i; : LEARNING OUTCOMES: At the end of the discussion, you are expected to: * analyze a poem in terms of imagery and sound patterns; * categorize poetry according to its type/format; * explain relevance of poetry in child development; and * employ appropriate strategy in teaching poetry/rhyme to children;What is poetry? Poetry } Eleanor Farjeon 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: and what it is whe knows? iY (from Eleanor Farjeon's Poems for Children,1938)What is poetry? It is language its most | distilled and most \ It lifts the veil from. powerful. h the hidden beauty of ~ Rita Dove the world, and makes Genuine poetry can , familiar objects be as communicate before Ky if they were not it is understood. y familiar. -T.S, Eliot ‘ - Perey Bysshe | Shelley POETRY It teaches us music, ‘metaphor, It begins in delight condensation and and ends in reer Mech rerinds = Robert Frost } ancleen Mosley, the thought and the N’ thought finds the words. - Robert FrostWhat is poetry? > POETRY is the most passionately stimulating means of written expression that consists of words P ! arranged in patterns of sound and imagery to spark i an emotional, and intellectual, response from NC readers/audiences, > If prose explains, poetry sings. Its language is melodious, exact, notable, and magical.What is poetry? “The meaning of a poem is not a meaning of words The meaning of a pome is a symbol Like the breathlessness of birds ¥ A poem cannot be repeated In paraphrase A poem has ne meaning But loveliness A pome has no purpose Than to caress.” , ~ Proem by Jose Garcia Villa \The Language of ella 1 Sound ad ye) | Imagery Rhythm Figurative Imagery alainLanguage of poetry... |. Imagery refers to mental pictures created by words. A. Literal Images: the words are used to describe something 4) directly by appealing to one or more of our sensory faculties. * Visual images: consist of things that can be seen The sun was shining on the sea, Shining with all his might: He did his very best to make The billows smooth and bright - And this was odd, because it was The middle of the night. (Lewis Carroll)Language of poetry... * Tactile images: they appeal to our sense of touch Through the green twilight of a hedge, | peered with cheek on the cool leaves pressed (Walter de la Mare)Language of poetry... * Auditory images: they suggest the sounds of things, usually resulting in an effect onomatopoeia (Words that imitate sounds or sounds that are linked with objects). Bow-wow, says the dog, Mew, mew says the cat, Grunt, grunt, goes the hog, And squeak goes the rat. Tu, whu, says the owl, Quack, quack, says the duck, And what the cuckoo says you know. (Mother Goose)Language of poetry... * Olfactory images: they suggest the smells of things. As Mommy washed up and the children played, smell of warm butter filled the air. (Anonymous)Language of poetry... * Kinesthetic images: they refer to actions or motions. } A poem once stopped me on the street. ish I've got a poem stuck on my feet. A poem attacked me in the shower. I find a poem most every hour! (Mark Stansell)Language of poet » Gustatory images: they suggest the tastes of things. A mouse found a beautiful piece of plum cake, The richest and sweetest that mortal could make: 'Twas heavy with citron and fragrant with spice, And covered with sugar all sparkling as ice. (lona and Peter Opie)Language of poetry... B. Figurative Images: the words are used to describe one thing by comparing it to something else with which ! we are more familiar. The poet uses figurative | 4 language to bring us new experiences, new is visions, new ways of looking at the world. ‘ * Simile: a stated comparison, employing a connective | such as "like" or "as". M ia) "My love is like a red, red rose" (Robert Burn)Language of poetry... * Metaphor: an implied comparison, not directly stated with words such as "like" and "as". In the morning the city Spreads its wings Making a song In stone that sings. (Langston Hughes)Language of poetry... * Personification: human qualities are given to an | 4 inanimate object, an abstract idea, or a force of nature. I "The Night was creeping on the ground! yh She crept and did not make a sound" (James Stephens)Language of