How Does Willy Russell Create Mood Essay Example for Free

How Does Willy Russell Create Mood Essay In the Summer Sequence Willy Russell’s three main protagonists are shown to grow up from the ages of 15 to 18, thus becoming adults throughout the song. This means that the sequence acts as a watershed in the respect that it marks a major turning point in the play. This is shown through the atmosphere that Russell creates, which goes from fairly positive, hopeful tone to a more cynical and desperate one over the duration of the sequence. Russell uses several techniques to create these atmospheres throughout. In the opening of the Summer Sequence the atmosphere is clearly a happy one, which is shown by Russell by using words like â€Å"young, free and innocent† to describe the characters. In this section, the word â€Å"innocent† is used twice. This repetition emphasises their youth and their naivety. â€Å"You haven’t got a care†, suggests Russell is trying to create an image of the characters as being without concern, completely free of worry so it reinforces the absolute happiness of the characters. Another adjective that occurs later in the song is â€Å"immortal† which at this stage of the play creates an atmosphere of excitement and spontaneity because the children can’t conceive of an end to their current lives. A technique that Russell uses starts to use here is imagery, â€Å"street’s turned to paradise†, the word â€Å"paradise† bring to mind an idea of secure and complete happiness, which is how he describes them in this verse. Another technique is personification, â€Å"radio’s singing dreams†, giving the radio the ability to do something that brings happiness or joy. This line also works the first time the motif of dreams appears, one that recurs throughout the sequence. The next notable part of the sequence is entirely stage directions, and shows the characters at a fairground. In this part of the sequence the most obvious technique is foreshadowing and motifs arising. In it, Linda is just ignored by the narrator, who is running the stall, when giving the gun to them, but the boys both insist Linda fires it, which is reminiscent of the beginning of the play when Linda takes the airgun from Mickey and beats him at firing at cans. Linda also used to control their social situations, â€Å"let’s throw some stones through them windows†. This scene is also very reliant on the gun motif that runs through the entire play which creates a darker and more sinister atmosphere, and that suggests a level of violence. The fairground scene is also reflected in the musical choice, which is fairground-like music that plays to the tune of ‘Tell me it’s not true’, the song Mrs Johnstone sings at the very beginning of the play while her two sons lie dead on the stage. So, again this ties in with the audiences’ awareness of the boys’ tragic fate, thus, creating a foreshadowing atmosphere and suggests impending tragedy. This links with the gun motif, as together these themes create a sense of impending violence and death. The last line of this section of stage directions is â€Å"Linda is caught in the middle, the game freezes†. This creates a dark atmosphere as throughout the play Linda is always seen to be caught in between the two boys, but so far, it has never ended badly. In this instance, however, it foreshadows the fates of all three characters. The use of the word â€Å"game†, referring to a game of piggy-in-the-middle, could suggest that the context of the play when Linda gets caught up in her own happiness which eventually leads to the tragic fate of the twins. Overall, this section is of a darker tone than the last, but this atmosphere is created through the subtext, so the audience may not be fully aware of why they feel this way about the atmosphere. This is featured through the presence of the narrator, who throughout the play appears on stage to signify or prompt something negative to happen. He hands them the gun, and prompts the game of piggy-in-the-middle that Linda gets caught between. The next section uses metaphors to create a dark, impending atmosphere, that is more openly sinister that the previous section. Russell refers to the characters are â€Å"Lambs in spring†, which suggests not only their innocence and naivety, but an inevitable fate, specifically one that is forced upon them, not of their own doing. This explicitly refers to the brothers’ fate in a way in which the last section didn’t, so the tone is far more marred by the eventuality of their deaths. This date is also referenced when Russell extends the metaphor, â€Å"fate the later seasons bring†, which causes the audience to remember the scene at the very beginning of the play, preventing them from being drawn into the initial happiness of the three teenagers in this sequence. Again, it refers to Linda being caught in the middle of the pair, foreshadowing their final argument. It also refers to Linda paying a â€Å"price†, a