List of Recordings for Poetry Screen 2021
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The Elements of Poet :Y
CHAPTER 3 The Elements of Poet :y A Poetry Review Types of Poems 1, Lyric: subjective, reflective poetry with regular rhyme scheme and meter which reveals the poet’s thoughts and feelings to create a single, unique impres- sion. Matthew Arnold, "Dover Beach" William Blake, "The Lamb," "The Tiger" Emily Dickinson, "Because I Could Not Stop for Death" Langston Hughes, "Dream Deferred" Andrew Marvell, "To His Coy Mistress" Walt Whitman, "Out of the Cradle Endlessly Rocking" 2. Narrative: nondramatic, objective verse with regular rhyme scheme and meter which relates a story or narrative. Samuel Taylor Coleridge, "Kubla Khan" T. S. Eliot, "Journey of the Magi" Gerard Manley Hopkins, "The Wreck of the Deutschland" Alfred, Lord Tennyson, "Ulysses" 3. Sonnet: a rigid 14-line verse form, with variable structure and rhyme scheme according to type: a. Shakespearean (English)--three quatrains and concluding couplet in iambic pentameter, rhyming abab cdcd efe___~f gg or abba cddc effe gg. The Spenserian sonnet is a specialized form with linking rhyme abab bcbc cdcd ee. R-~bert Lowell, "Salem" William Shakespeare, "Shall I Compare Thee?" b. Italian (Petrarchan)--an octave and sestet, between which a break in thought occurs. The traditional rhyme scheme is abba abba cde cde (or, in the sestet, any variation of c, d, e). Elizabeth Barrett Browning, "How Do I Love Thee?" John Milton, "On His Blindness" John Donne, "Death, Be Not Proud" 4. Ode: elaborate lyric verse which deals seriously with a dignified theme. John Keats, "Ode on a Grecian Urn" Percy Bysshe Shelley, "Ode to the West Wind" William Wordsworth, "Ode: Intimations of Immortality" Blank Verse: unrhymed lines of iambic pentameter. -
Gcse English Literature (8702)
GCSE ENGLISH LITERATURE (8702) Past and present: poetry anthology For exams from 2017 Version 1.0 June 2015 AQA_EngLit_GCSE_v08.indd 1 31/07/2015 22:14 AQA GCSE English Literature Past and present: poetry anthology All rights reserved. No part of this publication may be reproduced in any material form (including photocopying or storing on any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the publisher, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of the licence issued by the Copyright Licensing Agency. Notice to teachers: It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of The Publishers Licensing Society; iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988. Photo permissions 5 kieferpix / Getty Images, 6 Georgios Kollidas/Fotolia, 8 Georgios Kollidas/Fotolia, 9 Georgios Kollidas/Fotolia, 11 Georgios Kollidas/Fotolia, 12 Photos.com/Thinkstock, 13 Stuart Clarke/REX, 16 culture-images/Lebrecht, 16,© Pictorial Press Ltd/Alamy, 17 Topfoto.co.uk, 18 Schiffer-Fuchs/ullstein -
Robert Browning (1812–1889) Robert Browning Was a Romantic Poet in Great Effect When Disclosing a Macabre Or Every Sense of the Word
THE GREAT Robert POETS Browning POETRY Read by David Timson and Patience Tomlinson NA192212D 1 How They Brought the Good News from Ghent to Aix 3:49 2 Life in a Love 1:11 3 A Light Woman 3:42 4 The Statue and the Bust 15:16 5 My Last Duchess 3:53 6 The Confessional 4:59 7 A Grammarian’s Funeral 8:09 8 The Pied Piper of Hamelin 7:24 9 ‘You should have heard the Hamelin people…’ 8:22 10 The Lost Leader 2:24 11 Soliloquy of the Spanish Cloister 3:55 12 The Laboratory 3:40 13 Porphyria’s Lover 3:47 14 Evelyn Hope 3:49 15 Home Thoughts from Abroad 1:19 16 Pippa’s Song 0:32 Total time: 76:20 = David Timson = Patience Tomlinson 2 Robert Browning (1812–1889) Robert Browning was a romantic poet in great effect when disclosing a macabre or every sense of the word. He was an ardent evil narrative, as in The Laboratory, or The lover who wooed the poet Elizabeth Confessional or Porphyria’s Lover. Barrett despite fierce opposition from Sometimes Browning uses this matter- her tyrannical father, while as a poet – of-fact approach to reduce a momentous inheriting the mantle of Wordsworth, occasion to the colloquial – in The Keats and Shelley – he sought to show, Grammarian’s Funeral, for instance, in in the Romantic tradition, man’s struggle which a scholar has spent his life pursuing with his own nature and the will of God. knowledge at the expense of actually But Browning was no mere imitator of enjoying life itself. -
My Last Duchess Porphyria's Lover Robert Browning 1812–1889
