Chapter 10: The Dot That Became a...

(105) What does the progression of 'dot' to 'boy' tell us about the role of exploring and meeting the people in the camp? What does this represent about how other Germans view the Jews? The progression is symbolic of how the Jews are simply a dot to the Jews but as Bruno gets closer and searches and explores more, he's starting to see them as real people. The closer he gets, the larger the dot becomes. Also, the fact that the camp is so far away from Bruno's home shows that they Germans like to keep the Jews away, so far away that Bruno had to see the Jew as a dot then a boy because of how far away he is. This shows that Nazis keep the Jews isolated; dots for the world.  
(109) What effect does the boys both having the same birthday have? Being kids it helps the kids become better friends as they have more in common but it also shows how Jews and Germans have stuff in common despite the fact that they are on opposite sides. 
(113-4) What do Bruno and Shmuel 'argue' about? What does Bruno decide to stop the argument? Bruno decides for the two of them to agree to disagree. This is a hugely powerful statement because the two sides can't agree to disagree. Hitler wants his country to have an empire but the Jews want their country so instead of agreeing to disagree and letting their problems aside, they have a war. 
(115) What does Bruno's last question reveal to Shmuel? What do you think Shmuel thinks of Bruno because of asking this question? Bruno's last question reveals to Shmuel that he has no idea of what is going on - back to the theme of innocence - and this makes Shmuel think that Bruno is trying to understand what is happening but can't comprehend it because he is so ignorant and innocent.

Boy in the Striped PJ's Chapter 4

1. (pg 31) How does the author continue to use juxtaposition in regards to the two housing situations? (the Jews and Bruno's family) He uses Juxtaposition by describing the two houses in order; first the author talks about the house and garden that Bruno and Gretel are in, then he talks about the area/place beyond it where there is a large barbed wire fence bigger than the house and many wooden posts that stood taller than the fence. Juxtaposition is enhanced by the alliterated descriptions given to help describe what is being compared. 
2. What is it about the children that makes it difficult to understand exactly what they see through the window and just how bad it is? What it is about the children that makes it difficult to understand exactly what they see through the window is their ignorance. 
3. Summarise how Gretel describes what she sees. Gretel describes what she sees as colourless spit of land with many squared buildings and huts and a huge fence that goes around the whole thing; it's higher than the buildings and longer than she can see. 
4. What does Gretel attempt to do when she sees the Concentration Camp? How does she attempt to understand what she sees? Gretel attempts to describe what she sees try to give it some form of definition. However, all she can do is stare as she is lost for words. Eventually however, she comes to the conclusion that this is a farm because her life is so sheltered she has never seen a farm before and may not know what she is looking at. 
5. Is her attempt successful? Does she convince Bruno that she understands? What does she eventually give in to? What does she say/or not say? (pg 32) Her attempt isn't successful to interpret what she sees and she does not convince Bruno that she understands what is before them either. Her eventual hypothesis is that they're in the countryside because there are people working and there isn't many buildings like in the city. What she doesn't understand and what makes her attempt to understand unsuccessful is her knowledge of country life. They don't live like prisoners and their work is significantly different to that of a Jewish prisoner
6. What can't the children do when they see the Concentration Camp that the adults seem to be able to do? Which group can understand what they see? Why do you think that this is the case?  The children can't make sense of it. The group that can understand what they see is other children in the camp, as if it Bruno's and Gretel's hypotheses' are to make sense, there shouldn't be children in the camp. As the children can't comprehend what's happening they remain ignorant. Their mother, however, does know what a concentration camp is and to help her comprehend  everything, she drinks. Other adults talk themselves up so they don't think it's so bad e.g. a soldier would say 'I killed this man because it was best for my country,' etc
7. How does the author use understatement through the children's description of the Concentration Camp? The author uses understatement by letting the children create a peaceful image of the people in the camp: farmers. Whilst the idea doesn't stick, it's significantly lesser in trauma and pain than Auschwitz. Bruno and Gretel also know that it's their dad's work so they think it is kind of peaceful and in some kind of way their dad is being nice to these people as they can't comprehend or understand that he's a Nazi war general as they are relatively ignorant to the war going on. 

