Swollow the air, women pow’s 328


There are FOUR tasks to consummate restraint this provision. All four tasks are necessitated.

Task 1 – 25 marks

Analysing a construction page

Read the construction biography minute restraint Jenny Greer on pp. 28-29 of Part 1 of your Learning Riches and apology the restraintthcoming questions: HAS BEEN ATTACHED

(a) How does the construction page introduce the biographical instruction?

(b) What is the commodities of the inclusion of the brace photographs?

(c) How does this passage rule your perspective on women in campaigntime?

(d) Would this construction page be a adequate cognate passage restraint the elective ‘Distinctively Visual’? Explain your apology.

Transcribe 300 signification or short.


Task 2 – 25 marks

Creating a visual passage

Imagine that you are individual of the women prisoners. You insufficiency viewers at an representation to discern and be moved by your experiences.

(a) Draw or tinge a paint or produce a collage or other visual passage which depicts or illustrates your experiences in the prisoner-of-campaign bivouac and which reflects the feelings you had at the occasion.

Your tingeing or plan is to be comprised in an representation to keep the 65th anniversary of your discharge.

You should cater a appellation and caption restraint your visual passage.

(b) Attach your visual passage to your provision.

(c) Reflect on the visual passage you possess produced. What techniques possess you truthd to model the viewer’s rejoinder? What commodities would you enjoy your visual passage to possess on viewers? How is your visual passage divergent from a written description?

Transcribe 150 signification or short.

Task 3 – 25 marks

Special rejoinder

Transcribe a missive to your educator giving your coercionemost rejoinder to the enact The Shoe-Horn Sonata.

(a) Describe how your special conpassage rules your rejoinder to the matter of civilian prisoners of campaign and the inaptitude of maintenance with traumatic memories.

(b) Argue what you discern the composer’s conpassage to be. Truth quotations from the Author’s Note on page 16 in the passage. (You could too appeal to the meeting with John Misto in Part 3 of your Learning riches.)

(c) Explain what aspects of The Shoe-Horn Sonata had the principal impression on you.

Quote from the passage and argue its meretricious techniques, talk and visual commoditiess. Transcribe 400 signification or short.


Task 4 – 25 marks

Notes restraint a re-examination

Imagine that you are a theatre judge restraint a daily newspaper. You possess righteous seen a achievement of The Shoe-Horn Sonata.

Transcribe notes restraint the re-examination you succeed transcribe. Choose AT LEAST FIVE of the restraintthcoming points: your reaction to the cemal the commodities of the photographs proposed on screens on amount (e.g., Act 2 when the women of the Empire crouch to the Japanese) the commoditiesiveness of the voice (e.g., the vibrant progression using The Blue Danube Waltz at the object of the enact) examples of gauge commoditiess (e.g., the gauges of water as the diffusion boat sinks) and their impression examples of lighting commoditiess (e.g., the truth of the spotlight in the hole exhibition) how the enact’s constitution and meretricious techniques strengthen the conference to visualise the women’s experiences during World Campaign II the symbolism of the shoe-horn the author’s long-ce restraint his enact to accommodate as a memento to the women and civilians who fade in campaign the cathartic commodities on Sheila and Brifade of remaintenance their campaignoccasion experiences.
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