Sound of Music - Part One

Sound of Music I

Evelyn Glennie

By Deborah cowley

Analysis :

·       A brief biographical sketch of Evelyn Glennie in ‘The Sound of Music Part One’ is beautifully drawn by Deborah Cowley who writes ‘Evelyn Glennie listens to music without hearing it’.

·       The story of Evelyn’s unshakeable determination, unfathomable dedication and perseverance is a great inspiration to the young learners and aspirants.

·       The story highlights that if we have an undying passion to achieve something, even the destiny makes way for it.

·       Evelyn’s story is an inspiration for the young music aspirants and the differently abled who are motivated to fulfil their dreams like she did. 

Summary /  Synopsis

§  Evelyn Glennie lived in Scotland. Sitting at railway platform she could feel the vibrations of approaching train. She was going to London as she had got admission in Royal Academy of Music, London. But her journey since her childhood upto London had been tough.

§  When Evelyn was eight years old, her mother noticed that she didn’t respond to her name being called. Her loss of hearing was gradual and when she was eleven years old, it was confirmed by the doctor that she had lost her hearing power completely. The specialists advised that she should wear hearing aids and go to the school for the deaf. But, Evelyn was determined to lead a normal life and pursue her passion for music.

§  Although she was discouraged by her teachers, her potential was noticed by the master percussionist, Ron Forbes who encouraged Evelyn to feel music through her body parts especially lower body instead of hearing it through her ears. Now, things were easy for Evelyn. She realized that she could feel various sounds through different parts of her body.

§  Evelyn pursued her passion to become a big musician. She learnt to feel music through her body parts. She got admission in the Royal Academy of Music, London and scored the highest marks in the history of the academy.

§  Evelyn evolved into a multi – percussionist and attained mastery over almost a thousand musical instruments, some of them being orchestra, drums, xylophone, piano, etc. In the year 1991, she won the Royal Philharmonic Society’s prestigious ‘Soloist of the Year’ Award.

§  In an interview, Evelyn tells that hard work and dedication towards her goal have helped achieve her goals. Evelyn gives solo performances as well as free concerts for hospitals and schools motivating the young music aspirants.

§  Evelyn’s story is an inspiration for the differently abled and the young learners who aspire to pursue music or fulfil their dreams the way she has done.

Important Question answers

Q1. How does Evelyn hear music?

Ans. Evelyn Glennie was passionate about music but unfortunately, she lost her sense of hearing by the age of eleven. Master percussionist, Ron Forbes spotted Evelyn’s talent and taught her to feel music through her other body parts specially her lower body instead of hearing it through her ears. He trained her by tuning two large drums to different notes. Now, Evelyn could sense various sounds and vibrations through different parts of her body. She could feel the higher notes produced by one of the drums through the upper part of her body, above the waist and the lower notes of the other drum through the lower part of her body, below the waist. Evelyn removed her footwear while she performed on a wooden floor so that she can feel the vibrations produced by different instruments pass through her bare feet. This way, Evelyn learnt to hear the sounds of various musical instruments.

Q2. Name the various places and causes for which Evelyn performs.

Ans. Evelyn went to Royal Academy of Music, London to study music. She made her first tour to United Kingdom with a youth orchestra, at the age of sixteen. Evelyn is a popular musician with a busy international schedule touring in most parts of the world. Apart from the regular concerts in hospitals and schools, she also does charity and does free concerts in hospitals and prisons.

Q3. When was her deafness first noticed? When was it confirmed?

Ans. When Evelyn was eight years old, her mother noticed her deafness as she didn’t respond to her name being called and when she was eleven years old, it was confirmed by the specialist that she had lost her hearing power completely.

Q4. Who helped her to continue with music? What did he do and say?

Ans. Evelyn’s potential was noticed by the master percussionist, Ron Forbes who encouraged her to pursue music. He asked her to feel music through her body parts especially lower body instead of hearing it through her ears. He trained her by tuning two large drums to different notes. This way, Evelyn could sense various sounds and vibrations through different parts of her body.

Q5. Write a brief bio sketch of Evelyn in 100 -120 words.

Ans. Evelyn Glennie lived in Scotland. When she was eight years old, her mother noticed her deafness. She was discouraged by all but her potential was noticed by the master percussionist, Ron Forbes who encouraged Evelyn to feel music through her body parts.

