Romanticism, Introduction

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! Romanticism, Introduction Learning Experience Number: 7 Length of Learning Experience: 75 min Curriculum Area: Literature 12 Curriculum Plan: Core Competencies: I. Literature is a source of life and understanding of life Understand – Big Idea: I. The Romanticism was a diverse movement with central unifying themes Know/Do/Value - Learning Standards (Curricular Competencies and Content) I. To explore the variety of styles in the Romantic Period. II. To engage with existentialist themes in literature Student Friendly Version of Intended Learning Standards/Curricular Competencies and Content: I. I have explored the variety of styles that existed during the Romantic Period II. I have engaged with existentialist themes in literature Flexible Learning Context: I. The different styles of teaching (led and independent work) are intended to target the diverse strengths and needs of the students Materials and Technologies/Resources/Pre Class Preparation: I. Google classroom II. Powerpoint Engage/Explore : [20 min] Notes or Modifications: I. Question: What is one thing that you would regret not doing in life? II. Silent Reading (15 Minutes) Explain: [25 min] Notes or Modifications: I. Achilles: Given the chance between eternal fame or a good long life A. Kleos B. What would you choose? II. Reading: John Keats, When I Have Fears That I may Cease To Be III. We will then diagram the poem as a class A. Structure B. Rhyme Scheme C. Rhythm D. Theme E. Tone F. Key Images G. Key Lines Extend: [25 min] Notes or Modifications: I. Group Discussion: A. In what ways (thematic, structural, stylistic) is this poem similar to the poems of Wordsworth and Burns? B. In what ways is it different? C. What elements would you say are romantic? Is this poem an example of “romantic poetry”? Exit/Evaluate: [5 min] I. Question: What would you rather attain in life, Love or Fame? .

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John Keats (P. 788) Literary Analysis (P. 789)
“When I Have Fears That I May Cease to Be” John Keats John Keats (p. 788) (1795-1821) Those who leave a lasting imprint on the world do not always live long. When the life of a groundbreaking figure is cut short, it leaves the world asking, What more might this person have achieved, if only he or she had lived longer? John Keats is such a figure. Although he died at age twenty-five, Keats left his indelible mark on literature, and this makes us wonder what more he might have accomplished had he lived longer. A Defender of Worthy Causes Unlike his contemporaries Bryon and Shelley, John Keats was not an aristocrat. Instead, he was born to working-class Londoners. As a child, he received attention for his striking good looks and his restless spirit. Keats developed a reputation for fighting, but always for a worthy cause. It was not until he and his school-master’s son, Charles Cowden Clarke, became friends that Keats developed an interest in poetry and became an avid reader. From Medicine to Poetry In 1815, Keats began studying medicine at a London hospital. He had already begun writing poetry, but he earned his pharmacist’s license before abandoning medicine for the literary world. In 1818, he published his first major work, Endymion, a long poem that critics panned. Their negative reviews were due in part to Keats’s association with the radical writer Leigh Hunt. The reviews also reflected the uneven quality of the verse itself. Despite the critical rejection, Keats did not swerve from his new career.
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The Streak of Sadness in Keats' Poetry: Understanding Meaning
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Keats in His Poem Endymion to Describe Sexual Ecstasy Keats: Biographical / Historical Context It Is Not Certain When the Poem Was Written
Bright star! would I were steadfast as thou art Bright star! would I were steadfast as thou art— steadfast: unwavering, resolute Not in lone splendour hung aloft the night And watching, with eternal lids apart, Like nature's patient, sleepless Eremite, Eremite: a Christian hermit or recluse The moving waters at their priestlike task Of pure ablution round earth's human shores, Or gazing on the new soft-fallen mask Of snow upon the mountains and the moors— No—yet still steadfast, still unchangeable, Pillowed upon my fair love's ripening breast, To feel for ever its soft fall and swell, Awake for ever in a sweet unrest, Still, still to hear her tender-taken breath, And so live ever—or else swoon to death. swoon was used by Keats in his poem Endymion to describe sexual ecstasy Keats: Biographical / Historical Context It is not certain when the poem was written. Some suggest it was written in October 1818 and say it was about Isabella Jones, but most argue it was written in July 1819, on another visit to the Isle of Wight (where he wrote On the Sea in 1816), and that it was about Fanny Brawne. Look at the contextual information below and consider how you might we apply it to a reading of the poem. In June 1818 Keats wrote the following in a letter to his brother Tom, describing Windermere in the Lake District. ‘the two views we have had of [the lake] are of the most noble tenderness – they can never fade away – they make one forget the divisions of life; age, youth, poverty and riches; and refine one’s sensual vision into a sort of north star which can never cease to be open-lidded and stedfast over the wonders of the great Power.’ Do you think this is sufficiently convincing to argue the poem was inspired by the Lake District rather than the Isle of Wight? As for who the poem was inspired by there are, as alluded to above, two theories: Robert Gittings believes that the lover that Keats is referring to is Mrs Isabella Jones, with whom Keats supposedly had an affair.