Holocaust Imagery - Hitler at a Nazi Rally

This is an image of a political rally in 1934, a staple of the Nazi regime. In your own blog post answer the questions below and include the image.

1. How are vectors used in this image? What effect does it have? Vectors are used to measure up a long path for Hitler. Because the path is so long and large, it amplifies Hitler's authority and power. Vector lines are also used to show the Nazi filing, adding to their discipline. 
2. Describe the composition of the image and what is tells us about the Nazis and Hitler. Hitler is the centre of the picture and everything evolves and expands from him. The Nazis form around him, also adding to his significance and importance. 
3. How is symmetry used? What effect does it have? Symmetry is used on the path and it adds to the vector lines of the picture which adds to the dominance of Hitler as the large, perfectly symmetric path is laid out for him. Symmetry also used on Hitler's force that surround him and it makes his force seem bigger than it is. With Hitler having such a 'large force' he becomes more powerful and influential. 
4. What effect does this picture being in black and white have? The effect of the picture being black and white is that it makes everything in this picture darker and more sinister. The people in this picture are white and in the background: unimportant. Hitler and his vast army are darker and in the foreground: makes them look more powerful than they actually are.
5. Discuss the use of line in this image. What effect does it have? The use of lines has a significant role in making the path used for Hitler seem larger and squarer. This 'squarer' path makes Hitler seem more antagonistic and larger than he is because the symmetry of the lining makes the path look larger and thus Hitler larger. Lines are also used in the formation of the Nazis: they are perfectly straight, balanced and all of the have a tight posture and revolve in perfect lineage and symmetry around Hitler. Without checking, you know form one look that the two closest Nazis to Hitler on either side are the same distance away from him. This also adds to the Nazis discipline. The lining makes the people look weak as well as they are curved and small and innocent whereas the Nazis are in perfect geometric formation, adding to their power. Even the Schwarsticker looks sharper and intimidating in this image

Responding to a Poem

Holocaust
by Barbara Sonek

We played, we laughed
we were loved.
We were ripped from the arms of our
parents and thrown into the fire.
We were nothing more than children.
We had a future. We were going to be lawyers, rabbis, wives, teachers, mothers. We had dreams, then we had no hope. We were taken away in the dead of night like cattle in cars, no air to breathe smothering, crying, starving, dying. Separated from the world to be no more. From the ashes, hear our plea. This atrocity to mankind can not happen again. Remember us, 
for we were the children whose dreams and lives were stolen away.




1. Construct a response to this poem using the same style and structure.


2. Be mindful of your perspective. Your poem should be from your perspective.


3. Utilise the same techniques employed by the authour.

We learned, we understood

We then felt.

We learned about what was done to you

and your parents, friends and family

We understood you were kids

We understood you lost your future; your lawyers, rabbis, wives, teachers, mothers. We  understood you lost futures. We felt your pain as you were taken away in the night like injured athletes from a sports-field. Separated from the game to be no more. From the ashes, we heard your pleas. This atrocity to mankind will not happen again. We Remember you,

for you were the kids you lost so much. We remember you and we responded. 

