After the dinner where Guido talks to Dr. Lessing, he carries Joshua back to the dormitory. This scene is the one from the start of the film, where he is walking through the mist. The eerie, dreamlike atmosphere is created through
- Soft and misty lighting
- Blue colour over everything
- Absence of music
- Sound of wind whistling
- Props ; shadowy shapes seen through the mist, piles of bones
Shortly afterwards, the camp is in chaos; the Allies are coming and the Germans are getting rid of the evidence. We see Guido marched away to be shot from Joshua’s point of view. The sound effects (drumbeat, giggles) seem incongruous and show Joshua still believes it is a game. The smoke from a truck obscuring the view is a reflection of Joshua’s inability to see the truth clearly.
After Joshua comes out of hiding, the camp is shown to be deserted through the extended silence, long shots, smoke, and use of props (e.g. paper blowing around). An extreme long shot emphasises the abandonment and loneliness of the boy.
When Joshua is picked up by the American soldier, the upbeat march music and sunny countryside link back to the beginning of the film, when Guido was arriving in Arezzo.
In the final scene, Joshua’s joy and excitement contrasts with seriousness of situation – this contrast shows that although the world has changed around him, Joshua still has the ability to see the beauty in life that he was raised with. The last shot is a still of Dora with a smile on her face and Joshua with his arms raised triumphantly, sitting in green fields bathed in sunlight. This ends the film on a high note, and shows us that in spite of the tragedy, there is still beauty in life.
Saturday, October 31, 2009
Dr. Lessing
The purpose of Dr. Lessing’s character is to show us the darker side of the film, and the far-reaching effects of the Nazi persecution of the Jews. When we first meet Dr. Lessing, he is eating at the restaurant where Guido is a waiter. Everything about the scene has a calm, civilised atmosphere; his friendly chatter with Guido, the cool white colours, the relaxed pace.
This scene contrasts strongly with Dr. Lessing’s appearance in the concentration camp. At first he doesn’t recognize Guido. When he does recognize Guido, their conversation is tense, furtive and hurried. Guido hopes that Dr. Lessing will be able to help him and his family escape the camp.
Guido is brought in to serve as a waiter at a dinner for the German officials and their families. When Guido and Dr. Lessing finally have a chance to talk, they are shown in a mid shot standing together at the drinks table, with a huge swastika on the wall between them. The composition shows how the Nazis have come between them, and the dominance of the Nazi regime over every aspect of their lives. The extent of Dr. Lessing’s madness is shown in his brief conversation with Guido. Close ups cut between them in over-the-shoulder shots. Dr. Lessing does not appear to understand what Guido says to him; he obsesses over a riddle; he looks distraught, angry, confused. He says “For heaven’s sake, help me! I can’t sleep any more…” and his actions become violent.
We see in Guido’s shocked silence that he has realized Dr. Lessing can’t help him; at the end of the scene we see the mid shot once more, with Guido turning away from the doctor, his shoulders slumped in despair. The viewer then becomes aware that the war has had effects on people other than the Jews. Dr. Lessing is made to act as a doctor to those in the concentration camps; the viewer can only imagine the horrific sights this gentle man must have seen to make him obsess over riddles as a way of avoiding the reality of life under the Nazis.
This scene contrasts strongly with Dr. Lessing’s appearance in the concentration camp. At first he doesn’t recognize Guido. When he does recognize Guido, their conversation is tense, furtive and hurried. Guido hopes that Dr. Lessing will be able to help him and his family escape the camp.
Guido is brought in to serve as a waiter at a dinner for the German officials and their families. When Guido and Dr. Lessing finally have a chance to talk, they are shown in a mid shot standing together at the drinks table, with a huge swastika on the wall between them. The composition shows how the Nazis have come between them, and the dominance of the Nazi regime over every aspect of their lives. The extent of Dr. Lessing’s madness is shown in his brief conversation with Guido. Close ups cut between them in over-the-shoulder shots. Dr. Lessing does not appear to understand what Guido says to him; he obsesses over a riddle; he looks distraught, angry, confused. He says “For heaven’s sake, help me! I can’t sleep any more…” and his actions become violent.
We see in Guido’s shocked silence that he has realized Dr. Lessing can’t help him; at the end of the scene we see the mid shot once more, with Guido turning away from the doctor, his shoulders slumped in despair. The viewer then becomes aware that the war has had effects on people other than the Jews. Dr. Lessing is made to act as a doctor to those in the concentration camps; the viewer can only imagine the horrific sights this gentle man must have seen to make him obsess over riddles as a way of avoiding the reality of life under the Nazis.
The concentration camp
Dora comes home to find Guido and Joshua gone. We are able to understand her surprise and bewilderment, as we do not yet know what has happened to them either. This is a major turning point in the film. The change from a lighthearted family story to a darker, more sinister story is shown through many techniques:
- Sinister, foreboding music
- Facial expressions of actors, especially Uncle Leo – depression, despair
- Dark lighting, even outside it is dull and grey
- Military style truck and uniformed guards reinforce sinister intentions
- The costumes of the prisoners are all dull greys and browns. This adds to the depressing atmosphere, and also takes away the individuality of the people.
When Dora gets on the train, her bright red dress is a contrast to the other people, emphasising her difference – she doesn't belong, she is there by choice. The composition of the shot is clearly divided down the middle, into the bright sunny station on one side and the dark shadowed train on the other. Dora crossing the tracks is symbolic of her choice to leave the peace and happiness of Italy to join her family in the dark uncertainty of the concentration camp. The last shot in the scene is a long shot of the train disappearing into the distance. This emphasises the loneliness and uncertainty of the prisoners – small figures traveling into the unknown. It is also a visual reinforcement that they have left their old lives behind.