poetry... Il. Sound Patterns Most poems are written to be read aloud, and how they sound is as important as what they mean. Sound patterns consist of two elements: rhythm and rhyme. A. Rhythm: the pattern of stressed and unstressed syllables in language. * Rhythmical pattern in poetry is called meter. The smallest unit of rhythmical pattern is called a foot. Much poetry combines more than one rhythmical pattern to achieve a particular effect.Language of poetry... Foot(pl. feet) - complete unit of stressed and unstressed syllable; which usually has one stressed and one or two unstressed syllables | J a. lamb - the most common foot in English, which is an unstressed At syllable followed by a stressed one (x /) or (u’) like in the word \v, predict xs predict or predictExamples of poems with iambic feet The on/ lynews 1 Mknow ls bulletins. all day From Immortality. The only shows | see, Tomorrow and Today, Perchance Eternity. - Emily Dickinson, “The Only News | Know" ‘wan / dered, lone / iy as / S cloud ! That floats on high o'er dales and hill Ky When, all at once, | saw a crowd ‘ Ahost of golden daffodils. - William Wordsworth, "| Wandered Lonely as a Cloud" iLanguage of poetry... b. Trochee - next most common foot is the trochee, a stressed syllable (or beat) followed by an unstressed one (/ x) or (‘ “) like in the word highway ! highway By the / shores of! Gitche | Gumee, ‘A By the shining Big-Sea-Water, Stood the wigwam of Nokomis, Daughter of the Moon, Nokomis. Dark behind it rose the forest, Rose the black and gloomy pine-trees ‘= The Song of Hiawatha by Henry Wadsworth LongfellowLanguage of poetry... c. Spondee — consist of two accented syllables; considered to be an } “irregular feet’; mostly used for emphasis, as a foot or two in an otherwise regular (iambic, trochaic, etc.) poetic line | By the / shores of / Gitche / Gumée, i By the shining Big-Sea-Water, Stood the wigwam of Nokomis, Daughter of the Moon, Nokomis. Dark behind it rose the forest, Rose the black and gloomy pine-trees ‘= The Song of Hiawatha by Henry Wadsworth Longfellowguage of poetry... ' ' ' “Break, break, break, pore On thy cold grey stones, O Sea! And | would that my tongue could utter The thoughts that arise in me.” = break, Break, Break by Alfred Lord TennysonLanguage of poetry... lengths of lines in verse — number of feet in verse monometer - a line of one foot dimeter - a line of two feet trimeter - a line of three feet Tetrameter - a line of four feet pentameter - a line of five feet hexameter - a line of six feet heptameter - a line of seven feet egLanguage of poetry... d. Dactyl — consist of three syllables, in which two unstressed syllable is followed by a stressed syllables (vv ) Vu rue There was an Old Man with a beard, veruue Who said, "It is just as | feared!— vue Two Owls and a Hen, vue Four Larks and a Wren, Yow ' uur Have all built their nests in my beard. - “There was an Old Man with a Beard" by Edward LearLanguage of poetry... e. Anapest- a metrical foot consist of three syllables, a stressed syllable followed by two unstressed sytlables vv ' ry Half a league, halfa league, row row Half a league onward, Allin the valley of Death Rode the six hundred. “Forward, the Light Brigade! Charge for the guns!" he said. Into the valley of Death \4 Rode the six hundred. Y - "The Charge of the Light Brigade” by Alfred TennysonLanguage of poetry... * Nursery rhymes tend to have very predictable rhythms. For example, "Mary had a little lamb", "Twinkle, twinkle, little star" (regular trochees; i.e., two syllables with the emphasis on the first) * When reading poetry to children, we need to be aware of the rhythm pattern(s) a poem contains so that we can gain good effect from our reading.Language of poetry... B. Rhyme: the repetition of similar sounds in the two or more words. F “ 1, End rhyme: The repetition of the ending ry sounds in two or more lines. One, two, Seven, eight, buckle my shoe; lay them Three, four, straight; shut the door; Nine, ten, Five, six, a big, fat hen. pick up sticks;Language of poetry... 2. Alliteration: the repetition of initial sounds in two or more words Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers, How many pickled peppers did Peter Piper pick?Language of poetry... 