Chapter 3: The Hopeless Case

1. Describe how Bruno and Gretel's relationship is introduced in the chapter. The relationship between Gretel and  Bruno is described as Gretel being a bit more dominant in their relationship: she likes to be in charge, can be a little bossy and Bruno himself is a little afraid of her. 
2. List quotes that show how the new house is described. It's more of a family home, "Bruno looked outside the window which, by a stroke of luck, was low enough for him to see through," 
3. It was very hollow and he decided that he better not go jumping around this house too often or it might collapse around their ears. What is the significance of this quote?
4. What is Bruno's reaction to the new house? Bruno's reaction to the new house is that it's too small, and is completely isolated with no one around. 
5. How does it compare to their old house? Aside from the area, the new house is more for a family as the windows are lower, there's less rooms, its not crowded, etc.
6. How does Gretel relate to her father? Gretel and her father are very close, "every night before Gretel goes to sleep, father kisses her good night," this quote demonstrates how they find the time to share their relationship and are very comfortable with each other's company.
7. Does Bruno understand where they are? What makes you believe this? I don't think he does. What makes believe this is that he refers to Hitler as 'The Furry,' he doesn't know his father's job, why he had to leave in the first place and he doesn't know where he is (Auschwartz).
8. Does Gretel understand where they are? Explain. No, she thinks they're at a place called 'out-with,' because she misunderstood her father say 'Auschwitz.' She is simply trying to understand because if she doesn't know, she looses authority over Bruno.  
9. How is Bruno's description of 'Out-with' represent a motif? What is darkly ironic about this? It is a motif because the idea has already occurred with the Fure being misunderstood with 'the fury.' The irony is first a dramatic irony because we understand where Bruno is and how much danger he could potentially be in and who those people are in the camp whereas Bruno has no idea. The other form of irony is that their interpretation 'out-with' is what the Nazis are trying to do to the Jews and their interpretation of something they don't understand is more accurate than the actual name, Auschwitz. 
10. Read pgs 27-29. How are Bruno's and Gretel's reaction to 'the children' Bruno sees through the window different? What does this tell us about these two characters and their perception/understanding of where they are? Bruno wants to go play with the kids whereas Gretel doesn't want to and doesn't even look at the kids. This says that Bruno's personality is a lot more open and he likes meeting new people whereas Gretel is a bit more private and keeps to herself.

Holocaust Poetry

Read the poem and answer the question below. Include both the questions and the poem in your blog post.

Holocaust
by Barbara Sonek

We played, we laughed
we were loved.
We were ripped from the arms of our
parents and thrown into the fire.
We were nothing more than children.
We had a future. We were going to be lawyers, rabbis, wives, teachers, mothers. We had dreams, then we had no hope. We were taken away in the dead of night like cattle in cars, no air to breathe smothering, crying, starving, dying. Separated from the world to be no more. From the ashes, hear our plea. This atrocity to mankind can not happen again. Remember us, for we were the children whose dreams and lives were stolen away.

1. What is your initial reaction to this poem? My initial reaction is that this person has been hurt by the holocaust and has like many people lost dreams, hopes and years of her life. 
2. How does the author use 'we' in this poem? The Author uses 'we' in this poem by referring to the Jews and talking about their lives before the holocaust. "We played, we laughed, we were loved." This quote talks about how the Jews' lives were peaceful before the holocaust. It is also an example of repetition and emphasis. 
3. What are the verbs used in the first sentence? Played, Laughed & Loved, in reference to the children's lives before they were taken away to the concentration camp
4. What are the verbs used in the second sentence? How do they contrast with those used in the first sentence? Ripped & Thrown: in contrast, these have a darker meaning and they talk about what happened to them during the holocaust. They also amplify how bad it was to go through that change from bad to good. This is another example of juxtaposition
5. What effect does the listing of 'lawyers, rabbis, wives, teachers, mothers'? What is it meant to signify? These jobs signify what the Jews did before the Holocaust. It's significance is that it represents the Jews and their professions and that all these jobs are used to help out other people to refer to how kind and calm the Jews were. These are also jobs that people were aspiring to; dreams lost. 
6. What simile is used in the poem and what effect does it have? "We were taken away in the dead of night like cattle in cars," this simile refers to how much cows deteste cages and confined spaces and how it felt when the Jews were taken away - bad and painful. 'Cattle in Cars' is also alliteration and refers to how they Jews were treated like animals. 
7. How has the poet represented herself in the last sentence? The author represents herself in the last sentence as having lost her dreams and life and how she hurts from it. Also 'Remember Us' is a command, not just a request 
8. If you could communicate to this person, a victim of the Holocaust, what would you want to say? What do you feel that you must do in your life as a response to this poem? (should be longer response) If I could communicate to this person, a victim of the Holocaust, I would say to them how sympathetic I am (immensely) and I would also say how much strength it must've taken to get through what they have and how they'll be stronger for the rest of their lives because of it. 

The Boy in the Striped PJ's - Chapter 2

·                  Using quotes, how is the new house described?

One of the main reasons he liked his old home so much was because Bruno had a lot of neighbours and surrounding houses which he liked and he liked to play with the kids that lived there. This house was on it’s on though: ‘the new house stood on its own in an empty, desolate place where there were no other houses around.’ It’s also 3 stories high.

