English Standard Distinctively Visual The Shoe Horn Sonata Notes

1569 words - 7 pages

English:
Experience Through Language – Distinctively Visual
Distinctively Visual Essay Example
What distinctive features of your prescribed text and two related texts allow interaction with the ideas, forms and language within the text which affects those responding to it?
Through the distinctively visual features and techniques that the composers of each text utilise; ‘The Shoe Horn Sonata’, a play/drama written by John Misto, ‘The Last Laugh’, a poem written by Wilfred Owen, and ‘Way Home’ a picture book written by Libby Hathorn; the composers effectively engage the audience, affecting those responding to it by appealing to their emotions. Through a range of visual, aural and language techniques, the composers explore human experiences and commonly demonstrate helplessness of the protagonists.
In ‘The Shoe Horn Sonata’, Misto uses distinctively visual techniques and the form of social realism to demonstrate helplessness and death in the brutality of war. Misto wrote this play with a didactic purpose, bringing recognition to the women nurses who suffered appallingly at the hands of the Japanese in World War II and to reveal the truth about their struggle.
Misto’s use of social realism throughout the drama is a way of engaging an audience response and demonstrating the idea of helplessness. In Act 1 Scene 3, Sheila recounts the event of the ship; the ‘Giang Bee’ sinking. The helplessness of those on-board is emphasised through the use of simile and imagery in “It lay like a wounded animal, spilling oil instead of blood”. This quote demonstrates and foreshadows how the hundreds of women were overpowered by the force of the Japanese, leaving them helpless as many of them died and drowned in the water.
Further in Act 1 Scene 3, Bridie recounts when the ship she was on; the ‘Vyner Brooke’ sunk. In the background, the Japanese flag comes up behind them with the light shining on it. This symbol of power instills fear into the audience’s reaction. The gradual darkness with the song ‘Jerusalem’ emphasises the helplessness and pathos, juxtaposed with the photos of the Japanese invasion of Singapore to reinforce their helplessness. Misto uses these confronting visuals and aural devices to engage the audience and appeal to their emotions.
The brutality of war is demonstrated in Misto’s drama text through the use of various visual techniques. In Act 1 Scene 7, the photos of the women prisoners of war (POWs) show how they were emaciated, haggard, impoverished and they highlight the terrible state that these women were in during the brutality of war. The photos are juxtaposed with the music ‘O Come All Ye Faithful’, giving the audience insight into the complacency of the British and Australian governments for allowing this brutality to continue. In effect, this makes the audience develop sympathy towards the women and be angered and disgusted at the government’s complacency. The blackout in the stage directions is a powerful end to the scene, allowing the audience to reflect on the women’s experience and thus engaging the audience’s emotions.
Through symbolism, Misto also demonstrates the theme of death in his drama text. In Act 2 Scene 9, Bridie recounts how they were poorly treated by the Japanese in Belalau. The symbol of the shoe horn which was used as a shovel to dig graves symbolises death, loss, the harsh reality of the war and the horrible circumstances they were in. The dialogue and imagery “we could hear their bodies as they knocked against the boat” presents a grim view of death and a foreboding image to the audience which is in turn emotionally moving.
Through the various techniques that Misto employs in ‘The Shoe Horn Sonata’, he demonstrates human experiences and suffering by juxtaposing two fictional characters with reality. Through the visual, aural and language devices, Misto effectively engage the audience by appealing to their emotions.
In the poem ‘The Last Laugh’, Owen employs distinctively visual techniques to engage the audience and express similar themes of helplessness and death in the brutality of war. The poem concerns the senseless struggle and wasted lives of innocent soldiers at war.
Through various language features, Owen demonstrates that the soldiers who are fighting at war experience helplessness. This is shown through the motif of laughing which occurs in “chirped”, “guffawed”, “tittered” and in the title “The Last Laugh”. This demonstrates that the weaponry of war have “the last laugh”, mocking the death of the innocent soldiers and showing how the men are helpless and overpowered by the weapons. Also, the helplessness of the soldiers is further shown through “Oh! Jesus Christ! I’m hit”. This blasphemous expression shows how a cry to Jesus does not prevent the bullets from coming, showing how the soldiers are helpless to the overpowering weaponry. Furthermore, it shows their desperation and vulnerability, engaging the reader’s emotions of grief and anger at the pointless deaths of the soldiers.
The theme of death in the brutality of war is also shown in the poem through the various language techniques. The personification of the weapons in “the Big Gun guffawed” and “the Bayonets’ long teeth grinned” implies that the weapons are the death-bringers rather than the people operating them, hence demonstrating death in the brutality of war. The weapons being written with capital letters promotes the personification, showing that the war is horrific, unforgiving and brutal. The onomatopoeia “Tut-tut! Tut-tut” and “the Gas hissed” emphasises the brutality of war through Owen’s use of words that mimic the sounds of guns firing and the death that the weapons bring. The structure that the poem was written in emphasises the death of the soldiers; each stanza describes the death of a different, individual soldier, engaging the reader emotionally to the death of each man.
Through the various textual features, the composers of both The Shoe Horn Sonata and The Last Laugh create didactic texts that explore human suffering during the brutality of war, effectively engaging the audience by appealing to their emotions.
The picture book ‘Way Home’, written by Libby Hathorn, explores the ideas of helplessness in the dangers of the city and companionship through the use of distinctively visual features. The picture book is about a young, homeless boy who wanders the streets of the city at night where he finds a stray cat.
The image where the protagonist is holding the cat inside his jacket demonstrates the ideas of helplessness and companionship. The medium shot with dark shading around the boys face emphasises his struggle and shows his helplessness. In the foreground, the boy is gazing down with a blank facial expression so the viewer cannot see his eyes, reinforcing the struggle and helplessness the boy is feeling. The cat is looking up to the boy and there is light on a portion of its face, showing that the cat feels comfortable and safe, emphasising their companionship but also their isolation from society. This makes the viewer ponder the isolating and brutal effects of homelessness as they develop sympathy for the protagonist.
The illustrative techniques used in the image where the boy runs out onto the busy freeway demonstrates helplessness in the dangers of the city. The protagonist’s facial expression of shock and horror is emphasised by the dark shading on his face and demonstrates his helplessness in the dangers of the city. The vector lines of the image lead to the high modality in the background, drawing the attention of the viewer and thus effectively emphasises the dangers of the city. The overwhelming lights in the background contrast with the dark shading on the protagonists face, reinforcing the dangers of the city. The viewer is concerned for the protagonist’s safety and condemns society for his displacement, evoking worrying and sympathetic emotions and engaging the viewer into the story.
The theme of companionship and the comfort associated with it is demonstrated in the image where they enter the boy’s ‘home’. The focal point of the image is the lantern which is the source of the light, emphasising the comfort that the boy and cat feel with each other’s companionship and away from the dangers of the city. Through the use of colours, their comfort and safety is reinforced, opposing the dark shadows on all the other pages. Also, the motif of the hands of god in the background emphasises the feeling of safety. As a result, the viewer feels relieved that the boy and cat are safe away from the dangers of the city.
Through the various textual features, the composers of the three texts explore human experiences and suffering in both the brutality of war and the dangers of the city. The composer’s effectively engage the audience through the use of distinctive features, appealing to their emotions and thoughts.
In John Misto’s play ‘The Shoe Horn Sonata’, the themes of helplessness and death in the brutality of war are demonstrated through the clever use of distinctively visual techniques. Similarly, through distinctively visual features, Wilfred Owen demonstrates the themes of helplessness and death in the brutality of war in the poem ‘The Last Laugh’ and Libby Hathorn explores the ideas of helplessness, the dangers of the city and companionship in the picture book ‘Way Home’. It is evident that through each composer’s use of various distinctively visual features, they are able to engage and affect the audience by bringing a connection that appeals to their emotions. The audience is moved, shocked and left to ponder dismal situations of brutality, suffering and isolation.
Page | 2