Continuity is maintained between the scenes by showing the train leaving in one shot and then moving towards the camera as it arrives in the concentration camp in the next shot. The concentration camp is shown to be a sinister place by the dark, bluish lighting, the bare, prison-like structure, the searchlights and the low, sinister music. It is a relatively long drawn out shot with little action, so the viewer can appreciate the harsh, barren setting. A high angle tracking shot is used the next morning to give the viewer an overview of the number of prisoners and how they were treated.
When Guido translates “the rules” for the German guard, this shows us more about Guido’s character – he is willing to risk anything to protect Joshua from the horrors of the camp. It also uses humour to alleviate the seriousness of the situation. His comments are funny because they are so unexpected in that situation. In the next scene, we see the prisoners being used as slave labour, showing Benigni’s clever balance between humour and tragedy.
- Sinister, foreboding music
- Facial expressions of actors, especially Uncle Leo – depression, despair
- Dark lighting, even outside it is dull and grey
- Military style truck and uniformed guards reinforce sinister intentions
- The costumes of the prisoners are all dull greys and browns. This adds to the depressing atmosphere, and also takes away the individuality of the people.
When Dora gets on the train, her bright red dress is a contrast to the other people, emphasising her difference – she doesn't belong, she is there by choice. The composition of the shot is clearly divided down the middle, into the bright sunny station on one side and the dark shadowed train on the other. Dora crossing the tracks is symbolic of her choice to leave the peace and happiness of Italy to join her family in the dark uncertainty of the concentration camp. The last shot in the scene is a long shot of the train disappearing into the distance. This emphasises the loneliness and uncertainty of the prisoners – small figures traveling into the unknown. It is also a visual reinforcement that they have left their old lives behind.
Continuity is maintained between the scenes by showing the train leaving in one shot and then moving towards the camera as it arrives in the concentration camp in the next shot. The concentration camp is shown to be a sinister place by the dark, bluish lighting, the bare, prison-like structure, the searchlights and the low, sinister music. It is a relatively long drawn out shot with little action, so the viewer can appreciate the harsh, barren setting. A high angle tracking shot is used the next morning to give the viewer an overview of the number of prisoners and how they were treated.
When Guido translates “the rules” for the German guard, this shows us more about Guido’s character – he is willing to risk anything to protect Joshua from the horrors of the camp. It also uses humour to alleviate the seriousness of the situation. His comments are funny because they are so unexpected in that situation. In the next scene, we see the prisoners being used as slave labour, showing Benigni’s clever balance between humour and tragedy.
Tuesday, October 20, 2009
The Engagement Party
Everything at the engagement party shows how wealthy they are. The costumes are expensive looking, with plenty of jewellery on display. The music is classical music played by live musicians. The props, such as the gigantic cake with the ostrich on top, are ostentatious. There are a large number of people at the gathering. One reason for this is to show the life that Dora could have had. She would have been able to buy anything she wanted; she would have been treated like royalty.
However, when Rodolfo announces their engagement, a mid shot shows Rodolfo animated and smiling but Dora still and dejected. We also see how many people are gathered in the background, trapping her into her life. Dora turns away as Rodolfo kisses her, reinforcing the impression that she doesn’t want to marry him.
Some of the “small talk” at the engagement party is about a maths problem given to German schoolchildren. “If all the cripples were simply eliminated, how much money would the state save?” This shows attitudes of the Nazis, that people who don’t fit their Aryan ideal don’t deserve to live. It’s also a sinister insight into how children were brainwashed into believing the Nazi rhetoric. Rodolfo’s reaction, taking it simply as a maths problem and coldly talking about the deaths of thousands of people, shows how people could co-operate thoughtlessly with the holocaust, and refuse to see what was really happening.
Elements of a fairy tale are shown in the scene. Dora says to Guido “Take me away from here!”, like an imprisoned princess in a fairy tale. Guido rides in on a white horse, like her rescuing knight. She climbs on and rides off with him. The music throughout the scene creates an atmosphere and shows characters’ attitudes – majestic when cake is brought in to show the opulence of the rich, silent when Guido interrupts, quiet and hesitant while Dora is indecisive, quick and tense when Rodolfo starts to chase them. Soft, gentle music when they reach the house creates a romantic mood, showing us Dora’s feelings.
However, when Rodolfo announces their engagement, a mid shot shows Rodolfo animated and smiling but Dora still and dejected. We also see how many people are gathered in the background, trapping her into her life. Dora turns away as Rodolfo kisses her, reinforcing the impression that she doesn’t want to marry him.
Some of the “small talk” at the engagement party is about a maths problem given to German schoolchildren. “If all the cripples were simply eliminated, how much money would the state save?” This shows attitudes of the Nazis, that people who don’t fit their Aryan ideal don’t deserve to live. It’s also a sinister insight into how children were brainwashed into believing the Nazi rhetoric. Rodolfo’s reaction, taking it simply as a maths problem and coldly talking about the deaths of thousands of people, shows how people could co-operate thoughtlessly with the holocaust, and refuse to see what was really happening.
Elements of a fairy tale are shown in the scene. Dora says to Guido “Take me away from here!”, like an imprisoned princess in a fairy tale. Guido rides in on a white horse, like her rescuing knight. She climbs on and rides off with him. The music throughout the scene creates an atmosphere and shows characters’ attitudes – majestic when cake is brought in to show the opulence of the rich, silent when Guido interrupts, quiet and hesitant while Dora is indecisive, quick and tense when Rodolfo starts to chase them. Soft, gentle music when they reach the house creates a romantic mood, showing us Dora’s feelings.
Opening scenes
The film begins with a mid shot of a man carrying a child walking through mist or smoke. The colours are dull grey and blue. The only sound is the whistling of the wind. The colours and sound effects combine to create a sinister, depressing atmosphere. It is a flash forward that foreshadows later events. There is a voiceover explaining: “This is a simple story, but not an easy one to tell. Like a fable, there is sorrow, and like a fable, it is full of wonder and happiness”.
