Belonging TEXTS Immigrant chronicles poems Feliks skrzynecki: An Analysis Details  Type- poem  Composer- Peter skynecki  Audience

- young readers  Source- From an poetry book published in 1975  Context- Felix skryznecki was not Peters biological father, but It is not known who his real father was. Felix was the one that was always in his life. He worked as a labourer for the water board, while growing his own vegetable garden. Felix always retained his polish background.  Purpose- To inform and educate

Summary Explores the relationship between the poet and his father, and their contrasting experiences of belonging in a new land.

What ideas about belonging are presented?  The poem explores cultural belonging.  Felix culturally belongs to Poland; it has shaped him immensely, through his memories, language and his friendships. He is at peace with and content in his garden in his new country.  Poet has more connections the Australia and less connectedness.  The boy accepts the Australian culture and surrenders his Polish once, father doesn’t.

Techniques Technique Hyperbole

Examples  “ten times around the world” (paragraph 1)  “why his arms didn’t fall off” (paragraph 2)  “Hands darkened/ from cement, fingers with cracks/like the sods he broke. (paragraph 2) “Bordered by golden cypress/lawnsgeraniums younger” (paragraph 6) “my gentle father” (paragraph 1) “I often wondered how he existed” (paragraph 2)


 Personal pronoun  

Exclusive pronoun

  

“His polish friends” (paragraph 3) “Him complain of work” (paragraph 4) “His dog, smoking” (paragraph 6)

Effects  The hyperbole creates the sense that Felix spent a lot of time in the garden.  This hyperbole creates a sense of his belonging in his setting, as he chooses to stay within these boundaries.  Creates a sense of how hard he worked in the garden as well as at work.  Emphasizes that his work is a labour of love, it conveys how he had a sense of contentment at this place.  It connotes the feeling that Peter owned his father and felt that he related to his father.  Shows the boys admiration for a man content with the simple things in life.  Allows the poets own feelings of admiration and awe come through for his father.  The change of pronoun emphasizes there was a distance between them and that it was growing more and more far apart.  The poet feels unease and detachment , due to ignorance of his father’s Polish culture. The division between the father’s culture and the boy’s world is opening up highlighting Peter’s disconnection with his father.

” (paragraph 4) “I fervently counted/ the seventy eight pages/of my Venite Adoremus.  The word “foreign” in the simile. Connotes an image of a huge lady with large arms around the school. .  Gives the connotation that the persona took religious activities like the Lord’s Prayer and reading the prayer book as a joke. It is a metaphor for the uncertainty and burdens that he carried while at the school. but did not really belong.The poet had spent a long time at the school.  Shows his innocence and ignorance of the significance of this school. he still did not fit or feel comfortable in the school. once he leaves. but he was not happy.  The tone of the poem is unenthusiastic – rather dull. There is no mentioning of individuals.  People. friends or teachers.  The image of Mary’s face covered by clouds foreshadows that the persona will not have a good time here. What ideas about belonging are presented?  Place. reinforced by the “prayed that Mother would be pleased. all in one breath. Techniques Technique Imagery (metaphor + symbolism) Examples  “Our lady watched” (paragraph 1)  “her face overshadowed by clouds” (paragraph 1)  “That the darkness around me” (paragraph 5) Humour    “I stuck pine needles/into the motto” (paragraph 2) “Could say The Lord’s Prayer/In Latin. thus adding to a sense of not belonging. Foreshadows that the persona will be able to find someone happy and will be able to determine his future.  Conveys the message that even though he attended the school for a lengthy amount of time. The persona belonged to the school as he wore the school uniform and attended it.St patrick’s college: An Analysis Summary Explores the relationship and time that Peter skynecki had as a child at St patrick’s college.” (paragraph 5) Simile  “Like a foreign tourist” (paragraph 3) Tone  “For eight years” Effects  The statue of the Virgin Mary is a symbol of protection and acceptance. Conveys may be unhappy and does not want to stay at school as he feels no connection to the culture of the school.Peter does not belong with the people there due to the fact tha t he isn’t all religious. with a unsettling atmosphere reinforced by the repetition (3 times) of “For eight years” as if it were a trial of endurance.  The image of the darkness around the persona allows the reader to image someone surrounded by darkness. as well as the anonymity of the people even the streets and buses are unnamed.  The tone is ended on a hopeful tone. even gives the connotation that he did not belong. not to heart.

