The Comic Book MAUS - 1288 Words

MAUS Introduction Since the publishing of the comic book MAUS, there has been a broad debate not only from the survivors of the Holocaust but within the Jewish community pertaining to the appropriateness and representational meaning of the Holocaust in the modern literature. Many people who participate in the discussions or read the book have perceived the comic fashioning of the book as trivial, hence making the book appear as mocking, derogatory and comedic. Nevertheless, this is not the real purpose for the format employed by Art Spiegelman. The comic representation plays a critical role in ensuring that the message is at home. This paper seeks to clarify on the issues that have been raised against the comic representation of the book. The main objective of Art Spiegelman is to teach the reader concerning the Holocaust and what awful things, like the concentration camps, the Jews had to go through. Again, the author teaches us to never forget what events took place in the Holocaust. Spiegelmans use of animal species to represent the national and ethnic identities is an imaginative method of representing racial prejudice existed during the world war two. Spiegelman chose to represent the human beings in this way because people can be as cruel as animals. He chose the mice to represent the Jews with a clear conscience that unlike other animals, mice are helpless and they are unable to defend themselves. The Germans were represented with cats because cats doShow MoreRelatedThe Comic Book Maus1662 Words   |  7 PagesIn the comic book Maus, Art Spiegelman shows the readers what people endured during the Holocaust terror. Art mostly spoke about persons of Jewish descent. He utilized great imagery, and characteristics to allow readers to get a mental image and painting of the immense pain and suffering Jews endured during the Holocaust. His use of symbolism of mice and cats helped to show how Jews were just pawns, and experimental factors to Germans. Art allows for the reader to see how terrifying and horrificRead MoreEssay on The Comic Format of Spiegelmans Books Maus I and Maus II1176 Words   |  5 PagesThe books Maus I and Maus II, written by Art Spiegelman over a thirteen-year period from 1978-1991, are books that on the surface are written about the Holocaust. The books specifically relate to the author’s father’s experiences pre and post-war as well as his experiences in Auschwitz. The book also explores the author’s very complex relationship between himself and his father, and how the Holocaust further complicates this relationship. On a deeper level the book also dances around the ideaRead MoreMaus1632 Words   |  7 PagesCastro Maus Topics for Discussion: Comics Technique In Understanding Comics, Scott McCloud argues that a face drawn with great detail can represent only one specific person, but that a face drawn with few details—a smiley face, for instance— could be almost anyone. ï ¿ ¼ Source: Scott McCloud, Understanding Comics (DC Comics, 1999): 31. Describe the faces in Maus. Are they iconic (could be anyone) or particular (could only be Vladek)? The faces in described in Maus are intensely descriptiveRead MoreMaus Essay1113 Words   |  5 PagesMaus Paper Art Spiegelman’s Maus, is a unique way of looking at history. Through the use of comics, Spiegelman allows the reader to draw their own conclusions within the parameters of the panes of the comic. Unlike reading a textbook in which the author describes every detail about the subject matter, comics allow for the reader to draw their own conclusions from the information given to them. Also by reading a serious comic such as Maus, we are able to break away from Maus has an interestingRead MoreAnalysis Of Maus And The Sandman By Neil Gainman1454 Words   |  6 Pagesliterature and valuable tools in the classroom. Comic books should not be viewed simply as aesthetic objects, but rather as texts which function when read by their audience within a specific context. Our education curriculums are heavily relied on reading comprehension, which has proven to be a struggle for visual learners. Graphic novels offer value, variety, and new medium for literacy that acknowledges the impact of visuals. Novels such as Maus by Art Spiegelman and The Sandman (vertigo) by NeilRead MoreMaus Themes790 Words   |  4 Pageshow Spiegelman conveyed this in Maus: Loneliness; Discrimination; Abuse of Power; Loss of Innocence, Guilt, Survival. The graphic novel Maus by Art Spiegelman conveys many varied and powerful themes to the reader. Spiegelman has conveyed the themes Guilt and Survival by using various methods including narration, dialogue and several comic book techniques to show the expressions and feelings of the central characters. Guilt is an especially strong theme in Maus, appearing many times with Art andRead MoreAnalysis Of The Book Maus 1257 Words   |  6 PagesMaus is a tale about a young man who is in search for answers about his own life and his father’s life. Vladek Spiegelman is a survivor of the holocaust who reconnects with his son Art Spiegelman