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Poetry. What is Poetry?. What it is, exactly, is less important than how it makes us feel. Eleanor Farjeon (1966) def . Not a rose, but the scent of the rose Not the sea, but the sound of the sea
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What is Poetry? • What it is, exactly, is less important than how it makes us feel. Eleanor Farjeon (1966) def. • Not a rose, but the scent of the rose • Not the sea, but the sound of the sea • It’s a kind of language that says more and says it more intensely than ordinary language. (Laurence Perrine)
Poetry by Eleanor Farjeon (1966) What is Poetry? Who Knows? Not a rose but the scent of the rose; Not the sky but the light in the sky; Not the fly but the gleam of the fly; Not the sea but the sound of the sea; Not myself but what makes me See, hear, and feel something that prose Cannot, what it is, who knows?
Poetry… by Carl Sandburg • is the opening and closingof a door,leaving thosewho look throughto guess aboutwhat was seenduring a moment
Elements of Poetry • Rhythm • Rhyme and sound • Imagery • Figurative language: • Comparison and Contrast • Shape • Emotional force, mood • Diction
Diction • Word choice • Consider connotations and denotations • p. 3 With a wide mouth: 1) talkative, 2) odd looking • Latinate and Germanic Diction • Poetry is often associated with fancy or elaborate vocabulary. • Is French a more poetic language than German? • This need not be the case. Hesse uses simple, clear, unpretentious language • Much more Germanic or Anglo-Saxon than Latinate
Latinate and Anglo-Saxon Diction • Old English is Germanic (Anglo-Saxon) in its forms, structures, and vocabulary. But at around 1100, the Normans invaded England causing French, a romance language (meaning it is derived from Latin) to mix with Old English. During the Renaissance(1400-1700), thousands more words were imported directly from Latin. • For this reason, English today mixes Germanic and Latinate roots. Often we can find pairs of words, near synonyms, of which one comes from an Anglo-Saxon root and one from a Latinate root. Sometimes there are three closely related words, one each from Anglo-Saxon, from Latin via French, and directly from Latin, as in kingly (Germanic), royal (from French roi), and regal (from Latin rex, regis). • As a (very rough) general rule, words derived from the Germanic ancestors of English are shorter, more concrete, and more direct, whereas Latinate words are longer and more abstract: compare, for instance, the Anglo-Saxon thinking with the Latinate cogitation. • Most “bad” language is of Anglo-Saxon ancestry: compare, for instance, shit (Germanic) with excrement (Latinate).
Poetry for children • Like poetry for adults but may comment in a different way • Poetry that is cute, coy, nostalgic, or sarcastic might be about children, but it is not for them. (Charlotte Huck) • Didactic or preachy poems are usually not insightful or particularly enjoyable.
Eletelephony Laura E. Richards Once there was an elephant, Who tried to use the telephant— No! no! I mean an elephone Who tried to use the telephone— (Dear me! I am not certain quite That even now I've got it right.) Howe'er it was, he got his trunk Entangled in the telephunk; The more he tried to get it free, The louder buzzed the telephee— I fear I'd better drop the song Of elephop and telephong!)
The Burp by Anonymous • Pardon me for being rude.It was not me, it was my food.It got so lonely down below,it just popped up to say hello.
My Shadow by Robert Louis Stevenson I have a little shadow that goes in and out with me, And what can be the use of him is more than I can see. He is very, very like me from the heels up to the head; And I see him jump before me, when I jump into my bed. The funniest thing about him is the way he likes to grow-- Not at all like proper children, which is always very slow; For he sometimes shoots up taller like an india-rubber ball, And he sometimes goes so little that there's none of him at all.
My Shadow (cont.) He hasn't got a notion of how children ought to play, And can only make a fool of me in every sort of way. He stays so close behind me, he's a coward you can see; I'd think shame to stick to nursie as that shadow sticks to me! One morning, very early, before the sun was up, I rose and found the shining dew on every buttercup; But my lazy little shadow, like an arrant sleepy-head, Had stayed at home behind me and was fast asleep in bed.
Which Lunch Table ? • Where do I sit? All my friends from last year have changed; my world is f r a c t u r e d l o p s i d e d r e a r r a n g e d. Where do I fit? Nothing is clear. Can already tell this will be a jigsaw year. Swimming Upstream: Middle School Poemsby Kristine O'Connell GeorgeClarion Books, 2002
"Breezes," by Court Smith, A concrete poem THE WINDLESS ORCHARD, 31, p. 12
Arms by Dan Weber • http://www.vispo.com/guests/DanWaber/arms.htm • The poem uses the internet to create poetry in a new form.
Present your poem Take turns presenting your poems • You have 5-7 minutes each. (Choose a time keeper!) • You want to grab your audience's interest and make them care about your poem. • Be as creative and interesting as possible to share your poem. • Involve your group members as much as possible. • Ask them to read some parts. • Ask questions about the poem. • Have them do some actions. • Do anything you like, but you want them to enjoy this experience and the poem. • Choose one poem from your group to share with the class.