10 Mary Street: An Analysis Details  Type. racism in Australia and the prejudice directed at immigrants.  Wider society. There were unified experiences day to day.  Culture.  It is metaphoric of Australia. not forceful.young readers  Source.  Conjures up an image of the parents hard at work in the garden.  Purpose.  The naturalization is metaphoric of the process of assimilation. The house was where all the negative experiences and events of the day were blocked out. The soil had fed them food and sense of identity in the new land. it only alienated them.the family did not belong outside the house.There is a certain warmth and intimacy about this poem about a house in Regent’s Park that the Skrzynecki family lived in despite being surrounded by factories. A shared neighborly existence is implied. they did not assimilate. but it is very willingly. What ideas about belonging are presented?  Place.  The “lock and key” imagery reinforces the overall sense of security achieved at this address. It was a very industrious city.Peter skynecki  Audience. Emphasizes that the parents felt a sense of affiliation to the garden. familiar life as if it is educate and inform Summary Explores the lack of relationship Peter had in the industrial town but also he connected in the house. Techniques Technique Inclusive pronoun Examples  “We departed” Simile   “like a well-oiled lock” “tended roses and camellias/like adopted children” Metaphor   “We became citizens of the soil” “Naturalized more/than a decade ago” Symbolism     “well-oiled lock” “hid the key/under a rusty bucket” “that still too narrow bridge” “Inheritors of a key/that’ll open no house” Effects  Gives the impression that there was unity and affiliation between Peter skynecki and the family.poem  Composer. where they faced racism. It emphasizes that it did not allow doors to open.Peter skynecki moved to 10 mary street after being released from the hostel. The fact that an image of a key not opening any house reflects that they will not find a sense of happiness or belonging anywhere else. Even after they became Australian citizens. They spoke Polish. and also of the garden.There was a sense of belonging in the house.From an poetry book published in 1975  Context. There is a comforting connotation of a trouble free. . with the Polish culture and the fun in the backyard garden.  The key is a symbol of security and belonging. It evokes a heartening image of the key working in the house smoothly.  There is a warm and positive connotation.  The “bridge” is symbolic of the narrow minded Australians. Enforces that the house and family lived cohesively side by side. and they had literally became part of Australia. and ate polish food and drank polish drinks. narrow minded Australians and prejudice as Australians. The Polish culture was kept alive in the house.

 At the beginning. in contrast to the darkness surrounding her at the beginning of the film emphasizes she found a place to belong. This places emphasis on how Matilda is not made to feel welcome in the family. thus makes the audience feel empathy for her. her foot . when they are walking at the garden. This conveys that Matilda does not belong in the family. optimistic and joyful music is played with the montage of matilda’s happy life.  Music  Dialogue  Camera shots . what ideas about belonging are presented? o Despite an individual’s desire to belong to a group or community. her father walks in and a low mid shot is utilized with the father filling up most of the screen. emphasizing that she feels a sense of belonging and place when with Miss Honey. she is surrounded and in sunshine. Diagetic sounds of the city. It has a hopeful tone.  At the scenes where Matilda is bonding with Miss honey.Danny DeVito  Summaryo A young girl. after Matildas family signed the papers and left. after Matilda is dragged away from her father after asking for a book. This makes the audience feel for her.  When Matilda is sitting in Ms Honeys lap. sad and somber mu sic is used to set the atmosphere.  “Matilda was left alone and that was how she liked it”. exciting music is playing. when matilda is standing at the stairs. ponding on her family’s first treatment of her.  At the scene where Matilda is setting off to the library. This gives the effect that the father is treating her badly. the trucks along with the happy. o More than anything else. Matilda smiles with not a worry on her mind. she walks to the staircase and is clouded by darkness.Matilda (film)  Title.“matilda”  Composer. belonging is about finding a sense of place in the world.  At the ending of the film. Emphasizes that she never belonged with those people at all. It gives the audience a sigh of relief that she would have some relief from the neglectful family. this is not always possible. The audience knows that matilda is going on a happy trip and will have a good time. This. a medium eye level shot is utilized revealing their emotions. while the rest of the family is lighted up. film techniques Techniques  Lighting + contrast Example + effect  In the scene. who unfortunately was raised into a family that treat Matilda like a stranger rather than their daughter.g. when Matilda is reading books on the floor.  At the beginning of the film.  Belonging. e. Matilda.  “Listen you little wise-ache! I’m smart you’re dumb! Emphasizes that the father does not care for her and reinforces her alienation.

