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Music and its impact on history
Music and its impact on history
Music and its impact on history
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My essay is about “The Drummer Boy of Shiloh.” And how he made an impact on the war and the troops. I'm going to explain to you guys on how the drummer boy plays a huge part in this war and that he is like the Second leader towards to troops. I’m going to explain all of this using the symbols of the story. In the story it states that “ Me, thought the boy, i got only drum, two sticks to beat it, and no shield.” The symbols of this paragraph is the drum, it symbolizes of being a shield for the boy. The connection it has with the battle is that the troops march and fight to the beat. Another statement is “ a moth brushed his face, but it was a peach blossom.” this symbolizes that this young man went into the army as a boy because he had no facial
hair. The connection to the battle is the men in the army have hair but boys don't. On page 169, the story states that the boy saw braze buttons. This symbolizes a leader or general of the troops and army. The connection that the button has to the battle is that they represent a leader or general leading the troops to war. Also the story states that the general put twigs and leaves together and made a fire. This symbolizes that the fire was for warmth and for visible light. The connection it has with the battle is that the fire was for them to see and keep warm. Pages 170 and 171 states that Joby and his drum was the main part of the war and the he was like a second leader. This meaning that him and the drum symbolizes of being the heart of the battle and the troops. Connecting to the battle that he organizes the pace of the war on how fast or how slow he beats his drum. Also they compared the boys to wild horses which symbolizes that the boys were troops in need of more training. This connects to the battle because their saying that they were not ready for the war. And needs to be more experience with how things were. In conclusion, this essay was to give a few tips and a little knowledge on how to symbolize or find symbols in a story. It was to help you understand on how to use them to find out what their meanings are and how they can help u understand what the author is stating in the story or paragraph.
In Sonny’s Blues, James Baldwin makes biblical themes a crucial part in this short story by comparing biblical themes to scenes from the story. There were many ways that biblical themes were present in Sonny’s Blues as James Baldwin made references from the bible such as the Biblical story of Cain and Abel, the story of “The Probable Son” and the book of Isaiah, which talks about the Cup of Trembling. His comparisons are supported by James Tackach’s The Biblical Foundation of James Baldwin’s “Sonny’s Blues”. Baldwin’s message about redemption is that anyone who has sinned or hasn’t lived up to their promises can still be redeemed. All of the references mentioned to support the biblical themes all tie up to redemption.
The dialogue Crew has written between “old pa” and his grandson “we got chopped to bits at ypres” (Memorial, 1999) shows the brutal and slaughterus experiences “old pa” went through during the First World War. By Tan using the colour blue in “old pa’s” eyes, he accentuates the saddness, therefore showing a message that it is not only a book that is able to tell a story but it can also be told through people’s eyes. This allows the audience to connect on a deeper level with the realism and historical past of the war, as well as the past life expeiences in the grandfather’s stories. The use of the army camouflage colours in the illustrations is also a strong tool in suggesting to the children that this book has a direct connection to the army, soldiers, wars and battles. The images of the people, the soldiers and the women also add to the historical reality of the content of the
Nevertheless, one of the most important imageries is the fact the rifle itself represents war; thus, the soldier takes so much care of the rifle because the rifle, or the war, once took great care of him by shaping him into the man he is today and, most importantly, by keeping him alive. Imagery, therefore, proves how Magnus delicately transmits information so that an appropriate characterization could take place, which informs the audience about the soldier’s character and, ultimately, the importance of war to the
There are multiple examples of visual imagery in this poem. An example of a simile is “curled like a possum within the hollow trunk”. The effect this has is the way it creates an image for the reader to see how the man is sleeping. An example of personification is, “yet both belonged to the bush, and now are one”. The result this has is how it creates an emotion for the reader to feel
about the war and his lack of place in his old society. The war becomes
This is about the bullets that puncture the air and the image of ‘smacking’ refers to the winded feelings the solider has as he runs for his life across the field. His ‘numb’ rifle and ‘smashed arm’ have a the same meaning: he could feel numb to the pain he has to cause with the rifle. He could have smashed his rifle into his arm in his panic. This highlights both the soldier’s inexperience and trauma at what he has had to do in the war. This poem highlights the reality of conflicts and the fear and terror that soldiers feel.
