The School of Athens - 2478 Words

Biography of Raphael While we may term other works paintings, those of Raphael are living things; the flesh palpitates, the breath comes and goes, every organ lives, life pulsates everywhere. -- Vasari Raphael was born Raffaello Santi or Raffaello Sanzio in Urbino on April 6, 1483, and received his early training in art from his father, the painter Giovanni Santi. In 1499 he went to Perugia, in Umbria, and became a student and assistant of the painter Perugino. Raphael imitated his master closely; their paintings of this period are executed in styles so similar that art historians have found it difficult to determine which were painted by Raphael. In 1504 Raphael moved to Florence, where he studied the work of such†¦show more content†¦His view of knowledge, his ethical theory, his psychology, his concept of the state, and his perspective on art must be understood in terms of this theory. Raphael made him resemble Leonardo da Vinci because, firstly Leonardo was a big influence on him and his works and secondly Leonardo was a man of man talents or virtus who had a huge impact on the world and the same can be said of Plato. Aristotle: (384-322 BC), Greek philosopher and sci entist, who shares with Plato and Socrates the distinction of being the most famous of ancient philosophers. Aristotle, like Plato, made regular use of the dialogue in his earliest years at the Academy, but lacking Platos imaginative gifts never found the form to his liking. His works on natural science include Physics, which gives a vast amount of information on astronomy, meteorology, plants, and animals. His writings on the nature, scope, and properties of being, were called the First Philosophy. Diogenes: (412-323 BC) Greek philosopher,. He was a founder of Cynicism, an ancient school of philosophy. He is said to have lived in a tub in Athens and to have wandered the streets with a lamp, seeking an honest man. In the picture is sitting by himself on the stairs, reading, and that could symbolize the years he spent alone. Euclid:(325-265)Greek mathematician who taught in Alexandria and who was probably the founder of its mathematical school. His chief work is the 13-volume Element s, which became the most widely known mathematicalShow MoreRelatedThe School of Athens1549 Words   |  7 PagesRaphael’s â€Å"School of Athens† fresco is one of the four frescoes in the Stanza della Segnatura , in the Vatican. The walls are covered with four different scenes, each depicting a different theme. The School of Athens represents Philosophy. The techniques and figures used in the fresco not only pay homage to Raphael’s influences, but are also a presentation of the skills acquired from each. Almost as though he was submitting it for approval. As Raphael traveled throughout Italy, he formed relationshipsRead MoreEssay The School of Athens2445 Words   |  10 PagesApril 6, 1520. School of Athens Brief History: Raphael painted the School of Athens from-1510 – 1512. He was commissioned by pope Julius II, with the recommendation of Donato Bramante, the pope’s architect, to work in the Vatican. His first work the School of Athens was loved so much by the pope that he commissioned Raphael to paint the entire papal suite. In the School of Athens, philosophers and intellects from different time periods are arranged as students in a school or academy where everyoneRead MoreRaphael The School Of Athens Essay710 Words   |  3 Pagesï » ¿Laura M Darden Professor Johnson Art Appreciation 17 November 2014 The school of Athens From the book Living with Art I chose Raphael. The School of Athens on page 160. This painting took place in Stanza della Segnatura, Vatican. Rome. This is a naturalistic stylized pace of art. The two visual elements of design that I saw in the Raphael painting, is color, and space. There are both horizontal, vertical, and diagonal lines to making up the arches and all the columns. An implied line is in eachRead MorePursuing Religion Into Athens High School1487 Words   |  6 Pagesyear. Religion is being pushed out of our classrooms, schools, and communities because of the miniscule percentage of people in America who aren’t religious. People are becoming offended easily by religious topics, which is causing the negativity among American citizens. America’s youth are being deprived of an education that includes world religions and culture. There