These opening moments of the film hook the viewer into the film; who is the man? Where is he? What’s going to happen to him? We need to keep watching to find out. The voiceover introduces the idea of a fable – it’s going to be like a fairytale, a little bit magical, and there will be a lesson at the end.
These opening moments also provide a contrast with the next scene, where an establishing shot shows the sunny Italian landscape. The text “Arrezzo, Italy, 1939” immediately sets the time and place. There is bright, sunny lighting and vivid colours of green fields and blue sky. Guido and Ferruchio are driving along a road. The dialogue “I sing what I see…” and cheerful music add to the lighthearted atmosphere. When the brakes fail and they drive through a village, they are mistaken for visiting royalty and everyone claps and salutes. Guido tries to tell everyone to get out of the way, but they mistake his gestures for a Nazi salute. This “prologue” is important in establishing the lighthearted tone of the first section of the film. It starts the film off in an entertaining manner while at the same time establishing the setting more clearly – it is in Italy and the Nazis are popular.
These opening moments of the film hook the viewer into the film; who is the man? Where is he? What’s going to happen to him? We need to keep watching to find out. The voiceover introduces the idea of a fable – it’s going to be like a fairytale, a little bit magical, and there will be a lesson at the end.
These opening moments also provide a contrast with the next scene, where an establishing shot shows the sunny Italian landscape. The text “Arrezzo, Italy, 1939” immediately sets the time and place. There is bright, sunny lighting and vivid colours of green fields and blue sky. Guido and Ferruchio are driving along a road. The dialogue “I sing what I see…” and cheerful music add to the lighthearted atmosphere. When the brakes fail and they drive through a village, they are mistaken for visiting royalty and everyone claps and salutes. Guido tries to tell everyone to get out of the way, but they mistake his gestures for a Nazi salute. This “prologue” is important in establishing the lighthearted tone of the first section of the film. It starts the film off in an entertaining manner while at the same time establishing the setting more clearly – it is in Italy and the Nazis are popular.
Life is Beautiful
The film “Life is Beautiful” was released in 1997. The director, Roberto Benigni, is also the main actor. “Life is Beautiful” is a fictional story that begins in Italy in 1939, when Guido and his friend Ferrucchio move to Arrezzo to live with Guido’s Uncle Leo. Guido meets and falls in love with Dora, who leaves her rich fiancé to marry Guido.
The story then jumps ahead a few years, to Guido and Dora’s life with their son Joshua. There are signs everywhere that prejudice against Jews has increased in Italy. One day, Dora comes home to find Guido and Joshua gone. She goes to the train station where the Jews are being loaded onto a train, and demands to join her husband and son.
After a long train journey, they arrive at a concentration camp. To keep Joshua from being afraid, Guido pretends it is a game, and that everyone at the camp is competing to win a tank. Guido manages to stay alive, entertain Joshua, and occasionally communicate to Dora that they are still alive.
Finally, the war is over; the camp is in chaos as the Germans try to destroy the evidence. Guido hides Joshua and goes in search of Dora. He is shot by a German guard. When morning comes, an American tank rolls into the courtyard, and Joshua believes it is his prize for winning the game. The American takes Joshua and leaves the camp. Joshua then sees his mother at the side of the road, and mother and son are reunited.
In the external exam, you will have to write an essay analysing an aspect of the film. Your ideas will be supported by quotes and film techniques. Remember SEXIST – link your ideas to the author’s intentions, society, and themes. The film does have a purpose – think about the title. Benigni shows us that even in sorrow and hardship, we can find beauty and happiness in life. There are a range of themes such as love, sacrifice, family, prejudice, and inhumanity in the film.
Even though it is set in the 1940s, these ideas are still relevant today – look at some of the sacrifices parents have made for their children in New Zealand recently:
www.nzherald.co.nz/health/news/article.cfm?c_id=204&objectid=10564792
www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10366119
www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10563891.
The prejudice and inhumanity of the Nazi regime is not forgotten either, shown in the controversy over some Facebook photos: http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10604135.
The story then jumps ahead a few years, to Guido and Dora’s life with their son Joshua. There are signs everywhere that prejudice against Jews has increased in Italy. One day, Dora comes home to find Guido and Joshua gone. She goes to the train station where the Jews are being loaded onto a train, and demands to join her husband and son.
After a long train journey, they arrive at a concentration camp. To keep Joshua from being afraid, Guido pretends it is a game, and that everyone at the camp is competing to win a tank. Guido manages to stay alive, entertain Joshua, and occasionally communicate to Dora that they are still alive.
Finally, the war is over; the camp is in chaos as the Germans try to destroy the evidence. Guido hides Joshua and goes in search of Dora. He is shot by a German guard. When morning comes, an American tank rolls into the courtyard, and Joshua believes it is his prize for winning the game. The American takes Joshua and leaves the camp. Joshua then sees his mother at the side of the road, and mother and son are reunited.
In the external exam, you will have to write an essay analysing an aspect of the film. Your ideas will be supported by quotes and film techniques. Remember SEXIST – link your ideas to the author’s intentions, society, and themes. The film does have a purpose – think about the title. Benigni shows us that even in sorrow and hardship, we can find beauty and happiness in life. There are a range of themes such as love, sacrifice, family, prejudice, and inhumanity in the film.
Even though it is set in the 1940s, these ideas are still relevant today – look at some of the sacrifices parents have made for their children in New Zealand recently:
www.nzherald.co.nz/health/news/article.cfm?c_id=204&objectid=10564792
www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10366119
www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10563891.
The prejudice and inhumanity of the Nazi regime is not forgotten either, shown in the controversy over some Facebook photos: http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10604135.
