Symbolism In Arthur Millers Death Of A Salesman - 1783 Words

Thomas Edison, an American inventor and businessman, says, There is no substitute for hard work. In other words, Thomas Edison believes individuals cannot cheat the process of success to get to the top, they must work for it. In the play, Death of a Salesman, the author, Arthur Miller, uses the narrative techniques of imagery, motifs, and symbolism to show how success and social acceptance can be deceptive for Willy Loman and his family. Willy Loman is a troubled, self-defrauding travelling salesman. He genuinely believes in the American Dream of easy success and prosperous wealth, but he cannot achieve it. Neither can his sons fulfill their dreams which Willy feels is a reflection on himself and his parenting skills and the values he†¦show more content†¦And banners over the ring and the basketball court: Loman Brothers. Again, the image is in the center around gaining public attention rather than on quality products or athletic achievement. Happy also lies to the glamorou s and attractive Miss Forsythe: Biff is quarterback with the New York Giants to get her attention. Other images that are significant in the play are the houses and gardens.The images of houses and gardens have considerable symbolic significance in the play. For Willy, they are not merely places to live or to sustain life: they stand for the legacy of beauty, abundance, and self-reliance that he wants to leave behind. Willy and Linda have almost paid off their twenty-five-year mortgage, and Willy is proud that there aint a crack to be found in the house after his years of painstaking repairs. Owning their home distinguishes the Lomans as permanent residents in a neighborhood of apartment renters. Willy hopes to leave the house to Biff one day so that his hard-earned mortgage payments and repairs will not go to waste on strangers. He also reminisces about the elm trees and the lilac, wisteria, peonies, and daffodils that grew nearby before the construction of the apartment buildings: Remember those two beautiful elm trees out there? These evoke notions of beauty and plentiful growth. More specifically, elm trees are to typify inner strength and intuition. Lilacs stand for innocence and self-assurance; wisteriaShow MoreRelatedSymbolism In Arthur Millers Death Of A Salesman717 Words   |  3 PagesArthur Miller’s â€Å"Death of a Salesman† takes place in New York City in the late 1940’s. This play chronicles the life of Willy Loman, who often reflects upon his life and the decisions he has made. Miller characterizes Willy as guilt-stricken by his decisions and driven for his children to achieve wealth and success through the use of symbolism, idioms, and similes. Miller uses symbolism to develop dimensions of Willy’s character. During one of his flashbacks, Willy remembers his affair with a womanRead MoreEssay on Symbolism in Arthur Millers Death of a Salesman1197 Words   |  5 PagesSymbolism in Arthur Millers Death of a Salesman Arthur Miller’s play, Death of a Salesman is wrought with symbolism from the opening scene. Many symbols illustrate the themes of success and failure. They include the apartment buildings, the rubber hose, Willy’s brother Ben, the tape recorder, and the seeds for the garden. These symbols represent Willy’s attempts to be successful and his impending failure. When Willy and Linda purchased their home in Brooklyn, itRead More Symbolism in Arthur Miller’s Death of a Salesman Essay967 Words   |  4 PagesSymbolism in Arthur Miller’s Death of a Salesman In his play, Death of a Salesman, Arthur Miller employs many symbols to illustrate the themes of success and failure.   They include the rubber hose, the tape recorder, and the seeds for the garden.   These symbols represent Willys final, desperate attempts to be successful and the failure he cannot escape.  Ã‚  Ã‚   The rubber hose represents both success and failure.   It is attached to the gas main in Willys house and provides him with the opportunityRead MoreArthur Miller Criticism913 Words   |  4 Pages Arthur Miller is a highly distinguished author. He is considered by many to be one of Americas greatest writers. As distinguished a writer he is, Miller deserves to be selected for a spot in the prestigious American Author Hall of Fame. His works meet the criteria for the American Authors Hall of Fame since they have themes important to society, are unique, and have universal appeal. Arthur Millers works meet the American Author Hall of Fames first criteria by dealing with themes highly importantRead MoreArthur Millers Death of a Salesman Essay904 Words   |  4 PagesArthur Millers Death of a Salesman Arthur Millers play, Death of a Salesman contains many themes of success and failure. They include the apartment buildings, the rubber hose, Willys brother Ben, the tape recorder, and the seeds for the garden. These symbols represent Willys attempts to be successful and his impending failure. In the start Willy and Linda moved to a home in Brooklyn, as it at the time seemedRead More Reality and Illusion in Arthur Miller’s Death of a Salesman Essay1088 Words   |  5 PagesReality and Illusion in Arthur Miller’s Death of a Salesman In Arthur Miller’s play, Death of a Salesman, a major theme and source of conflict is the Loman family’s inability to distinguish between reality and illusion.   