`` Bohemian Rhapsody `` By Freddie Mercury

Upon returning home he is expecting a warm welcome, but all he sees is problems in his society. The first problem addressed is that of veterans being shunned after coming home. Either because they didn’t agree with what the soldiers fought for or because they were frustrated from the defeat, people would treat veterans badly. Many veterans would try to mask the fact they served, or otherwise would be harassed by the anti-war civilians. Gaye’s brother experienced the same and could not “find no work, can’t find no job” because the employers were discriminatory. The whole society changed after the war, as expected from a drastic event like this, but especially because this war was for a cause that most did not back. People were constantly fighting, and after years in a war, soldiers coming back would notice the difference. “I Just don’t understand what’s going on across this land” is a reflection on this, as Gaye’s brother doesn’t understand why society is changed. Lastly in this song, Gaye doubts the media and their interpretation of the war, saying “Are things really getting better like the newspaper said?” Originally, media would cover the story portraying the United States as the good guys facing the bad guys, but that changed after the Tet Offensive in 1968. After the war, media would act as if things were getting better to give the population what they wanted to hear.

The novel is able to share how music is of great importance and is able to affect people’s moods and thoughts.

By looking through a critical lens at T Stearns Eliot’s poetry in light of his 20th century, modernist context, much is revealed about his personal and the rapidly evolving societal beliefs of that era. Through his repeating motif of time and fragmentation throughout his poems, Eliot reveals the prevalent feelings of isolation while in society along with the need to hide one’s feelings and emotions in this degrading society. His exploration of the use of ambiguity and stream of consciousness by Eliot, which is a characteristic of modernist artists, allows his work to resound over decades while being interpreted and differently understood by every audience that encounters them.

A slow universal crescendo is audible until bar 29, when the dynamic then holds at a fortississimo (fff) – ‘as loud as possible’. Tr.1 provides a rest from the constant dissonant chords in bars 40-42 before returning to the regular rhythmic figure. This opening successfully displays the unpredictable intensity and discomfort of war through is constant rising and falling in dynamics and unexpectedly changing texture. At the end of bar 67 (after B1), all instruments quickly crescendo to another fff, before moving directly into the next section (C1 – see figure 2.2). This presents a triumphant mood through the melody of the brass instruments moving strictly along the D major scale (making regular use of its’ tonic, octave tonic, subdominant and dominant notes), and the lack of minor harmonies and dissonant intervals so commonly used in A1 and B1. The segment slowly begins to incorporate these dissonant harmonies in canon, bringing about an eventual sense of dread as the dynamic builds to a gradual fortissimo (ff) crescendo. Following this crescendo, all instruments participate in an ff universal decrescendo, combining to create an irregular Am (not native to the tonic chord) on a lower register (predominantly A2).

He was born during World War I. He herd the old men tell the stories of what happened when they were in World War II. All of his family members went to some war in their life time. His Uncles Guadalcanal, North Africa and the battle of the Bulge, his Cousins stories of Korea. Then finally it was his and his brothers turn, they had joined the marines just in time for the for the Cuban Missile crisis. After that his friends going to Vietnam tasting defeat the only war that America has ever lost. Finally it is his sons turn and he gets the other end of the deal. He doesn’t know if his son will be able to tell him his stories of his war or if he will have to cry at his grave.

Albert Camus was one of the most renowned authors during the early twentieth century. With writings such as The Stranger, and The Plague, Camus has struck the world of literature with amazing works that are analyzed to a great extent. This amazing success was not just handed to Camus on a silver platter however; Albert endured many hard times and was often encumbered with great illness in his short life. These hardships that Camus had to face, emphasized in his writings and literature. Camus’ work is very closely related to songs written and sung by a band named Queen. Queen’s song, “Bohemian Rhapsody”, is one of few songs, that correlate to Albert Camus views on the Absurd, which

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

The poem starts with similar word choices as ‘The Soldier’ but written in the perspective of the mother. The mother tells his son that when he dies he will be in a place of ‘quietness’ and free from the ‘loss and bloodshed’. This reinforces the fact that the battlefield was full of horrors and death. The poem then moves onto how ‘men may rest themselves and dream of nought’ explaining that the soldiers do not have to fear for their lives after their death. This illustrates how they feared for their lives and had negative connotations.