and it is constantly raining.  The audience/reader emphasizes and feels for Margot due to the way she is treated. Margot and the other children has conflicting views about the sun because she has actually experienced it. They were born there and it is the only world they know. “they’re” “she” Characterization   “she would play no games with them” “but Margot remembered” Style (description + dialogue)   "What are you looking at?" "Speak when you're spoken to. Highlights Margot’s difference and isolation.“She was an old photograph dusted from an album”. o Margot was born on earth and had lived there. The reader can put together an image and imagine the world that the group of children live in.  Dialogue develops ideas about exclusion.  Not belonging o Margot has a “different” history to the others.   .  The children have different histories. has no affinity with peers. characters and themes.  Margot feels displaced. This history is part of her identity and a barrier to her belonging to a group. which was raised in paragraphs of prose (what’s said to her)  The audience understands and comprehends more of Margot’s exclusion.“drum and gush of water. Summary It is about a little girl who moved from earth and is an outcast on Venus.  Margot is non-participating/isolated from peers. Imagery    Simile. “It's like a fire” Metaphor.  There is a sense of immediacy and authenticity." Effects  Shows distance/divisions between the strongly bonded groups from Margot. In the classroom.  Helps the reader picture make a contrast between the group’s and Margot’s image of the Sun.  Makes the audience feel that Margot is being left out.All Summer in a Day (short story) Details  Composer. The thick atmosphere of Venus still exists at this time. Includes setting. Emphasizes that Margot is excluded and an outsider. What ideas about belonging are presented?  Belonging o Children have a sense of belonging as a group in that they have no recollection or experience of the sun. “old or a yellow crayon or a coin” Onomatopoeia. The sun is only visible for one hour every seven years. Techniques Technique Excluding pronouns Examples  “they”. She does not feel a sense of belonging to Venus. o The children belong to a place (Venus). There is jealousy between the group about Margot’s experience.Narrative structure.“like a blushing in the face”.Ray bradbudy  Key elements. It builds emotion + suspense.

the angle from the spire to the ground level parallels the journey viewers will take with pacino as he strives to bring Shakespeare closer to us. while today’s brightly lit indoor areas were utilised for rehearsals.  Daylight vox pop interviews and the diagetic sounds of the streets enabled Pacino to literally bring his “search for Richard” out of the darkness into the light. with contemporary resonance of themes and character traits.  Close up shot of Richard clutching a copy of the text Richard III while his dialogue conveys his personal desire to portray “how we think and feel today”. camera pans across a church.that man is responsible for his own destiny Capitalist . contrast between Richards darkness (evil). Text techniques Technique Context (feature of text form) Effect + example  Elizabethan era had very dim interiors.  Establishing shot. When Richard enters the scene to take control of Anne in the mourning scene.  Pacino’s intent to make Shakespeare accessible is depicted in numerous direct to camera responses which are bright contrasts to the more sombre Shakespeare scenes. the music begins to get louder  Menacing music begins with the entering of Richard many scenes such as the council scene. This stream of fluid cuts between discussing.  Also. Also used to foreshadow where they go to film next.  Classical music rises to a crescendo to parallel the rising action. 20 century th To connect Shakespeare’s universal themes and the powerful language with the everyday public.  Mysterious menacing music used when Richard is giving a speech – this rises to a crescendo as there is flashbacks of Richard’s planning. when actors are arguing and discussing and stumbling through the text just like a anybody else etc. egalitarian society. Clarence= white clothing >> . This emphasizes the increasing tensions that Richard creates in Quick jump cuts Camera shots/angles Costuming Music . His perspective is that despite the hundreds of years’ time difference since Elizabethan times.Comparative studies TEXTS Looking for richard Purpose   Context     Multicultural religious influence lack of or loss of power of the monarchy existential belief. practising and then acting in costume is a highly effective technique used by Pacino to juxtapose a tradition with a modern setting. With the increasing loudness of the music to a crescendo.  Al Pacino’s actors switch between fully costumed to arguing around a table.  Uses clothing from Elizabethan time period to accurately portray King Richard III  Richard = black clothing. Richard’s aggressiveness rises. Shakespeare’s work remains extremely relevant to us. seeing behind the scenes. allows the audience to feel more on the same level as the actors and not as if they are simply watching that can do things they can't. Clarence innocence  Wearing blood red – also represents royalty along Lady Anne wearing virginal white (She’s already married)  Buckingham wearing purple -> colour of royalty and conveys his loyalty to Richard  Medieval music – repeated during the dialogue to emphasis the historical nature of the play. To present a Shakespeare about how we think and feel today. design and discussions.