hasn’t been a single successful effort to reinstate religion into schools despite efforts to slowly take away the ch anges that haveRead MoreThe School Of Athens And Marcel Duchamp s Fountain904 Words   |  4 Pagesof colour and light that the Impressionism brought in the 19th century. After that, many other movements came to exist, each vastly different than the last, and in the future more will see the light of day. Consequently, both Raphael’s â€Å" The School of Athens† and Marcel Duchamp’s â€Å"Fountain† are both considered great works of art, regardless of the fact that those two pieces are nothing alike. Therefore, under certain circumstances, the illegality of painting on public or privately own spaces doesRead MoreRaphael’s The School of Athens: Classical Philosophers in a Renaissance Work1159 Words   |  5 Pagessubjects. Raphael was a High Renaissance painter and architect. He was born on April 6, 1483, in Urbino, Italy. He died on April 6, 1520, in Rome. (EBO) He lived a very successful life, and had many great works. Perhaps one of his most fam ous is The School of Athens. It is a fresco located in a papal apartment he designed, surrounded by other frescoes he painted. It was painted in between 1508 and 1511 for Pope Julius II. (EBO) Many artistic scholars consider it to be the best representation of the HighRead MoreTeaching And Learning At The City Of Athens Essay859 Words   |  4 PagesEvery school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and servicesRead MoreEssay about Athens, Greece852 Words   |  4 PagesAthens, Greece Athens was the intellectual center of Greece. It was one of the first city-states of its time, and is still known as one of the most famous cities in the world. It was named after Athena, the goddess of wisdom and the citys patron. In 508 B.C., Athens became one of the first societies in ancient times to invent democracy. Democracy came from the Greek words, demos, meaning people, and kratein, meaning to rule. This form of government was usually held in a meeting place, whichRead MoreEssay about Ancient Athens1399 Words   |  6 PagesAncient Athens The last Olympic swimmer just touched the wall and the race has ended. Cameras are replaying every single movement from the race and a winner has been clearly decided. Just as these Olympic swimmers will gain a medal for placing, ancient Athens had numerous accomplishments of its own. Athens â€Å"prosperity †¦ was due in large part to its stable and effective government† (SOURCE 1). When analyzing the history of ancient Athens, is easy to see how the accomplishments of a democracyRead MoreAthens vs. Sparta1211 Words   |  5 Pagesï » ¿Athens Vs. Sparta Throughout the ancient world there were two dominating empires. (S) The Athenian City (polis) and the Spartan empire. These two cities were both powerful and famous but significantly different. However, the city of Athens was by far a much more influential and powerful city-state in comparison to Sparta. Although both the city-states had their own strengths such as their government, social structure and their military tactics, Athens was a pivotal city that still to this day

Descriptive Essay About Southwestern Quebec - 931 Words

Main Article 1 Meta Title: Things to Do in Southwestern Quebec – Best Western Hotels Meta Desc: Get to know the best of Southwestern Quebec’s cool cultural scene, breathtaking landscapes, vibrant festivals, and fantastic farms. Book your stay today. H1: Discover Natural Wonders Historic Marvels in Southwestern Quebec, Canada Content: Southwestern Quebec is home to some of the most iconic landmarks and spirited events in the country. There are plenty of outdoor thrills, amazing architecture, annual festivals, and cultural richness at every corner. From the Eastern Townships practically rubbing shoulders with Vermont and New Hampshire to a bustling city like Montreal and scenic Laurentian Mountains, Southwestern Quebec is certainly†¦show more content†¦Montreal’s calendar is jam-packed with concerts, live music shows, and opera performances. Soak up the artsy scene of Montreal and Gatineau with museums and galleries galore like the Musà ©e des Beaux-Art du Montreal and the Canadian Museum of History. Churches and basilicas also wow with their architectural structures. Teaser 4 H2: Catch Exciting Year-Round Sports Games Content: Southwestern Quebec is home to year-round sports action. National