Transcript of Distinctively Visual - 'The Shoe-Horn Sonata'
Understanding John Misto's
'The Shoe-Horn Sonata' in the context of
Distinctively Visual Unpacking the
Syllabus Requirements Misto's Purpose The 'Shoe-Horn Sonata' as Distinctively Visual Drama as a form: Visual Techniques: Techniques Assisting the Visualisation Process As opposed to pictures and film, poetry, plays and novels involve us looking beyond what we see with our eyes.
Readers must use their IMAGINATIONS. Music - popular songs, hymns, orchestral music
Sound Effects - e.g. crickets, lapping waves
Dialogue/Monologue - moves the action along, presents information, creates mood/atmosphere/conflict, reconstructs the memory of the past, reveals character
Stage Directions What to do with this? Re-read 'The Unacknowledged' by Jan McCarthy and 'Scores to be Settled' by Vera Harms in your copy of 'The Shoe-Horn Sonata'.
Think about Misto's context as a documentary maker and his interest in the untold stories of women at war.
You must link what you know about Misto's purpose to what themes are explored in the play, and how these are explored. Misto's Purpose: "There is no national memorial to the many Australian nurses who perished in the war. At the time this play was performed, the government had rejected all requests for one in Canberra.
I do not have the power to build a memorial. So I wrote a play instead." Summarising the purpose: Memorial to women and their courage/heroism/sacrifice (Bridie)
Acknowledgment of the suffering of civilians simply forgotten in war (Sheila)
Criticism of construction of history - the ANZAC legend
Criticism of the ethics of governments during war Focus: Analysis of dramatic, language and visual techniques used to
images of the women's experiences Module A: Experience Through Language Understand how perceptions of the world are shaped in written, spoken and visual language Explore, examine and analyse how textual form and language shapes meaning Examine particular language structures and features Elective 2: Distinctively Visual How the images we VISUALISE are created
Forms and language of texts
How do we interpret the ideas/themes?
How is meaning shaped? What does 'Distinctively' mean? Uniquely
Crucially part of the text
Helps to define the text What does 'Visual' Mean? Perceptible by sight
Perceptible by the mind
Anything that we can imagine
Not limited to the concrete You may be reading the play in the classroom, but it was written to be performed and seen.
Therefore, playwrights give us clues as to what the play should look and sound like on the stage. Slides and Photographs - historical and social context, validation and authenticity, sense of documentary.
Body Language - hand holding, waltzing, Japanese bow. Adds to characterisation, and gives the sense that their experiences are deeply ingrained in the women.
Lighting - can symbolise alienation, vulnerability, disconnection, a rift in the relationship, but also announces the moment of unity and reconciliation.
Symbolic Objects - caramel, tobacco tin, shoe-horn.
Setting - motel room (private) vs. TV studio (public) The "Distinctively Visual Pie" Visual Aural
(spoken dialogue) Jerusalem Rule Britannia The Blue Danube Waltz Key Scenes Act 1, Scene 3
Shoe Horn Sonata Distinctive Visual Essay example
856 WordsMay 31st, 20134 Pages
Distinctively visual texts use a variety of techniques to convey the experiences during the war. In John Misto’s 1996 play ‘The Shoe-Horn Sonata’ which is about women nurses enduring Japanese POW camps, such distinctive experiences as power and survival are shown through techniques like lighting, projecting image, sound, symbols, dialogue and body language. In Kenneth Slessor’s 1942 poem ‘Beach Burial’ he also comments about survival in war and the power in distinctively visual ways through particular words. He relies upon adjectives, personification and the use of imagery to describe the suffering. In Nick Ut’s photograph from 1973 ‘The Napalm Girl of Trangbang’ which is about the Vietnam war and these…show more content…
In scene 8, sound is used to show the power of the Japanese. Shiela says “and we could hear you scream -even by the fence- and it wasn’t a human sound by them” this imagery and sound is used to show a mental picture of bridie screaming which unsettles the audience. It reveals her deep suffering and the inhumanity of her captors in not helping her. This visually highlights the complete sense of power the Japanese had over both Sheila and Bridie. The distinctive experience of power and survival is shown in Kenneth Slessor’s poem, ‘Beach Burial’ The use of colour imagery and similes of the men’s inscription being ‘as blue as drowned men’s lips’ and “vast number of dead sailors” “the blue lips of the drowned bodies” is disturbing as it vividly paints a picture of their lifelessness in the audiences mind. Colour and death is used in the line “the breath of the wet season has washed their inscriptions”
In the second stanza the distinctive experience of power is present. The use of the technique of imagery and emotive words “to pluck them from the shallows and bury them in burrows’ tells us that the soldiers were strong, loyal and had enough power within a degree to assist fellow soldiers. The use of personification to create sound “sob and clubbing of the gunfire” This leads the audience to understand what the soldiers were up against without even directly saying it. The imagery visually shows the scene in their