The Influence of Romanticism My Last Duchess RL 1 Cite strong and thorough Porphyria’s Lover textual evidence to support inferences drawn from the Poetry by Robert Browning text. RL 5 Analyze how an author’s choices concerning how to structure specific parts KEYWORD: HML12-944A of a text contribute to its overall VIDEO TRAILER structure and meaning as well as its aesthetic impact. RL 10 Read and comprehend literature, Meet the Author including poems. SL 1 Initiate and participate effectively in a range of collaborative discussions. Robert Browning 1812–1889 “A minute’s success,” remarked the poet character in an emotionally charged situation. Robert Browning, “pays for the failure of While critics attacked his early dramatic years.” Browning spoke from experience: poems, finding them difficult to understand, did you know? for years, critics either ignored or belittled Browning did not allow the reviews to keep his poetry. Then, when he was nearly 60, him from continuing to develop this form. Robert Browning . he became an object of near-worship. • became an ardent Secret Love In 1845, Browning met the admirer of Percy Bysshe Precocious Child An exceptionally bright poet Elizabeth Barrett and began a famous Shelley at age 12. child, Browning learned to read and write romance that has been memorialized in both • achieved fluency in by the time he was 5 and composed his film and literature. Against the wishes of Latin, Greek, Italian, and first, unpublished volume of poetry at Barrett’s overbearing father, the two poets French by age 14. 12. At the age of 21 he published his first married in secret in 1846 and eloped to • wrote the children’s book, Pauline (1833), to negative reviews. -
Ad Alta: the Birmingham Journal of Literature Volume Ix, 2017
Ad Alta: The Birmingham Journal of Literature Volume IX, 2017 AD ALTA: THE BIRMINGHAM JOURNAL OF LITERATURE VOLUME IX 2017 Cover image taken from ‘Axiom’ by WILLIAM BATEMAN Printed by Central Print, The University of Birmingham, Birmingham, UK This issue is available online at: www.birmingham.ac.uk/adalta Ad Alta: the Birmingham Journal of Literature (Print) ISSN 2517-6951 Ad Alta: the Birmingham Journal of Literature (Online) ISSN 2517-696X © Ad Alta: the Birmingham Journal of Literature Questions and Submissions: Joshua Allsop and Jessica Pirie ([email protected]) GENERAL EDITORS Joshua Allsop & Jessica Pirie EDITORIAL BOARD Tom White REVIEW PANEL Emily Buffey Maryam Asiad Ruth Caddick POETRY AND ARTS EDITORS Hannah Comer Katherine Hughes Polly Duxfield Slava Rudin Brianna Grantham Charles Green NOTES EDITOR Christian Kusi-Obodum Yasmine Baker Paula Lameau James McCrink BOOK REVIEWS EDITOR Aurora Faye Martinez Geoff Mills Antonia Wimbush PROOFS EDITOR Jack Queenan Ad Alta: the Birmingham Journal of Literature wishes to acknowledge the hard work and generosity of a number of individuals, without whom this journal would never have made its way into your hands, or onto your computer screen. First, our editorial board Tom White and Emily Buffey should be thanked. Tom White, with tireless patience, was always available with invaluable advice and support throughout the entire process. Emily Buffey provided excellent feedback and commentary, sometimes at very short notice. Will Cooper of Central Print should also be thanked, without whose experience and expertise the publication of this journal would not have been possible. Also, our contributors, who dedicated so much precious time to writing and redrafting their submissions, and the section editors who guided and worked with them through that process. -
Poetry – Year 8
Poetry – Year 8 % I can … Prove it! Students are beginning to explore: 1) What 3 things does Simon Armitage want us to realise about the narrator in Hitcher? You must explore how the tone and rhythm of the language reveal his personality. Write a 5 paragraph How rhythm can create tone essay. You should aim to include the words: mundane, familiar, un-poetic, contrasting, emotionless, nouns, cliché, turning point and stress. How an awareness of context develops a deeper exploration 2) What 3 key ideas about the theme of love does Shakespeare develop in Sonnet 130? You must of the poem. explore how the context of traditional love poetry and the format of the Sonnet can help you to explain Shakepseare’s motivations. Write a 5 paragraph essay. You should aim to include the 80%+ words: form, volta, stereotype, superficial, imagery, extended metaphor, 1590s, Elizabethean ideas of beauty, turning point, humour, truth, couplet & climax. 3) Out of the Blue – Choose 1-3 sections from Out of the Blue and explore how Simon Armitage uses techniques to reveal his thoughts and feelings about 9/11. What is the most important idea he wants readers to understand? Which line do you consider most powerful or effective and why? How does the form of the poem represent the title “out of the blue”? Students are beginning to explore: 1) How does the narrator speak? Bitterly, violently, confidently or in a fragile way. Does it depend? Explore how Duffy uses other poetic techniques to create Havisham’s tone of voice. Write a 5 How Extended Metaphors can paragraph essay. -
Theodora Michaeliodu Laura Pence Jonathan Tweedy John Walsh
