ART INTEGRATED PROJECT

(ENGLISH)

TOPIC:-
PPT/SLIDESHOW ON
AN ELEMENTARY CLASSROOM
IN A SLUM
 ACKNOWLEDGEMENT
I would like to express my special thanks of gratitude to
honorable Principal Rev. Sister Silvi, Our teacher Mrs.
Sukhsimran Gill and CBSE Board who gave me the golden
opportunity to do this wonderful art integration project on the
topic- PPT/slideshow on an elementary classroom in a
slum which also helped me in doing a lot of Research and I came
to know about so many new things and it also helped me to
grow as an individual.

Last but not the least, I would also like to thank our parents who
helped us a lot in finalizing this project within the limited time
frame.
 ABOUT THE POET

Stephen Spender (1909-1995) was an

English poet and an essayist. He left
University College , Oxford without taking a
degree and went to berlin in 1930. Spender
took a keen interest in politics and declared
himself to be a socialist and pacifist. Books
by Spender include poems of Dedication,
The Edge of Being, The creative Element,
The struggle of the modern and an
autobiography, World Within World. In, an
Elementary School Classroom in a slum, he
has concentrated on themes of social
injustice and class inequalities.
 THEME
 Social injustice and class inequality is the
principal theme in this poem.

 The poet constantly highlights the issues

faced by children and appeals authorities
to take remedial steps.

 He highlights the plight of slum children

by using vivid images and apt words to
picture a classroom in a slum
Far Far from gusty waves these children’s faces.
Like rootless weeds, the hair torn round their pallor:
The tall girl with her weighed down head. The paper-
Seeming boy, with rat’s eyes. The stunted, unlucky heir
Of twisted bones, reciting a father’s garland disease,
His lesson, from his desk. At back of the dim class
One unnoted, sweet and young .His eyes live in a dream,
Of squirrel’s game, in tree room, other than this

The poem portrays a picture of an elementary school in a slum area

These
ch
are dep ildren
basic f rived of
an d p ap e r acilities
The tall girl are lea and
y are all
seeming bo st
alnutrition; interes
victims of m ering ted in
studies
ff
they are su
s diseases
from variou a boy sit
ting at th
back is d e
reaming
of squirr
el’s gam
He has n e.
slum o interes
In contrast the in classr t
a life of oom
children have activity
. Their face is
hopelessness
dirty .The
unkempt and
compares
poet perfectly
e of weeds
the insecure lif
life of slum
to the insecure
children.
 FUTURE
On sour cream walls, donations. Shakespeare’s head ,
Cloudless at dawn, civilized dome riding all cities.
Belled, flowery, Tyrolese valley. Open-handed map
Awarding the world its world. And yet, for these
Children, these windows, not this map, their world,
Where all their future’s painted with fog,
A narrow street sealed in with a lead sky
FOGGY BLEAK DULL
Far far from rivers , capes and stars of words.

Litera
s Shake ture and
These picture no us speare hav
et e
belong to the becau hese childr
ch se h e en
world of the ri intere ho
u s. st and lds no
and prospero no pu s
rpose erves
to slum
childre
n

n
ve draw
ha
rich n d ed T
Th e p e n h a f n o po he w
an o hich is o eir
w th ch o r o r
map them as to ild an ld
to ed de it ren d d of t
w
use d is limit treet.
wo rl s p i h t co e p h e
d o f th e ro cted he w ntr rive se
n
th e e om o o a s d
wa n c rld ts
lls las
. s
 Surely, Shakespeare is wicked, the map a bad example,
n With ships and sun and love tempting them to steel –
ip s a n d su
Sh th e For lives that slyly turn in their cramped holes
e p ic t e d on m From fog to endless night? On their slag heap, these children
d e
mpt th
wall te erience Wear skins peeped through bones and spectacles of steel
to exp with all With mended glass, like bottle bits on stones.
h
the ric lory. All of their time and space are foggy slum.
its g So blot their maps with slums as big as doom.

live
c h ildren
e
Th e s h e a p o f
e ms
on th These slu
. s.
waste little hell s
k e ot
are li re ugly bl
a he
They maps of t
e
on th f rich and
o
world ul .
rf
h powe
f ric so
o as
r ld l h iful t
p
wo erfu aut em e
e w e t t
Th po y b ey una y Th e
d n Th rt e l maln se
an ma s. nfo . Th tea childr ourished
g u n s e
in mend n wearing
th ese ildre ry to . ed gl
t h ch y t m oscill a
ate b sses
l
a in the f og a etwe
en
v nd
night endless
unce , having
rtain
l
no fu ife with
t ur e.
 Unless, governor, Inspector, visitor,
This map becomes their window and these windows
Only those people find a place
That shut upon their lives like catacombs,
in history whose language has
Break O Break open till they break the town
the warmth and power of the
And show the children to green fields, and make their world
sun
Run azure on gold sands, and let their tongues
Run naked into books the white and green leaves open
History theirs whose language is the sun.

Th e s Let the pages of

e
work people m wisdom be open
to g e t ust
abrid h for them and their
g e th e r t o
be tw e tongues may run
e en t g ap
civiliz he freely on the
e
the w d world a white leaves of
o n
child rld of slu d books
ren m

ised
The rev
should
system these
er
empow o break
nt
childre
f r o m t he
The poet calls upon governor ,inspector and away
s of
visitor(representing power and position) to review the shackle nd
a
system before it is too late. poverty n.
tio
depriva
 POETIC DEVICES
Image and symbol Alliteration Simile

 Sour cream walls Far Far from gusty waves Like rootless weeds
 Tyrolese valley Surely Shakespeare Like catacombs
 Ships and sun Bottle bits Like bottle bits
 Bottle bits on stones on stones
 Gusty waves Slums as big as dooms
 rootless weeds
 Twisted bones METAPHOR
 Paper seeming boys
• Open-handed map Rat’s eyes Wear skins peeped
 Cramped holes Squirrel’s game through by
bones
 Gold hands Open-handed map Let their
tongues
lead sky run naked into
Slag heap books
Spectacles of steel
Whit and green leaves open
Father’s gnarled disease
Tree room
Future painted with a fog
Cramped holes