The first is evident in m. 3, when the bass, tenor, and alto sing “Care”, and a c seventh diminished chord is sung. It then breaks off, and is resolved into a B major chord. Nevertheless, dissonance is portrayed in this word again when the soprano joins in at m. 7 and an augmented c triad is sung. This is significant in delineating the sadness of the piece. This first section continues with this technique, oscillating between dissonance and consonance. A highly consonant area is in the following section starting at m. 15, rightfully expressing the joy that music can bring. In m. 23, there is a dissonance for a one beat duration before the piece returns to the melancholic text. A dissonance is heard again in a c diminished chord between the top three parts in m. 26 in the word “deadly”, bringing back the text’s tension. The dissonances become less prevalent as the piece moves into the next section discussing happiness. Properly, the first part ends on a major chord, providing an uplifting end and supporting the triumphant mood the text brings.

The author truley uses all rhetorical weapons at her disposal, though mor eimpressively (in some cases) are the vessels in which they are carried. Obviously pathos, and to be more emotionaly specific, sypathy is going to be a vital component in the conveying of a purpose that is to garner adult support of our nations students. But, what is found most impresive is th eway in which the author presents this early in the film using the soundtrack as a vessel through wich to carry pathos. The same song is used at the begining of the film as well as the end. The lyrics repeat, "Nobody knows me at all" This along with images of children who look overworked are shown to evoke feelings of sympathy and pit. Also signifigant is the decision to include this song at th ebegining to set the tone, but again at the end druign the call to action. This is done smartly to show that simply having watched the documentory

To understand what a soldier goes through, Jerrell’s poem must be explored. His poem’s time era is important, it taking place during World War Two, because it was the most prominent war America has faced. The title alone tells the reader that someone has died. Immediately in the first line, Jerrell reveals the speaker of the poem is retelling his death story. In the first line, Jerrell talks about him being in his mother’s belly and then falling into the state. By his mother, he means the B-17 bomber. He has physically fallen asleep and reawakened in the turret’s chair. He could also be talking about the stages of his life. When he sleeps, he reminisces

Soundtracks to films often strive to represent the themes and feeling of the film, and direct the audience towards particular emotions. A good soundtrack not only allows for the listener to understand the film better, but it should also bring to mind particular scenes, images, or characters. Soundtracks for books can do the same. In my creation of a soundtrack for Octavia E. Butler’s Parable of the Sower, I strove to encompass Lauren’s journey throughout the novel and the various emotions that she experiences. Since Lauren is reflecting on her experiences, her journey becomes central to how the audience feels and experiences the emotional aspects of the book. The songs not only represent Lauren, but also the entire feel and theme of the text. The songs follow along with Lauren, with her despair, death, and the need for survival. As I scoured through song after song, I tried to connect each song choice with a particular moment in Lauren’s story and the hopelessness of a dystopian future Butler warns her audience about.

The reader will get an increasingly detailed image of how the soldiers emotionally respond to the happenings throughout the war due to this composition.

Just so you know before hand, the lyrics to the music came from the CD with trademark of Delta Music Inc. The movement opens agitatedly as the orchestra picks up fragments of one theme after another from the previous three movements, as if seeking a satisfactory vehicle for its expression; but each is discarded in turn. The first seven notes of the main theme to come are tentatively uttered, but it too is abandoned as the search continues. Once again the theme begins, this time in the woodwinds, but it soon breaks off. Finally, the theme emerges decisively in the basses for a subdued first statement. The second statement is calm, tranquil, confident, and the theme continues onward in the various voices of the orchestra, broad and flowing. The winds make a strong statement of the theme. The flow of the music abruptly halts--there are rapid shifts--great agitation, until the orchestra introduces the baritone singing the first three lines of the poem, rejecting the feverish discords of the previous passage, calling for a different music, whose nature is suggested by the strings beneath his voice:

The first verse of the song shares the troubled relationship between the father and son, when it said, “he came to the world in the usual way, but there were planes to catch and bills to pay. He learned to walk while I was away.” This verse explained that he was away on some type of career to make money for the family, and provide for the son financially. However, he wasn’t able to spend quality time with him, and missed important milestones in his life, such as taking his first steps. His career obviously came before his son and family, and he made excuses for that. Then it finishes with the chorus, which says, “when you