·                  How does it compare to the house in Berlin? How is this an example of juxtaposition?

The New home is described as ‘the exact opposite as their old home.’ It’s an isolated home that is also significantly smaller than his old home: ‘even though he’d lived in his Berlin house for nine years, Bruno still hadn’t found every nook and cranny, but the new house was only 3 stories.’ In contrast, it’s significantly smaller than his old home. This is an example of juxtaposition because it’s a comparison of two different things, in this instance houses.

·                  How is Bruno's reaction and discussion of the new house taken by the other characters? What is ironic about the way people treat Bruno's comments regarding the new house? Bruno’s reaction and discussion of the new house is taken by other characters negatively. Their attitudes simply are this is what it is now, we can’t change it. The dramatic irony is that Bruno doesn’t understand how it can’t be changed or that he’ll be staying at the house for the duration of a whole war at the minimum.

·                  Do you feel empathetic towards Bruno's new home? Why/why not?

No because it’s 3 stories; Bruno is simply spoilt. The real people to feel empathetic towards are the ones Bruno’s dad kills which, at this stage, isn’t yet Bruno. Bruno perhaps doesn’t understand because he’s only 9, but a 3 story house is unreal and luxurious and a privilege few people have. 

Boy in Striped PJ's - Chapter 1

Bruno's Voice, introduction of characters, and victims

• Describe Bruno's voice. Give examples to support. Bruno's voice is very demanding and strong willed; he convicts a lot of passion and a lot of his feeling into his voice and he doesn't guard what he says.

• What characters are introduced? Describe each and give examples to support. Some of the characters who are introduced are Gretel, who Bruno describes as a 'hopeless case' and is his older sister; Mother who is very stressed and tired; Father who is very important and is never really home (not a family man); the maid and butler who are unimportant to Bruno/narrator 

• Who are presented as victims in this chapter and what are the victims of? Do you think that it is fair to consider them victims? The victim in this chapter is Bruno and it is because he and his friends had so much planned for their holidays, he's enjoying school, he has a big house, etc. but in an instant, all these luxuries and Privileges are taken away from him. With that, Bruno moves far away from his friends who he now can't carry out his 'plans' with, his school and his home into a house only three stories. I don't think it is fair to consider Bruno a victim because he is spoilt and this 'lesser life' he moves into is significantly better than that of most people and it is his parents fault if he feels that he is underprivileged and unlucky in the 3 story house he has moved into. Another reason it's not fair for Bruno (or Mother & Gretel) to feel bad or like victims is because their father/husband is responsible for the death of so many innocent people who are the real victims.

• Irony is an important element of the story. How is it used here in the first chapter? Give examples to support your answer. Dramatic irony is used a lot throughout this entire novel as he doesn't know what his dad's job is, he doesn't understand why he's moving or where he's moving to etc. He also doesn't understand why his grandparents wouldn't be coming, how long he's going for, how privileged he is or who the Fury is and his father's ties with him.

• How is the setting presented in this chapter? The setting is presented as a lonely place, "there were no other houses around, which meant there would be no kids for Bruno to play with." It's a very isolated area with no other houses, schools, buildings, etc. 

Auschwitz 65 Years Later

This is an image of Auschwitz taken 65 years after the closing of the camp. Take a moment to look at this photo and consider that approximately 1 million people were killed at this camp (that would be 1 out of every four people living in Sydney).

Key Visual Techniques

There are some powerful visual techniques being used in this photo. Take 5 minutes to point out at least 5 aspects of the photo which stand out to you and how they relate to the great anguish that was experienced at this site (create a post on your blog with the photo - don't try to copy and paste photo it won't work).

• Consider the use of vectors, line, contrast, composition, colour, and perspective (there are more techniques)
• How can the visual elements in the photo evoke empathy and reverence from a viewer?
• How is Auschwitz represented in this photo?
• Find another photo of Auschwitz that you feel has an important representation of this place that caused so much pain and destruction. Analyse the use of visual techniques which make it particularly engaging. How does it represent this location?