Look, the world tempts our eye, And we would know it all! Setting is a basic characteristic of literature. Novels, short stories, classical Greece and medieval Europe and the literary traditions the temporal and spatial settings of individual literary works, one can dramas, film, and much poetry—especially narrative poetry—typically inspired by those periods. Major Victorian poets, including Tennyson, map and visualize the distribution of literary settings across historical We map the starry sky, have an identifiable setting in both time and space. Victorian poet the Brownings, Arnold, Rossetti, and Swinburne, provide a rich variety periods and geographic space; compare these data to other information, We mine this earthen ball, Matthew Arnold’s “Empedocles on Etna,” for instance, is set in Greek of representations of classical and medieval worlds. But what does the such as year of publication or composition; and visualize networks of We measure the sea-tides, we number the sea-sands; Sicily in the fifth century B.C. “Empedocles” was published in 1852. quantifiable literary data reveal about these phenomena? Of the total authors and works sharing common settings. The data set is a growing Swinburne’s Tristram of Lyonesse (1882) is set in Ireland, Cornwall, number of published works or lines of verse from any given period, collection of work titles, dates, date ranges, and geographic identifiers We scrutinise the dates and Brittany, but in an uncertain legendary medieval chronology. or among a defined set of authors or texts, how many texts have and coordinates. Challenges include settings of imprecise, legendary, Of long-past human things, In the absence of a narrative setting, many poems are situated classical, medieval, biblical, or contemporary settings? How many texts and fictional time and place. -
AFRICAN POETRY, VERNACULAR: ORAL. Ver• Tion to the Multiplicity of Local Classifications
A AFRICAN POETRY, VERNACULAR: ORAL. Ver tion to the multiplicity of local classifications . nacular poetry in Africa is mostly oral, and A basic distinction must be made between the greater part is still unrecorded. The con ritual and nonritual forms ; by far the most ventions of oral v.p. belong to the whole per important are the ritual forms associated, either formance and its occasion, and are therefore in origin or in present reality, with formal not exclusively literary. Internal classifications customary rites and activities. Modern public within the society have no referellce to the occasions may include traditional ritual forms Western categories of prose and poetry, and suitably adapted. Nonritual forms, of course, Afr. definitions of "literary" do not necessarily belong to informal occasions. In either general coincide with those of Eng .-Am. culture. For category the creative role of the performer(s) instance, Afr. proverbs and riddles are major, is important, for even within customary rites not minor, literary forms for which the term the evaluation is of the contemporary per "poetry," if it is applied, need not relate only formance. Ritual forms include panegyric and to the forms with rhyme. The evaluation even lyric, whereas nonritual forms include lyric of these identifiable genres can be made only and, possibly, narrative. by a complete understanding of the signifi Panegyric is one of the most developed and cance of any given member (e.g., a particular elaborate poetic genres in Africa. Its specialized praise song) of a genre (e.g., praise poetry) form is best exemplified in the court poetry of within the society at the time of utterance. -
Barbarian Masquerade a Reading of the Poetry of Tony Harrison And
1 Barbarian Masquerade A Reading of the Poetry of Tony Harrison and Simon Armitage Christian James Taylor Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds School of English August 2015 2 The candidate confirms that the work submitted is his own and that appropriate credit has been given where reference has been made to the work of others This copy has been supplied on the understanding that it is copyright material and that no quotation fro m the thesis may be published without proper acknowledgement The right of Christian James Taylor to be identified as Author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. © 2015 The University of Leeds and Christian James Taylor 3 Acknowledgements The author hereby acknowledges the support and guidance of Dr Fiona Becket and Professor John Whale, without whose candour, humour and patience this thesis would not have been possible. This thesis is d edicat ed to my wife, Emma Louise, and to my child ren, James Byron and Amy Sophia . Additional thanks for a lifetime of love and encouragement go to my mother, Muriel – ‘ never indifferent ’. 4 Abstract This thesis investigates Simon Armitage ’ s claim that his poetry inherits from Tony Harrison ’ s work an interest in the politics o f form and language, and argues that both poets , although rarely compared, produce work which is conceptually and ideologically interrelated : principally by their adoption of a n ‘ un - poetic ’ , deli berately antagonistic language which is used to invade historically validated and culturally prestigious lyric forms as part of a critique of canons of taste and normative concepts of poetic register which I call barbarian masquerade . -
