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Importance of art and culture
Importance of art and culture
Importance of art and culture
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An Analysis of Ballad of the Harp-Weaver
Take just a second to read the first eight lines very carefully. Picture yourself as a small child being with your mother or father sitting on their lap as they hold you. It is a good feeling that brings warmth and security to any child or any adult needing to recapture the essence of their childhood. In the first four lines we are to understand that the boy's mother is trying to rub his skin to make him warm. That is what "chafe" means, to warm by rubbing. But how many times have you found yourself not quite sleepy enough to go to sleep and you ask your mother or father to read you a bedtime story?
In this section we find the relationship between mother and son the very epitome of maternal union. Their bonding takes place in a form that most children can remember from the early part of their lives. The act of storytelling is a wonderful part of growing up. Before the invention of reading and writing, people struggled to survive against nature, animals and other humans. This poem is a good example of this basic need to survive by using whatever resources you have to keep alive. To survive, people developed skills that grew into cultural and educational patterns. This idea is present when we read the part about the severity of that winter and the mother and son burning up their furniture to stay warm. The boy's mother is teaching him that you can use the wood in the furniture to use in the fire. That is an important lesson that a parent can pass down in order to insure the survival of their offspring. It teaches a lesson that a child would not otherwise know and can be used again and again to help future generations.
For a culture to continue into the future, peop...
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... into their path of agony by letting us know it is Christmas. The boy cannot be soothed by his mother's singing and cries himself to sleep. This is so heart wrenching for any mother to have to endure.
I believe this is the climax of the poem. The mother knows she can no longer go on with just rhymes and singing. In fact even her love cannot soothe her sons torment anymore. But we are left to wonder what it is she can do. She uses the only thing left, the harp. The boy talks about a light that falls on her, yet its source is unknown. Is it the light of God or divine intervention that is helping her to understand what she must do? Or is it just that light that appears in our heads out of nowhere when we have exhausted all our options? We begin to understand that the harp is her last resort. The poem makes no mention of her playing the harp before so why now?
Stanza two shows us how the baby is well looked after, yet is lacking the affection that small children need. The child experiences a ‘vague passing spasm of loss.’ The mother blocks out her child’s cries. There is a lack of contact and warmth between the pair.
As characters in the poem are literally snow bound, they find that the natural occurrence actually serves a relaxing and warming purpose, one that brings together family. This effect is further achieved through the use of meter throughout the work as a whole. In its simplistic yet conversational tone, the author uses meter to depict the result that nature has forced upon these humans, who are but a small sample size that actually is representative of society that that time. Due to nature, the characters can talk, represented by the conversational meter, and thus, they can bond within the family. A larger representation of this more specific example can be applied to a more general perspective of human’s relationship with the natural world. Although “Snowbound” captures what humans do as a result of nature, it can also represent a larger picture, where nature appears at the most opportune times to enhance relationships from human to human. In “snowbound,” this is symbolized by the fire, “Our warm hearth seemed blazing free” (Whittier 135). This image relays a spirited, warm, mood full of security, which is expertly used by the author to show how fire, a natural phenomena, can provide such beneficial effects on humans. This very occurrence exemplifies how such a miniscule aspect of nature can have such a profound effect on a family, leaving the reader wondering what nature and its entirety could accomplish if used as a
Edgar Allan Poe is one of the best nineteenth century correspondents. Who has composed a lot of poems for the most part reflecting his life, for example, The Raven, and Annabel, yet the poem The Bells does not portray his life but instead that this was a course of events of somebody 's life, being described by the ruler of the Ghouls . Poe 's plot is to distinctively portray the four particular focuses on an individual 's life. He does this by using the different repetition of bells and providing them with some human characteristics. Every individual sound of the bells expresses certain mind-sets to match with what they mean; from being born, to getting married, to getting sick and lastly to death. All portrayals were unique in their implications
From the cookies and presents, to the break from school, there are many factors that bring glee to the heart of any child; however, one aspect of Christmas has this affect more than any other, and that is Santa Claus. Being the bringer of presents, the symbol of Christmas, and the spreader of joy, his character is iconic, and known by all. With this, though, comes the eventual realization that this man we so adore, does not exist. It is soul crushing to say the least, as in essence, one of our idols has died. For a child, this death is perhaps the beginning of their maturation; once the realization has come, there is a part of the child that grows up. In the poem “The Death of Santa Claus” by Charles Webb, he writes, “he (Santa Claus) can't breathe, and the beautiful white world he loves goes black,” (line 13). While he is discussing Santa, and his passing, this line could also be in reference to the child. The beautiful white world is the whimsical fantasy that is childhood; our imaginations are the very thing that bring that world to life, and when we begin to learn that the things we believed so strongly are not real, the once illuminated, endless world goes black. This goes along with the way we view death as children. In the shows we watch, books we read, and movies we see, death is portrayed as someone ‘seeing the light.’ Naturally, due to our lack of understanding of such a topic, this
Federal and state laws, as well as mandates, now require schools to educate all children with disabilities in the least restrictive environment, to the maximum extent possible. The least restrictive environment is considered to be the general or the “regular” education classroom. The preferred language of today is the term “general education classroom”, because using the word “regular” implies that special education rooms would then be considered ‘irregular”. Schools are also bound by law to provide “a full continuum of services” which simply means they need to be able to provide all placement options, from the least restrictive to the most restrictive environment, such as an institution. Each special needs student also has an individualized education plan to meet their unique needs.
