Poetry by gwen harwood composition

“Ideas and the way individuals ideas are shown are why is a poets’ work exclusive. Choose 2 poems via 1 poet and illustrate how they show the distinctive characteristics of this poets’ work. Gwen Harwood skilfully employs vocabulary techniques to check out a variety of distinctive themes and ideas in her poetry. This is seen in ‘In The Park’ where Harwood is exploring the human condition through the simplified and uninteresting life of her feminine protagonist, while in ‘Prize Giving’ your woman explores multiple universal designs through her male protagonist Professor Eisenbart.

Harwood effectively creates a simplistic image through her subject ‘In the Park’ to imply the mundane simpleness of the place, the people as well as the idea. This is enhanced throughout the simplistic first line because the woman “sits in the park. Here we are introduced to the protagonist with her depressingly dull and monotonous your life, clearly portrayed through Hardwood’s image in describing how a protagonist’s “clothes are out of date. This not only shows her cheap physical appearance although also the concept she lives in the past and that time has handed her simply by.

The use of adverse connotation talking about how her “two kids whine and bicker, pull her skirt adds to the disappointing mood, just before Hardwood goes on to tell us that “A third draws discursive patterns inside the dirt, helping to further strengthen her not enough purpose in life. The twice entendre from the persona becoming “too late on two levels effectively conveys that she is “too late to exhibit disinterest to him which it is “too late on her and this misplaced love to get back a close romance.

Harwood’s clever employment of the cliched expressions of “how nice and “time keeps great surprises conveys how dull and pointless their conversation is usually to reinforce the superficiality in the situation plus the pointlessness with their reunion as his “neat head does not have remnant of communication still left to share with her. Furthermore, your ex low self-confidence is described as your woman interprets his of the phrases “but pertaining to the style of God¦  since his happy sense of getting escaped her monotonous way of life.

The hazy and unimportance of their conversation is increased as “they stand some time in flickering light while “rehearsing the children’s names and birthdays.  Harwood implies the facade interesting the man takes in the children who “whine, and bicker, however ironically the woman is talking to the mans “departing smile. Her uninviting and uninspiring lifestyle which can be perhaps causing him to leave. A sense of motherly appreciate is showed in he poem while the woman is usually “nursing the youngest child. The image with the Madonna-like kid on her suggests something completely different when we observe her because she “sits staring at her feet, her apathy changes caring and the boredom of her lifestyle replaces her joys of motherly take pleasure in. The final type of “to wind she says, “they have eaten me in. “, delivers that sadly he is gone and that she’s alone, with no one to speak to but the wind flow, to which the girl voices the facts of her pain and disillusionment.

The ideas by “In the Park can also be reflected similarly in another of Harwood’s poems, ‘Prize Giving where the pompous Professor Eisenbart is in contrast to the prominent Titian-haired girl. The poem immediately determines Professor Eisenbart as a great abhorrent personality through the use of connotative language in “rudely declined. The teacher is intended as stodgy and old-fashioned character “when pressed with dry scholastic jokes where he changes his mind and decides to “grace all their humble platform.

This shows the humble status of the school in contrast to his arrogance and superiority, which is further exemplified “when he appeared and “the young ladies whirred with an bug nervousness, suggesting that this individual sees him self as a lumination they’re drawn to. This sound imagery not simply suggests the mood of interest in him but likewise the sound in the assembly being a collective. Your head is differentiated “in humble black whom “flapped circular and steered her suppose, superb in silk and fur, which usually characterizes her as comparatively less ego-centric that the “resplendently dressed guest.

Alternately, she gets a sense of satisfaction in others around her and in what she is doing when it is very clear that Professor Eisenbart worries only for him self. In the third stanza, girls are termed as “half-hearted flowers tortured to create the school’s elaborate crest which makes an image in the flower set up that is the set up. This symbolism personifies the girls as unwilling to represent the school, but also symbolises their very own innocent flowering into womanhood which makes “Eisenbart scowl in violent distaste, conveying that his indifference has changed into revulsion.

The simile when ever Eisenbart “then recomposed his features with their best advantage: deep in thought, with one hand placed like Rodin’s Thinker even more enhances his self picture of conceit and superficial do it yourself control pertaining to appearance sake as he periods this cause in this rappel to the classic thinker sculpture. Eisenbart vies the girls being a “mosaic of young brain, Blonde, black, mouse brown as all he sees is a shade pattern of heads and does not acknowledge girls individually. Nevertheless , this is changed when “underneath a light¦ ne lady sat grinning at him, her palm bent below her chin in mockery of his own. Below, a limelight is shone, in Eisenbarts’ mind, on to the titian haired young lady who displays an busy perspective because she appears to interrupt him as no person else does. His deeper observation right now beyond the “mosaic sneakers a flicker of interest in him, in contrast to his earlier disinterest. He remains uncaring and apathetic by the “host of virgin hands right up until once again he could be challenged by “girl with titian hair who “stood up, wedded at a stocking, winked at near-by friends.

This individual notes all this detail push by maneuver as implied by the punctuation in her attitude of directness, self-composure, self-composure and ultimately intention of a lot of act to shatter his power. The youthful titian haired woman challenges “his calm grow older and power of knowledge, knowledge and authority as the girl transforms before him and becomes a highly effective person in her interest and her arrogance very well beyond his own. From his indifference, he is at this point the “suffered victim to “her peculiar eyes, against reason dark. Harwood uses figurative vocabulary here to emphasise the modify of his perspective as the power is currently turning to her.

Here there is a challenge between his logical sense of reason as well as the seeing “strange eyes of this titian haired girl. They may be odd to him since they allude the feeling of explanation that this individual lives simply by and she defies. The power and passion from the girl has “forged his rose-hot dream and his own power is known as a fake, a forgery, unlike hers. The last stanza through this poem discloses that “age and power can be challenged as Eisenbarts’ false superiority is seen throughout the “eyes with the titian haired girl. Synecdoche is employed once Eisenbart can be “summoned by arrogant hands to show the girls power.

She is symbolised by power of her music, characterized as “titian-haired to indicate her ardent nature and her “eyes that see through Eisenbarts’ shallow superiority and arrogance. Her power is usually further communicated as “Eisenbart teased his gown, showing his sex unease and realisation that his personal image can be weakened. His perspective alterations as the young and fantastic girl beats him by simply deflating his self- photo and brilliance. Eisenbart right now sees himself differently as he “peered to a trophy which usually suspended his image the other way up: a sage fool trapped.

His calmness has left him and his self-image is mirrored in her trophy as he is mirrored upside down, figuratively, metaphorically reversed and up-ended. The oxymoron in “sage fool demonstrates that he is handled by her power. The ideas provided in Gwen Harwood’s beautifully constructed wording is made distinctive through her use of various themes and language methods. The powerful ideas symbolized in “In the Park and “Prize Giving check out multiple universal themes and give the reader a better insight into a persons condition.

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