Currently, I find myself to use pictures to comprehend new information even a child as well. When I was learning about World War II in middle school, I discovered that the images of the war were very intriguing than reading a textbook in social studies class. In the book, Persepolis, by Marjane Satrapi, this piece of literature included so much history that had been tied into the novel displaying comic strips of what Satrapi imagined from her childhood, what had really happened and the life the people in Iran experienced in times of war. Not only the Iran-Iraq War has images that depict the tragic event, but the Holocaust can be taught through pictures as well. War and human cruelty in an image reveals a thousand words much more superior than …show more content…
Reading words off an image requires extra work of visualizing the events when one can simply glance at pictures and automatically acknowledge what the story is about. Marjane emotionally describes the war, “When I think we could have avoided it all… it just makes me sick that a million people would still be alive” (Satrapi 116). If one could decipher what these words meant, they would not be able to comprehend the concept because people would not know what represent “it” in the statement. Images of warfare are easily comprehended than described in words. With the topics of warfare, a visual aid of a thousand words is likely to have a much stronger impact to those reading the …show more content…
During the Holocaust, images displaying dead bodies, skinny defenseless people and kids trapped between fences demonstrate a shuddering feeling to the mind. An image reveals the Nazi soldiers, placing the prisoners in front of a ditch, and then executing them by shooting, making them fall into the hole as way to get rid of these imprisoned people (Ghouse, Huffington Post). The gory images causes people to feel emotional and saddened at the sight of the dead and how the prisoners were treated during the Holocaust. Images that explain these people’s surroundings display gunsmoke, blood, dead bodies, and heavy labor in these concentration camps. The aching of one’s heart as it drops to his stomach is all he can think about when he sees an image from the Holocaust that should not be described in
Instead of telling readers what to think through words, readers can form their own point of view from a photo. A photograph that showed different interpretations was taken during WWII after the destruction of Iwo Jima in Japan of Americans soldiers raising an American flag in the ruins. Some viewers may perceive this act as patriotic, and others may have thought it was an act of terrorism and revenge. Either opinion could be argued and the photograph is the evidence. Since photographs can be unbiased, they can also hold truthful detail. For example, one photograph from the Vietnam war depicted a Vietnamese police officer shooting a Viet Cong in the streets. There are a lot of emotion in that photograph that words cannot describe all; which included the fear and hostility that was upheld during the time. Newspapers need to print more of these kinds of photographs to educate people the ugliness of war and death. Ephron pointed out, “throughout the Vietnam War, editors were reluctant to print atrocity pictures. . . That 's what that war was about.” War and its deaths are a part of history too, and history needs to be kept true and unbiased. As long as the photos are not altered nor used for propaganda, they can be
Milton, Sybil. "The Camera as Weapon: Documentary Photography and the Holocaust." Multimedia Learning Center  Museum of Tolerance. The Simon Wiesenthal Center. 1999<http:// motlc.wiesenthal.com/resources/books/ annual1/chap03.html>.
“ The horizon was the color of milk. Cold and fresh. Poured out among the bodies” (Zusak 175). The device is used in the evidence of the quote by using descriptives words that create a mental image. The text gives the reader that opportunity to use their senses when reading the story. “Somehow, between the sadness and loss, Max Vandenburg, who was now a teenager with hard hands, blackened eyes, and a sore tooth, was also a little disappointed” (Zusak 188). This quote demonstrates how the author uses descriptive words to create a mental image which gives the text more of an appeal to the reader's sense such as vision. “She could see his face now, in the tired light. His mouth was open and his skin was the color of eggshells. Whisker coated his jaw and chin, and his ears were hard and flat. He had a small but misshapen nose” (Zusak 201). The quotes allows the reader to visualize what the characters facial features looked like through the use of descriptive words. Imagery helps bring the story to life and to make the text more exciting. The reader's senses can be used to determine the observations that the author is making about its characters. The literary device changes the text by letting the reader interact with the text by using their observation skills. The author is using imagery by creating images that engages the reader to know exactly what's going on in the story which allows them to
“In many cases a true war story cannot be believed. If you believe it, be skeptical. Often the crazy stuff is true and the normal stuff isn’t, because the normal stuff is necessary to make you believe the truly incredible craziness.” Pg. 71 This is very true. It follows the saying “You can’t handle the truth” because if one hears it, they think it’s a lie, or the truth being stretched. The use of imagery allows the author to express the emotion he had when he was at war.