Thursday, September 10, 2009
Exam revision
Your exam next week will be 2 hours 20 minutes. You will need blue or black pens and refill to answer the essay questions. There will be the same three standards as last time:
"To Kill A Mockingbird" essay
* Make sure you get the names right - title, author, main characters...
* Read the question carefullly; make sure you can answer all parts.
* Plan your essay first. Organise your ideas in a logical order, and group similar ideas together.
* Make sure you have a supporting quote or detail in every paragraph.
* Remember the SEXIST structure - develop your ideas with reference to author's intention, relevance to society, and importance of themes.
* Don't waste time counting words - what you write is more important than how much you write.
New Zealand poetry essay
* Choose two poems - make sure you know titles and authors.
* Include quotes and language techniques from each poem.
* Make sure you address the connections between the poems.
* Remember the SEXIST structure - develop your ideas with reference to author's intention, relevance to society, and importance of themes.
* Don't waste time counting words - what you write is more important than how much you write.
Unfamiliar texts
* You will need to know your language techniques. Go through your glossary and test yourself, or make flash cards.
* Remember Technique, Example, Effect. It's not enough to say the effect is "to create effect" or "for emphasis" or "to make it memorable" - you need to say what the effect is in this SPECIFIC context. What is it emphasising? Why is it important for the reader to remember this?
Here is a list of visual language features to test yourself on:
Balance: dividing the image into equal parts.
Bold lines: outlining parts of an image.
Borders: around a text or to separate sections within a text.
Colour: used to attract attention or for symbolism.
Contrast: contrasting colours, ideas, or pictures with text.
Dominant feature: the biggest image, which first grabs a viewer’s attention.
Empty space: can be used for an effect.
Graphics: graphs, tables, symbols etc.
Juxtaposition: the placement of two contrasting images next to each other.
Layout: a general term referring to how the parts of an image are arranged.
Lettering/Font: size, shape, colour, style, etc.
Perspective: two dimensional (flat) or three dimensional (with depth).
Pictures/illustrations/photographs
Proportion: the size of parts of a text in relation to other parts of the text
Reverse print: white writing on a black background.
Rule of thirds: dividing a text into three roughly equal parts, either horizontally or vertically.
Superimposition: placing one part of an image on top of another.
Symbol: a colour, picture, or object that represents an idea.
"To Kill A Mockingbird" essay
* Make sure you get the names right - title, author, main characters...
* Read the question carefullly; make sure you can answer all parts.
* Plan your essay first. Organise your ideas in a logical order, and group similar ideas together.
* Make sure you have a supporting quote or detail in every paragraph.
* Remember the SEXIST structure - develop your ideas with reference to author's intention, relevance to society, and importance of themes.
* Don't waste time counting words - what you write is more important than how much you write.
New Zealand poetry essay
* Choose two poems - make sure you know titles and authors.
* Include quotes and language techniques from each poem.
* Make sure you address the connections between the poems.
* Remember the SEXIST structure - develop your ideas with reference to author's intention, relevance to society, and importance of themes.
* Don't waste time counting words - what you write is more important than how much you write.
Unfamiliar texts
* You will need to know your language techniques. Go through your glossary and test yourself, or make flash cards.
* Remember Technique, Example, Effect. It's not enough to say the effect is "to create effect" or "for emphasis" or "to make it memorable" - you need to say what the effect is in this SPECIFIC context. What is it emphasising? Why is it important for the reader to remember this?
Here is a list of visual language features to test yourself on:
Balance: dividing the image into equal parts.
Bold lines: outlining parts of an image.
Borders: around a text or to separate sections within a text.
Colour: used to attract attention or for symbolism.
Contrast: contrasting colours, ideas, or pictures with text.
Dominant feature: the biggest image, which first grabs a viewer’s attention.
Empty space: can be used for an effect.
Graphics: graphs, tables, symbols etc.
Juxtaposition: the placement of two contrasting images next to each other.
Layout: a general term referring to how the parts of an image are arranged.
Lettering/Font: size, shape, colour, style, etc.
Perspective: two dimensional (flat) or three dimensional (with depth).
Pictures/illustrations/photographs
Proportion: the size of parts of a text in relation to other parts of the text
Reverse print: white writing on a black background.
Rule of thirds: dividing a text into three roughly equal parts, either horizontally or vertically.
Superimposition: placing one part of an image on top of another.
Symbol: a colour, picture, or object that represents an idea.
Wednesday, April 29, 2009
How to write a novel essay
Step one
Choose the right question. For example, a question on techniques or analysis of a specific passage would not suit our study of To Kill a Mockingbird. Make sure you can answer all parts of the question. If you choose a question that involves words like “think differently” or how your “opinion has changed” make sure you clearly state what you thought before, what you think now, and what made you change your mind. Remember “analyse how” means “what methods has the author used”.
Step two
Plan. Do not start writing before you have planned how you will approach the question. It is not a plot summary, it’s an analysis of an aspect of the novel. You will need supporting evidence; jot down a few quotes while you remember them.
Step three
Write your essay. The introduction should include the title of the book (in quotation marks, spelled correctly), the author’s name (that’s Harper Lee, not Lee Harper, and she’s a woman so don’t refer to her as ‘him’), the key words of the topic you have chosen, and the main points you are going to discuss in your essay.
Essay tips
* Use your resource booklet to help you, especially with supporting quotes (pages 26-30), essay planning (page 33) and possible essay topics (page 35).
* You may wish to include a background statement. Think about this in advance and memorise a brief summary of the story so that you don’t waste time thinking about it in the exam.
* Remember to fully explain your ideas. You can’t just say ‘Tom Robinson and Boo Radley are mockingbirds.” First you have to explain what the mockingbird symbolises and how that is presented in the novel.
* Use the SEXIST structure for your paragraphs – statement, explanation, example, author’s intention, links to society, themes.
Links to society means:
* How does Harper lee’s novel help us to understand American society in the 1930s? Why is this history important?