1. Auschwitz is represented as a dark, cold place. There is no colour or life; it's dark, desolate and baron wasteland almost. This ins't the kind of place you expect to see someone happy it; there's no colour, no grass, it's no beautiful scenery, there's no plants (represent life, give oxygen), etc. It's not so much what's in Auschwitz that makes it so bad, it's more what's not in this Auschwitz.
2. Barb wire: dark and threatening, adds to the affect of fear and lack of freedom from within Auschwitz.
3. Lines: show and demonstrate order the Nazis would've have. Auschwitz is viewed as a highly planned and thought out space/camp. The perfectly straight lines show how well organised the building of the camp was.
4. Sun isn't bright and vibrant - it's cold and quiet winter sun
5. Vector lines of watch tower and long shot make it darker and colder. The only curved line is the one that keeps the people fenced in at the top of the barbed wire fence. 

The long shot of this building in Auschwitz from a low-medium angle makes the building look bigger and perhaps more threatening than it actually is. Once again, there is no colour, no plants, no sun and no life. There is snow and a dark cloudy sky, the poor weather adding to the drama and threat that Auschwitz poses. The building is a perfect line of symmetry and is quite threatening; The Chimneys are symmetrical in every respect, all the windows are the same size and the road is perfectly cleaned of snow, adding to the discipline of the Nazis. 

Donald Duck in 'Der Fueherer's Face'

1. How are the Germans (and Japanese) portrayed in the opening sequence? How is irony created? The Germans are portrayed as arragant jokers. Their posture, stances and general body language is relaxed and undisciplined. They're also singing! These traits of someone you'd expect to be drunk, not a Nazi all of which is ironic. Another level of irony is the song they're singing displays the opposite to how they're acting. 
2. How is propaganda and the effect of propaganda portrayed with the introduction of Donald Duck? Propaganda is is used to portray Donald Duck by him showing ubiquitous Nazi symbols. 
3. How is irony continued into the breakfast scene? Irony is shown by the soldiers saying how good Germany is and how wealthy they are when Donald Duck only has one coffee bean for breakfast. 
4. How is Naxi Germany portrayed in the opening shot at 3:30? Nazi Germany is portrayed by dark and sinister effects. For example the background is dark red and the angle shot is low and it's a very long shot too which adds to the aggression and power of Nazi Germany. The buildings are also displayed with low lighting and the buildings are unnaturally straight and still.
5. What is ironic about the song lyrics regarding work and what is happening in the scene? The irony is that the workers are singing praise songs to Hitler. Even the worker's bell is going off and is personified as it says 'Hail Hitler.' Irony is of course the workers hate Hitler. Another is that the lyrics are 'we never will be slaves' when Donald is being worked as a slave. 
6. What does the conveyor belt portray regarding the lifestyle of Germans? The conveyor belt comes out and it's unfinished RPG bullets on the belt. This portrays a murdering side to the Germans as their workers are making RPG bullets for them and that there's only work for the Nazis and that they like it, making them more military and disciplined. 
7. Why do you think that there aren't actually any people that force Donald to work? We only see the ends of bayonets and a speaker. I think that this is because it has a humurous affect as the bayonets are being personified. It also puts more attention on Donald
8. What is ironic about the vacation? The irony is that it's a vacation no Jew gets when working in a concentration camp, belittling how bad the camps actually are/were. It's also ironic because it's not a vacation at all.
9. In the dream sequence, how are the Germans portrayed? Why? The Germans are portrayed as loud and noisy bayonets, bullets, whistles, etc. This is because the Nazis always had guns at hand, were loud and noisy and shot many people. 
10. What do the pajamas when we see Donald in his bed tell us? They pajamas tell us Donald Duck is an American who loves his country and that his 'dream' was a 'nightmare.' It also gives a patriotic view of Donald. 
11. What is the Statue of Liberty used to convey? The statue of Liberty is used as an icon of the USA as Donald Duck kisses it and says 'i love you America' to it; it conveys Donald Duck's love for the USA to us. 
12. How is Hilter portrayed at the end of the film? What is it about his face that is important? Hitler is portrayed as a small and angry little man in a way as only his head is shown, not his loud whistles or big gun or anything like that; he is belittled. The importance of his face is that it's smashed at the end, which represents the end of his reign. 
13. Why is this a representation of propaganda? Why is it actually ironic considering the way the Nazi's are portrayed? ...
14. Who are the villains, victims, and heroes? The villains are the Nazis as they take Donald Duck away from his home. The Victim is Donald Duck as he is taken away from his home and the hero is America as they defeat the Nazis. 
15. How are the portrayed? The German's are portrayed as loud drunks or as bayonets and loudspeakers in other scenes; Donald is portrayed as a Duck and the Americas are portrayed by the Statue of Liberty.
16. What can you conclude about how these characters are portrayed knowing that this was produced in 1943 USA? (write a short essay including a discussion of the director's use of film techniques.)