Having such an image before our eyes, often we fail to recognize the message it is trying to display from a certain point of view. Through Clark’s statement, it is evident that a photograph holds a graphic message, which mirrors the representation of our way of thinking with the world sights, which therefore engages other
Both authors use sensory imagery to create vivid images in the reader's mind with ease. In Harrison “In the trenches,” he uses descriptive similes and personifications to show the reader the disturbing reality of war effectively. After being viscously bombed, Harrison beautifully describes the “S.O.S” flare that is sent up shortly after being attacked, saying that “the sky is lit by hundreds of fancy fireworks like a night carnival.” This descriptive simile creates a visual image of a sky so bright that it resembles a carnival at night. As incoming bombs were dropping Harrison describes them by using the simile “the air screams and howls like an insane woman,” from this line any reader can imagine what it would sound like if artillery was dropping and exploding near you. Similarly, in twains “two ways of seeing a river,” he uses similes to create vivid images of the “majestic river.” Right from the beginning twain states that “I [have] mastered the language of this water and…every trifling feature…as familiarly as I [know] the letters of the alphabet.” This simile compares his vast knowledge of all the features of the river to his familiarity to the alphabets. The reader can visualize the importance and beauty of the river. Also, both authors similarly utilize sensory
Images can manipulate many scenarios but it’s tactic used to show the realities of our world. Despite what we see, picture taken of the war and events occurring in the war doesn’t mean they aren’t real. We all live in a messy world and history is constantly repeating itself. Pictures are taken to spread awareness and empathy. It is a reason DeGhett argued that the Iraq brunt solider photograph taken by Kenneth Jarecke should have been posted in order for the public to get a sense that the war occurring at the moment is nothing like in the movies. Images are powerful and we must learn to always look closely and
It shows this through its comic book style drawings on a topic that is difficult to explain. With the illustration throughout the story it shows the true meaning of a picture is worth a thousand words. Compared to any other type of Holocaust book it would be hard for a person who did not go through the Holocaust to understand what was taking place during that time. Most books are just written, no images. It is just a plain book with many descriptions. Unlike those "Maus" took on another type of perception. Humans have the ability to understand and reason things but with all of that it is hard to understand the extent of the Holocaust through just words. So Art decided to included drawings in a comic book form to allow readers to understand what was going on without having to imagine it. His book allowed its readers to see what was taking place while reading it. That is what the main difference is compared to other narratives. Also, his use of symbolism allowed the reading to understand what was going on without drawings of humans but animals. An example of this was the Nazis being represented by cats and the Jews represented as mice. In reality we know that the cat always tries to kill the mouse. During that time Jews were the pest to societies and the Nazis had to fix that. Also, with this in reality it is normal for a cat
Reading, Anna. "Young People's Viewing Of Holocaust Films In Different Cultural Contexts." Holocaust And The Moving Image (2005): 210-216. RAMBI. Web. 10 Oct. 2013.
Persepolis is a coming of age story written by Marjane Satrapi in 20001. Depicting a young girl growing up during the religious revolts in Iran. Throughout the story the main character loses her innocence. The author uses the appeals of genre, ethos, pathos, and logos, historical context, and illustration to depict the loss of innocence in the main character.
We learn about the Holocaust to learn the meaning of genocide, religious freedom, racism, discrimination, and superiority. We learn that villians choose to be evil they are not born evil. We learn about hypocrits and soldiers without morals. We learn with immoral beliefs and cowards who won't face the truth and damage they have created. We learn about Jewish struggles including camps wher innocents and adolesents are murdered. We learn about the Holocaust to prevent it from happening again.
Learning about the Holocaust helps us see how we changed over the years because of those events and helps us understand how fortunate we are to be living in this time. As we studied the Holocaust, we learned how people were impacted by the Nazis and Germany's new laws. This event in history helped us to realize that forming wrong ideas about a group can lead to major problems in the end. It also teaches us that power can be abused and people will suffer if the problem isn't recognized durring its early stages. Studying about the Holocaust helps us learn that everyone is different and we must learn to accept each other's differences so that hate towards certian people will not cause the same event to happen again. Learning about the events in history helps us to take measures to prevent the worst things from happening again.
A genocide can occur in other ways where a person or a body of people act wrongful resulting in mass killing. An event that I chose to write through an image is called Holodomor. Holodomor started in 1932 and lasted until 1933 and about six million to seven million people died. During the year, the person who was in control of the country was Stalin because Ukraine was still under Soviet Union’s control. The people that died there was caused from starvation and left to rot since they were no longer needed as shown above. For me I remember the feelings this brought on when I reclaim seeing this again. The reasons that I chose this picture to portray this important moment were power, pity, and grief.
World War II is one the most significant events in the entire human history, and it has an enormous influence to the world until today. People’s life had been changed a lot during World War II, and that provided a lot good topic for literary works. There were lots of movies and books were talking about the holocausts and the fighting in battle. From these great works, people can learn and understand more about World War II. The Diary of Anne Frank, a movie about lives of a group of hiding Jews due to Holocaust, it not only showed the cruelty of Nazi, but also showed the emotion changes of a teenage girl.
How can someone fully understand a tragedy such as the Holocaust? Many say the event ineffable to anyone who wasn’t there to begin with, but people are still striving to achieve complete or near complete comprehension. In order to do this people have used multiple media like books and recordings but the one that gives “the greatest illusion of authenticity” is movies. The purpose of Holocaust-filmmaking is to help people get a grasp on what it felt like to be in the middle of such a horrific thing as the Holocaust. If this isn’t done, then the true emotions won’t influence the audience who won’t find a way to preserve the history of the Holocaust and memories that took place in those awful times will be lost forever. Many films of the Holocaust