This is particularly evident in the father, Willy Loman.   Willy has created a fantasy world of himself and his family.   In this world, he and his sons are men of greatness that â€Å"have what it takes† to make it in the business environment.   In reality, none of them can achieveRead MoreDeath Of A Salesman Literary Analysis768 Words   |  4 PagesFormal Essay 2: Drama Arthur Miller’s Death of a Salesman is based in post-World War II America where a man named Willy Loman has the hopes and dreams of becoming a well-esteemed, successful salesman. However, throughout the play, it becomes evident his pride and delusion interfere with this dream and having the model family. The playwright uses symbolism and several forms of irony throughout the play to deepen the plot and intensify the conflict, as well as further illustrate the characters. ThroughoutRead MoreWomen’s Treatment in Death of a Salesman1463 Words   |  6 PagesWomen’s treatment in Death of a Salesman December 11, 2012 Abstract In our today’s men and women hold equal rights, however, in times prior to the 1950’s the majority of people would agree men held favorable positions and were said to be superior over women. Unfortunately this behavior still exists in countries. Arthur Miller’s, Death of a Salesman probes into these issues and solidifies how the past plagued woman. Miller categorizes women into two buckets; housewives or whores. TheRead MoreEssay about Marxism and the Fall of Willy Loman in Death of a Salesman2986 Words   |  12 PagesUnited States endured internal battles in political ideologies between capitalists and Marxists, which is the focus of Arthur Miller’s play Death of a Salesman. According to Helge Normann Nilsen, author of â€Å"From Honors At Dawn to Death of a Salesman: Marxism and the Early Plays of Arthur Miller,† the Great Depression had a profound impact in forming the political identity of Arthur Miller: â€Å"The Great Depression created in him a lasting and traumatic impression of the devastating power of economicRead MoreDeath of a Salesman - Materialism Alienation1696 Words   |  7 PagesModern Tragedies deal with modern issues such as materialism, consumerism, procrastination and alienation. To what extent does Death of a Salesman show evidence of at least two of these issues, and how does Miller present them? Arthur Miller’s ‘Death of a Salesman’ is a modern tragedy; one that incorporates both the tragic genre presented in theatres for centuries as well as essences of the modern world we live in. Materialism is a modern phenomenon, something which possibly began due to the American

Playing Video Games Is Beneficial To Children - 1220 Words

Across the continents, people are turning to new technological developments for entertainment. Unlike the previous generations who were fascinated by television and radio, the current generations are much more advanced regarding their choices of technology, relying on their smart phones, tablets, and game consoles to help them pass their free time. Todays youngest generation in particular, enjoys playing video games. Although parents may be concerned about the amount of time their children are spending on these video games, they should realize the numerous benefits to playing video games that have been identified, including increased problem solving skills and better grades, various health benefits, decreased stress and increased social†¦show more content†¦Mental health improvements are also a strong possibility through the use of video games. Most specifically stress. Stress has become an epidemic in our society. Were always on the go and its hard to take a break. Vide o games can actually relive stress in a couple of ways. First of all they make you slow down and take a break to play. Hopefully, the gaming time will be enjoyable as well. Gaming also give people a chance to vent or blow off steam. A recent scientific study had this to say, â€Å"I’ve conducted many clinical studies in the area of recreational therapy in the past, but this was the first one seeking to determine the potential therapeutic value of video games. The results of this study are impressive and intriguing, given the extent of the effects of the games on subjects’ stress levels and overall mood. When coupled with the very high degree of confidence we have in those results based on the methodology and technologies used, I believe there is a wide range of therapeutic applications of casual games in mood-related disorders such as depression and in stress-related disorders including diabetes and cardiovascular disease (Russoniello 1).