Evelyn pursued her passion to become a big musician. She got admission in the Royal Academy of Music, London and scored the highest marks in the history of the academy. Evelyn evolved into a multi – percussionist and attained mastery over almost a thousand musical instruments. In 1991, she won the Royal Philharmonic Society’s prestigious ‘Soloist of the Year’ Award.

Evelyn gives free concerts for hospitals, prisons and schools. Her story is an inspiration for the differently abled and the young learners.

The Road Not Taken

The Road not Taken

                                    by Robert Frost

Analysis of the poem:

§  The poem ‘The Road not Taken’ is composed by Robert Frost who is a renowned American poet and better known for his nature poems with realistic themes.

§  The entire poem is an extended metaphor for life as two roads stand for choices offered by life and wood is presented as dilemma.

§  “The Road not Taken” begins with a dilemma ‘To be or not be” which has been a part of human existence since the mankind has evolved. Walking out, the speaker comes to a fork in the road and has to decide which path to follow.

§     The yellow leaves that cover the roads suggest that the poem is set in autumn.

§  After peering down one road as far as he can, the speaker chooses to take the other one, which he describes as ‘less travelled’ announcing that he has the courage to venture the difficult option and is willing to take the rare choice as he doesn’t wish to be a part of crowd. These lines have often been read as a celebration of individualism.

§  Frost claims he will be telling the story “somewhere ages and ages hence,” a typical beginning for a story.

§  Towards the end he brings out the central idea of the poem when he makes a confident statement, “I took the one less travelled by, and that has made all the difference.” Here, he established the importance of decision making and acting upon it rather than fussing over the results.

Theme

The theme is reflected in the central idea of the poem that a single decision can transform a life as tough choice brings a revolutionary change in life and moulds the personality.

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Autobiographical Element

The poem has got an autobiographical element as Robert Frost himself took a U-turn in his life. Earlier when American publishers refused to publish his poems, he moved to England where his poems got the readers and became most sought for.

After some time, he again decided to come back to his own country, USA as he wanted to be known and die as an American poet. It really needs lot of courage and faith in one’s decision. This decision of Frost sets him apart from other American poets and brings him reverence and prestige.

Poetic Devices

Two roads diverged in a yellow wood – Symbolism, Consonance, Imagery

I took the one less travelled by – Symbolism

And sorry I could not travel both

And be one traveller, long I stood                        Anaphora

And looked down one as far as I could

Then took the other, as just as fair – Repetition

And looked down one as far as I could – Repetition

Somewhere ages and ages hence – Repetition

And that has made all the difference – Assonance

I shall be telling this with a sigh – Assonance

Because it was grassy and wanted wear – Assonance, Alliteration

Though as for that the passing there – Alliteration, Contradiction

Oh! I kept the first for another day – Alliteration, Contradiction

Two roads diverged in a yellow wood – Refrain

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Questions – Answers

Q1. Where does the traveller find himself? What problem does he face?

Ans. The traveller finds himself at the diversion where the road forked into two. He is confused and unable to decide which road he should take to continue his journey.

Q2. Is there any difference between two roads?

Ans. In stanzas two and three the poet describes the first road to be clean, fair and just and quite different from the second road which was full of green grass and fresh leaves and would tire the travellers less. In morning both the roads were looking same but after some time first road’s leaves were crushed while second one was still fresh. In the last two lines it is told that many people have not walked upon second road as it was different and rare choice.

Q3. Does the poet seem happy about his decision?

Ans. We cannot tell, ultimately, whether the speaker is pleased with his choice or not as the word ‘sigh’ can be either sigh of relief or that of regret. But, the confusion is erased by the speaker when he claims that his decision has made ‘all the difference’. The speaker neither seems happy nor sad but quite confident and positive about his decision when he makes the confident statement, ‘And that has made all the difference’. He seems to be less bothered about the results and more concerned about the decision. He wants to tell the readers that he respects his decision and has confidence in his choice whatever is the result. The last line makes one thing clear that he certainly is not sorry about his decision whatever be the difference. 

Q4. What is ‘the difference’ that the poet mentions?