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Alexis Krahling Ms. Gelso Brit Lit 3 March 14, 2014 How Does the Poem “When I Have Fears That I May Cease to Be” Relate To
Krahling)2) ) Alexis Krahling Ms. Gelso Brit Lit 3 March 14, 2014 How does the poem “When I Have Fears That I May Cease to Be” relate to John Keats background and biography? The background of a person’s discuses a person’s past life and the experiences they went through. The biography of a person’s life is the story of a real person’s life written by someone other than that specific person. In “When I Have Fears That I May Cease to Be” by John Keats, published in 1848, parts of Keats background and biography are seen. Keats’s poem was written during the literary time period of Romanticism. Romanticism was a time when writers emphasized feeling and when individual experiences were highly valued. Keats expresses his feelings and his individual experiences in life in “When I Have fears That I May Cease to Be.” In the poem, Keats expresses his fear of dying before he accomplishes his goals and before he sees a specific woman again. He talks about how he feels alone in the world and how love and fame have no value. Knowing about John Keats’s life helps one understand the poem “When I Have Fears That I May Cease to Be” because it relates to John Keats’s background and biography by expressing his fears of death, his past experiences with death, and Keats’s ambitious attitude. John Keats was a well-known British author who wrote poems, like “When I Have Fears That I May Cease to Be”, during the Romantic Period.
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John Keats 1795—1821
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Poems and Resources for Webinar
What is Poetry? "Poetry is the art of uniting pleasure with truth, by calling imagination to the help of reason." -Samuel Johnson- “Poetry is the best words in the best order.” -Samuel Taylor Coleridge- “I by no means rank poetry high in the scale of intelligence—this may look like affectation—but it is my real opinion—it is the lava of the imagination, whose eruption prevents an earthquake.” -Lord Byron- “All that is worth remembering in life is the poetry of it.” -William Hazlitt- “The poem... is a little myth of man's capacity of making life meaningful. And in the end, the poem is not a thing we see—it is, rather, a light by which we may see—and what we see is life.” -Robert Penn Warren- “Poetry is not a turning loose of emotion, but an escape from emotion; it is not the expression of personality, but an escape from personality. But, of course, only those who have personality and emotions know what it means to want to escape from these things.” -T.S. Eliot- “With the farming of a verse/ Make a vineyard of the curse.” -W.H. Auden- List of Terms: 1.Meter-The dominant pattern of stressed and unstressed syllables in a line of poetry (verse) 2.Rhyme-Correspondence of sound between words or the endings of words. Variety 1: Visual rhyme-Occurs when two words are spelled with similar endings but have different sounds, e.g., “plough” and “rough”, “love” and “move”. Variety 2: Slant rhyme-Occurs when words end with similar, but not identical sounds, e.g., “faces” and “houses” or “rejoin” and “refine”.
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Appendix a Selection of Poems Written to Or About John Keats: 1821-1994
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East Tennessee State University Digital Commons @ East Tennessee State University Undergraduate Honors Theses Student Works 5-2013 Escapism, Oblivion, and Process in the Poetry of Charlotte Smith and John Keats. Jessica Hall East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/honors Part of the English Language and Literature Commons Recommended Citation Hall, Jessica, "Escapism, Oblivion, and Process in the Poetry of Charlotte Smith and John Keats." (2013). Undergraduate Honors Theses. Paper 62. https://dc.etsu.edu/honors/62 This Honors Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Escapism, Oblivion, and Process in the Poetry of Charlotte Smith and John Keats Thesis submitted in partial fulfillment of Honors By Jessica Hall The Honors College Midway Honors Program East Tennessee State University April 12, 2013 _____________________________ Dr. Jesse Graves, Faculty Mentor Hall 2 CONTENTS INTRODUCTION……………………………………………………………………. 3 CHAPTER ONE……………………………………………………………………… 5 CHAPTER TWO……………………………………………………………………… 18 CHAPTER THREE…………………………………………………………………… 45 CONCLUSION………………………………………………………………………... 55 WORKS CITED………………………………………………………………………. 57 Hall 3 Introduction Charlotte Turner Smith and John Keats have not often been considered together; on those occasions that they have, it has been in the most peripheral and narrow ways. There is ample cause for this deficiency in critical comment. Smith and Keats wrote, in many respects, from opposite ends of the Romantic spectrum. In her immensely popular Elegiac Sonnets, Smith— sometimes lauded as the first British Romantic poet—perfected the prototype of the ode form M.H.
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Sensory Imagery and Aesthetic Affect in the Poetry of Keats, Hopkins, and Eliot
UNLV Theses, Dissertations, Professional Papers, and Capstones 2009 Sensory imagery and aesthetic affect in the poetry of Keats, Hopkins, and Eliot Clare Louis Gerlach University of Nevada Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Comparative Literature Commons, and the English Language and Literature Commons Repository Citation Gerlach, Clare Louis, "Sensory imagery and aesthetic affect in the poetry of Keats, Hopkins, and Eliot" (2009). UNLV Theses, Dissertations, Professional Papers, and Capstones. 80. http://dx.doi.org/10.34917/1377188 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. SENSORY IMAGERY AND AESTHETIC AFFECT IN THE POETRY OF KEATS, HOPKINS, AND ELIOT by Clare Louis Gerlach Bachelor of Arts University of Nevada, Las Vegas 2001 Master of Arts University of Nevada, Las Vegas 2003 A dissertation submitted in partial fulfillment of the requirements for the Doctor of Philosophy Degree in English Department of English College of Liberal Arts Graduate College University of Nevada, Las Vegas December 2009 THE GRADUATE COLLEGE We recommend that the dissertation prepared under our supervision by Clare Louis Gerlach entitled Sensory Imagery and Aesthetic Affect in the Poetry of Keats, Hopkins, and Eliot be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy English V.
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