†That is interesting and promising information, because stress is one of the biggest causes of suicides and diseases. A non-invasive way to correct these problems, such as playing video games, sounds like an ideal solution. Media sources have beenShow MoreRelatedVideo Games And Its Effects On Young Children891 Words   |  4 PagesTech Savvy Children According to the Entertainment Software Rating Board in 2010, sixty percent of households play video games (Video Game Ind.). It is not surprising that in the technical age we live in, people are playing video games more than ever. Inevitably, this brings into question the violent nature of some popular video games and their potentially dangerous and harmful impact on young children. â€Å"Video game addiction is without a doubt, becoming this century’s most increasingly worrisomeRead MoreEssay Video Games Speech Outline728 Words   |  3 PagesPersuasive Speech Outline Matt King CMST 220 Video Game Speech 6-12-13 * Attention grabber/introduction - Slaying dragons, defending your planet from alien invasion, or bouncing on the heads of koopas and saving the same princess who gets caught every time? Sound Familiar? If you’re anything like me you have tried all of these. Of course not literally but I’m sure you have all played a video game that has let you do something crazy and exciting you couldn’t normally do. * Can I getRead MoreInformative Speech : Video Games And Violence1316 Words   |  6 PagesTopic: Video Games and Violence General Purpose: To Persuade Specific Purpose: My audiences will stop playing video games long enough not to cause people to exhibit aggressive behavior. Proposition: We should not play video games for long periods of time in order to avoid addiction and aggression Introduction: I. Attention Getter: * To start off how many of you guys play video games? (Video) Imagine you’re the person playing this video game. How do youRead MoreThe Negative Effects Of Video Games1523 Words   |  7 Pagescontinues to market to children and to create an increasing number of violent games. It appears that this billion dollar industry has a blatant disregard for the public’s wellbeing. Because of these claims of detrimental effects, anti-game laws have made their way to the Supreme Court. These proposals have been rejected repeatedly. This is not done just because of our right to freedom of speech. These court cases are won by the gaming industry because no link between violent video games and acts of violenceRead MoreBenefit Of Video Games Essay1204 Words   |  5 PagesVideo games have quickly become the new major source of entertainment for the youth and the upcoming adults of the world. The youth seem to be giving more of their free time to video games. However, they have always seemed to have a bad reputation with many people of all generations. People are starting to believe more and m ore that video games are nothing but trouble. They feel as if video games are a waste of time and the youth could be using the time they spend on video games on more productiveRead MoreDangers Of Video Games880 Words   |  4 Pagesmost children like to play video games. Sometimes, parents have seen their children the violence and aggression. Video Games helpful or dangerous. Video Games have developed dramatically. It has been a controversial discussion of whether video games are helpful or dangerous to a child. Indeed some are of the view that video games are dangerous because it has a negative impact on the health for children, and because they have filled with violent content. However, in my observation, some video gamesRead MoreEffects of Video Games on Children and Teenagers Essay1251 Words   |  6 PagesEffects of Video Games on Children and Teenagers In recent years, technology has developed very rapidly. This has led to many arguably both positive and negative changes in our everyday lives. One such change was the increased accessibility of personal computers and gaming consoles as well as the introduction of numerous video games. Due to their entertainment value, these games gained popularity among children and teenagers. Although many concerns have been voiced related to playing video games, especiallyRead MoreVideo Games Have A Negative Influence On Young People1600 Words   |  7 Pagessociety often depict video games to have a negative influence on young people. However, playing video games is more beneficial than people would think. Playing video games have many advantages, such as they help increase and develop cognitive functions, mental health, and more often than most they are educational. Gee, James Paul. What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan, 2007. This book looks at the educational level of what