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Literature and Peace

Literature and Peace. Polidori Chiara cl. 4°D. Finding out how literary texts may promote peace. Materials:. S.SASSOON, “Glory of Women” from handout S.SASSOON, “They” from handout W.OWEN, “A Poet’s Statement” from Collected Poems by C. Day Lewis

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Literature and Peace

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  1. Literature and Peace Polidori Chiara cl. 4°D

  2. Finding out how literary texts may promote peace.

  3. Materials: • S.SASSOON, “Glory of Women” from handout • S.SASSOON, “They” from handout • W.OWEN, “A Poet’s Statement” from Collected Poems by C. Day Lewis • W.OWEN, “Futility” from Collected Poems by C. Day Lewis • W.SHAKESPEARE, “Hamlet” Act III, Scene 1 from handout • W.SHAKESPEARE, “Macbeth” , Mondadori 2004 (English and Italian version)

  4. Working Method: • Textual analysis • Finding relationship between texts and peace • Class discussion

  5. The World Today The scenery of the contemporary world is terrible: there are a lot of wars which are destroying the balance! Now if we watch Tv, we will find a lot of war’s imagines from Afghanistan, Iraq and Africa.

  6. The Role of Literature The theme of peace has been an object of discussions for a long time and literature is a very important way to promote it.

  7. Shakespeare Shakespeare wanted to underline the importance of peace through his tragedies, especially with Macbeth and Hamlet.

  8. Macbeth It is the story of a man who killed the king of Scotland to satisfy his ambition but he destroyed the balance inside the kingdom.

  9. Ambition of Macbeth • Falseness • Will to obtain more power • Murder of the king • Murder of Banquo • Murder of Macduff’s family SENSE OF GUILT

  10. Peace in Macbeth The word “Peace” is mainly used to stop a discussion between the characters or to underline their worry in front of a difficult situation.

  11. Similarities between the Contemporary World and Macbeth • Large amount of wars, murders of innocent people and terror • Big loss of values • Use of excuses to satisfy himself • Use of ambition to obtain more power

  12. Hamlet It is the story of a man who tried to find a way out to his problem: to kill his uncle or not. REFLECTION ABOUT LIFE

  13. Peace in Hamlet • The importance of life • Death like questioning point • The decision to kill or not somebody • The destruction of the balance after death

  14. Death like questioning point TO BE OR NOT TO BE • The main problem of philosophers of all times. • Important reflection to all people.

  15. The decision to kill or not somebody In Hamlet the decision to kill or not somebody becomes a very difficult problem. ACTUAL SITUATIONS IN WAR

  16. Siegfried Sassoon Siegfried Sassoon wanted to send a message in favour of peace. We remember his poems: “Glory of women” and “They”.

  17. You love us when we’re heroes, home on leave, Or wounded in a mentionable place.  You worship decorations; you believe  That chivalry redeems the war’s disgrace.  You make us shells. You listen with delight, By tales of dirt and danger fondly thrilled.  You crown our distant ardours while we fight, And mourn our laurelled memories when we’re killed.  You can’t believe that British troops ‘retire’  When hell’s last horror breaks them, and they run, Trampling the terrible corpses—blind with blood.    O German mother dreaming by the fire,    While you are knitting socks to send your son   His face is trodden deeper in the mud. Textual analysis Glory of Women

  18. The reflection’s points • The ignorance of people in front of war’s atrocity. • The reality of war.

  19. The ignorance of people in front of war’s atrocity “You worship decorations”. (Line 3) “ You crown our distant ardours when we fight”. (line 7)

  20. The Reality of War “they run, trampling the terrible corpses, blind with blood”.(Line 11) “..his face is trodden deeper in the mud”.(Line 14)

  21. The Bishop tells us: 'When the boys come back They will not be the same; for they'll have fought In a just cause: they lead the last attack On Anti-Christ; their comrades' blood has bought New right to breed an honourable race, They have challenged Death and dared him face to face.' We're none of us the same!' the boys reply. For George lost both his legs; and Bill's stone blind; Poor Jim's shot through the lungs and like to die; And Bert's gone syphilitic: you'll not find A chap who's served that hasn't found some change. And the Bishop said: 'The ways of God are strange!' Textual Analysis They

  22. The Religious’ Point of View The Bishop is a religious man and so he has a different vision of life. His point of view is idealistic  war is a source of moral change for the soldiers.