by telling him stories of his past. Art creates a well-written comic tale about the Holocaust and the relationship he has with his father. This survivor’s tale takes you back to the Second World War to tell us a story of a Jew who hardly survived life. The story opens with Art visiting his father to getRead MoreComparison between Maus Anne Frank Essay1048 Words   |  5 Pagessubstitutes such as books and diaries to expose these catastrophic events internationally. Books such as Maus, A survivor’s tale by Art Spiegelman, and Anne Frank by Ann Kramer. Spiegelman presents Maus in a comical format; he integrated the significance of Holocaust while maintaining the comic frame structure format, whereas comic books are theoretically supposed to be entertaining. Also, Maus uses a brilliant technique of integrating real life people as animal figures in the book. Individually, bothRead More`` Maus Trigger Me More Than Narrative Of The Life Of Frederick Douglass And Half Of A Yellow Sun966 Words   |  4 PagesMaus trigger me more than Narrative of the Life of Frederick Douglass and Half of a Yellow Sun since my country has been through similar experience. My country is the Republic of Korea, also called South Korea. It is small co untry located between powerful countries like China, Russia, and Japan. Thus, it is a place where war never stopped even till now. Too many times, we were too close to losing our country and one time, in 1910 we actually did. Lasted for Thirty-five years, it is called the KoreaRead MoreAnalysis Of The Book Maus 864 Words   |  4 Pagesextremely successful throughout his career, working for numerous comic lines. There’s no doubt that Maus certainly was his greatest work. You could consider Spiegalman’s experience to be his best credential. Maus is a graphic novel that depicts basically a cat and mouse representation of the Holocaust. A graphic novel as defined by Webster’s dictionary is a â€Å"fictional story that is presented in comic strip format and published as a book.†(1) Maus tells the story of Spiegelmans father, and his experience

Essay on Women and Social Change The Wild and Roaring...

The Wild and Roaring Twenties The roaring twenties, also known as the Jazz Age or the Golden Twenties, was a time of dramatic social changes, lifestyle changes, and changes in culture that took place in the United States, the United Kingdom, and in Canada. Women began to demand equal rights as the wealth of these nations doubled. Some of the many social changes included the women getting their hair cut short, in a bob-like style, by male barbers. The women also began to wear shorter skirts, as well as skimpy beachwear. The dramatic change in clothes caused some to be arrested for too much exposure of their skin. Many of the women who were involved in this rebellious movement were known as flappers (pbs). During this time, the†¦show more content†¦Movies became a popular source of entertainment. Millions of people attended the movie theaters every week. The actors of the 1910’s were never named, especially the women actresses. However, by the 1920’s, the actors and actresses were becoming famous. After that, many movie producers received their money mainly because of the actors in the movies. When the actor, Rudolf Valentino died, fans traveled miles to see his embalmed body for the last time. This excitement caused riots to break out. This was not the only thing breaking out though. The 1920s Jazz Age was in full force. In the year of 1925, the Jazz Age was in full swing. Louis Armstrong and Duke Ellington made their first recording together. The first musicians to incorporate guitar and violin into jazz were Eddie Lang and Joe Venuti. Classical music, folk music and operettas were all transformed into popular dances, which were performed at dance c lubs. The dance clubs that played this type of music became enormously popular in the twenties. The most popular types of dances included the fox trot, the waltz and the American tango. According to my Grandmother, Ann Clower, my Grandfather loved to dance the fox trot. Many other types of dances were also created during this time, including the break away, the Charleston, and the lindy hop, which was later turned into the swing (history learning site). With the changes in music in the 1920s,adio stations also had new changes.Show MoreRelatedWomen s Changing Societal Roles923 Words   |  4 PagesFrom the dawn of what is now the United States of America, women dressed modestly and acted in a very measured manner. The nineteen twenties brought about a new social group known as the flappers, â€Å"young birds, or wild ducks, that are flapping their wings as they’re learning to fly† (Spivack). A flapper, in the nineteen twenties, was considered as a fashionable youn g woman who enjoys herself while scorning conventional standards of conduct. This drastic transition caused a shift in women’s civilizationRead MoreThe Roaring Twenties By Louise Brooks928 Words   |  4 PagesThe Roaring Twenties fostered a split between America’s past and future. Prior to World War I, America remained rooted