Marrysong by Dennis Scott (1939-1991)

Autobiographical Information:

Dennis Scott was a Jamaican poet, playwright, actor (best known for appearances in the Cosby Show) and dancer. Born in Kingston, Jamaica Scott was educated at the University of the West Indies and taught in Jamaica, Trinidad and Tobago, and at Yale University in the United States. Scott was one of the most significant poets writing in the early post- independence period in Jamaica, and his first published collection, Uncle Time, is marked by an effective literary use of the vernacular. He was also a successful playwright, theatre director, and drama teacher. Scott was an original member of the National Dance Theatre Company founded by Rex Nettleford in the 1960s. He died in 1991 in New Haven, Connecticut.

Exploration of Poem:

1. Read the poem straight through, enjoy it, then read it again. 2. With a pencil in hand annotate the text.

“Annotating" means underlining or highlighting key words and phrases—anything that strikes you as surprising or significant, or that raises questions—as well as making notes in the margins. Look for any of the following literary devices or features:

Language: Tone, style, word choice. Conventions: Punctuation, grammar, poetic forms. Devices: Imagery, metaphor, symbols, repetition etc Design: Structure, organisation of content Themes: Main ideas Connections: How might this relate to other works we are reading or with the world outside of school? Purpose: Is the poet trying to explain/define/persuade? What? Why? And how does he do this?

Closer Exploration- in pairs or groups:

Look closely at the first sentence, ‘He never learned her quite’. What does the word ‘learned’ imply? How does the position of the word ‘quite’ (at the end of the sentence) add to the meaning of the sentence?

Consider what these words and phrases add to an understanding of his experience of the marriage: a) year after year b) without seasons c) shifted d) under his eye

Lines 7 and 8 are made up of four very short sentences. What is the effect of this? (It will help to read them aloud).

Read the images in the next lines from line 9 to 15. Chart (as a diagram) the twists and turns of the imagery. How does the nature of the imagery itself reflect the changing moods and personality of the woman in the marriage.

In line 14 the words ‘jaunty’ and 'helpless’ are put together. How far does each word apply to the experience? What is the effect of putting the two words together is?

Which of these words are applicable to the writer’s marriage experience (remember to support your decisions)? bewildering annoying exhilarating fulfilling

The last three lines indicate a new phase in the relationship. Ironically, instead of journeying, he now ‘stayed home’. This is a new twist in the extended metaphor. a) What does it suggest about the development of their relationship? b) What is the effect of ‘wondered’ as a one word sentence?

What is interesting about the rhymes in the verse and how do they add to the overall effect of the poem?

Contrast the feelings in Clare’s poem about ‘First love’ with those of this poem.

Divide into groups of 4/5: Each group will work on one of the following activities so choose the group activity that interests you: Artistic - Create a drawing or image of what you see when reading the poem. This could be multiple images of several lines, or just one overall image.

Writing a letter - Write a letter from the point of view of the speaker in the poem explaining what is happening from his point of view OR write a letter of advice to the speaker which shows that you understand/empathise with his situation.

Dramatic - Dramatise the poem, but act/walk as the speaker would walk, go through the movements as the speaker would. Show the speaker's emotions through the way you move.

Feedback session: Present your group interpretation to the class. You must also explain how your interpretation relates to the poem.

Assignment: Literature Portrait for “Marrysong”.

On an A4 page create a literature portrait for “Marrysong” which combines creative (i.e. artistic, innovative) and analytical elements.

1. Create a border for your portrait that is significant (as if you were framing a picture). You may decorate the border with words or pictures that illustrate the important/significant ideas of the poem.

2. Illustration of the main theme: In the portrait area creatively illustrate your interpretation of the main theme of the poem.

3. Somewhere within the portrait describe in your own words the poet’s message.

4. Somewhere else in the portrait write a quotation that you believe illustrates the main theme in words taken from the poem.

5. On a separate page write a self-analysis: that is, a paragraph which explains your portrait.

Explain that the concept behind the portrait is more important than the quality of the artwork; rough sketches are as acceptable as elaborate artwork if they demonstrate a personal interpretation and understanding/analysis of the poem.