Hockey League and Montreal Canadians sound familiar? Ice Hockey and Football are their pride and passion. Hear the crowd roar at the multi-purpose Bell Sports Complex. Soccer doesn’t get left behind either. Watch these competitive athletes do their thing on the field of Saputo Stadium. Main Article 2 Meta Title: Things to Do in Central Quebec, Canada – Best Western Hotels Meta Desc: Discover Central Quebec’s scenic cities along the St. Lawrence River. Visit historic museums and iconic attractions. Book your Best Western hotel today. H1: Explore Scenic Sights Historic Treasures in Central Quebec, Canada Content: Central Quebec is home to the capital of the province and some of the most top-rated attractions can be found here. When charming cities like Quebec City and Charlevoix are hugged by the St. Lawrence River, it’s safe to say you can expect a scenic landscape, manyShow MoreRelatedMerger and Acquisition: Current Issues115629 Words   |  463 Pages1 Mergers and Acquisitions: A Global View Karyn L. Neuhauser 1 2 What Drives Acquisitions? A Market-Manager Rationality Framework Antonios Antoniou and Huainan Zhao 2.1 2.2 2.3 2.4 2.5 2.6 Introduction Hypothesis development Data and descriptive statistics Methodology Empirical results Conclusion 5 5 7 8 10 11 24 3 Misadventure and the Form of Payment in Corporate Acquisitions Tyrone M. Carlin, Guy Ford and Nigel Finch 3.1 Introduction 3.2 Factors influencing the form of considerationRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesPHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright  © 2010 by Temple University All rights reserved Published 2010 Library of Congress Cataloging-in-Publication Data Essays on twentieth century history / edited by Michael Peter Adas for the American Historical Association. p. cm.—(Critical perspectives on the past) Includes bibliographical references. ISBN 978-1-4399-0269-1 (cloth : alk. paper)—ISBN 978-1-4399-0270-7

Text Analysis Art for Heart’s Sake free essay sample

The author of the extract under analysis is an American sculptor, cartoonist and writer Reuben Lucius Goldberg (1883-1970). Rube Goldberg began practicing his art skills at the age of four when he traced illustrations from the humorous book History of the United States. After graduating from the University of California in 1904 he worked as a cartoonist for a number of newspapers and magazines. Goldberg is best known for a series of popular cartoons he created depicting complex devices that perform simple tasks in indirect way. Among his best works are Is There a Doctor in the House? (1929), Rube Goldberg’s Guide to Europe (1954) and I Made My Bed (1960). The text under analysis is a short story Art for heart’s sake. The title of the story reveals its subject matter, but it is only when we have read the whole story we shall understand what underlies this title. The story is told from the point of view of the author. We will write a custom essay sample on Text Analysis Art for Heart’s Sake or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page From the point of view of presentation the text is a 3rd person narration with dialogues of the characters. Since the text under consideration presents a story it belongs to belles-lettres style, emotive prose substyle. The character drawing is of a mixture type because the author both describes his characters directly through words and through their actions, attitudes to other personages. The author managed to depict all his characters with genuine skills. Koppel, doctor Caswell, Swain and Ellsworth were described mostly through their behaviour, speech and dialogues. The first character who was introduced to the reader was the male nurse Koppel. He was the helper of doctor Caswell to treat the old man. The author described how hard it was. He used gradation to reveal the male nurse’s despair (He won’t take his pineapple juice. He doesn’t want me to read to him. He hates the radio. He doesn’t like anything! ). Koppel couldn’t do a thing with the old man. The nurse even tried to prevent him from exhibiting the Trees Dressed in White as the old man could become a laughing-stock. Anxious and uneasy Koppel sets off calm and gentle Doctor Caswell. He is a professional and thinks a lot about his patients (He had done some constructive thinking since his last visit. Making proposition to the old man he took his stethoscope ready in case the