video games have to teach us. GeeRead MoreVideo Games, Which Have Been Around For Quite A While Now1106 Words   |  5 PagesVideo games, which have been around for quite a while now is usually perceived as an exciting thriller to most. The use of video games ranges from young children to older men and sometimes women. The video game industry has had a huge expansion in technology and gaming techniques in the recent years causing it to be more appealing to the public eye. Although video games normally have ratings for certain age groups, they are played by everybody no matter the age. There has been an increase in theRead MoreVideo Games Effects On Teenagers1716 Words   |  7 Pagesform, and video gaming is a huge part of our culture. You can ignore or embrace video games and imbue them with the best artistic quality. People are enthralled with video games in the same way as other people love the cinema or theatre† (Serkis, n .d.). Video games have shot onto the scene within the past 50 years. With technology advancing as fast as it has today, video games are becoming more and more realistic, as well as inherently more violent. The pressing question of today’s video games is, are

Ancient Egyptian Math Free Essays

In the ancient times, Egypt was a very large, complex nation. The ancient Egyptians did many things, but did they use Math? There are several evidences that the Egyptians, indeed used mathematics. Most of our knowledge of Egyptian math comes from two mathematical papyri: The Rhind Papyrus, and the Moscow Papyrus. We will write a custom essay sample on Ancient Egyptian Math or any similar topic only for you Order Now These documents contain many ancient Egyptian math problems. We also know the Egyptians used math just by looking at their architecture! The Great Pyramid at Giza is an incredible feat of engineering. This gives us one clear indication that the society had reached a high level of achievement. Another indicator is that early hieroglyphic numerals can be found on temples, stone monuments and vases. Beginning with the basics, here is how the Egyptians used math: Number System: The Egyptians had a base 10 system of hieroglyphs for numerals. This means that they had separate symbols for one unit, one ten, one hundred, one thousand, one ten thousand, one hundred thousand, and one million. For example, to make up the number 159, fifteen symbols are required:1 â€Å"hundred† symbol, 5 â€Å"ten† symbols, and 9 â€Å"unit† symbols. Over time the Egyptians came up with another form of numbers. These numbers were called â€Å"hieratic numerals†. These numerals were much more detailed, but more memorization was needed to remember all the symbols. The Hieratic Numerals included the numbers: 1, 2, 3, 4, 5, 6, 7, 8, 9,10, 20, 30, 40, 50, 60, 70,80, 90, 100, 200, 300, 400, 500, 600, 700, 800, 900, 1000, 2000, 3000, 4000, 5000, 6000, 7000, 8000, 9000 With this system, only a few symbols were needed to form large numbers. For example, the number 777 only uses 3 hieratic symbols, instead of 21 hieroglyphs. Adding and Subtracting: Adding and subtracting was a very simple process. All you would do was take the two numbers you were adding together and put the same symbols into the same group. For example, say that P stands for 1, and M stands for 10. All you need to do is add the numbers 15 and 27 together. PPPPP M = 15 PPPPPPP MM=27 To add those together we simply combine them. PPPPPPPPPPPP MMM= PP MMMM (42) The same process is used for subtraction. Multiplication: To multiply 2 numbers of any size, all you need to know is how to add. To multiply 2 numbers you would write them in a column form. Let’s multiply 36 and 21. We write the equation like this: 36 x 21 Below the two numbers each make 2 columns. The first column always begins with the number 1, and each number in that column doubles each time you write it. o your first column would look like this: 36 x 1 2 4 8 16 32 64 128 For the 2nd column, under the 21, begin with the number you are multiplying, and double that number each line. 21 21 42 84 168 336 672 1344 2688 In the end you should have two columns that look like this: 36 x 21 1 21 2 42 4 84 8 168 16 336 32 672 64 1344 128 2688 You then take numbers fr om the first column that will add up to 36: 32+4 = 36 Next plug in the corresponding numbers in the 2nd column to the equation that makes up the first number (in this example the number is 36). For example, the corresponding number to the number 2 is 42. The number across from the number 32 is 672, and the number across from the number 4 is 84. All I have to do is add those 2 numbers together: 672+84= 756 36Ãâ€"21=756 And there is your answer! Division is a reversal of the multiplication process: 300/25 1. 25 2. 50 4. 100 8. 200 16. 400 32. 800 64. 