; you were placed on this eart h to do your duty. If you didnt you were the lowest of the low. This sense of duty arises in all of the British poems Im looking at.Duty is in all of the poems Im looking at, but each in different doses and ways, with different angles on duty. This is particularly noticeable in the next war poem, The Charge of the Light Brigade by Lord Alford Tennyson. The Charge of the Light Brigade was a terrible mistaken cavalry charge on 25 October 1854 in the Crimean War. A light brigade of 600 horse and men charged at a heavily armed enemy camp, around 100 men survived. When this news was relied to Britain, Lord Tennyson responded with composing this famous poem of the bravely of the men and the idiocy of the order.As I stated before, a lot of war poetry is about duty, especially British war poetry and the charge of the light brigade is no exception. This is shown best in the second stanza:Forward, the Light Brigade!Was there a man dismayd?Not tho the soldier knewSomeone had blunderd:Theirs no t to make reply,Theirs not to reason why,Theirs but to do and die:Into the valley of DeathRode the six hundred.There duty was to do and die as Tennyson puts it. The charge was a great mistake of British war history, and a terminal one for a lot of men. And Tennyson portrays them as true British lions. They didnt question the order, they didnt complain or argues. They did what they were told, they did there duty and in writing of this perilous act Tennyson has also immortalized these brave men. He has turned them into heroes, Boldly they rode and well these men werent just the victims of somebodys mistake; they were true soldiers to Tennyson! They had the courage to face such a terror, and they were also good at what they did, well trained if not well guided.This attitude of Tennyson is also an indicator of the Victorians own attitude to war. When the Crimean War was fighting, Queen Victoria was in her final years on the throne. As I mentioned before, Britains have a unique demeanor and resiliences to war, you must do your duty and play your part and get on with things. Follow the crown and the nation in defending our blessed isles, so though Tennyson gives us a rather bad picture of the order itself, which it was in no doubt a fatal and terrible mistake, he portrays the soldiers as heroes, as the true British citizen. This is also a main role in the poem My Boy Jack. One of the main roles in war poetry it seems.But Tennysons poem also immortalizes the men who died for theyre country and this is also a main role in most war poetry. As over 450 men died in the charge, and not making a lot of difference in the situation on the war, there sacrifice seems minuscule when we look back on it today. Of course when they joined the army and the war they would have done it and planned to make a difference, to help defend and fight for Britain. But sadly they didnt achieve this at all with this one attack, there charge of the light brigade was more of a sacrifice then an a ssault on enemy forces. So if Tennyson had not written this poem, then the charge of the light brigade would probably just be a little mishap in British warfare.The authorities might have tried to covered it up, seeing as it is a shameful and unclean portray of the British army commands. But Tennyson changed all this by noting down his thoughts and view for the future to behold, he set down the truth as he saw it of this event and by doing this he made history, he immortalized the men and theyre courage and deaths in the poem, into the literary world he made them almost divine with there bravely and fearlessness. This is something a lot of war poetry does, and has done for years. It is a main role in war poetry to immortalize the poets heroes and there deeds. And the Charge of the light brigade also shows Tennysons own view on the truth, he hears of this mistake from the caverle and finds it repusive that so many brave men died for nothing, this role is evedent wihtin Tennysons poem through the laugage he use. Honour the light brigade, Nobel 600!.The next poem, however, is rather different to the others. Its a retelling of the Battle of Agincourt 1415, but written nearly 200 years after the event itself by the greatest playwright of all time, William Shakespeare, in his adaptation on King Henry V life. The poem is really a speech made by Henry just before the English battle against the French. At the time the soldiers are fighting to get home from battling and capturing many north-French cities but are blocked by an overwhelming army of fit and strong French soldiers, while Henrys men are depleted in numbers and exhausted. The speech is all about fighting for your country and for the brother next to you; its used really to boost the means morale as they turn to face what seems as an impenetrable force.To do this Henry speaks of pride and honor bestowed upon them as gifts for there bravery and, for a lot of them, there lives.But if it be a sin to covet honour,I am the most offending soul alive.He makes it sound as if they will be honored and given an almost divine status if they fight with him, whether they die or survive. So already the roles of war poetry has changed in different priority, it isnt so much our duty to do this, you may not have been born for this but you will be honored for it, you will be rewarded for giving your life to the King. This change may well be an indicator of the different attitude and decorum in that time (but being a fictional retelling it reflects upon the Elizabethan view) when Britain were at war with the catholic country of Spain and the had a very hostile attitude from France as France is and are a catholic country. Elizabeths foreign policy then was aggressive and defending, so at this time when an Elizabethan went to see a play they wanted to see victorious Englishmen and Kings against the evil Catholics, Spain and France in particular. And so Shakespeares writing reflects this need and creates for us this perfect scene of they low and despicable French soldiers against the powerful and noble English in a victorious and awe-inspiring battle for Britain and Home.But not only is Henry seen as a noble and brave man in such circumstance but also as a powerful fighter, a strong figure for the Elizabethan people to latch onto and idolize in the dreary circumstance at