in the conservative nature of the nineteenth century. After the war ended, Americans broke away from their traditional habits and intellection as they transitioned into a modern era. The rapid social and economic change influenced innovation that caused people’s morals to deviate from their upbringing. Many people began to take bold moves that later influenced a decade full of culturalRead MoreThe Role of Women in the 1920s and F. Scott Fitzgerald’s the Great Gatsby1561 Words   |  7 PagesThe Roaring Twenties: a time when women broke out of their shells of modesty and were not afraid to bare a little skin or wear a bit of makeup ; when women finally gained some control; when jazz music, drinking and partying were what society lived for; when flappers danced the night away. The 1920s was an era of great change in society’s attitude toward many different aspects of life. For instance, what was considered acceptable behavior for women and the way men treated their wives drasticallyRead MoreEssay on The Roaring Twenties1209 Words   |  5 PagesThe Roaring Twenties Do you ever find yourself wondering why the 1920s were called the Roaring Twenties? The Roaring Twenties was a celebration of youth and culture. During the 1920s, many different forms of art, music, and literature began. There were many changes that took place in the 1920s, and many people were influenced by these changes. The Roaring Twenties was a constant party because America was celebrating the victory of World War I. Many customs and values changed in the UnitedRead MoreF. Scott Fitzgerald s The Great Gatsby1378 Words   |  6 Pagesregarded as one of the greatest American writers of the 20th century. He wrote novels and many short stories but he is mostly known for his iconic novel â€Å"The Great Gatsby.† This American Classic, written in 1925 takes place in New York during The Roaring 20’s. The novel revolves around this interesting character named Jay Gatsby. He is from North Dakota, and around 30 years old. Born poor, motivated him to do anything to acq uire his longtime dream to become wealthy. Apart from that, he was also motivatedRead MoreThe Great Gatsby By F. Scott Fitzgerald1327 Words   |  6 Pagesas the â€Å"Roaring Twenties† and â€Å"Jazz Age†, marked an era of social changes and cultural differences in the United States. It was a time where women weren’t seen just for their â€Å"housewife† roles, but for their new rights and freedoms. Technology was expanding, prohibition against alcohol developed, and the cultural civil war began. All of these racy changes that developed in the decade of the 1920s are expressed in the book, The Great Gatsby. (History) In 1919, under the 19th amendment women were givenRead MoreAmerican Society During The Roaring Twenties1844 Words   |  8 PagesThe Roaring Twenties was known to many as an infamous age of sex, lawlessness, and prohibition. The twenties were much more than that actually it was time where the American society had a dramatic shift from its rural roots to the bustling city. American society was changing from the rural farm days. Many people were moving into the city and buying new gadgets that were being invited. Society was turning into a consumer Society this meant that many people across the country were buying the same productsRead MoreEssay on How Did American Culture Change During the Jazz Age?1140 Words   |  5 PagesWhat was the Jazz Age in America? Also known as the Roaring Twenties’, it was when American ways were beginning to modernize. Before the stock market had crashed and the Great Depression started, culture was booming in America. Dance was changing rapidly and new styles of dances were being created. Women began to wear shorter clothes, cut their hair, and some even had jobs, while the Flapper girls gave other young women an outlook of freedom. People began to go see films and movie stars became famousRead MoreInfluences on F. Scott Fitzgeralds writing in The Great Gatsby1658 Words   |  7 PagesThe Roaring Twenties was a period of frivolous days and exciting nights. Times were prosperous and life was good for most. In The Great Gatsby, published in 1925, F. Scott Fitzgerald writes about the fictitious life of Jay Gatsby, a self-made millionaire (Gross 1). The setting of the novel is New York in the twenties, a time, and place, where people were jovial and carefree. In New York, more than anywhere, people did not worry about lifes downs, but focused on the highlife and partying. ProhibitionRead MoreJazz : A From The Past1846 Words   |  8 Pagestransformation in our nation that would forever alter the course of human history. Beca use of jazz’s popularity during this time period, the 1920s will forever be known as â€Å"The Jazz Age.† This was an age of moral rebellion, illegal activity, social and familial changes, and loud, cutting-edge music. It was said that jazz music â€Å"encouraged vice, sensuality, belligerence, and indiscipline† (Scruton 1). Additionally, jazz was described as â€Å"an influence for evil,† according to the 1921 Ladies’ Home Journal

Unit 7 Perds Childcare Free Essays

