The very nature of poetry as being open to interpretive readings means that the poetry of Gwen Harwood can change with time and place‚ thus exploring the social customs and ethics affecting the contemporary audience. Her poems “Father and Child” (FC) and “The Violets” (TV) both reflect her context of the 1960s and 1970s‚ a period in which social activism had a major effect on the values of the presiding culture. The poems reveal Harwood’s characteristic voice that surpasses the barriers of time and
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"How has your understanding of the play’s structure‚ dramatic techniques and language helped you appreciate its textual significance and importance?’ Playwright William Shakespeare created the revenge tragedy Hamlet over 400 years ago and yet it remains still‚ a forerunner in its genre because it is more than just a revenge tragedy; it is the first existential play to dramatize the human condition in all its complexity and depth. Through the play’s structure‚ dramatic techniques and language‚
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Gwen Harwood (1920 – 1995): Harwood has fond memories of her childhood in Queensland which often appear in her poems. She was married in 1945 and moved to Tasmania. She began writing in her thirties to express the things that gave her life meaning. Originally she preferred pseudonyms but changed to poetry because of her growing reputation. The poetry she writes is deeply personal and presents a strong sense of identity; she also presents unusual perspectives on everyday experiences and relationships
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Often in poetry the technique of imagery is relied on heavily to present the reader with a visual stimulus that allows the poet to express a set of complex ideas. Poet Gwen Harwood utilises certain everyday images to illustrate the tendency of society to categorize the roles and expectations of females in the 1950’s. Some of her works such as ‘In the Park’‚ ‘Suburban Sonnet’ and ‘Dichterlibre’ draw on images of bickering children‚ household chores and tiresome motherly figures in order for the reader
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‘The Secret Life of Frogs’ is a poem that delves into the childhood perception of war‚ in particular World War I‚ and the experiences of their fathers. ‘The Secret Life of Frogs’ deals with the idea of misunderstandings incurred when children attempt to understand adult concepts. This is evident through the use of punning. The term ‘Frog’‚ which is frequently used throughout the poem adds amusement to the text because to the readers‚ it not only translates literally to a frog‚ but also represents
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So we ask ourselves‚ how does poetry gain its power? To answer this question‚ we examine the work of poets Harwood and Plath. ‘The Glass Jar’‚ composed by Gwen Harwood portrays its message through the emotions of a young child‚ while the poem ‘Ariel’‚ written by Sylvia Plath‚ makes effective use of emotions to convey artistic creativity and inspiration. Through my personal reading of Harwood’s poem ‘The Glass Jar’‚ I view it as an examination of maturation – the inevitable change driven by painful
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Self Essay How do composers use texts to explore concepts of Changing Self? Discuss ideas and techniques. In Gwen Harwood’s poems Prize-Giving and The Glass Jar‚ the prescribed text Sky-High‚ and the novel White Teeth by Zadie Smith‚ the composer have used many varying ideas and techniques to investigate and illustrate concepts of Changing Self effectively. The ideas looked at in Gwen Harwood’s poetry include imagery‚ retrospect‚ metaphor‚ and inversion of the connotation of adjectives. Ideas conveyed
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What themes and ideas does Gwen Harwood explore in her poetry and how does she communicate her ideas to the reader Gwen Harwood poems such as The Glass Jar and Prize-Giving illuminate concerns fundamental to human experience including life‚ death‚ spirituality and human fall from innocence explored abstractly through the prism of childhood experience. The use of binary opposites‚ metaphors‚ similes‚ musical motifs and biblical allusions allow for a multiplicity of responses and readings highlighting
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Notes Personally responding to the poetry of Gwen Harwood Overview For some time‚ there has been debate over what is the ‘true spirit’ of this module‚ with particular emphasis on how a student should ultimately respond – personally or through ‘readings’. This study guide will dispel your uncertainty and support your classroom studies by guiding you towards a personal response which should be at the heart of anything you compose. We will explore Gwen Harwood’s poetry through the syllabus rubric
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What meaning have you derived from Harwood’s poetry? Refer to 3 poems and include theoretical readings. The very essence of postmodernism states that meaning is provisional. The meaning that Gwen Harwood imbued in her poems may not necessarily be the meaning that we as responders ‘draw out’ from the poem. Harwood’s poetry is a product of her own historical‚ social‚ cultural and personal context and any subsequent reading is done by responders with their own unique set of circumstances. These new
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