3. Assonance: the repetition of vowel sounds within words. Hickory Dickory Dock, The mouse ran up the clock, The clock struck one, The mouse ran down, Hickory Dickory Dock!Language of poetry... 4. Consonance: the repetition of consonant sounds within words, often with a variation in adjoining vowels. A flea anda fly Flew up ina flue. Said the flea, "Let us fly!" Said the fly, "Let us flee!" So they flew through a flap in the flue.r 4 A. Narrative Poetry ® Narrative poems tell stories in verse. A number of them are very old and were originally intended to be recited to audiences, such as Homer's "The Iliad" and "The Odyssey". 1. Epic — a long imaginative account of the heroic exploits of man and God, written in a noble dignified tone. Great epics — Beowulf, Ramayana, Mahabharata Literary epics — liad, Odyssey, Paradise Lostypes of poetry 2, Romance — an imaginative account of the adventures of brave knights and fair ladies, in an age when Knight-blood was in flower (Profeta & Coquia, 1968) 3. Ballad — was originally a dance song; a short story told in song or verse and is simple in plot and structure; is usually told impersonally example: Nautical Ballad, The wreck of the Hesperus 4. The Metrical Tales — A simple straight forward rambling love story in verse example: Lady Claire; The singing Leavesa ce tela ee » For children, perhaps the most accessible narrative poems are ballads. > Traditionally, a ballad contains four lines, each with eight ft syllables and with the second and fourth lines rhyming. » Not all ballads follow this scheme, but all include a setting, character, and events with a climax. The stories are often tragic and plaintive. , > Examples: a The Broken-legg'd Man by John Mackey Shaw, The Ballad of a Bachelor by Ellis Parker ButlerTypes of poetry... B. Lyric poetry » Lyric poetry typically describes the poet's innermost feelings or candid observations and evokes a musical quality in its sounds and rhythms. » Lyric poems exhibit an endless variety of forms. In the following pages are some popular lyric forms.Types of poetry... 1. Haiku: a lyric, unrhymed poem of Japanese origin with seventeen syllables divided into three lines. Nature and humans' relationship to nature are its usual subject. Successful haiku uses metaphor to give us a fresh and iy imaginative look at something we may view as quite ordinary. % The moon is a week old - A dandelion to blow Scattering star seed. (Ruby Lytle) iyTypes of poetry... 2. Cinquain: a five-line stanza apparently of medieval origin, often with two, four, six, eight, and two syllables respectively in the five lines. Listen... With faint dry sound, Like steps of passing ghosts, The leaves, frost-crisp'd, break from the trees And fall. (Adelaide Crapsey's "November Night")Types of poetry... 3. Sonnet: a very old form of poetry, having gained prominence during the Renaissance, but not found much in poetry for | children. It contains fourteen lines, each line with five iambic | feet (or ten syllables). i Example: The Children of the Night by Edwin Arlington RobinsonaA] tol) ta ee 4. Limerick: a five-line humorous poem, the first, second, and fifth lines rhyming and the third and fourth lines rhyming. It is one of the most popular poetic forms among children. The fun of the limerick lies in its rollicking rhythm and its broad humour. Example: Imagine a skunk who proposes, To his true love, surrounded by roses, It may turn out just fine, When she falls for his line, But | wonder if flowers have noses? (Sarah Fanny)aA] tol) ta ee 5. Free Verse: adheres to no predetermined rules, but usually it | has its own intricate patterns of rhyme and rhythm. It requires the same thoughtful choice of words and rhythmical patterns _ as the more rigid stanza forms Examples: My Shadow from Robert Louis Stevenson's A Child's Garden of Verses Homework! Oh, Homework! by Jack Prelutskyypes of poetry... 6. Concrete Poetry: The words of a poem are arranged to forma pictorial representation of the poem's subject Examples: Rainbow. Easter Wings by George Herbert (1633), designed to suggest angel wings. The Mouse's Tale by Lewis Carroll (1865), from Alice's Adventures in WonderlandaA] tol) ta ee 7. Song: a lyric poem intended to be sung and is either sacred or secular sacred songs — include hymns, anthems, and orations ex. Psalms of David Secular songs — songs of vivid, lyric imaginative quality ex. Auld Land SyneTypes of poetry... 