Ans. The reader cannot discern whether the “difference” evoked in the last line is glorious or disappointing. The word ‘difference’ itself doesn’t convey whether this choice made the speaker’s life better or worse. What is clear is that the act of choosing a different and difficult option will certainly bring a remarkable difference in his life.  ‘All the difference’ conveys the simple fact that choice is inevitable and decision making is more important. One should be ready to face the consequences – better or worse as the poet seems to be confident and respecting his decision and proving his identity as a unique person who doesn’t believe in following the crowd but be ‘diffenrent’.

Video on Road not Taken 

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Q5 What do the last two lines convey? Does the poet regret his choice or accept it?

Ans. In the last two lines poem’s theme is conveyed as the poet tells his choice of second road which was a different and difficult choice mad his life different from the life of common and ordinary people. The poet doesn’t certainly regret his choice. He accepts his choice and is confident of his decision that it will bring a substantial difference in his life.

Q6. Justify the significance of the title ‘The Road not Taken’.

Ans. Indeed, the title of the poem ‘The road not Taken’ is about absence. It is about the choice the speaker did not make or could not make, which still haunts him. However, Frost refuses to allow the title to have a single meaning and he quotes, ‘the road not taken also denotes the road which is less travelled and the road most people did not take, the other road which was choice of very few people’. According to him, ‘No matter which road we take, we’ll always sigh about the road not taken by us, and wish we’d taken another.”

RTC 1

Then took the other, just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same.

Q1. Who gave the traveller the better claim? Why?

Q2. What was the claim?

Q3. Explain the phrase 'wanted wear'.

Q4. What does the word 'though' suggest?

Q5. Pick out two poetic devices used in the third line.

Q6. Which road is being discussed, here? 

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RTC 2

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

Q1. Why did the traveller want to keep first road for 'another day'? What does it suggest?

Q2. Why did the traveller doubt his return to the first path?

Q3. What does the word 'yet' suggest?

Q4. What does the phrase “way leads on to way” imply?

Q5. What is the reason of poet's doubt in the last line?

Q6. Pick out a poetic device from second line.

Answers : 

RTC 1 

A1. The second road gave the traveller the better claim because it was grassy and less tiring. 

A2. The road claimed that since it is covered with fresh leaves and grass, he will feel less tired when he walks on it. 

A3. The phrase 'wanted wear' means 'to lack tiredness' (weariness) or making someone less tired. 

A4. The word 'though' suggests contradiction in the poet's thoughts. 

A5. Assonance and Alliteration are used in third line. 

A6. Second road is being discussed in these lines.

RTC 2 

A1. The traveller wanted to try out first road some other time though he had already decided to travel by second road. It  suggests that the poet is in dilemma. He being unsure due to the uncertainty in life thought to try first road also if the second doesn't happen to be the right decision for him. 

A2. The traveller doubted his return to the first road as it seems quite unpractical and impossible to take a U turn in life and start afresh with some other choice. 

A3. The word 'yet' suggests contradiction in poet's thoughts. 

A4. The phrase 'way leads on to way' implies that life is uncertain and unpredictable. one decision of ours may make to take another decision and one path may take us to completely different path. Sometimes, we go so far that we are completely stuck and unable to come back. 

A5. The reason of poet's doubt is that our life is uncertain and an ongoing process, it's not possible in life to take a U turn and undo something which is done.

A6. Imagery is used in third line.

The Fun They Had

The Fun They Had

                              by Isaac Asimov

Analysis:

·       The story ‘The Fun They Had’ is written by Isaac Asimov, a noted science fiction writer.

·        ·       The story is a science fiction with background setting of 2157.

·       It is a comparative study of schools in present era and the schools of future. It is written in form of a diary by a young girl, Margie.

·        It is a beautiful and interesting introspection of the present day education system and school behaviour.

·        The theme of the story is the future of education.

      In the chapter the real schools are considered to be far better than the schools of future because they offer great fun to the students, better, pleasant and conducive atmosphere for learning. 

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Summary  /  Synopsis

§  The story takes us to year 2157 in future. Tommy, 13 years old, found a book from attic and showed it to his sister, Margie who is 11 years old.

§  It was a book printed on paper. The pages of the book had turned yellow and wrinkled as it belonged to Margie’s grand father’s grandfather.

§   The book was peculiar in the sense that words on it were not moving like they move on their mechanical teacher’s screen.

§  Tommy called it a ‘waste’ because once the book is read, it is of no use. Their television screen had a million e-books on it and one cannot throw them away.

§  They both wanted to know what the book was about. When Tommy told that it was about the school, Margie found it strange as she hated the school.