abruptness of the suggestion proved too much for the patient’s heart. In spite of rude and vigorous Ellsworth’s answers like Rot and Bosh Caswell managed to persuade him to take up art with his professional calm). He understood Ellsworth was no ordinary case. The doctor preferred not to interfere when Ellsworth decided to exhibit his painting at the gallery. Doctor Caswell was the only man who managed with a supreme effort to congratulate the old man on the First Prize while Swain and Koppel uttered a series of inarticulate gurgles. One mistake the doctor made is he thought it safe to allow Ellsworth to visit museums and galleries. The next character is Frank Swain. He is a 18 year-old promising student. Like Caswell, Swain was also patient. The author used such a simile (there was a drawing on the table which had a slight resemblance to the vase) to outline the Swain’s reaction (Not bad, sir. It’s a bit lopsided). Swain is professional too. As his visits grew more frequent he brought a box of water-colors and some tubes of oils. He was not indifferent to Ellsworth and worried about the picture Trees Dressed in White. He was forced to sneak into the Gallery and see the picture with his own eyes. The most inconsistent character is Collis P. Ellsworth. He behaved like a child with the nurse. The author used many slang words (rot, bosh, by gum, poppycock) to display the old man’s attitude to Koppel, Swain and Doctor, to emphasize such traits of his character as arrogance, confidence, whimsicality. The old man is rude, scornful but also clever and cunning. The author emphasizes the old man behaves like a child (he replied Nope on the male nurse suggestion many times. He colored the open spaces blue like a child playing with a picture book. He proudly displayed the variegated smears of paint on his heavy silk dressing gown. He requested someone to read his envelope because his eyes were tired from painting. It was done specially to archive strong effect). When the old man’s diagnosis was described the author used zeugma for the irony (All his purchases of recent years had to be liquidated at a great sacrifice both to his health and his pocketbook). Originally the old man was not sure whether to take up art. He looked appraisingly at Swain and drew the scrawls expecting the Swain’s criticism (the wrinkles deepened at the corners of the old man’s eyes as he asked elfishly what he thought of it). In some time he asked Swain to come three times a week. It tells about his progress in painting. The author used synecdoche (I want to ask you something before old pineapple juice comes back). It reveals the old man’s attitude to the male nurse. Asyndeton is used in the old man’s question: â€Å"I was thinking could you spare the time to come twice a week or perhaps three times? † Ellsworth displayed his insatiable curiosity about the galleries but in fact being a person who couldn’t help buying anything he formed an artful plan in his brain. Ellsworth organized everything beforehand. The fact that Koppel, Swain and the doctor were in the room when the envelope was brought was not a chance. He anticipated this result (He was unusually cheerful during the exhibition). He proved them that art is nothing and everything can be bought for money. All treatment and the good work, that the doctor has accomplished, were spoilt. Ellsworth managed to wind everybody round his finger. The idea of this text is that everything can be bought for money. Value of art will vanish if everyone foists their god-awful smudges as an eternal work of art. The text has a simple plot. The setting of events is mostly realistic. In the exposition the action centers around Collis P. Ellsworth, an old gentleman whose obsessional idea is buying unnecessary things. In this part the author uses repetitions and anaphora (â€Å"He won’t take†¦He doesn’t want†¦He hates†¦He doesn’t like†). The development is presented in the chain of events: doctor Caswell suggests him taking up art and he invites a student Frank Swain to teach him. The old man wants to exhibit his picture â€Å"Trees Dressed in White† in a famous gallery. Here oxymoron is used (Upon this distinguished group Ellsworth was going to foist his Trees Dressed in White). The climax is reached when the picture is accepted for the Lathrop show. The author used epithets (a god-awful smudge; a loud, raucous splash on the wall) and simile (which