  23. The soldiers’ Point of View The soldiers know what war is in reality and so they have a negative consideration about it! THEY ARE NOT THE SAME!

  24. The Poet’s Point of View The poet wants to send a very important message in favour of peace He has a negative opinion about war. It consists of violence and it changes men and their life!

  25. Wilfred Owen Owen wants to promote peace through the description of war’s reality as you can see from his poem “Futility” and from “A Poet’s Statement” by The Collected Poems.

  26. Move him into the sun, - Gently its touch awoke him once, At home, whispering of fields unsown. Always it woke him, even in France, Until this morning and this snow. If anything might rouse him now The kind old sun will know. Think how it wakes the seeds, - Woke, once, the clays of a cold star. Are limbs, so dear-achieved, are sides, Full-nerved, -still warm, - too hard to stir? Was it for this the clay grew tall? O what made fatuous sunbeams toil - To break earth's sleep at all? Textual Analysis Futility

  27. The Meaning of Life • Man represents life and life is not war • Man’s life is not useless • War doesn’t respect human rights because it consists of violence

  28. The End of War • The end of war brings again the “sun” inside men’s life! • The end of war brings peace!

  29. A Poet’s Statement This book is not about heroes. English poetry is not yet fit to speak about them. Nor is it about legends, or lands, or anything about glory, honour, might, majesty, dominion, or power, except War.Above all, I am not concerned with Poetry. My subject is War, and the pity of War. The Poetry is in the Pity. Yet these elegies are to this generation in no sense consolatory. They may be to the next. All a poet can do today is warn. That is why the true Poets must be truthful.

  30. War • Is a problem of the world in past times and now • Destroyes the balance inside a comunity of people • Is caused by men’s ambition • Brings violence and murders

  31. Poetry • Contributes to send a message in favour of peace • Helps the reader to understand the atrocity of war • Underlines the soldiers’ feelings after a war

  32. What Can We Do? • We should learn to love • We need to concentrate ourselves on moral values • We should give a sense to our life

  33. Act I, Scene 7 • MACBETH: I am settled; and bend up each corporal agent to this terrible feat. Away, and mock the time with fairest show: False face must hide what the false heart doth know

  34. Act III, Scene1 • Macbeth: […] and though I could with bare-faced power sweep him from my sight and bid my will avouch it, yet I must not, for certain friends that are both his and mine, whose loves I may not drop, but wails his fall who I myself struck down.

  35. (Act IV, Scene 1) • Macbeth: […] And even now, to crown my thoughts with acts, be it thought the castle of Macduff I will surprise, seize upon Fife, give to the edge o’the sword his wife, his babes, and all unfortunate souls that trace him in his line.

  36. Act III, Scene 1 • Hamlet: to die, to sleep; to sleep: perchance to dream: ay, there’s the rub: for in that sleep of death what dreams may come, when we have shuffled off this mortal coil, must give us pause: there’s the respect that makes calamity of so long life

  37. Textual Analysis • TITLE  consists of 2 words, Glory and Women, that are strictly connected. • DENOTATION  Women love the soldiers when they are heroes ignoring their suffering in war. • CONNOTATION  semantic field of war  alliterations to underline the soldiers’ sarcasm  used of run-on line to underline the accusative tone of the soldiers.

  38. Textual Analysis • TITLE  consists of one single word which underlines the distance between he who speaks and they. • DENOTATION  A Bishop and some soldiers explain their considerations about war. • CONNOTATION  semantic field of war  use of particular sounds to remember the soldiers’ tenseness  use of abstract nouns to underline the bishop’s point of view.

  39. Textual Analysis • TITLE  consists of one single word which underlines what is useless in men’s life. • DENOTATION  the text is a metaphor to illustrate the atrocity of war. • CONNOTATION  semantic field of nature  special rhythm to underline the atmosphere of war  importance of the word “Star”

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