theme that was initially shown in the song ‘Easy Terms’, sung by Mrs Johnstone, and in both cases foreshadows the price they’ll have to pay for their involvement in the twins’ lives. The music becomes far more serious and sinister, a repetitive tense note with no actual melody. In the next section a recurring theme is shown with the references to time. This creates a sad, melancholic atmosphere, as the audience is aware of the character’s significant lack of time together, but the characters are not, so their happy unawareness and this dramatic irony is slightly poignant. Again, fate is reference by the narrator â€Å"care not for what’s at the end of the day†, again forcing the audience to remember the fate of the boys, this enhances the melancholy mood of the section. â€Å"What is to come, what might have been†, references both the eventualities of the play, whilst also suggesting they could have been happy, that it could have they could have been happier, depressing the mood even further. It is made poignant by the characters’ blissful ignorance, â€Å"life has no ending†¦Talk away the night†, which ties in with the earlier references of immorality. Again, this dramatic irony, where the audience know that the boys’ lives do have endings that are fast approaching, almost makes the audience beg them to not waste their time talking â€Å"away the night†. â€Å"Share your last cigarette† also ties into the earlier scene where Mickey and Eddie share things, such as sweets and later cigarettes, they promise to share things in their blood brothers pact; but they cannot share Linda. Arguably the downfall of both brothers, meaning that this watershed’s atmosphere is wholly dark. In the next section it is all stage directions, but Russell uses foreshadowing and the use of the narrator’s presence to create a seemingly happy atmosphere that still foreshadows tragedy. In it, the trip are taking photos of each other at the beach. In the one between Eddie and Linda, Eddie down on one knee and demonstrating affections by kissing her hand. Throughout the play, Linda has shaped Eddie’s personality and actions, such as coercing him to throw rocks, and Eddie has appeared to like her from the very beginning and so this foreshadows the dynamics of their later relationship. Mickey and Linda’s photo does the same, as Mickey â€Å"pulls a distorted face†, and Linda chastening him for it, which foreshadows Mickey’s later dependency on medication, and Linda’s efforts to help him get off them. This foreshadowing of tragic events, in a way that appears innocent creates an  eerie, disconcerting atmosphere. As there are no words, it can’t openly reference what’s to come, but uses what the characters think is a harmless and happy moment. This is compounded by the musical choice, which is again ‘Tell me it’s not true’, as fairground music. Again, this foreshadows the final scene, creating a foreboding atmosphere without explicit reference as to why it appears that way. In this scene we see the characters taking pictures of them at the beach, these photos are memories of the last time the three of them are all truly happy. Therefore, the photographs signify the end of their childhood and innocence and dreams. This made clearer by the narrator being the one to take the photographs, thus being the one who signifies the end of their childhoods and lives. The children literally become adults at the end of the beach scene in the Summer Sequence, as well as metaphorically. Because the narrator is a sinister figure throughout the play, and usually is there to prompt the occurrence of something tragic, it creates a sense of impending tragedy even more obvious in this scene. The picture that the narrator takes is of them all together, happy, so he not only brings their childhood to a close, but also their happiness and friendship. In a sense, he symbolises reality as he intrudes on their happiness, despite their ignorance and the audience’s desire for him not to do so. He also represents society as it is eventually social constraints of class and wealth that divide the two. This way the audience are forced to see the society that they are part of and this is the factor that brings the story to an end. The fact that he appears to them as a friendly, even helpful, face increases the audience’s wariness of him and therefore the sinister nature of the scene. The overriding atmosphere of the scene is the last section is one of desperation and uncertainty. Russell uses metaphors such as â€Å"broken bottles in the sand† to symbolise a man-made impression on something naive and happy, which symbolises the characters’ friendship and how it is affected by class. The motif of a dream is repeated, as is the theme of innocence. The references to dreams ties in with the song tell me it’s not true, which refers to dreams. The reference to innocence here again makes the trio seem devious to the fact that they will be subject to tragedy.