§   Now she hated it more than ever because her mechanical teacher had been giving her tests after tests in geography and she had been doing worse and worse.

§  Her mother sent for the County Inspector who was a round little man. He took the television teacher apart and set it right within an hour to Margie’s disappointment.

§  He told her mother that it was not Margie’s fault but the geography sector of the mechanical teacher was geared a little too quick and he has slowed that to an average ten-year level. 

§  Margie was curious to know about the school in the past. Tommy told, it was the old kind of school where the students had a human teacher who taught them and gave home work.

§  Margie argued that a man cannot be smart enough. Tommy further told that the teachers didn’t live in the house. They had a special building named school and the students went there.

§  Now, it is Margie’s school time. She went into the school room which is right next to her bedroom. The mechanical teacher was on and waiting for her. The teacher is on same time every day except for Saturday and Sunday. Her mother thinks that the young children learn better if they learn at regular hours.

§  First, she put her homework in the slot with a sigh and mechanical teacher checked it in no time. 

§   She was still thinking about the old schools they had when her grandfather’s grandfather was a little boy. All the kids from the whole neighbourhood came, laughing and shouting in the schoolyard, studying together and helping one another with learning and doing homework and going home together at the end of the day. Those schools were far better than the schools of her time because they offered great fun to the students.

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Mechanical Teacher

The Mechanical teacher is a machine programmed to teach according to the grade and level of a particular child. It is a big, black and ugly television screen (according to Margie). It has a slot to insert homework and tests which is written in punch code and mechanical teacher calculates the marks and grades in few moments. The machine may be a computer or television screen as well as may look like a robot according to one’s choice.

Tele book

The Tele book or e-book is a digital book. It is written in electronic form. It stores all the chapters or information required for a specific subject or grade. It is displayed on the screen of mechanical teacher and read by scrolling up, down or sideways.

Electronic book or tele book may contain many books together according to the requirement.

The words of e - book keep moving on screen while someone reads the book.

Theme

The theme of the story is signification of school and teachers for educating a child discussing the future of education in the wake of technology.

Message

The message of the story is that the real education is about providing adequate and right environment for learning. He conveys that the learning process must be a fun and should take place in healthy and congenial environment

 The writer warns against the future education system which may become completely digital or computerised with zero social interactions, and thus, may prove fatal to the healthy education system.

Title

 The title ‘Fun They Had’ is apt and significant as it also conveys the message that learning process must be a fun and should take place in healthy and congenial environment. the students of present era in real schools where human teachers teach and offer healthy atmosphere for learning and inclusion of interesting activities, real life skills and arts provide fun to the students along with learning.

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Important Question answers

Q1. How does Tommy describe old kind of school? How does he describe old kind of teachers?

Ans. Tommy describes old kind of school as a special building named school where all the children go there and study together. The students of same age used to sit together in a room and learn same subjects or things.

In the school the children were taught by a real teacher who was human. He used to teach children, ask questions and give them home work. The teacher also went to school to teach.

Q2. Why did Margie hate school? Why did she think old kind of school must be a fun?

Ans. Margie hated school as she hated to do home work. She also found her mechanical teacher to be ugly. She hated it even more when geography sector was geared up too quick and she was doing worse in tests after tests which were given by her mechanical teacher. 

Margie thought that old kind of school must be a fun as all the children went there laughing and shouting together and studied together. The students of same age used to sit together in a room and learn same subjects whereas Margie had to sit alone in her room and study all by herself. There was no one with her to help and discuss with. She felt it would be fun to discuss and study with the children of her age.

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Q3. Describe the characteristics of the old School? How did it influence Margie?

Ans. Old kind of school was a building specifically built and designed for education purpose where all the children go and study together. The students of same age used to sit together in a class room and learn same subjects, topics and things. They were taught by a real teacher who was human who used to teach, ask questions and give them home work. Yes, Margie was influenced greatly. Being lonely in her school room she was thinking of old school and wished to study there and have fun the way the children of old school had.

Q4. Will future schools be completely devoid of humans and human values? Give reasoned answer.

Ans. I don’t think so that future schools will be devoid of human touch and human values as technology also needs to be programmed, maintained and corrected by humans and in want of human values education will lose its meaning. Provision of education in a secluded room fails to impart social values, collaboration and adjustments and tolerance.