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Shoe Horn Sonata And One Minute's Silence Distinctively Visual Elements Year 12 Distinctively Visual Speech

1190 words - 5 pages

SPEECH- Module A- Distinctively Visual-Pooja Darji
Question: You are presenting a speech to a group of talented year 12 writers at the Sydney Literary Conference. You have been asked to examine how the uses of distinctively image create interest and draw us into the experiences of others.
Good Afternoon Year 12.
In today’s conference I will examine the uses of distinctively visual images which create interest and draw the audiences into the 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 Camilleri correspondingly uses distinct visuals to portray the experiences of the ANZAC and the Turkish troops who fought with honour on the Gallipoli Peninsula. Together these texts engage the audience in the experiences and situations faced during the war by the characters through the distinctively visual techniques which shape and determine the response of the audience.
So, what provokes distinctive images?
In SHS, John Misto uses character and object positioning in extremely detailed manner. Misto has worked towards giving the audience very detailed stage directions to portray the intended moods and feelings he has in mind for the characters and their revelations. Misto has even specified the tone and delivery of the lines and the audiences are given a clear indication of the emotions the composer wishes the audience to respond to. Directions such as ‘raising her hands, clapping them twice sternly’ (Act1 Scene1) lets the audience visualise the exact power and authority exerted by the Japs during the war. It helps to drive the audiences focus on the actions and emotions of the characters’ which deepens character and audience relationship.
The direction ‘with concern and feeling threatened’ (Act 1 Scene 8) shares the emotions of the protagonist, Bridie, with the audience which draws the audience in to the experience and emotions that Bridie feels. In this scene the emotions and actions performed by Bridie contrast her personality in the previous scenes. Bridie is originally more confident, ignorant and judgemental but as the play progresses in scene eight and the ‘truth’ is being revealed the audience starts to notice her being uptight, shocked and frightened. This technique further aids in building up dramatic tension and suspense for the audience.
Similarly, OMS depict a class of school children observing ‘one minute of silence’ and imagining themselves into the conflict, Camilleri has invited young readers to consider all sides of the ionic battle at Gallipoli. He has used character and object positioning very distinctively by placing the focal point of each image...

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