* How is the novel still relevant in the world today? Use specific examples, such as facts or statitstics from www.nacdl.org/public.nsf/defenseupdates/innocence240. This story is a real-life example of a black man being wrongfully convicted of rape in the American south; he was only released last year after DNA evidence proved he didn’t do it. Don’t stop there; I’m sure you could find other examples of racism and prejudice in today’s society to support your answer.
* Another thing to think about is what this novel shows us about New Zealand society. Although this novel was set in America in the 1930s, it has parallels in New Zealand in 2009. If a muscular, lower-class Maori man from south Auckland was accused of raping a poor disadvantaged Pakeha teenager – he even admitted to fleeing the crime scene - how many New Zealanders would consider him ‘innocent until proven guilty’? and how many would mutter ‘well he looks dodgy’?
Choose the right question. For example, a question on techniques or analysis of a specific passage would not suit our study of To Kill a Mockingbird. Make sure you can answer all parts of the question. If you choose a question that involves words like “think differently” or how your “opinion has changed” make sure you clearly state what you thought before, what you think now, and what made you change your mind. Remember “analyse how” means “what methods has the author used”.
Step two
Plan. Do not start writing before you have planned how you will approach the question. It is not a plot summary, it’s an analysis of an aspect of the novel. You will need supporting evidence; jot down a few quotes while you remember them.
Step three
Write your essay. The introduction should include the title of the book (in quotation marks, spelled correctly), the author’s name (that’s Harper Lee, not Lee Harper, and she’s a woman so don’t refer to her as ‘him’), the key words of the topic you have chosen, and the main points you are going to discuss in your essay.
Essay tips
* Use your resource booklet to help you, especially with supporting quotes (pages 26-30), essay planning (page 33) and possible essay topics (page 35).
* You may wish to include a background statement. Think about this in advance and memorise a brief summary of the story so that you don’t waste time thinking about it in the exam.
* Remember to fully explain your ideas. You can’t just say ‘Tom Robinson and Boo Radley are mockingbirds.” First you have to explain what the mockingbird symbolises and how that is presented in the novel.
* Use the SEXIST structure for your paragraphs – statement, explanation, example, author’s intention, links to society, themes.
Links to society means:
* How does Harper lee’s novel help us to understand American society in the 1930s? Why is this history important?
* How is the novel still relevant in the world today? Use specific examples, such as facts or statitstics from www.nacdl.org/public.nsf/defenseupdates/innocence240. This story is a real-life example of a black man being wrongfully convicted of rape in the American south; he was only released last year after DNA evidence proved he didn’t do it. Don’t stop there; I’m sure you could find other examples of racism and prejudice in today’s society to support your answer.
* Another thing to think about is what this novel shows us about New Zealand society. Although this novel was set in America in the 1930s, it has parallels in New Zealand in 2009. If a muscular, lower-class Maori man from south Auckland was accused of raping a poor disadvantaged Pakeha teenager – he even admitted to fleeing the crime scene - how many New Zealanders would consider him ‘innocent until proven guilty’? and how many would mutter ‘well he looks dodgy’?
Saturday, March 28, 2009
Boo Radley
Boo’s real name is Arthur Radley. As a boy, Boo fell in with the wrong crowd; after some minor misdemeanours he was going to be sent away to the industrial school. His father saw this as bringing shame on the family, and instead of sending him away, kept him locked up at home. Since his father passed away he has been in the care of his older brother Nathan. Nathan is as strict and unfriendly as their father was. No one has seen Boo for 15 years.
Because Boo never came out of the house, stories and rumours sprang up around him; he was described as a “malevolent phantom…. Any stealthy small crimes committed in Maycomb were his work.” (p 14)
Jem described Boo as “about six-and-a-half feet tall… dined on raw squirrels and any cats he could catch…. There was a long jagged scar that ran across his face; what teeth he had were yellow and rotten; his eyes popped, and he drooled most of the time.” (p 19)
Miss Maudie presents a more reasonable picture of Boo; she insists that Scout call him Arthur, and says that the Radley house is “a sad house”. She says Boo “always spoke nicely to me… as nicely as he knew how.” (p. 51)
Later we have evidence of Boo watching over the children and doing his best to help them. Jem gets his pants caught in the fence sneaking around the Radley house one night, trying to get a look at Boo. When he goes back to get them, he finds them “folded across the fence…. They’d been sewed up. Not like a lady sewed ‘em, like something I’d try to do.” (p. 64)
The children are left mystery gifts in the tree outside the Radley place; chewing gum, dolls carved out of soap, twine, a pocket-watch that wouldn’t go, a spelling medal, a small coin… this comes to an end when Mr. Nathan Radley fills in the knot-hole with cement. Jem spends the day “deep in thought” and Scout relates “When we went in the house I saw he had been crying; his face was dirty in the right places”. (p 68-69) Perhaps Jem had guessed the truth.
More evidence of Boo’s shyness and generosity is seen when Miss Maudie’s house burns down. It is a freezing winter night, and the children are standing outside. It isn’t until Atticus asks “Whose blanket is that?” that Scout realises someone has put a blanket over her shoulders without her even noticing. (p 77)
Jem then reveals everything to Atticus; the gifts, the mended pants, all his suspicions. Atticus merely responds “We’d better keep this and the blanket to ourselves.” He doesn’t want to make Boo into the talk of the town; he respects his privacy. (p 78)
These events show us the gradual change in the children’s attitude to Boo. The next time Boo plays a major role in the novel is not until the end. Through this series of events and conversations, Boo is presented as a shy and misunderstood character. He is generous, shown in his small gifts and acts of kindness. He is also childlike, shown in his choice of gifts to the children – things of little but sentimental value, a child’s treasures.