It is an educator’s job to embrace and acknowledge the rich diversity all the children collectively bring to the classroom, while understanding that the children do not need to be treated the same because they are not the same as each other, but be respected and accepted for their differences. Inclusion is an essential; plank in the broad platform of social justice and raising achievement is a goal which all educators much hold for their pupils, It is important that early year professionals are aware of all different ways in which society constructs (Neaum 2010) this involves taking account children’s social cultural and linguistic diversity and including learning style, family circumstances, location in curriculum decision making process so all children are recognised and valued (Nutbrown and Clough 2006)
...ice of words and focus on the idea of fire add to the story portrayed through the sestina, which allows for us (as the readers) to not forget how horrendous this time in history was. This poem in the end does demonstrate the need for emotional attachment when referring to the past in history, making it a theme to the piece.
Frost begins the poem by describing a young boy cutting some wood using a "buzz-saw." The setting is Vermont and the time is late afternoon. The sun is setting and the boy's sister calls he and the other workers to come for "Supper." As the boy hears its dinnertime, he gets excited and cuts his hand on accident. Immediately realizing that the doctor might amputate his hand, he asks his sister to make sure that it does not happen. By the time the doctor arrives, it is too late and the boy's hand is already lost. When the doctor gives him anaesthetic, he falls asleep and never wakes up again. The last sentence of the poem, "since they (the boys family and the doctor) were not the one dead, turned to their affairs" shows how although the boys death is tragic, people move on with their life in a way conveying the idea that people only care for themselves.
In a typical family, there are parents that expected to hear things when their teenager is rebelling against them: slamming the door, shouting at each other, and protests on what they could do or what they should not do. Their little baby is growing up, testing their wings of adulthood; they are not the small child that wanted their mommy to read a book to them or to kiss their hurts away and most probably, they are thinking that anything that their parents told them are certainly could not be right. The poem talks about a conflict between the author and her son when he was in his adolescence. In the first stanza, a misunderstanding about a math problem turns into a family argument that shows the classic rift between the generation of the parent and the teenager. Despite the misunderstandings between the parent and child, there is a loving bond between them. The imagery, contrasting tones, connotative diction, and symbolism in the poem reflect these two sides of the relationship.
“Mother to Son” is written in the free verse poetic device and utilizes idiomatic linguistic. Other devices shown include extended metaphor, relating life to a staircase. The focal imagery of the poem is
One of the first houses the pair enters during their journey is the father's childhood home. To the father, seeing his home brings back memories of what his life was like as a boy. This scene makes the father feel upset, as he knows his child will never get to experience a normal childhood like he did. The father reminisces on what life was like before the disaster. “On cold winter nights when the electricity was out in a storm we would sit at the fire here, me and my
Through the development of Inclusive Education it is possible that children grow up to be more accepting of differences, where once the notion of something “different” and “separate” could cause caution, fear and ridicule. There are multiple policies and processes present within our society supporting inclusivity and the right every child regardless of their special needs or difficult circumstances has to an education. The Salamanca Statement developed world wide in 1994 states every child’s right to an education. In support of this policy the Commonwealth Disability Discrimination Act (1992) sets disability standards in our education system and the Melbourne Declaration (2008) further attempts to promote equity and excellence within our schools.
...a silence deep and white” (Line,4) they are talking about how the white snow is beautiful and, how it looks like to me this is a love of nature to some maybe not.Last one is Intuition over fact in this quote “Father,who makes the snow?” (Line,22) says his daughter, “And told of the good All father” (Line,23) and lastly “Who cares for us here below” (Line,24) he is talking about and all father which i believe he is talking about god,and this is a great characteristic for this poem.
“The Farmer’s Children” is a horrific tale. Two children, Cato and Emerson, were told by their stepmother to go to the barn and protect their farm equipment. Since the children were poorly dressed and the weather was extremely cold, the boys froze to death. The author, Elizabeth Bishop, used a wide range of literary techniques (foreshadowing, symbolism and allusion) to get her message across. Bishop wrote this story to convey lonely abandonment is a deep pit to fall through. Consequences will have to be paid; Cato and Emerson died as a result of being unattended to.
Brantlinger (1996) categorized teachers’ attitudes and beliefs toward inclusion as either “inclusive beliefs” or “anti-inclusive beliefs” which facilitate and maximise inclusive environments hinder and weaken the implementation of inclusive strategies in schools respectively (p.19).