resembled a gob of salad dressing thrown violently up against the side of a house) to give a real appraisal of the painting and show the absurd accepting this picture to the gallery. The author used epithet (a lifetime dream of every mature artist was a Lathrop prize) and inversion (upon this distinguished group Ellsworth was going to foist his painting) to emphasize the importance of this exhibition, its scale and prestigious. The tension is still kept when we learn that this picture wins the first  prize. Then, in the denouement we learn that the old man had bought this gallery. The form of speech of the text under analysis is equally direct and indirect. The prevailing forms of utterance are narration and dialogue. The text is told in mixture type of speech. The types of speech have peculiarities at each language level. On the phonological level in the written type of speech full forms of modal and auxiliary verbs are presented: he had done some, he would dwell on, he would not allow, he could not bear. Although contracted forms of the spoken type prevail: it’s good, I can’t do, He won’t take, he doesn’t want, how’d you like, I didn’t expect, art’s nothing etc. On the morphological level both types of speech are presented. Let us proceed with the analysis of the tense-forms. The prevailing tense-form used in the story is the Past Indefinite. It denotes the past action and a succession of past actions: As the weeks went by Swain’s visits grew more frequent. I bought the Lathrop Gallery last month. â€Å"Would† expresses past repeated actions and routine: He would dwell on the rich variety of color in a bowl of fruit. He would not allow his valet to send it to the cleaner’s. The Present Indefinite tense is used in the spoken type to denote actions and states continuing at the moment of speaking, habitual actions: He doesn’t want me to read to him. He hates radio. I’m not an artist yet. The Present Continuous expresses a continuous action going on at the moment of speaking: you will have to look at what you’re drawing, sir. The present perfect tense is used to denote the action preceding the moment of speaking: I’ve thought of that too. all the good work we’ve accomplished. The First Landscape Prize of $1,ooo has been awarded to Collis P. Ellsworth for his painting. The Past Continuous tense denotes a continuous action in progress at a certain moment in the past: The treatment was working perfectly. An idea was forming in his head. Going to is used to express an intention: He was going to exhibit it in the Summer show at the Lathrop Gallery! Several examples of Past Perfect denote an action of which both the beginning and the end precede some moment of time in the past: He had done some constructive thinking since his last visit. He had suffered his last heart attack after his disastrous purchase of that jerkwater railroad out in Iowa. There is also one example of the Past Perfect Continuous tense which is used to denote past action of certain duration which had visible results in the past: He wanted to show the doctor how hard he’d been working. The Future Indefinite denotes a prediction It’ll be fun or a decision made at the moment of speaking: But, but – well, now, you’ll have to admit that art is much more satisfying than business. As to the nouns both proper (the Atlantic Art Institute, Iowa, the Metropolitan etc) and common ones are used, as countable and uncountable (material nouns: juice, chalk, paper, salad dressing and abstract nouns: information, calm, health, poppycock, terror, news). There are some examples of use of partitives in the text: a piece of crayon, a box of water-colors, tubes of oil, smears of paint, a bowl of fruit, a gob of salad. Among the articles the nominative meaning is present: a chair, an elevator, a house, a drawing etc. Nevertheless, the specifying meaning prevails: the five dollars, the art student, the painting the exhibit etc – the reader knows or can work out which particular thing the author means. There are plenty of examples of the use of the indefinite article with a descriptive attribute: a great sacrifice, a promising student, a palsied hand, an insatiable curiosity, a god-awful smudge, a supreme effort. The classifying meaning: a student, a special messenger. The numeric meaning: five dollars a visit, twice a week. The infinitives present in the text are used in different functions: †¢ Koppel