RELATED

Shoe-horn Sonata and One Minute's Silence Distinctively Visual Elements - year 12 - Distinctively Visual- Speech

1190 words - 5 pages Free experiences of others. During the conference I will refer to the play “The Shoe-Horn Sonata” (SHS) by John Misto which utilises distinctively visual techniques to convey the experience of terror and cruelty endured by the WWII prisoners of women camp. John Misto also uses visual techniques in the need to uncover the truth Sheila is hiding from Bridie. “One Minute’s Silence” (OMS), a picture book by David Metzenthen and illustrations by Michael

Distinctly Visual- The shoe horn sonata, Strange fruit - year 12 - HSC Essay

892 words - 4 pages Distinctly visual Composers use distinctly visual techniques in their texts to display the hardships and emotions experienced by their characters and to remind the audience of the historical context. John Misto, playwright of ‘The Shoe-horn Sonata’ used distinctively visual techniques to highlight the past experiences of World War II veterans, Bridie and Sheila. Misto uses his characters to explore the untold stories of thousands of women

Macbeth Play Notes of the First 5 Chapters - Glenview English - Paper

3225 words - 13 pages Macbeth Macduff—Nobleman of Scotland and rival of Macbeth Lady Macduff—Macduff’s wife Son—Macduff’s son Lennox and Ross—Noblemen of Scotland that support Malcolm’s fight against Macbeth Angus—Nobleman of Scotland and supporter against Macbeth Monteith and Caithness—Noblemen of Scotland in Malcolm’s English Army Porter—servant at Macbeth’s castle Murderers—Macbeth’s hired killers Hecate—Goddess of the Witches Apparitions—Visions conjured up by the

Shoe-Horn Sonota And A Mother In A Refugee Camp

1048 words - 5 pages 10241 Essay - Sam Payda "Interesting views on society are conveyed by the distinctively visual." The confronting realisation of situations that ordinary people are put into can be gruesome and explicit. In both Shoe-Horn Sonata by John Misto and "A Mother in a Refugee Camp" written by Chinua Achebe, Distinctively Visual utilises language techniques, projected images and the physical acting on stage to create images in the audiences minds which