that moment in time. Henry is a man how would rather run than fight, telling them to go if they see themselves so low to do so, he is the hero in the story and he also pressures and persuades the men to fight by demanding all the cowards to run now, just like Kipling did in My Boy Jack. He that hath no stomach to this fight, let him depart using the phrase stomach to fight really emphasizes how cowardly those few would be if they ran. Hes playing really with the mens own manhood and pride. Which was also a ploy used in Kiplings My Boy Jack and in a lot of war poetry on the whole.The last poem Ill be looking at is from on of the earliest forms of Poems itself. The Battle of Maldon is the only war poem Ive looked at that was a genuine account of a battle, this is because the poet was actually writing the poem while the battle was raging. This is how the Angelo-Saxons would relay news, like our newspapers and news night we have today. It was also used for warriors, who would hire poets to come and write about their deeds (and in some causes there heroic death) so that there brave doings and courageous death could be retold again and again by others, thus making the warrior immortal in history.This has been a main role for all of the other poems, so the idea of immortalizing soldiers and fighters who die in war has been used since before Christ. Evidence for this in The Battle of Maldon is when the poet is writing about the King, Byrhtnoth.Can you hear seamen, what we say on our side?Indeed weve something to send you spearsdeadly darts and durable swords,Byrhtnoths speech (of which the quote above come s from) is defiant, mighty and has a strong sense of for our people and country for example, Keep this country safe Describing their action as defensive and not attacking shows a noble view of Byrhtnoth, the reader gains this from the single word safe, the king and his army are protecting the helpless. The poets meaning for this is to show Byrhtnoth as this Nobel but Fair King, he is not the one attacking, he never asked or provoked the invaders to attack there peaceful home. Hes only fighting for the people and for his own honor. Such a heroic display of a model and powerful king is just what is found in Henry Vs grand speech.In both instances the reason behind the gallant folly of words is to raise moral, and as both poems are used to entertain (as war poems in Angelo-Saxon time were used as entertainment and Henry V is a play) they would also have been used to raise the heart and souls of others who read, saw or hear them too, making these historic facts and people into unfading immortals within the realms of human literature. This is one of the reasons for war poetry and has had a main role to play in all of the poems Ive looked at.Another role of war poetry is to flaunt the poets country as being truly amazing, with strong moral duty and brave men. (This role changes slightly in Tennysons poem, he does show British men as brave and noble, but doesnt support the actual government, or higher archly that controls the solders) this particular role is a main feature within The Battle of Maldon perceiving the Angelo-Saxons as mighty and strong Warriors protecting the innocent against the evil and foul Viking invaders. The reader can perceive this from the descriptive language used for the enemy.For example the Vikings speech includes lots of s sounds send quickly sliver for safety this prolonged sound in the line provides an image of a slippery and slimy tongue an s sound is also the sound associated with snakes, which adds to the characters slimy voice. This contrast in language between the invaders or enemy and the fighters or protectors shows the poets proud feelings for their people and king. Even though the Angelo-Saxons lost to the ruthless Vikings they came over as the true heroes in The Battle of Maldon against Blood-wolves (a kenning used to describe the invaders) making it seem that the Angelo-Saxons fought bravely against ruthless savages. A role that has been replayed and retold in many different types of war poetry- that the poets country is really the best whether they won or lost.So the role of war poetry has been an ever-changing and constant thing, its been used for countless reasons from every nation in the world since before Christ. Having looked into the meanings of the poetry above and what roles they played I was surprised by how the poets pen can be so powerful to people. How they have played there part in history to tell us the truth, or the facts or simply what they saw.
Tuesday, November 26, 2019
Childhood Memories Childhood Memories Any age our life is full of events. However, there are events which are like bright flashes. These are flashes of our feelings. They instantly illuminate the life and fill it with new meanings. With them the soul of a man is growing and changing, but sometimes we manage to notice just how our body grows. Hence, the brightest moments happen in our childhood, when being small we perceived the whole world completely differently. My earliest childhood memories are about my mother the most precious person to me in the world. I remember when we were walking through a park, eating ice-cream and candies. Smiles, stories, good humor, lots of toys and sweets this is what my childhood means to me. I remember how we waited for family New Year's and birthdays. A human being is escorted with holidays, with its beauty and solemnity, from early childhood. They make life more colorful, diverse and joyful. Of course, I associated my childhood with gifts. Some of them I am still keeping, because they are dear to me as a memory of unforgettable fun and happy days. I remember how we, being small children, were well-dressed and happy to be in the first class. We considered ourselves adults because were students. I was escorted by all my family and wished a good journey. I remember the first lesson and my teacher's words: Good afternoon, children! From lesson to lesson, from class to class, we opened and mastered the supreme values of life at school every day. Now, seeing little first-graders, I remember my own first days at school and compare myself to them. I was just as restless, confused and sometimes moderately curious. Each of us has different memories about the childhood years, but it brings us to our carefree and happy childhood.