1600 200 + 100 = 300 Match the corresponding numbers: 8+4 = 12 The answer is 12. These multiplication, division, addition, and subtraction methods are all found on the Rhind and Moscow papyrus. What are these Papyri? They are ancient documents from around 2000 BC that have many advanced math formulas and problems on them. The Rhind Papyrus: The Rhind Papyrus is named after the British collector, Alexander Rhind, who found it in 1858. The Rhind Papyrus is located in the British Museum, and contains mathematics problems and solutions. There are 84 math problems including simple equations, geometric series simultaneous equations, determining, geometric series, and simple algebra found on the papyrus. The Moscow Papyrus: In the 19th century, an Egyptologist- Vladimir Golenishchev, found the apyrus and brought it to Russia. The Moscow papyrus contains only about 25 math problems. Of the 25 math problems, 7 of them are geometry. The papyrus is now located in the Museum of Fine Arts in Moscow The Ancient Egyptians obviously had a very good understanding of mathematics. They looked for patterns and found ways to add, subtract, multiply and divide. They came up with many formulas and tricks they helped their societies become more advanced. They have contributed much to our modern math world. So, the lesson to learn from this? Don’t underestimate math. Math is in everything! How to cite Ancient Egyptian Math, Papers

Film Analysis of Gallipoli Essay Example For Students

Film Analysis of Gallipoli Essay Feature Film Analysis Gallipoli (directed by Peter Weir)Gallipoli, as the title suggests, is a portrayal of the historical event in which thousands of Australian soldiers went off to fight for their country. Peter Weir, the director of Gallipoli has not simply presented the facts about the war, nor has he tried to relay the story of this time, instead he has attempted to convey the legend of Gallipoli through the Australian’s feelings towards the event using pre-existing myths to portray this tragedy of war. In this analysis the main method of approach to the study of the film will be focusing on the Australian cultural values and myths that are presented in Gallipoli and how they are conveyed through the use of film techniques and the elements involved. Overall through the study of the above it will be shown how Gallipoli works as a cultural text and how readers interpret these cultural meanings. Gallipoli starts off being presented in circular narrative, revolving around the two central characters Archy and Frank in their two separate environments. By commencing the film in this way, viewers are given the opportunity to see the differences in character both in their overall appearance as well as their values and beliefs. The difference in the appearance of the characters can be read at a connotative level of meaning Archy is the blonde hair, blue eyed, candid, innocent and naive â€Å"Noble bushman†. The clothes he wears are always light in colour (as is his complexion) symbolising his purity and innocence. Frank, on the other hand, is seen dressed in darker clothes, has dark hair and complexion, is cunning, worldly and a battler. We will write a custom essay on Film Analysis of Gallipoli specifically for you for only $16.38 $13.9/page Order now We see evidence of this opposition in the fact that Archy is still under parental and adult authority living in the outback, in contrast to Frank who is a city boy who does whatever he pleases. The first time that these characters meet, which is in a championship sprinting race, viewers are given clues as to the bond (’mateship’) that is going to be formed through the use of camera and editing. Sprinting down the track at opposite ends of the lane we see Frank (dressed in black) look over at Archy (in white) to check on the competition. From a subjective camera angle viewers then see Frank from Archy’s point of view and know that this is to show the determination to beat his opponent. The other use of camera techniques that demonstrate the relationship between the central characters is the move from a long shot of Frank and Archy at opposite ends of the screen to the final shot of the race in which the characters are together in the centre of the screen this mis e en scene showing the closeness of Frank and Archy is used frequently throughout the film and will be discussed again further in the analysis. Mateship as an Australian myth is quite dominant in the film, this occurring between all of the Australian soldiers and coming out even stronger in the bond between Archy and Frank. Weir has chosen to represent this mateship coming from the competitiveness of the Australian men. Archy and Frank are seen competing in their first scene together the big race and from then on there are many more competitions (especially running) between them, always showing Frank just that little bit slower than Archy. For example to the camel man in the desert, to the pyramids in Cairo and to the water at Gallipoli. This