Beethoven Symphony No.9 Analysis - Lander University, Form and Analysis of Classical Music - Research Paper

899 words - 4 pages Jordan Bowen MUSI 401 April 30th, 2018 Beethoven Piano Sonata Op. 49 No.2, 1st movement Formal Analysis As a Classical composer Beethoven leans towards the dramatic element in his music. He uses beautiful memorable melodies, but contrasts them with tempo changes, key changes, dynamic changes, etc. to add in that intensity. Many have said he does this because of his hearing loss but I think this is more of a stylistic approach for him in this

concert report for Music appreciation class - Modesto junior college - essay

1037 words - 5 pages opened up with a theme in the tonic of E-flat and a fast tempo. First movement had such a happy, active, and charming melody. Also, the first movement was full of charm but also reflective music, the quiet repeated notes that then became the climax. The piece finally closed with a very fast tempo. Haydn wrote this Sonata in 1789 and dedicated it to Maria Anna von Genzinger. Joseph Haydn, in full Franz Joseph Haydn, was born on March 31, 1732 in Rohrau

Ghost Sonata

305 words - 2 pages In Ghost Sonata, the world is turned upside down. It creates an ambiance by repeating various themes. This play had taken a different route than the standard developing story through descriptions of characters and a linear plot. The theme of The Ghost Sonata mainly relate to secrets, illusions, and the disappointments and tragedies of life. It is the exposure of these terrible details of the characters past lives that form the action of the play

Symphony No. 5 in C Minor, op. 67 - Music History - Essay

998 words - 4 pages , in sonata form. It begins with one of the most famous motives of all time: the four note motive consisting of a short-short-short-long rhythm. It is first stated by clarinets and strings. The descending third is repeated sequentially a step low. The fermatas generate tension and a restless character by arresting the forward drive of the theme. The bridge is played ​fortissimo​ by the French horns, generating a heroic character. It is unusually

Learning Styles (visual learner) - Training and development - Assignment

635 words - 3 pages of everything! Copy what’s on the board. Ask the teacher to diagram. Diagram sentences! Take notes, make lists. Watch videos. Color code words, research notes. Outline reading. Use flashcards. Use highlighters, circle words, underline. Best Test Type for Visual Learners: Diagramming, reading maps, essays (if you’ve studied using an outline), showing a process Worst test type: Listen and respond tests Auditory Learner Characteristics Auditory

A Formal Analysis On Beethoven's Piano Concerto No.3 In C Minor , Op. 37

4434 words - 18 pages "major" "6/8" version of the primary theme, in a rhythmically shifted-displaced version.c) Formal AnalysisFirst MovementAlthough a typical first movement form has features that are very close to a sonata form, the analysis shown in Appendix traces through the keys and theme areas with respect to the necessary T1, S1 etc terminology that invokes the "1st movement form" which is an extended version of a da capo aria-or a rounded binary form. However

Beethoven String Quartet Op59 No. 1 - Razumovsky - Finale (theme Russe) - UNE-Music237 - Analysis Essay

2466 words - 10 pages subdominant of Bb, draws from both scherzo (in form) and sonata (in tonality)9, and is decidedly playful in mood – sempre scherzo. The Adagio movement returns to F but in minor – this slow movement is a 8 ibid. 9 Jacobson, Bernard. Beethoven: The Middle Period String Quartets. Alban Berg Quartet. Liner Notes.. Vinyl. Hollywood.: Seraphim., 1979. particularly intense, tragic lament that brings

Music Viva Voce 1900-1945 (Early 20th Century)

4241 words - 17 pages in progression is. This theory emphasized the play of modal elements against tonal elements, in an effort to allow improvisation, and inflection of standard melodies. Among theorists influenced by this view are Meier, Schillinger and the be-bop school of Jazz. Australian composer Arnold Schoenberg began experimenting first with atonality, in which the 12 notes of the chromatic scale are treated equally, and then with an original method of

A essay about math and will help students and teacher study. - Willingboro High School - Math

2436 words - 10 pages command of formal English when indicated or appropriate. Addressed Standard(s) RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. W.9-10.9.b Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grades 9–10 Reading standards to literary

language changes and various world englishes - University of KwaZulu natal - assignment

1221 words - 5 pages ASSIGNMENT:2 1(a) Migration Migration can evolve a language in several ways. Due to the movement of people from one region (e.g. country) to another, they are then exposed to different geographic settings, speakers will create new languages such as pidgins and creoles, therefore, a new form of English language (e.g. American English, Australian English) was developed from the existing one (standard English), and it led to people of

Comparing Complete Works Editions - MU 630 - Essay

2014 words - 9 pages seamstress, and his father, a freelance musician. His father, Johann Jakob Brahms played flute, horn, double bass, and violin, and he performed in dance halls and taverns. Despite some financial tension and frequent moving, Brahms grew up well educated in mathematics, French, English, Latin, and history. As a child, he studied cello, horn, and piano, later becoming a piano student of Otto Frriedrich Willibald Cossel, then a pupil of the pianist and