heard the front door and was glad to leave the room – an object †¢ I can’t do a thing with him/He had to be kept from buying things/had to be liquidated at a great sacrifice – a part of a compound verbal modal predicate †¢ How’d you like to take up art? – an object that’s if I’m foolish enough to start – an AM of result and consequence †¢ I can get a student from one of the art schools to come here once a week and show you a part of a compound verbal modal predicate; an objective with the infinitive construction †¢ Ran an elevator at night to pay tuition – an AM of purpose †¢ If you want to draw you will have to look at what you’re drawing, sir – an object; a part of a compound verbal mod al predicate †¢ I want to ask you smth – an object I was thinking could you spare the time to come twice a week a part of a compound verbal modal predicate; an attribute †¢ When Doctor Caswell called Ellsworth would talk about the graceful lines of the andirons/he would dwell n the rich variety of color in a bowl of fruit/ He would not allow his valet to send it to the cleaner’s a part of a compound verbal aspect predicate †¢ He wanted to show the doctor how hard he’d been working – an object †¢ No more trips downtown to become involved in purchases – an attribute †¢ The doctor thought it safe to allow Ellsworth to visit – an object; an objective with the infinitive construction †¢ When the late spring sun began to cloak the fields and gardens with color a part of a compound verbal aspect predicate †¢ He was going to exhibit it in the Summer show/ was going to foist/We’ve got to stop him/We can’t interfere with him now/ where it could not excite any noticeable comment/He could not bear to hear (an object) what they had to say/you’ll have to admit a part of a compound ver bal modal predicate †¢ It gives the Lathrop Gallery pleasure to announce – an attribute There are some gerunds in the text: ? He had done some constructive thinking since his last visit – a direct object ? But he had to be kept from buying things – a prepositional object ? But, Caswell, how do I start playing with the chalk – a part of a compound verbal aspect predicate ? We can’t interfere with him now and take a chance of spoiling all the good work – an attribute ? During the course of the exhibition the old man kept on taking his lessons a part of a compound verbal aspect predicate ? My eyes are tired from painting a prepositional object In the text we can find the following examples of Participle I: o He added a few lines with a palsied hand and colored the open spaces blue like a child playing with a picture book – an attribute o As two giggling students stopped before the strange anomaly Swain fled in terror an attribute o During the course of the exhibition the old man kept on taking his lessons, seldom mentioning his entry in the exhibit – an AM of time o Doctor Caswell, exercising his professional self-control with a supreme effort, said – an AM of manner Participle II can be found in these sentences: said the doctor, relieved that disaster had been averted – an attribute No more trips downtown to become involved in purchases – which resembled a gob of salad dressing thrown violently up against the side of a house – an attribute In the story we can find many examples of the Imperative Mood: Here, take your pinea pple juice. Listen, young man. There are two complex sentences with subordinate clauses of condition (first conditional): If you want to draw you will have to look at what you’re drawing, sir. If the papers get hold of this, Mister Ellsworth will become a laughing-stock. On the syntactic level both written and spoken types of speech are present. At the point of the spoken type the story is characterized by the use of many short and elliptical sentences (Ran an elevator at night to pay tuition. Such foolishness. Poppycock). In the written type compound, complex and composite sentences are used. They prevail in narrations. On the lexical level neutral words prevail, though many slang and colloquial words are used (by the old man): scrawl, bosh, poppy-cock, jerkwater, rot, gob. Also there are some bookish words constructive, abruptness, purchase, proposition, variegated. We can see medical terms- patient, doctor, nurse, heart attack, stethoscope and a lot of art terms -oils, water-colors, canvas, chalk, crayon, colour, painting, exhibit, show, gallery, painter, artist.