The story of Boo is also a way of showing how Jem is changing and maturing during the course of the novel. At the beginning, he participates in spreading rumours about Boo, telling Dill everything he’s heard in grapic detail. He also persists in trying to “make Boo come out”, simply for his own curiousity and amusement. However, he gradually realises that Boo is a real person, with feelings; he learns to empathise with him, shown in his emotional outburst after he thinks Atticus might be angry with him. Jem has gone from a thoughtless and self-centred child to showing signs of becoming a caring and responsible young man.
Because Boo never came out of the house, stories and rumours sprang up around him; he was described as a “malevolent phantom…. Any stealthy small crimes committed in Maycomb were his work.” (p 14)
Jem described Boo as “about six-and-a-half feet tall… dined on raw squirrels and any cats he could catch…. There was a long jagged scar that ran across his face; what teeth he had were yellow and rotten; his eyes popped, and he drooled most of the time.” (p 19)
Miss Maudie presents a more reasonable picture of Boo; she insists that Scout call him Arthur, and says that the Radley house is “a sad house”. She says Boo “always spoke nicely to me… as nicely as he knew how.” (p. 51)
Later we have evidence of Boo watching over the children and doing his best to help them. Jem gets his pants caught in the fence sneaking around the Radley house one night, trying to get a look at Boo. When he goes back to get them, he finds them “folded across the fence…. They’d been sewed up. Not like a lady sewed ‘em, like something I’d try to do.” (p. 64)
The children are left mystery gifts in the tree outside the Radley place; chewing gum, dolls carved out of soap, twine, a pocket-watch that wouldn’t go, a spelling medal, a small coin… this comes to an end when Mr. Nathan Radley fills in the knot-hole with cement. Jem spends the day “deep in thought” and Scout relates “When we went in the house I saw he had been crying; his face was dirty in the right places”. (p 68-69) Perhaps Jem had guessed the truth.
More evidence of Boo’s shyness and generosity is seen when Miss Maudie’s house burns down. It is a freezing winter night, and the children are standing outside. It isn’t until Atticus asks “Whose blanket is that?” that Scout realises someone has put a blanket over her shoulders without her even noticing. (p 77)
Jem then reveals everything to Atticus; the gifts, the mended pants, all his suspicions. Atticus merely responds “We’d better keep this and the blanket to ourselves.” He doesn’t want to make Boo into the talk of the town; he respects his privacy. (p 78)
These events show us the gradual change in the children’s attitude to Boo. The next time Boo plays a major role in the novel is not until the end. Through this series of events and conversations, Boo is presented as a shy and misunderstood character. He is generous, shown in his small gifts and acts of kindness. He is also childlike, shown in his choice of gifts to the children – things of little but sentimental value, a child’s treasures.
The story of Boo is also a way of showing how Jem is changing and maturing during the course of the novel. At the beginning, he participates in spreading rumours about Boo, telling Dill everything he’s heard in grapic detail. He also persists in trying to “make Boo come out”, simply for his own curiousity and amusement. However, he gradually realises that Boo is a real person, with feelings; he learns to empathise with him, shown in his emotional outburst after he thinks Atticus might be angry with him. Jem has gone from a thoughtless and self-centred child to showing signs of becoming a caring and responsible young man.
Monday, March 23, 2009
To Kill a Mockingbird
Today we started our novel study with an overview of the key characters in the novel:
Scout - Jean Louise Finch, "almost six" at the start of the novel, a tomboy, smart (she can read).
Jem - Jeremy Atticus Finch, "nearly ten" and Scout's older brother, takes care of her. He changes during the novel.
Atticus - their father, a widower. He is a lawyer.
Minor characters include their friends and neighbours, for example Miss Maudie, Dill, Calpurnia, Aunt Alexandra, and Mrs Dubose.
The two other important characters in the novel are:
Boo - Arthur Radley, the mysterious neighbour who has spent most of his life locked in his house. The townsfolk spread rumours about him but he's really a shy person.
Tom Robinson - a black man accused of raping Mayella, a white girl. Tom is married to Helen and has children. He works for Link Deas. Tom's arm was injured in an accident when he was younger.
It is interesting to contrast the Cunningham family and the Ewell family. They are both poor, white families living near Maycomb. How does Harper Lee use them as an example of the idea that people should "not be judged by the colour of their skin but by the content of their character"?
Then we talked about the setting. Time, place and social context are important; this story could not have happened in a different time or place.
Scout - Jean Louise Finch, "almost six" at the start of the novel, a tomboy, smart (she can read).
Jem - Jeremy Atticus Finch, "nearly ten" and Scout's older brother, takes care of her. He changes during the novel.
Atticus - their father, a widower. He is a lawyer.
Minor characters include their friends and neighbours, for example Miss Maudie, Dill, Calpurnia, Aunt Alexandra, and Mrs Dubose.
The two other important characters in the novel are:
Boo - Arthur Radley, the mysterious neighbour who has spent most of his life locked in his house. The townsfolk spread rumours about him but he's really a shy person.
Tom Robinson - a black man accused of raping Mayella, a white girl. Tom is married to Helen and has children. He works for Link Deas. Tom's arm was injured in an accident when he was younger.
It is interesting to contrast the Cunningham family and the Ewell family. They are both poor, white families living near Maycomb. How does Harper Lee use them as an example of the idea that people should "not be judged by the colour of their skin but by the content of their character"?
Then we talked about the setting. Time, place and social context are important; this story could not have happened in a different time or place.
- Maycomb - a fictional small town. This is important because it's a small community, everyone knows everyone else's business, and there is a lot of pressure on people to conform to what the town expects of them.
- Alabama - this is important because it's in the southern United States, so there are a lot of racist attitudes and assumptions.
- 1930s - Slaves were freed less than 70 years beforehand; older people in the town might still remember the days when they had slaves. The country has not yet come to accept blacks and whites as equal. This is also the time of the great depression, when there was a lot of poverty, especially in rural areas.