order to use the situation to manipulate others. .

3 QUEEN MARGARET (aside) Out. Richard Was ever woman in this humor wooed? RICHARD. The dog itself will end of dying a long painful death. RICHARD I do the wrong.  The audience knows that Richard is not religious. Monarchy supreme Text techniques Technique Soliloquy Location 1. His venom tooth will rankle to the death.1 Dramatic irony 1.3 Aside 1. All of us have cause BUCKINGHAM Two props of virtue for a Christian PRINCE. as here she expresses her anger in her mind.  Richard experiences the deeply divided emotions that characterize real human beings. Richard Heaven and fortune bar me happy hours. This reveals how devious he is as a actor.3 . and is only acting sad.2 3. This imagery depicts Richard as a rabid dog in the perspective that whatever such a dog bites on will die. and first begin to brawl.3 1. he bites.7 This reveals Richard’s thoughts and villainy while also allowing for the audience to understand what he has planned.2 5. GHOST OF KING HENRY VI aside 3.4 5. O coward conscience. Machiavellian influence. the audience knows that he is devious and evil. Clear class structure.3 Aside + metaphor 1. To stay him from the fall of vanity. and when he bites. Richard is the cause of the king’s death.   This connotes strong images of Richard being in darkness. Context  Themes   The allure of evil –Richard engaged in evil words and deeds Lust for power. a believer and arrogant through the past soliloquys. take heed of yonder dog! Look when he fawns.  This reinforces the deep and dark nature of Richard’s intent for his actions.Richard the 3rd Purpose   Explores the consequences of the individual’s relentless pursuit of power. This foreshadows the death of the young prince to come and shows that he will even kill children.1 Example Richard I am determinèd to prove a villain As I am subtle. see. a book of prayer in his hand. RICHARD (aside) So wise so young.  It also allows the reader to wonder until his conscience will take hold of him. devil! I do remember them too well: Thou killed’st my husband Henry in the Tower.3 2. have comfort. false. and treacherous. QUEEN MARGARET O BUCKINGHAM.1 1. tread the path that thou shalt ne'er return. And. do never live long RICHARD To fight on Edward’s party for the crown. RICHARD Go. Richard’s demise has already Imagery 4. how dost thou afflict me! Effect  1. RICHARD Sister. they say. This allows the audience to feel for queen Margaret. Richard not the only character who lies and manipulates to obtain power and control. Explores the role of conscience in moral decision-making.Richard’s use of Machievellian ideas to attain the goal of the crown. This is used to invoke emotion in the audience.

begun with his conscience beginning to affect him. He cannot ignore his conscience anymore but it is too late. . my anointed body By thee was punchèd full of deadly holes. His efforts to attain the status of king through his immoral killings and orders of death have come back to haunt him.  GHOST OF PRINCES Dream on thy cousins smothered in the Tower.When I was mortal.

Speeches TEXTS .