P7 Task 2 Write a short report on how you’re setting promotes positive images of children and reflects a diverse society. Include in your report: P7. 5 Explain how the setting promotes positive images of children and reflects a diverse society An image which presents a mixture of cultural backgrounds coming together such as an Asian and black girls playing together, this will show children that they are able to play with different races and therefore a positive image. We will write a custom essay sample on Unit 7 Perds Childcare or any similar topic only for you Order Now Promoting a positive image is important especially in settings which work closely with children because once a child enters a setting they take interest in the images and objects around them, and by seeing images that celebrates different cultures and background will teach the child and allow them to see how others live and play together. To prompting positive image my setting takes pictures of the children interacting with each other through play and work. Once the child and other children see this on display they repeat the same thing because of the positive effect it has had on them. This helps to build children’s self-esteem through play because now they will be able to interact with a range of different children and create a wider friendship group. It is important for settings such as nurseries to reflect on the way they promote positive images because the images that a child sees at an early age can influence behaviour. According to public opinion journalist Walter Lippman â€Å"the little picture we carry around in our heads†. Children will then start to relate life to that image the now have in their heads. Nurseries should incorporate images around the world so that children can have a better understanding of those around them, also that the children don’t assume that the one image that they setting has is the right image for them or the characters that they see on Walt Disney such as Cinderella, sleeping beauty and snow white is the appropriate way for a young lady to dress or behave as a damsel in distress. Walt Disney presents young ladies as sexual beings that cannot help themselves but wait for that handsome prince to come and save them. Girls are passed images like this from a young age with creates that stereotype image in their head which can affect their behaviour the way they think and act as they grow through their adolescents and adult years. Creating a diverse society by welcoming every family, regardless of their sexual orientation, family status, religion, race and ability will allow the every child and family member to feel welcome in that setting. This also allows children from an early age to understand that every child is an individual and has their own ability. This is why we have a welcome poster which has a number of ways in which parents and staff welcome each other, this encourages and shows that the setting is welcoming. P7. 6 Describe a resource which uses positive images The recent Christmas advert by M, included a child with Down syndrome, this images allows other children with Down syndrome and their families to see that they too can do what is considered â€Å"normal†, this image was then displayed as part of a mixture of images at my setting. An image which presents a mix of races in a family photo sends the message to children that the colour of a person skin doesn’t determine who or can be in their family. The media is a strong resource which in many ways controls the child’s sub-conscious minds. Through media we are now able to see a more positive and realistic image of the world we live in. This summer was the 2012 Paralympics, showed on television live for the first time, this showed people who were deemed disabled to overcome the impossible in their lives. The Paralympics showed people without limbs, running races, swimming laps and the visually impaired playing football. The media holds many connection to what humans see and keep in their minds, what newspapers print out, what shows advertise and how all add to the positive images we see today. At many of the settings I have worked in have book corners or library’s, containing a number of books from based on different cultural background such as the well-known story ‘handa’s surprise’ this book shows a African girl planning to surprise her friend, this story shows children how to be kind, and nice. P7. Evaluate briefly your learning from finding information for this report For this report I researched the many different ways in which we see images, whether it be a positive or negative image. I learned about the effects on a child from the images they see in their settings, on the streets and in their homes. This report has made me to understand the effects o f Barbie dolls and action figures have on a child’s sub-conscious mind. Images of young vulnerable beautiful ladies who find themselves in some sort of danger and the only way to get help are through a strong handsome man, these images presented time and time again by Disney. But images by presented by Dream works, where