Although set in the 1930s, this novel was written in the 1960s. What else was happening in America at that time? How is it relevant to the ideas in the novel?
Saturday, March 21, 2009
Beyond the text
We've studied three poems which show how different cultures have different vaules, and perceive the land and its use in different ways. This is important to New Zealanders, because it has led to conflicts over the years since the Treaty of Waitangi was signed. This can still be seen today, for example in current news stories.
There are many other historical examples of differing cultural values leading to conflict, for example Bastion Point, the Raglan golf course, or the foreshore and seabed controversy.
These poems also relate to the growing concern over the destruction of the environment. Everyone is now familiar with terms such as "global warming" and "carbon footprint". The popularity of these ideas can be seen in TV programmes like "Wasted". Another example that illustrates the ideas in "The Sea, to the Mountains, to the River" is Graeme Sydney's painting "Timeless Land", which he defaced to show the destruction of natural beauty by man.
Another common theme in the poems is the "taming" of the land by men. Glover's poem "The Road Builders" celebrates the fact that man has tamed the land. It almost sounds as if he was writing about the new Northern Gateway motorway - an impressive feat of engineering. On the other hand, Taylor's poem "The Womb" implies that the land can't be tamed. When he says "the fires of Ruapehu still live", it brings to mind the recent activity at the mountain. Although it's a popular holiday resort, we have never really tamed it, as shown when a man crushed by falling rocks had to have part of his leg amputated.
How else do these poems illustrate current issues in race relations, the environment, etc? If you have any other ideas, post them in the comments.
There are many other historical examples of differing cultural values leading to conflict, for example Bastion Point, the Raglan golf course, or the foreshore and seabed controversy.
These poems also relate to the growing concern over the destruction of the environment. Everyone is now familiar with terms such as "global warming" and "carbon footprint". The popularity of these ideas can be seen in TV programmes like "Wasted". Another example that illustrates the ideas in "The Sea, to the Mountains, to the River" is Graeme Sydney's painting "Timeless Land", which he defaced to show the destruction of natural beauty by man.
Another common theme in the poems is the "taming" of the land by men. Glover's poem "The Road Builders" celebrates the fact that man has tamed the land. It almost sounds as if he was writing about the new Northern Gateway motorway - an impressive feat of engineering. On the other hand, Taylor's poem "The Womb" implies that the land can't be tamed. When he says "the fires of Ruapehu still live", it brings to mind the recent activity at the mountain. Although it's a popular holiday resort, we have never really tamed it, as shown when a man crushed by falling rocks had to have part of his leg amputated.
How else do these poems illustrate current issues in race relations, the environment, etc? If you have any other ideas, post them in the comments.
Thursday, March 19, 2009
Useful websites for English students
You can find study help at www.studyit.org.nz. They have forums where you can get advice and encouragement from teachers and other students, exam timetables, and links to revision websites.
Past NCEA exam papers can be found at www.nzqa.govt.nz/ncea/assessment.
For internal assessment resources, go to the Te Kite Ipurangi website.
For help with literature units such as To Kill a Mockingbird or Shakespeare, try www.sparknotes.com.
For details on a film study, your first visit should be to the Internet Movie Database.
If you find any other useful websites, share them with your peers in the comments.
Past NCEA exam papers can be found at www.nzqa.govt.nz/ncea/assessment.
For internal assessment resources, go to the Te Kite Ipurangi website.
For help with literature units such as To Kill a Mockingbird or Shakespeare, try www.sparknotes.com.
For details on a film study, your first visit should be to the Internet Movie Database.
If you find any other useful websites, share them with your peers in the comments.
How to write a short texts essay
Step one
Choose the right question. For example, a question on characters would not suit the poems we have studied. Make sure you can answer all parts of the question. If you choose a question that involves words like “think differently” or how your “opinion has changed” make sure you clearly state what you thought before, what you think now, and what made you change your mind. Remember “analyse how” means “what methods has the author used” – it is the perfect opportunity to bring in some language techniques.
For example, the question “For each of the texts, analyse how the writers presented a positive or negative view of society” would be suitable for the three poems we have studied.
Step two
Plan. Do not start writing before you have planned how you will approach the question. It is not “everything I know about the poems” but an analysis of an aspect of the poetry studied. You will need supporting evidence; jot down a few quotes while you remember them.
One possible essay plan could be:
Introduction – titles, authors, topic, summary of poems
Paragraph 1 – analysis of “The Womb”: negative view of humanity, destroying land
Paragraph 2 – analysis of “The Road Builders”: positive view of humanity, admirable qualities of builders
Paragraph 3 – contrast poems, give reasons for their different perspectives, relate to NZ society today
Conclusion – sum up main ideas, reflect on what you’ve learned from poetry study
Step three
Write your essay. Remember to underline or use quotation marks for titles of poems, leave a space between paragraphs, and use two or three quotes to support your ideas in each paragraph.
“The Womb” by Apirana Taylor presents a negative view of humanity by personifying the land to show how it has been destroyed by settlers. “The Road Builders” by Denis Glover, on the other hand, presents a positive view of humanity through metaphorical language. He shows us how difficult it was to build roads, and admires the unacknowledged builders.
Taylor’s poem “The Womb” shows humanity in a negative light. The reader feels guilty and ashamed when confronted with direct language such as “your fires burnt my forests”. Taylor uses personification in lines such as “your ploughs… scarred my face” to show how human action has damaged the land. The narrator in the poem is the land; by using the possessive adjectives “your” Taylor is able to present his point of view that humanity is a destructive force.