Kenedy, X.J., and Dana Goia. "Shiloh." Literature: An Introduction to Fiction, Poetry, Drama, and Writing. Ed. Dana Goina and X.J. Kenedy. Eleventh edition. New York: Longman, 2010. pg. 569-578. Print.
This contrast in style affirms that the soldiers are human and provides emphasis to the weight these intangible objects have on the soldiers. An emotional burden that the men must carry is the longing for their loved ones. The Vietnam War forced many young men to leave their loved ones and move halfway across the world to fight a questionable war in an unfamiliar land.... ... middle of paper ... ...
Not only the words, but the figures of speech and other such elements are important to analyzing the poem. Alliteration is seen throughout the entire poem, as in lines one through four, and seven through eight. The alliteration in one through four (whisky, waltzing, was) flows nicely, contrasting to the negativity of the first stanza, while seven through eight (countenance, could) sound unpleasing to the ear, emphasizing the mother’s disapproval. The imagery of the father beating time on the child’s head with his palm sounds harmful, as well as the image of the father’s bruised hands holding the child’s wrists. It portrays the dad as having an ultimate power over the child, instead of holding his hands, he grabs his wrists.
Chaos and drudgery are common themes throughout the poem, displayed in its form; it is nearly iambic pentameter, but not every line fits the required pattern. This is significant because the poem’s imperfect formulation is Owen making a statement about formality, the poem breaks the typical form to show that everything is not functioning satisfactorily. The poem’s stanza’s also begin short, but become longer, like the speaker’s torment and his comrades movement away from the open fire. The rhyming scheme of ABABCDCD is one constant throughout the poem, but it serves to reinforce the nature of the cadence as the soldiers tread on. The war seems to drag on longer and longer for the speaker, and represents the prolonged suffering and agony of the soldier’s death that is described as the speaker dwells on this and is torn apart emotionally and distorts his impressions of what he experiences.
The men are a vital role in the poem, as the general, uses his military background to help guide and train the “privates” he also distinguishes the role that the men will have to play later on with after the war is done and over with. To help realize this idea it is developed through the speaker, imagery and irony
These were just a few of the reasons that were given to the men to join the army and fight in the war. Many of the boys dreamed about what it would be like to make their families proud, one opened the door to his mother who was upset, but a father who was proud to see him in the uniform, one dreamed about the women falling at his feet while walking in formation. These boys were given many reasons to join the army, but I think many of them joined, because they were asked by someone who they looked up too, their teacher was them many reasons to join, but the respect of their teacher, I think is another reason they chose to
Throughout, the whole story it is visibly seen how and what it is to be in war. The picture of war can easily be imagined. From war starting to seeing how it finishes. It is visibly imagined when the horse has dropped the man as it got scared and took off. The booming drums of regiment meaning they are ready to start war by lining up and getting their guns ready. The battel field where thousands of men lay wounded, can be seen. Lastly, when the speaker says, “raged at his breast, gulped, and died” describes how his death came to an
This whole overall poem represents the cruelty of war and how in war, identity doesn’t matter. Humans are treated as mere objects, ruthless killing machines. Soldiers are not expected and can’t show mercy or they will be killed. This theme is evident in the last sentence where I state, “Those who have been killed would never know who they killed and whom killed them. But it does it matter? It’s war after all” The harsh truth is clear, it doesn't matter whether 2 people are complete strangers or in our case, brothers who share the same blood. Nothing can be done about it. This is also implied when Liam O’Flaherty omitted the character's name because it is simply insignificant in the story he is
The poem would undoubtedly be "clearer" if every symbol had a single, unequivocal meaning; but the poem would be thinner, and less honest. For the poet has not been content to develop a didactic allegory in which the symbols are two-dimensional items adding up directly to the sum of the general scheme. They represent dramatized instances of the theme, embodying in their own nature the fundamental paradox of the theme.