The Holocaust : Artistic Representation Of The Holocaust

The Holocaust was the mass murder of six million Jew and millions of other people. Those who have tried to write about the experiences of the Holocaust have failed. These survivors have tried to convey their involvement in the Holocaust by using words as symbols, imagery and simply retelling their experiences.

I agree with the author, but since she details many other writer’s criticisms of the use of a graphic novel to portray the Holocaust, there are many points of view mentioned that I have opposing views to. In this essay I will be articulating my thoughts on these claims and criticisms.

The Holocaust was perhaps one of the most gruesome and horrific time period that the world has ever seen. The Holocaust was the time period when the Jews were being horrible treated and were being executed by German forces in World War Two. In several books about the dark and horrible time period, the authors used many different techniques to convey the central idea and the theme. However, the authors uses different techniques in different genres to get shoe the reader the central idea and theme. For instance, there are different techniques in historical fiction and nonfiction, but they both develop the same theme and central idea.

There were about 500,000 living survivors of the Holocaust in 2014. It is vital for students to be taught about the Holocaust in school. The article, "combating" shows that the students need to be aware that the event did in fact happen. The article "Genocide" shows students what happens when hate against one group or culture becomes too much. Elie Wiesel's Night shows students an eyewitness account of how much violence, brutality, and abuse to the prisoners had to go through in the Holocaust. Though some people are against the subject of the Holocaust because it is too graphic or mature for the students, it is important that students learn from a trusted adult instead of letting other students try to teach it to themselves. The students should learn about the subject of the Holocaust in school because it teaches the importance of equality, about the events occurrence, and teaching about the dangers of discrimination and abuse.

Many characters’ lives are enveloped by a mental issue and they are a representation for these issues. Art covers these multiple issues. The Holocaust affected millions of people and of these millions, Vladek, Anja, and Mala all were left with

The Holocaust should be taught to 8th graders. The story of the 6 million lives that were lost need to be told. It is very evident at this point that 8th graders are able to understand and process the Holocaust. There is no reason not to teach the Holocaust, and every reason to teach it. This paper argues that the best approach is to teach children about the holocaust early on, because it’s in the interest of everyone that their first encounter with the Holocaust isn’t random, through a TV show or the internet. “...better...to help them navigate what they will learn about

The Holocaust in the eyes of historians all across the country reiterate the importance of the Holocaust. As the first mass genocide so major in a group of people, it’s relevance continues to make a stand. Taking place in 1933 all the way until 1945, the Holocaust changed so much in so little time. Amass, 5-6 million jewish people dying from either being worked to death for taken to gas chambers and killed quietly. Though nothing about the Holocaust was quiet, as it’s name and hitler's wishes were spread across germany in its time of need. An event short enough to be considered just a blip, tacts itself up as one the largest genocides in history. It begs the question among educators and parents alike, whether schools should be teaching the Holocaust. But, the Holocaust is something that cannot be left untaught. The Holocaust should be vocalized to students because they have a right to an education and because it boosts their understanding of society and forms them into better civilians. Also because the side effects of bias in classrooms

When teaching the Holocaust, it should gradually be taught to children so they can understand the roots of it all. Some would acclaim that it is better to teach about the Holocaust since it teaches children or young adults about the importance of accepting difference. It is even better to actually learn about it directly in comparison to on the media that can alter the content and teach ‘rumors’ instead of facts. The article, “Teaching Young Children about the Holocaust” holds a rational point to keep precautions of what age these topics most strive at. It asserts that the Holocaust should be taught at the earliest of 5th or 6th grade (in British school system grades), which would be considered middle school in the United States. In order to actually teach about the Holocaust, schools have to investigate what the right age is to teach topics like the Holocaust and which age it betters

Throughout the years curiosity regarding the holocaust has become more evident in the 21st century as people across the globe anxiously learn about the events that took place in Germany during World War II. The importance of this event is not only being taught to Americans and people of the Jewish religion, but it is also being taught in other parts of the world. The popularity of knowledge being obtained regarding the holocaust grows: books, documentaries, and poems. Poems, like that of William Heyen’s “The Trains”, are being introduced to the generations in the 21st century. Heyen pinpoints the curiosity of his audience to make them want to learn about the holocaust

While death was the major tragedy of the Holocaust, all of the art stolen was definitely a dark spot. Most people don’t realize, but the art was taken from all Jews and many others by the Nazis. Some pieces of art have been found, but most still remain lost. Many that have been discovered are in museums and are not given to the true owners. There should be efforts spent on finding and recovering the art stolen by the Nazis to return it to their rightful owners.

In contemporary society, our knowledge of the past is articulated through the interplay between history and memory, which work to expose the elusive truths of the past, and exemplify the strength of humanity. Richard White, a historian, posits; “History is the enemy of memory...History forges weapons from what memory has forgotten or suppressed.” This definition postulates that there is an inevitable dichotomy between the accretion of factual evidence and the subjectivity of personal experience by shaping the collective past of humanity. However, as indicated by Mark Baker’s memoir, The Fiftieth Gate and Cathy Wilcox’s Cartoon, both of which explore perceptions of the Holocaust through an array of unique and evocative literary

German narratives on the holocaust have changed since 1945 propelled by debates during that time along with political developments and distance from historical events. The German population tends to focus on their fate as to idolize their society’s behavior during the holocaust era. Germany’s students have trouble connecting German history to the holocaust.

This evidence uses author's purpose to show the reader that the memory of the Holocaust was slow to heal, although that is opinionated because there is no evidence that that is true. This article uses the elements of word choice to display emotions and to show tone, and author’s purpose as subjectivity to give the reader opinions on the

Art is an outlet through which one is capable of conveying their thoughts, emotions and stories. After the Holocaust in particular, people were able to view the world through the viewpoint of these artists. With the ability to see the victim’s emotions portrayed visually, one can begin to comprehend them from a personal perspective and understand the sentiments of sorrow.

When most people refer to literature that concentrates specifically on the Holocaust as the subjects, the first thought usually isn’t in the form of a graphic novel. Most people would believe a graphic novel is something only a child would read or someone to the same educational equivalent. Due to their engaging stories and appealing visuals though, graphic novels are idea for visual learners, inexperienced or unenthused readers, and just about anyone else who may not find traditional print books enticing. Graphic novels tend to show a relationship between the images and the text that makes for an experience in itself (1.). Sometimes even taking on a difficult subject, an example being the Holocaust can make for a different kind of experience. In Maus I & II, the author chose graphic novels as his medium. For that, “Maus shines due to its impressive ability to ‘speak the unspeakable’ by using the popular maxim, ‘a picture is worth a thousand words,’ to perfection” (3).