Chapter 3: EDWARD KAMAU BRATHWAITE: VISHWAKARMA ARRIVES
Chapter 3: EDWARD KAMAU BRATHWAITE: VISHWAKARMA ARRIVES 3 . 1 Introduct ion Edward Kamau Brathwaite is an unusual combination: he is a historian and poet. He is perhaps one of the most celebrated and one of the most discussed poets from the Caribbean Islands. Brathwaite is a classic example of an artist embodying the "homecoming' vision in his creative work. His 'journey home' has not been an easy one. Indeed it has been a long, tortuous journey at both physical and psychological levels, full of anguish which he underwent as much for himself as for his people. Brathwaite's development shows a familiar pattern: there is at first an awareness of carrying a stigmatized identity, followed by an attempt to erase it by running away from it. Then comes the awareness that the loss of self and a viable identity cannot be made up by running away from one's predicament and setting up a camp elsewhere to live in a sort of make- believe world. The dark night of the soul forces him to undertake a search to fathom his past. That is where the historian in Brathwaite takes over and transports him to Africa from where his people (not just ancestors as the term in such contexts usually implies but his felloM black men also) come. He fathoms the history of Africa before and after "the middle passage'. He is almost driven to despair when he realizes that Africa of today cannot give him an access to the "umbilical cord' of the black man tortured through slavery, but out of this very bleak realisation 101 Brathwaite creates a new world' for himself and roots himself there. -
My Last Duchess‖
ROBERT BROWNING ―MY LAST DUCHESS‖ Course: ENGL 120 Robert Browning Genre Poetry Plays Style Victorian Themes • Multiple perspectives • Relationship between art and morality Robert Browning (1812–1889) Robert Browning was born in Camberwell, England. His mother was an accomplished pianist. His father, who worked as a bank clerk, was also an artist, scholar, antiquarian, and collector of books and pictures. Much of Browning's education came from his well-read father. It is believed that he was already proficient at reading and writing by the age of five. A bright and anxious student, Browning learned Latin, Greek, and French by the time he was fourteen. From fourteen to sixteen he was educated at home, attended to by various tutors in music, drawing, dancing, and horsemanship. In 1828, Browning enrolled at the University of London, but he soon left, anxious to read and learn at his own pace. Robert Browning (cont.) In 1833, Browning anonymously published his first major published work, Pauline, and in 1840 he published Sordello, which was widely regarded as a failure. He also tried his hand at drama, but his plays, including Strafford, which ran for five nights in 1837, and the Bells and Pomegranates series, were for the most part unsuccessful. Nevertheless, the techniques he developed through his dramatic monologues – especially his use of diction, rhythm, and symbol – are regarded as his most important contribution to poetry, influencing such major poets of the twentieth century as Ezra Pound, T. S. Eliot, and Robert Frost. Robert Browning (cont.) After reading Elizabeth Barrett's Poems (1844) and corresponding with her for a few months, Browning met her in 1845. -
Introduction to Robert Browning
Introduction to Robert Browning Hiram Corson Introduction to Robert Browning Table of Contents Introduction to Robert Browning............................................................................................................................1 Hiram Corson.................................................................................................................................................1 PREFACE......................................................................................................................................................9 Note to the Second Edition..........................................................................................................................10 Note to the Third Edition.............................................................................................................................10 INTRODUCTION.....................................................................................................................................................11 I. The Spiritual Ebb and Flow exhibited in English Poetry from Chaucer to Tennyson and Browning.....11 Popularity.....................................................................................................................................................25 II. The Idea of Personality and of Art as an intermediate agency of Personality, as embodied in Browning's Poetry.......................................................................................................................................27 2. The