A critique essay on Pink Floyd – Another Brick in The Wall

Title and Summary

The song is titled Another Brick in The Wall – Part 2. It is a song that speaks against the cruelty that teachers handled Pink while he was young. It is these teachers that are held responsible for the bricks that Pink has added to the wall of mental disassociation. It is targeted on poor education systems.

Analysis and account

In the song, Pink has developed to revolt against with a number of his fellow students who sing anthems of unrest with regard to the poor treatment that they face from the teachers. A number of adolescents as well as adults have developed to live according to the song (Waters & Gilmour). They have applied it respond harshly to what they have seen as period educational mistreatment. Others use it on the forms of schooling, while others apply it as a cry against the government directed model of education.

The song is an attack on some form of learning that Waters underwent while he was young. The teachers have been attributed in sequence as being “Happiest Days” to being “thought control” and dark sarcasm to shape the children to being drones that have no minds of their own in the society. According to waters, that form of learning and sadist form of education has created faceless, social clones that had the skills but would not issue the original aspect of it.

From the cry, those stating that they are doing not need any education may be acquired in two forms. The first one being that the children actually do require education as it is beneficial in modeling children in the proper manner (Waters & Gilmour). The other meaning states that it is dwelled on acquiring back one’s individuality; “We don’t need this form of education”; it criticizes the type of teachers and systems that mocked the imaginative child for writing poetry.

The song has changed from fighting for individuality to collectiveness “We don’t need no education” this brings about an aspect of conformity. It is not coincidence that as Waters locks out the world, he grows to be become in detrimental situation. When Waters speaks of himself they do not need education, he is more so concerned about the oppressive education he was accorded. He states that “we” do not need the form of education if we are to transform the poor state.

Waters here is presented as being strong and mature to be able to stand for his rights. The band has gone in line with the popular music genres by issuing a disco beat. The beat, which has a repeated rhythm, can be attributed to being in line with conventions of creating a wall. The guitar goes through the wall then fades to the sounds of the school and the teacher yelling. The teacher goes on to rule over the children, “Wrong, do it again!” prior to adding the popular, if you do not take meat one will miss out on the pudding, bringing forth the notion that one would not benefit unless one suffers.

The dark nature and cynicism evokes the form of education. The children match in conformity to the beat with masks, hollow eyes and mouth which bring forth an aspect of revulsion. This is a distorted humanity, the images exaggerate the pain. The oppression brings about death then soulless then later decay as shown by the meat that looks like worms (Waters & Gilmour). The brick walls act as mazes while the hammers as destructive powers.

Purpose of the writing

The main purpose for the writer to write this sing is to inform the relevant sectors; the government and the school administration that the form of learning that they are accorded is not good. This is noted by the fact that the writer more and more tends to seclude himself from the world. He is not alone in this; he is joined by other students who are puppets to the bad education system (Waters & Gilmour). This is relevant as they are bound to distort their human nature. Children that are brought up in this form do not rely on themselves but on the set rules they would die from such mistreatment and decay with no souls. The use of the words “We don’t need no education” attributes the education to be mistreating and unless it is changed, they would continue to suffer. This was the author’s main intention which was successful. The information given by the author is valuable and valid as it brings to light the plight of the children. This based on the experiences acquired by the author with time hence a strong base is offered to act.

Evaluation of the author’s writing

The information offered by the writer is quite accurate. It is significant in that it is useful in applicability to other areas to avoid this form of mistreatment. The terms offered by the author are clear and interpreted in better way. This is relevant and logical since it is better in understanding of the message being put forth by the writer (Waters & Gilmour). I agree that the children did have to stand up for what they saw was write this would block it from getting worse. However, burning down the school was too over board and ought to be handled differently. Sitting back and not acting would spread affect other children and may be even make the mistreatment worse. While on the other hand tearing down the school would result to criminal offence leading to ending of the future they are fighting for.

Conclusion

The piece is valid in that it presents that implication of education systems and teachers that are only considerate on what the curriculum wants and not on the learner himself. The author has been able to put forth her view strongly; this would be beneficial to stop the continuation of the same. The passage is strong on the suffering of the children would bring the fast reaction to hinder it from worsening. On the other hand this may result to changing the tact to increasing the rules bend on curbing student revolt.

Reference

Waters, R., & Gilmour, D. Another Brick in the Wall. Pink Floyd: Another Brick in the Wall.