What I conclude about how these characters are portrayed and knowing that this was produced in the USA in 1943 is that how the story-line flowed was one-sided, bias, made to belittle the Nazis and make Americas win look better. This video was used as a bit of a victory lap and reminder of what was for the Americans. 

As the Nazis are portrayed by weapons, speakers and drunks, it's fair to say that the video is bias and doesn't show and of the uniform, discipline, etc. of the Nazis. This portrayal is completely contrary to what the Nazis actually and is used as an ironic representation of what the Nazis actually were. 

The representation of Hitler is also one to challenge his authority. Instead of him being portrayed as a dominant, strong leader who was head strong and influential, he is portrayed by a small, eerily shaped head that was smashed in the end. The blood that spurts out of the head forms 'the end' on the screen to signify both the end of the clip and the end of Hitler. 

The representation of the Americans are shown as the heroes of the victims. For example when Donald Duck is 'rescued' from his dream, he's wearing American pajamas and kisses the Statue of Liberty, elevating the Americans participation and affect on the war as well as making them heroes. 

To Conclude, a lot what the Germans were was 'forgotten' in this video and they are portrayed quite ironically: drunk, undisciplined and soldiers who have little influence in anything, let alone a huge war whereas the Americans are represented by an unquestionable 'force' as though they win, they don't even appear in the video.

Finding Visual Techniques - Life is Beautiful Joshua says 'thank you'

key words/focus:

camera angle (low, high, eye-level), vectors, lighting, composition

(4:20) How are camera angles used when Joshua says 'Thank you' (not in German)? Which angles are used to view each of the characters? What does each of these angle signify?

A high angled shot is used to demote Joshua and a low angle is used to add strength and superiority to the German. 

(4:45) What shot distance and angle is used to show Guido's concern for Joshua when the German waiter leaves the room? Describe the composition) An Eye-level shot at a medium is used to show the horror on his face. This adds to the tension as his body language is pessimistic. The German's boy language is positive and superior whereas the Jews are slouched and weak in posture. 

(4:46) How is shot of Guido contrasted to the shot of the German waiter walking away to tell someone what has just happened? Describe the composition and compare it to the previous shot of a concerned Guido.

Guido's shot shows his back/foreground as nothing to notice whereas the German's shot is in perfect symmetry and it gives plenty to notice and adds to the dominance of the Nazi. The Nazi also shows no emotion and is almost cold and emotionless whereas Guido is full of emotions: worry, fear, pessimism, etc.  

(5:02-05) How is the shot of the German's contrasted to that of Guido teaching the children to say 'Thank You'?

Guido is getting down to the level of the children as to show more respect and he's moving a lot more too whereas the German's are straight, rigid and not moving. Their movements are basic and emotionless, contrary to that of Guido. 

HW: How are visual techniques utilised to evoke empathy from the audience and clearly delineate (indicate) who are the heros, villains, and victims in this scene?

Essay Question:

How do the characters in 'Life is Beautiful' represent an engaging and unique presentation of the Holocaust experience?

The characters in life is beautiful represent and engaging and unique presentation of the holocaust by showing from their perspective the kind of lives they were living before the holocaust, how it affected them, the family they had (not all of their families were fully Jewish), how bad the camps were, how prejudiced the camps were, (the old were killed almost straight away and the men and women weren't allowed in the same rooms) and all with a unique sense of humor that keeps the audience interested. 


These characters represent the Holocaust well by the way they're shown; the movie didn't go straight to the Holocaust. Instead, at least the first hour and a half of the film were just on the characters lives. This forms an attachment from the characters to the audience and it also allows the audience to learn a lot about the characters before they are in some cases tragically killed off. 