the woman are able to defend for themselves, male and female are equals and they fight crime together such as Shrek and princess Fiona. This image shows both girls and boys that they are equal also that not all girls are â€Å"weak† and â€Å"vulnerable†, boys don’t have to be the â€Å"hero†. I had not realised how wide-spread gender stereotyping is. Properly because I am so used to seeing it all the time, I did not really question it or the influences pictures have on us. Images are seen through many resources such as the media which is a massive impact, what we see on bulletin board, adverts, posters in stores and parents. From this short report I was able to understand that an image might be positive or negative just by what a person says or the Picture portrays. A simple image e. g. a family with mixed races from around the world, a simple comment such as â€Å"we are family† could slowly show a child that diversity is a good thing, but if the comment was â€Å"that aren’t right, they don’t look the same†, will create in the child’s mind that every member of a family has too look the same. I think that in future when I see a new form of attraction whether through the media, books or toys that I will look closely at the aims that other I. e. parents and young children may not see. Task 3 P7. 8 Describe TWO (2) examples of activities or experiences which encourage children’s awareness of their own and other’s safety One day at my setting I witnessed a child running with scissors in his hand, I stopped the child and told the practitioner; once I told the practitioner and she immediately call all the children to the carpet to talk to them. She asked them if they knew why she called them all to the carpet, many thought it were to practice for their school play, and others thought it was a game. The practitioner then explained to children that they are sitting on the carpet because of what she was told that someone was running with scissors. She then asked the children if scissors are dangerous. The children replied in simultaneous voice, â€Å"yes†, she then asked should we through or run with scissors in our hands? The children replied â€Å"no† and where should the scissors stay when we want to move around the room? On the table†. The practitioner then explained to the children that if these rule where broken that someone could get seriously hurt. At my last lesson I was able to take part in going a school trip to the natural museum with the nursery class. The day before the trip I helped the practitioners in the class to set up a miniature road course, by placing red, yellow and green cones on eit her side of the playground. The three cones represented the traffic light; I also placed images of the red and green man on the floor on the opposite side of the playground. My job was to control the red/green men, as the practitioners explained to the children, the instruction and the role of each individual sign and their jobs we began the activity. I watched the practitioner get the children in to peers as they will be the next day, once the children were ready and settled the children where walked around the pretend road side, once they came across me at the traffic lights I Held over my head the red man as the practitioner as the children what the symbol meant. She also explained in detail why it is dangerous to cross when this symbol is show. Once the practitioner had finished explaining about the red man, could out the traffic light colours in descending order then swopped the red man for the green man. The practitioner then repeated the same explanation by about the green man, after she has explained she lead the children across safely. P7. 9 Reflect on the effectiveness of the activities or experiences in practice My first experience was not a planned activity but was effective in its own way; it was affective in a way whereby the practitioner asked the children questions to identify what they knew about running in the class with sharp objects like scissors. From asking them questions the practitioner and my self was able to see that the children did know the rules but needed to be reminded. I think that if the class had posters of the rules in the class it would remind the children. In the future we can get the children to create their own posters on road safety. I feel that my second activity was very effective because it created a pretend scenario for the children which they will encounter the next day. This activity explained the different symbols, why they are there to keep us safe. This activity also taught the children what to look out for and how to follow the road signs. By the practitioner asking the children questions she was able to notice who has started to understand the signs and who needs more explanations. If I was to repeat this activity, I would allow the children to pick which symbol or sign they think it correct for at point in time this is because it evolves the children and allows myself and other practitioners to see what the child may already know or has picked up. How to cite Unit 7 Perds Childcare, Papers