is very important in the understanding of the final scene, when although they are not competing they are both running with determination Archy to save his country, Frank to save his mate. In the scenes where we see Frank and Archy crossing the harsh Australian desert we see the myth of mateship being strengthened as they depend on each other for survival. It is the mise en scene in these shots that demonstrates this friendship. Long shots have been intentionally selected to show the desert setting and have also succeeded in placing the two characters on centre screen in very close proximity to each other showing the closeness of their friendship. It is also in this desert crossing scenes that we gain an insight into not only as to the values that the characters hold but also into the dominant Australian values that the film is conveying. â€Å"It’s not our bloody war it’s an English war†. This remark from Frank was met with â€Å"You’re a bloody coward† from Archy. It is these few comments passed between the two that demonstrate that whilst Australia may hold a contemptuous attitude towards the British (Frank’s values), it is Australia as a country that they should be fighting for. Archy represents the films values of Australian patriotism and loyalty through his attitude towards the war, however also demonstrates the naivet of a lot of the men going off to the war when he tells the camel man that he doesn’t actually know what the war is about. Overall in the characterisation of Frank and Archy, Weir has presented audiences with the stereotyped cultural myth males of Australia Frank as the ‘Ocker’ (larrakin traits) and Archy as the ‘noble bushman’. This is shown to viewers through all of the above presentation of values as well as the way that they speak and act (Frank acting on impulse and Archy thinking things through, persistent). .ufa95719fc9b1557e19f496076c39171b , .ufa95719fc9b1557e19f496076c39171b .postImageUrl , .ufa95719fc9b1557e19f496076c39171b .centered-text-area { min-height: 80px; position: relative; } .ufa95719fc9b1557e19f496076c39171b , .ufa95719fc9b1557e19f496076c39171b:hover , .ufa95719fc9b1557e19f496076c39171b:visited , .ufa95719fc9b1557e19f496076c39171b:active { border:0!important; } .ufa95719fc9b1557e19f496076c39171b .clearfix:after { content: ""; display: table; clear: both; } .ufa95719fc9b1557e19f496076c39171b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufa95719fc9b1557e19f496076c39171b:active , .ufa95719fc9b1557e19f496076c39171b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufa95719fc9b1557e19f496076c39171b .centered-text-area { width: 100%; position: relative ; } .ufa95719fc9b1557e19f496076c39171b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufa95719fc9b1557e19f496076c39171b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufa95719fc9b1557e19f496076c39171b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufa95719fc9b1557e19f496076c39171b:hover .ctaButton { background-color: #34495E!important; } .ufa95719fc9b1557e19f496076c39171b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufa95719fc9b1557e19f496076c39171b .ufa95719fc9b1557e19f496076c39171b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufa95719fc9b1557e19f496076c39171b:after { content: ""; display: block; clear: both; } READ: Diabetes Mellitus EssayThe settings that are used are representative of many myths and values of the Australian heritage as well as being connotative of the action that takes place within them. Firstly, there are three settings and although they are all deserts, they all convey a different message. Starting off we (as viewers) are positioned in the Australian desert in which we feel at ease in because although it is harsh, it is familiar. This is presented through Archy as he runs across the baron land with no shoes on. He does get cut feet and de-hydrated but because of the use of subjective camera audiences see this through Archy and feel the same sense of determination and achievement that he does in accomplishing this. Australian values of the land include the myth (particularly for the noble bushman) that Australians are at ease with nature and therefore when reading this film, we know that although Archy and Frank may struggle at times in crossing the desert that they will survive that challenge because they are â€Å"Aussie battlers†. The Australian desert (the vastness showed by a panning shot) is contrasted rapidly in the scene when we see Archy and Frank arrive at Perth station. The high camera angle shows that Archy is unsure and intimidated by the new and busy surroundings of the city compared to the valued openness and isolation of the outback, the audio here of trains, voices and the bustle of the city help make the viewers understand the limitation that Archy feels. The next setting that Archy and Frank encounter is the Cairo desert. This presents no problem for the Australians