Remember the aim of this essay is to compare two poems; it shouldn’t read like two separate essays. Link paragraphs together to show a logical progression of ideas, for example “On the other hand…” “In contrast…” “A different perspective is shown…” “Although on a similar theme…”
In contrast, Glover’s poem “The Road Builders” presents a positive view of humanity. He uses words with positive connotations, for example “skill”, “strength”, “wonder” and “admirable” to present the road builders in a favourable light. Glover also uses personification, however unlike Taylor his references to “stubborn clay” put the land in a negative light. The extended metaphor in the second verse comparing road building to a war (legion, fighting, scarring) shows us that it was a difficult task, but men were triumphant due to their skill, strength and patience. Glover’s poem shows pride in the achievements of humanity.
So far it’s an Achievement level; we have analysed specified aspects of two poems. To get to a Merit or Excellence level, you should show an awareness of themes and author’s purpose; show your position as a reader; make links beyond the text.
Although both poems deal with the theme of man’s relationship with nature, they show very different perspectives. Taylor writes from a Maori cultural perspective, where the land is personified in the form of Papatuaanuku. He expresses anger at the way traditional Maori beliefs and values have been disregarded by European “settlers and farmers”, and shows us the desecration of the land with graphic images such as “charred bones” and “scarred my face”. Glover, however, shows us the European point of view. He sees humanity as a positive force, bringing order from chaos, “fighting the tangled bush” to make a better future for their descendants. This conflict is something that New Zealand society is still struggling with, as seen in Waitangi Day protests or arguments over ownership of the foreshore and seabed.
Apirana Taylor’s poem “The Womb” and Denis Glover’s poem “The Road Builders” present contrasting yet valid views of humanity. By studying them the reader learns that we must gain greater awareness of, and respect for, cultural viewpoints other than our own to avoid conflict in New Zealand society.
This example essay is 413 words long; your essay should be at least 300 words long, and to develop your ideas in sufficient depth, you should be aiming for 400-500 words. However, do not waste time in an exam or test by counting your words! You should have a good idea from your practice essays how long an essay should be. The marker will not count your words; they will only look at your ideas.
Choose the right question. For example, a question on characters would not suit the poems we have studied. Make sure you can answer all parts of the question. If you choose a question that involves words like “think differently” or how your “opinion has changed” make sure you clearly state what you thought before, what you think now, and what made you change your mind. Remember “analyse how” means “what methods has the author used” – it is the perfect opportunity to bring in some language techniques.
For example, the question “For each of the texts, analyse how the writers presented a positive or negative view of society” would be suitable for the three poems we have studied.
Step two
Plan. Do not start writing before you have planned how you will approach the question. It is not “everything I know about the poems” but an analysis of an aspect of the poetry studied. You will need supporting evidence; jot down a few quotes while you remember them.
One possible essay plan could be:
Introduction – titles, authors, topic, summary of poems
Paragraph 1 – analysis of “The Womb”: negative view of humanity, destroying land
Paragraph 2 – analysis of “The Road Builders”: positive view of humanity, admirable qualities of builders
Paragraph 3 – contrast poems, give reasons for their different perspectives, relate to NZ society today
Conclusion – sum up main ideas, reflect on what you’ve learned from poetry study
Step three
Write your essay. Remember to underline or use quotation marks for titles of poems, leave a space between paragraphs, and use two or three quotes to support your ideas in each paragraph.
“The Womb” by Apirana Taylor presents a negative view of humanity by personifying the land to show how it has been destroyed by settlers. “The Road Builders” by Denis Glover, on the other hand, presents a positive view of humanity through metaphorical language. He shows us how difficult it was to build roads, and admires the unacknowledged builders.
Taylor’s poem “The Womb” shows humanity in a negative light. The reader feels guilty and ashamed when confronted with direct language such as “your fires burnt my forests”. Taylor uses personification in lines such as “your ploughs… scarred my face” to show how human action has damaged the land. The narrator in the poem is the land; by using the possessive adjectives “your” Taylor is able to present his point of view that humanity is a destructive force.
Remember the aim of this essay is to compare two poems; it shouldn’t read like two separate essays. Link paragraphs together to show a logical progression of ideas, for example “On the other hand…” “In contrast…” “A different perspective is shown…” “Although on a similar theme…”
In contrast, Glover’s poem “The Road Builders” presents a positive view of humanity. He uses words with positive connotations, for example “skill”, “strength”, “wonder” and “admirable” to present the road builders in a favourable light. Glover also uses personification, however unlike Taylor his references to “stubborn clay” put the land in a negative light. The extended metaphor in the second verse comparing road building to a war (legion, fighting, scarring) shows us that it was a difficult task, but men were triumphant due to their skill, strength and patience. Glover’s poem shows pride in the achievements of humanity.
So far it’s an Achievement level; we have analysed specified aspects of two poems. To get to a Merit or Excellence level, you should show an awareness of themes and author’s purpose; show your position as a reader; make links beyond the text.
Although both poems deal with the theme of man’s relationship with nature, they show very different perspectives. Taylor writes from a Maori cultural perspective, where the land is personified in the form of Papatuaanuku. He expresses anger at the way traditional Maori beliefs and values have been disregarded by European “settlers and farmers”, and shows us the desecration of the land with graphic images such as “charred bones” and “scarred my face”. Glover, however, shows us the European point of view. He sees humanity as a positive force, bringing order from chaos, “fighting the tangled bush” to make a better future for their descendants. This conflict is something that New Zealand society is still struggling with, as seen in Waitangi Day protests or arguments over ownership of the foreshore and seabed.
Apirana Taylor’s poem “The Womb” and Denis Glover’s poem “The Road Builders” present contrasting yet valid views of humanity. By studying them the reader learns that we must gain greater awareness of, and respect for, cultural viewpoints other than our own to avoid conflict in New Zealand society.
This example essay is 413 words long; your essay should be at least 300 words long, and to develop your ideas in sufficient depth, you should be aiming for 400-500 words. However, do not waste time in an exam or test by counting your words! You should have a good idea from your practice essays how long an essay should be. The marker will not count your words; they will only look at your ideas.
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