Another unique and engaging feature about this movie is that it's from the point of view of the Jews. There are two sides to every story, but this one shows how merciless the Germans were to the Jews. Other sides might show how Germans were conscripted and forced to do things they didn't want to. The Jews side show how innocent people were killed. For example, Guido was trying to find Dora (his wife) to tell her that the war was over but was shot in the process.


Other factors of this movie that make so unique and engaging is the use of innocence that heightens the drama. For example, Guido's son Joshua is completely ignorant to the situation; he has no idea he's in a concentration camp, he has no idea there's a war going on, he doesn't realise how close to being killed he really is, etc. When all the kids are being rounded to 'have a shower,' Joshua (who doesn't like showers) runs away and misses it. 

To conclude, the innocence of these characters and the injustice actions of the Germans from the point of view of the Jews heighten the drama and make this film unique and very engaging for it's audience.

Holocaust Unit: Key Question and 'Life is Beautiful'

Key Question:

How are victims, villains and heroes of tragedy and trauma valued and given a voice?

We need to apply this key question to Life is Beautiful:

1. What is a tragedy? A tragedy is a sad happening in life.
2. How is Life is Beautiful a tragedy? Life is Beautiful is a tragedy in that someone died - 'dying is a sad happening.'
3. Could it also be a comedy? Yes it could also be considered a comedy because there's a humerus ignorance about Guido. For example, in perhaps the first scene in the movie, Guido's friend's uncle's car has no brakes and they're going to crash into a group of people surrounding a Nazi parade. To get them to move, he waves his arm albeit (ignorantly) the same way the Nazis salute. It's those small scenes and parts of the movie that also make it humerus.
4. What is a villain? What is a hero? What is a victim? Give examples of each both from real life and from fiction. A villain is someone who is unlawful, cruel and is main antagonist (gives movie dikotamy). A hero is someone who is protagonist helps victims, is devoted to serving other and (generally) defeats villains. 
5. Who are the villains, victims and heroes? The villains are the Nazis, Dora's fiance and doctor (could also be victim or hero; is a grey area), the victims are the Jews (most specifically Joshua and Uncle Leo), and the heroes are the surviving Jews, Dora, Guido, uncle Leo.
6. What value do each of these characters play in the movie? What role do they play in the plot? What role do they play in connecting the movie to history? What role do they play in evoking a reaction from the audience? (List the important characters in the movie and label them as either villains or heroes. Then, in dot points, list the important role they play in regards to plot, history, and to the audience.) 
• Guido: is the driving force of story and pushes it along and keeps Joshua along; is main protagonist. Being Jewish, his character relates back to history
• Joshua: is the complication. He is a victim and completely innocent. Makes the audience feel sorry for him and have a lot of sympathy for him; this young kid who's done nothing wrong ends up in a concentration camp
• Germans: no one villain. As a nation/army they went and offed many people. They play the villain and makes the audience dislike them.

Scene in concentration camp: What's happening is that the Germans are giving orders and they want someone to interpret what they say. Guido is worried about they effect what they say will have on his son so he agrees to translate the orders. What he 'translates' is some rules he wants his son to go by in order to survive. 

The heroes in this scene are Guido and one of the other men in striped pajamas. Guido risks his life in translating lies to help Joshua along and the other Jew translates what the Germans actually said. The Villains are the Germans and the victim is Joshua

The Heroes and villains are amplified in importance in this scene by being put up the front of the room and give orders.The villains are also able to be told apart by the way they enter the room, how they hold themselves, their uniform and their guns. They're also higher up on a platform and they're organised, (standing in formation). The Hero is more relaxed, on lower platform and not so organised. When on stage, the hero and villain have a line between them. Also the smaller of the 2 guards in the formation is on the heroes side and the larger on the villain's side to make the villain look bigger. Tone says that villain is talking down to Jews (statement of power). Joshua is elevated in importance in this scene. He's the center of the scene and Guido is risking his life to speak to him. The close ups on Guido then Joshua amplifies the fact that Guido is almost talking to him. Body language also says a lot. Guido is expressive in his stance but the German is stiff and his facial expression makes him all the more aggressive. The guard is also a little fat and well-fed when all the Jews are thin and starving. 

^juxaposition