as it is not nearly as harsh as the Australian desert. This ease is demonstrated by the friendly game of football between the soldiers and yet another race between Archy and Frank. However it is in this desert setting that we see more Australian cultural myths and values emanate as the Australian soldiers interact with the British and the native Egyptians. Myths of the Australian figure as being anti-authoritarian, anti-British and racist emerge in this setting. Riding along on some donkeys we see several of the Australian soldiers salute and ridicule the British Officers by mimicking them with false accents and pompous attitudes showing that they are there simply to fight for Australia and not for somebody else’s war. This is also shown through the Australians ignoring instructions from the British during training sessions, they show complete lack of respect for the British and even more contempt for authority. Their racist attitudes are demonstrated on many occasions when they shove the natives out of the way, criticise the women as being disgusting (yet still use them for sex), ruin their shops without apologising for mistakes and sneer at their customs, e.g. Frank laughs at the belief behind the pharaohs. These values and attitudes appear as cultural myths whether or not they are true and they are represented very strongly as part of Australian film and Weir expresses them clearly in this film. The last setting that is significant is that of the desert in Gallipoli. It is here that we realise the significance of the three deserts as each being a stage of Australia emerging more towards nationhood, Gallipoli being that final goal. It is in Gallipoli we see that there is a war taking place not just with the Turks but a private battle between Australia and Britain. The camera angles that are used are objective in that they follow the 180* rule and allow us (as viewers) to see the happenings from our own perspective, however because of our bond formed with Archy and Frank and our associating with Australian values created previously we tend to view from their point of view anyway. Everything that the camera shows us we look at from an Australian soldiers perspective because of the suture process in which we have already been â€Å"stitched† into a spectator position. Gallipoli desert is not seen as friendly and is depicted as the enemy e.g. when we see Frank stumbling on rocks and falling down cliffs. It is this desert that sees the death of Archy because of the desert restricting Frank to stop the soldiers from running (also showing once again that Frank was that one step slower than Archy.) The camera shots that we see of the Gallipoli desert are low angle (from the trenches) making the land seem larger, intimidating and superior to the Australian power. Also we get a shot/reverse/shot when the boats are approaching Gallipoli, allowing us to see the mess of war before us and appealing to our emotions before we then see Frank and Archy’s reactions to the sight (site) back in the boat. The oppositions that are presents in the film are critical in the way that we read elements of the film. The openness and isolation of Australia compared to the Cairo bazaar and the Gallipoli trenches makes readers aware not just of setting but the ugliness of the war itself sound of silence in the outback are contrasted with the haggling traders, snake charmers, donkeys, explosions and screams penetrating the not-Australia. Readers can identify with the time and place of the film and make comparisons between the oppositions. .ucc333b9565be2a931dc847dd0e9611bf , .ucc333b9565be2a931dc847dd0e9611bf .postImageUrl , .ucc333b9565be2a931dc847dd0e9611bf .centered-text-area { min-height: 80px; position: relative; } .ucc333b9565be2a931dc847dd0e9611bf , .ucc333b9565be2a931dc847dd0e9611bf:hover , .ucc333b9565be2a931dc847dd0e9611bf:visited , .ucc333b9565be2a931dc847dd0e9611bf:active { border:0!important; } .ucc333b9565be2a931dc847dd0e9611bf .clearfix:after { content: ""; display: table; clear: both; } .ucc333b9565be2a931dc847dd0e9611bf { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucc333b9565be2a931dc847dd0e9611bf:active , .ucc333b9565be2a931dc847dd0e9611bf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucc333b9565be2a931dc847dd0e9611bf .centered-text-area { width: 100%; position: relative ; } .ucc333b9565be2a931dc847dd0e9611bf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucc333b9565be2a931dc847dd0e9611bf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucc333b9565be2a931dc847dd0e9611bf .