Friday, November 22, 2019
5 Minute Activities for Elementary School Teachers Every elementary school teacher dreads that pointÃ of the day when they donÃ¢â¬â¢t have enough time to start a new lesson, but yet, they have a few extra minutes to spare before the bell rings. This Ã¢â¬Å"wait timeÃ¢â¬ or Ã¢â¬Å"lullÃ¢â¬ is the perfect opportunity for a quick activityÃ for the class. And,Ã whatÃ¢â¬â¢s great about this type ofÃ time-filler activity is that it requires little toÃ no preparation and the students tend to think of them as Ã¢â¬Å"playÃ¢â¬ time. Check out these ideas:Ã Mystery Box This five minute filler is a terrific way for students to develop their thinking strategies. Secretly place an item into a covered shoe box and ask the students to figure out what is inside without opening it. Allow them to use all of their senses to find out what is in the box: touch it, smell it, shake it. Suggest to them to ask Ã¢â¬Å"yesÃ¢â¬ or Ã¢â¬Å"noÃ¢â¬ questions such as, Ã¢â¬Å"Can I eat it?Ã¢â¬ or Ã¢â¬Å"Is it bigger than a baseball?Ã¢â¬ Once they figure out what the item is, open the box and let them see it. Sticky NotesÃ This quick time filler helps students build their vocabulary and spelling skills. Write compound words in advance on sticky notes, dividing each half of the word into two notes. For example, write Ã¢â¬Å"baseÃ¢â¬ on one note and Ã¢â¬Å"ballÃ¢â¬ on the other. Then, place one sticky note on each studentÃ¢â¬â¢s desk. Then students can go around the classroom and find the peer who owns the note thatÃ makes the compound word. Pass the BallÃ A great way to reinforce fluency is to have the students sit on their desks and pass a ball while saying anything, from rhyming words to naming the capitals of the United States. This is a fun time filler where students will enjoy playing while reinforcing important learning concepts. The act of passing a ball engages students and keeps their attention, and encourages order within the classroom by limiting who is speaking and when. Should students get out of hand, use this as aÃ teachable momentÃ and review what it means to be respectful of each other.Ã LineÃ Up This is a great five minute activity to take your time lining the students up for lunch or a special event. Have all of the students remain in their seats and each student stands when they think you are talking about them. An example is, Ã¢â¬Å"This person wears glasses.Ã¢â¬ So all of the students whoÃ wear glasses would stand up. Then you say, Ã¢â¬Å"This person wears glasses and has brown hair.Ã¢â¬ Then whoever has glasses and brown hair would remain standing and then line up. Then you move on to another description and so on. You can modify this activity to last two minutes or even 15 minutes. Line up is a quick activity for children to reinforce their listening skills and comparatives. Hot SeatÃ This game is similar to Twenty Questions. Randomly select a student to come up to the front board and have them stand with their back facing the white board. Then choose another student to come up and write a word on the board behind them. Limit the word that is written to a site word, vocabulary word, spelling word or anything that you are teaching. The goal of the game is for the student to ask his/her classmates questions in order to guess the word written on the board.Ã Silly StoryÃ Challenge students to take turns making up a story. Have them sit in a circle, and one by one add a sentence to the story. For example, the first student would say, Ã¢â¬Å"Once upon a time there was a little girl that went to school, then sheÃ¢â¬ ¦Ã¢â¬ Then the next student would continue the story. Encourage children to stay on task and use appropriate words. This activity is the perfect opportunity for students to develop and use their imagination and creativity. This can also be turned into a longer project in which students collaborate on a digital document. Clean UpÃ Have a clean-up countdown. Set a stopwatch or alarm and assign each student a specific number of items to clean up. Tell students, Ã¢â¬Å"LetÃ¢â¬â¢s beat the clock and see how fast we can clean up the classroom.Ã¢â¬ Make sure that you set rules ahead of time, and every student understands exactly where each item goes in the classroom. As an extra incentive, choose one item be the Ã¢â¬Å"trash of the dayÃ¢â¬ and whoever picks up that item wins a small prize. Keep it Simple Think of the skills you want your students to grasp and prepare activities that correlate with that, then use those five minutes to practice those skills. Younger children can practice printing or coloring and older children can practice journal writing or do math drills. Whatever the concept is, prepare for it ahead of time and have it ready for those awkward in-between moments. Looking for more quick ideas? Try these review activities, brain breaks, and teacher-tested time savers.