Canadian GDP :: essays research papers

The output or GDP of Canada has increased from 1995 to 1999. This means that more people became employed or productivity has risen. With the GDP on the rise, Canada is able to buy more because people will have more money from work. This would appreciate the dollar because Canadians need the U.S. dollar to purchase our goods. Demand, on the other hand, has somewhat stayed the same. There were periods when it was up and periods when it was down. When the demand for passenger cars was falling, Canadians were looking elsewhere to buy their cars. This factor would, most likely appreciate the dollar because, one again, the Canadians would need the U.S. dollar to buy our cars. When the demand was up, the opposite situation would happen. The unemployment rate for Canada fell, possible because of increased advertisement. When the unemployment of a country is low, output and productivity are raising. I stated before, as output rises, imports will also rise. This is due to the increase of money in the country. The dollar will appreciate relative to the Canadian dollar. Canada’s inflation has risen 7% in the last five years. As the price of Canada’s goods increase, the U.S. is looking elsewhere to buy its products. The supply of the U.S. dollar would decrease in Canada and the U.S. dollar would appreciate. In order to get an exact reading of the actions taken by Canada, we must look at their inflation compared to the U.S. I looked at http://www.stls.frb.org/fred/data/cpi/cpiaucsl, and I found that the U.S. had an 11% inflation rate. This means that product price of the U.S. has risen faster to that of Canada. This means that Canada was possible taking there business elsewhere, causing the dollar to depreciate. The interest rates of Canada are clearly on the downfall. Less people are putting their money into the investing sector. When the interest decreases, it is likely that Canada is putting their money into the U.S. This would appreciate the dollar because Canada would need the U.S. currency to invest in our country. Canada is running a constant trade surplus. We must also look at the current account balance of Canada. It decreased drastically from 1996 to 1997. This, most likely, means their imports were greater than their exports. You would be able to see this on their goods and service balance. I would assume that they do have a merchandise trade deficit because Canada is getting money from investing income.

Homework Overload or Vital Material?

Why is homework necessary? Why is it so important? Is it really a vital, mandatory, and daily essential assignment that affects a school life? Many have a different opinion on the amount of homework given. Most of these thoughts and feelings come from teachers, parents, and of course students. Teachers at school presume that homework is one of the most important materials in education. They feel it helps students learn. For example, one way it assists learning is by acting as a study guide for important tests. Another way it’s of use is by reviewing lessons. Homework is not only for the future but also a review from the past. But is it really necessary with the amount given? Parents believe that teachers should limit homework because it causes stress. More kids dread doing their assignments and this effects their learning and stress stamina. Most of these students probably stuffer from homework overloading their life. This means that homework drains away sprits and academic achievements because of the amount given. Students feelings towards homework are quite diverse and neutral. Some kids say that homework isn’t necessary and it’s just stress on paper, but others disagree and think it’s important and helps them get their grades up. Some think homework’s purpose is to reinforce learning and extend learning outside the classroom. But others think they don’t need that extra help that homework is there for. Some students feel that homework confuses the brain after a long day of school and learning other things as well. Homework may be important but also may be just busywork. You can learn from homework but also learn nothing at all. The argument of homework continues with the opinions of teachers, parents, and students. I think we just need to limit the amount we get and make sure we’re not overloading ourselves with assignments. Is homework really essential? Should it be stopped?

Modernism and the Modern Novel Essay - 565 Words

Modernism and the Modern Novel ============================== The term modernism refers to the radical shift in aesthetic and cultural sensibilities evident in the art and literature of the post-World War One period. The ordered, stable and inherently meaningful world view of the nineteenth century could not, wrote T.S. Eliot, accord with the immense panorama of futility and anarchy which is contemporary history. Modernism thus marks a distinctive break with Victorian bourgeois morality; rejecting nineteenth-century optimism, they presented a profoundly pessimistic picture of a culture in disarray. This despair often results in an apparent apathy and moral relativism. In literature, the movement is associated with the†¦show more content†¦(Barth, The Literature of Replenishment 68) Modernism is often derided for abandoning the social world in favour of its narcissistic interest in language and its processes. Recognizing the failure of language to ever fully communicate meaning (Thats not it at all, thats not what I meant at all laments Eliots J. Alfred Prufrock), the modernists generally downplayed content in favour of an investigation of form. The fragmented, non-chronological, poetic forms utilized by Eliot and Pound revolutionized poetic language. Modernist formalism, however, was not without its political cost. Many of the chief Modernists either flirted with fascism or openly espoused it (Eliot, Yeats, Hamsun and Pound). This should not be surprising: modernism is markedly non-egalitarian; its disregard for the shared conventions of meaning make many of its supreme accomplishments (eg. 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