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucc333b9565be2a931dc847dd0e9611bf:hover .ctaButton { background-color: #34495E!important; } .ucc333b9565be2a931dc847dd0e9611bf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucc333b9565be2a931dc847dd0e9611bf .ucc333b9565be2a931dc847dd0e9611bf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucc333b9565be2a931dc847dd0e9611bf:after { content: ""; display: block; clear: both; } READ: Finding Hope EssayThe poor representation of the British in Gallipoli is not only conveyed through the bad attitude of the Australian soldiers but also through the use of camera positioning and lighting. When in Gallipoli there are several scenes in which the chief British officer is seen from a low camera angle this does make him appear superior, however the lighting on his features also makes him seem evil (shadowy) and once again is contrasted to the Australian seen in full light (honest, decent).The pulling focus in the scene in which Frank encounters the Chief English officer is close up and pulls Frank into focus to show his lack of trust and disregard for the man, when it returns to focus on the officer we know that he is being deceitful and we are not to trust him. Technical and symbolic codes are used extensively throughout this film to create both cultural and film meaning. In the war trenches at Gallipoli viewers are not only encouraged to identify with the reality of the setting by the use of camera angles and what is shown but also by what is heard and how it is shown. For example the explosions that are heard combined with the shaking of the camera makes it seem as though we are really there, enhancing the diegetic effect and allowing viewers to identify with the action. Extreme close ups are used more often at Gallipoli to build on the suspense and allowing viewers to read the tension and emotion surrounding the soldiers. Examples include hands preparing ammunition (this is the real thing), a final handshake (once again the value of mateship) and close ups of soldiers discussing the seriousness of war (showing fear and suspense). In a near final scene a close up of the soldiers placing their personal items in the trench and writing final letters (accompanied by silence) shows a mixture of their bravery and fear and the real drama of war. It is these final scenes (and especially the one in which Archy dies) that captures the Australian values of ANZAC’s and the ‘digger’ legend as being a true essence of Australian culture. The high camera angle that is used when the men are being sent over the top of the trenches and out on to the battle field as well as the panning shot that is used repetitively has been constructed to show the f utility of war. Weir is conveying one of the main messages of the film in the waste of young life and what an unnecessary event war really is. This message is also relayed when we see the Australian officer also re-thinking his values, he then turns and tells the camera (us) † All right men, it’s time to go.† He knows their efforts will be wasted and they will all be killed anyway, this speech simply adding to the theme of waste and also to the negative ending that is to follow. Symbolic codes that have been repeated all the way through the film come together in the final scenes as their true meaning is revealed. Archy’s motivational speech, the close up of running feet, the victory pose ending a race and the picture and sound of the whistle are all used in the final scene for the purpose of allowing readers to identify with character, the themes of the film and the Australian myths and values that the film represented. â€Å"What are your legs? Steel springs. What are they going to do? Hurl me down the track? How fast can you run? As fast as a leopard. How fast are you going to run? As fast as a leopard. Well go do it then.† This small speech recited by Archy before he is going to run is suicide dash at the end of the film serves to demonstrate the true meaning of why Archy went to war in the first place. Echoing his determination to win prior races and do his Uncle proud, in this determination Archy knows he will not win but is going to give his best shot to do his whole country proud the Australian value of patriotism and loyalty being conveyed. Gallipoli at this point presenting Archy to us as the embodiment of the Anzac myth, dying at the fault of the British. Repeated images of the whistle blowing to start a race and shots of running feet throughout the film are used again in the final scene and it is almost as though the other shots were a foreshadowing (or even a juxtaposing) for this event. The whistle and feet symbolising the journey that Archy encountered and summarising his will and determination to do Australia proud. As in other Australian films (Breaker Morant, Sunday too far Away) the ending is negative with the death of Archy, however the final technique of a freeze frame allows viewers to see him remain on his feet in a victory stance (the same one we see each time he runs through the ribbon at the end of a race) and never fall. This adding meaning to the fact that Archy knew he was going to die but still felt he had accomplished something by going to war.