Thursday, November 21, 2019
Explication of a poem - Essay Example wen presents a poem which through its rich imagery, use of sounds and literary allusions, creates a picture of the soldier that is extremely different from the conventional portrait of the soldier. The most important contribution of this poem to oneÃ¢â¬â¢s understanding of war is the fact that it breaks down the notion of war as an honorable occupation for men. Such accounts of war are almost always premised upon the masculine prowess of the people involved in the war. This poem, however, significantly, alters the view of the soldier as a masculine person. What the poem does is to introduce images of the soldier as a helpless weakling who is trapped in the hostilities between two nations. The sight of the soldier is that of a man Ã¢â¬Å"guttering, choking, drowningÃ¢â¬ and immersed in pain. The Ã¢â¬Å"desperate gloryÃ¢â¬ (Owen) that he seeks turns out to be a mirage, something that is unattainable in modern warfare. What Owen seems to be indicating is the fact that the older forms of warfare that led to lesser numbers of casualties had given way to more dangerous and more impersonal forms of warfare that led to the numbing of the soldiers in question. One of the most important techniques that the poem uses in order to undercut the rhetoric of war and patriotism is the very rhyme pattern that it follows. The rhyme scheme is abab. This resembles the marching pattern of an army. The pattern, however, in the poem, only symbolizes death and decay. It represents the impossibility of progress and the boredom that accompanies a life as a soldier. Even instances of urgency and vigor are followed and accompanied by the clumsiness of wearing oneÃ¢â¬â¢s Ã¢â¬Å"helmets just in timeÃ¢â¬ . This is an example of a transferred epithet where the characteristics of one object are transferred to the other. The very basic act of marching is undercut and parodied in the poem, something that locates it in a canon of anti-war poetry. War is thus, something that stunts the growth of one human being and of the
Tuesday, November 19, 2019
Story Response #3 - Assignment Example He fell in love with her reasons beyond her schoolwork and the fact that he thought she knew much despite her tender age of thirteen. At first, the story seemed confusing. Why was it that Hannah chose on this boy and not any other in the class? It is not clear that they are close friends in as much as he was willing to bend down rules so as to please Hannah who had caught his attention. It would be best preferred if the central character explain to him what the makeup kit entailed and to whom he was to take to. It was shocking when he later came to realize the Mick guy in the B-building was HannahÃ¢â¬â¢s boyfriend. He realized he is an innocent culprit whom the teachers would not suspect quickly. Next time, if the boy would fall in love with a woman, I find it useful to lay down the intentions first and let the lady decide. These could best come out if only he told Hannah the real feelings, she would not have taken him for a friend been used to do dirty business in the name of a boyfriend who got arrested
Saturday, November 16, 2019
Thursday, November 14, 2019
It was 1968's album Waiting for the Sun that marked the appearance of a new aspect of Morrison's image, the Lizard King. A poem entitled Ã¢â¬Å"The Celebration of the Lizard,Ã¢â¬ in which he pronounced Ã¢â¬Å"I am the Lizard King,Ã¢â¬ was printed on the album jacket. Morrison later claimed that this poem was meant to be partly in jest, but it took on a life of its own and would play an important role in Morrison mythology. In a 1970 interview, Morrison respond to a question about being called a Lizard King: Stevenson: How do you feel about some of the magazine articles that used to come out calling you the Lizard King and things like that? Morrison: Oh, I liked it! I enjoyed it! I thought it was, you know, I always liked reptiles, I always had a fondness for them . . . We did evolve from reptiles . . . I used to see the universe as a mammoth peristaltic snake and I used to see all the people, objects and landscapes as pictures on the facets of their skin, their scales. I think the peristaltic motion is the basic life movement: swallowing, digestion, the rhythms of sexual intercourse. Even your basic unicellular structures have this same . . . Stevenson: Fluidity and motion? Morrison: Yeah!14 Morrison used the attribution of Lizard King to expand on his image, as seen in this interview, by molding it to his ideals of proximity to the earth, suggesting that the motion of a reptile mimics the basic motion of all life. He further used the Lizard King image in the theatricality of his on-stage performances and, whether consciously or sub-consciously, to contribute to his own, as well as the band's, image. At best, it is possible to distinguish between Morrison as shaman and Morrison as the Lizard King,... ... difficult to confirm the cause of his death. Was it suicide? Murder? This uncertainty may have contributed to a Morrison-like image and myth. Now, that his physician has been convicted of negligence, the uncertainty is reduced. We will have to wait and see what develops. It is the public discourse, after the death of a celebrity, which results in the emergence of an icon. In books, films, and other media content about the celebrity, various narratives and central values become associated with the celebrity. After several years of continued public interest in the dead celebrity, the image and values associated with the celebrity become more significant than, and transcend, the factual details about the historical existence of the individual. The following section will outline elements contributing to the construction of the image of a celebrity, after their death.