Purpose >> Invokes the audience to think about whether some people should reconsider adopting. By studying texts that deal with conflicting perspectives. only the path to the door is bright. This places emphasis on how Matilda has a different perspective to recreation and a source of entertainment. full face shots are utilized of both Matilda and her mother to show the eagerness for Matilda to have someone talk to compared to her mother’s perspective that he r talking is an annoyance. while the rest of the family is lighted up. dark lighting is used. he replies. Matilda. Matilda is reading a book.  When Mrs trunchbull is dealing with children.Conflicting TEXTS Matilda (film)  Composero  Danny DeVito What ideas about conflicting perspectives are presented? o o Conflicting perspectives are an inevitable part of the human experience. Honey treats the children.  When Matilda asks her father for a book.  In the opening scene.“Daddy you’re a crook.  When Matilda comes home from school. Dialogue Voice over Camera shots . Effect >> this emphasizes how her father is an unethical person without any regard for the customers safety. Effect >Allows the audience to judge how conflicted the Wormwood’s are to the new household. she walks to the staircase and is clouded by darkness. where the family is watching TV. the whole classroom is bright and illuminated.  Matilda. “There’s nothing from a book. Purpose >> to allow the audience to make a judgment on whether morals are important in the world of business. rather more liking books as a source of imagination and relation.  In the scene.provides an insight into how the parents felt toward the adoption. responders are exposed to both sides of an issue. one which is disgust.  “You chose books. after Matilda is dragged away from her father after asking for a book. this is illegal”.  “Matilda saw that she was somewhat different to the family. This is emphasized with the 2 different faces in the front view. she saw that whatever she needed in this world. and one which is adoration. film techniques Techniques Lighting + contrast Example + effect  In the scene. wanting to have someone to talk to (33:38 to 33:45).” Effect >> this emphasizes how useless and were a waste of time. a mid-shot shows the different perspectives towards the baby. This evokes us to think about how children should be raised in real life. This emphasizes how she does not find television interesting. I have a big house”. Effect >> emphasizes the wormwoods disregard for the value education vs the opportunities that being educated can take you. When Mrs. Matilda felt that books provided a great source of imagination. others take a more emotional approach”. In the scene where she puts a children in the “chokey” a psychological device. senses this is wrong and feels that safety should come first .  “Most parents believe their children are the most beautiful children to grace the planets. that you can cant get from a television screen faster. chose looks. she would have to get herself” . Her location in the frame is much more lit up in comparison with the darkened lighting of the rest of the family. Effect >> emphasizes the main characters realization of how differently the family’s values and behavior was different to hers. putting emphasis on her treatment towards children.

(artificially) Extreme long shot of beach >> establishes the general setting and provides knowledge on the lifestyle that has been lived by Henry. are not his biological parents. they have The boy sits near the ocean. Long shots of Henry in the city >> Emphasizes he is just a small boy in a big world there. “Hey boy.g.  Emphasizes how the child had painful experience relating to his family and is not ready to make another connection so soon. binoculars carefully into his suitcase. While Henry desires to have his family.  It shows that even though the new parents and holds it tightly in the car. The boy places the connection to the old life and his mother. Short film Dialogue     Symbolism  Camera shots & angles    . don’t you think? (Thai) desires are different to the parents. but not with a father. Henry’s face glows up when the taxi driver ridicules his new mother. E. Henry’s face shows mistrust and unhappiness when the new mother attempts to pass food on. the new “My mother told me she’d be watching parents see this positively as an opportunity me from the stars” (thai) to raise a child. This is taken his mother’s role but cannot ever be recreated for Henry in his bedroom. the same. The father and mother want to love him and give him a good life. Mid shot of henry in taxi >> Establishes the interactions and responses of Henry to the others. It reinforces how vulnerable and out of touch he is with the city.MISSING HER Purpose  Entertain Context   Conflicting perspectives    Interracial adoption Family loyalty/duty Identity: familial and cultural Made for 2011 tropfest competition (the world’s largest short film festival) Form   Techniques Technique Characterisation Example  The boy is still has very strong ties with his mum. your new mother looks like a  Reiterates how Henry’s perceptions and buffalo. “But all the stars are gone here” (thai) The stars are seen at the start and at  The stars and the suitcase represent the the end of the film. Effect/purpose  It shows and underlines how much knowledge the new parents lacked about the child.

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