Euphoria Poetry and Mother Essay Example For Students

Euphoria: Poetry and Mother Essay Major Jacksons poem Euphoria, takes place in the seat of his mothers Benz when she Is Inside a house getting high on drugs. The poem describes an afternoon after school where he waits In the car with his mothers groceries, listens to music, and Involves himself In his own euphoria. The poem reflects a life teaching topic about what Is Important In life and what brings happiness to our lives. It shows a tone that offers a sense of sadness, and it presents, in well written language, that wows us the economic and social status of this teenage boy. The first stanza opens the poem to the setting and exactly what is going on with this mother and son. The poem holds nothing back from the reader with the line, While she smokes a few white pebbles (6) which implies that his mother is smoking cocaine and does this with his knowledge, in the moment. It suggests that his mother doesnt care too much if he is aware and even if she gets him involved in her addiction. Late winter, sky darkening after school (1) tells the reader that the teen Is educated and his mother even goes and picks him up. The poem also includes that there are groceries bought from Shop- Mart and that she drives a Mercedes (2-4) which Is another sign that the family has some values Like home making and that the family also has money. Lastly, the first stanza will tell the reader where the mother goes to get high and what the building looks like, and it seems to not match the environment that he may be familiar with, but at the same time he knows where he is because he casually mentions the street name parked on Diamond (3) as though we would also be familiar with it. The last line At the house crumbling (7) suggests that the neighborhood is not kept up and likely does not match a description in which you might fit a Mercedes into. The second stanza of the poem is about the teen boy and what he will do, while his mother is Inside the house, getting high. He mentions how he clambers to the steering wheel, this suggests that he Is well versed In a higher level of vocabulary, and the next line reinforces It with his statement undo my school The author ants to point out that he Is going to a school that requires ties. The poet now jumps the reader back to the setting again, he describes a vacant lot a prostitute who offers him A date? Baby? For five? ,, garbage on the streets, and crew-boys (15-18). He talks about his setting as he did in the beginning, Just before he will describe his own euphoria. In the next stanza, he tells us about the girl crams the crushed bill down, / her stockings, cradles and slides her palm (22-23). This is what he begins to describe as his high, but right after he describes his sexual euphoria, he brings back up the song Creeping around the word I now mistake for weep. Here, the poet would like to show his audience that he mistakes one word for a sad word as though that is what is in the back of his mind, behind his Euphoria. In this stanza overall I think that the author tries to convey to the reader that he as well will enjoy his own euphoria as his mother does, even In ways that are less conventional than what an average person would do to reach a kind of euphoria. The last stanza brings us back to his mother, the poet has her stepping out of the Hough returned from the ride of her life; studies pavement cracks for half empty vials (30-31). .u1a39ac8ef1dff14134011e39a5446c51 , .u1a39ac8ef1dff14134011e39a5446c51 .postImageUrl , .u1a39ac8ef1dff14134011e39a5446c51 .centered-text-area { min-height: 80px; position: relative; } .u1a39ac8ef1dff14134011e39a5446c51 , .u1a39ac8ef1dff14134011e39a5446c51:hover , .u1a39ac8ef1dff14134011e39a5446c51:visited , .u1a39ac8ef1dff14134011e39a5446c51:active { border:0!important; } .u1a39ac8ef1dff14134011e39a5446c51 .clearfix:after { content: ""; display: table; clear: both; } .u1a39ac8ef1dff14134011e39a5446c51 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1a39ac8ef1dff14134011e39a5446c51:active , .u1a39ac8ef1dff14134011e39a5446c51:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1a39ac8ef1dff14134011e39a5446c51 .centered-text-area { width: 100%; position: relative ; } .u1a39ac8ef1dff14134011e39a5446c51 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1a39ac8ef1dff14134011e39a5446c51 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1a39ac8ef1dff14134011e39a5446c51 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1a39ac8ef1dff14134011e39a5446c51:hover .ctaButton { background-color: #34495E!important; } .u1a39ac8ef1dff14134011e39a5446c51 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1a39ac8ef1dff14134011e39a5446c51 .u1a39ac8ef1dff14134011e39a5446c51-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1a39ac8ef1dff14134011e39a5446c51:after { content: ""; display: block; clear: both; } READ: What is Keats's attitude towards love and philosophy? EssayThe poet wants to convey his point for the upcoming line of his mother not having anything else matter in his life As though nothing else mattered (33). A family, a dinner, a car, nothing (34), these lines the poet tells are his points on euphoria and the problems that he has in his family, and with his mother. It tells the reader that none of these things matter if you can have the high that his mother gets from being on the white pebbles (6). This reflection piece represents a major robber with society and what is considered to be a socially acceptable environment to raise teenagers. Can the mom be a good role model to her son? Are these behaviors k or better yet can you blame the teen for his behaviors? I believe that based on this piece and the message that it tries to portray, that the teen believes that the most euphoric you can be in life are unconventional, and the costs of those can come in the form of family. The family is living a life that many parents would dream of having for their children, A family, a dinner, a car (34) and getting high n white pebbles, having a luxury car like a Benz seem to be worth more.