8. Ode — a song praise, enthusiasm and majesty examples: Ode to a Nightingale canticle to the Sun 9. Elegy — poetic lamentation for the dead with a suggestion of hope and faith to allay and soothe sorrow examples: Annabel Lee O Captain, My Captain 10. Simple Lyric - all those lyric poems which do not properly belong under any type of lyrics which touch moods and emotions of the human heart examples: Trees The DaffodilsTypes of poetry... C. Dramatic poetry > The artistic presentation in verse played by actors 1. Tragedy — An artistic presentation of human sufferings. examples: Hamlet, Romeo and Juliet 2. Comedy — A play less exalted and less serious than a tragedy, commonly having a happy ending. 3. Farce —Comedy with ridiculous situations and exaggeration which evokes laughter example: The Farce of Master Pierre PatelinTypes of poetry... 4, Pantomime — A play told entirely by actions. 5. Puppet play — plays in which parts of the story are acted by Marionettes or puppets, manipulated by strings or by the hands of the puppeteer. 6. Play of Fantasy — plays where an action can only take place in the imagination of the writer. 7. Historical play — plays depicting historical figures or events. Examples: Julius Caesar Richard II!Types of poetry... Other Types 1. Dramatic monologue — a poem made up of the speech of a single character, by which he reveals his own nature and the dramatic situation. The dramatic monologue reveals place, time and the identities of the characters. Idyl — a short lyric poem depicting rural or pastoral — life. Such verses frequently use conventionalized, idealized, descriptions of the simple life of the shepherd. Sometimes it [if] is called pastoral or buccolic poetry.Teaching Poetry to oni Children Children's Poetry Preferences * According to Fisher & Natarella's (1982) and Terry's (1974) studies on children's poetry preferences, they found that : ¥ Most children preferred narrative poems over lyric poems. ¥ Limericks were the favored poetic form; free verse and haiku were not well liked.Teaching Poetry to Children ¥ Children preferred poems that had pronounced sound patterns of all kinds, but especially enjoyed poems that rhymed. ¥ Children preferred poems with regular, distinctive rhythm. ¥ Children liked humorous poems, poems about animals, and poems about enjoyable familiar experiences. (cited in Lynch-Brown, C. & Tomlinson, C. 2005. Essentials of Children’s Literature, 5th edition, p. 49)Teaching Poetry to Children * However, such studies, as mentioned by Dr. Chi-Fen Emily Chen, can be unsafe if only put our faith entirely on them to determine what poetry we will share with children. * We should try to broaden children's experience by providing them with a wide variety of poetry, but these findings can be used as a good starting point to select poems for children who have little experience with poetry.Strategies of Teaching Poetry to Children 1. Reading Poetry Aloud to Children * Poetry should be introduced first and frequently to children in an oral form. Most poetry is best read aloud. Moreover, children's oral language is the basis for their later acquisition of literacy.Teaching Poetry to Children * As teachers, you need to practice reading the poems ahead of time and frequently. Keep in mind that poetry should be read for its meaning and enunciated words clearly. Pay attention to the poet's punctuation and slow down your normal reading pace to give full value to each sound.[ie Some poems need to be performed and dramatized. Using your voice to make special effects, such as variations of volume, pitch, and speech rate, and even a dramatic pause. Brief encounters with one to three poems at a time are best. Too many poems in one sitting may overwhelm students or make the reading tedious.Teaching Poetry to Children * After reading the poem, be sure to announce the name of the poet so that children discover the writers they especially enjoy. * Some poems warrant discussion. Children can take the opportunity to tell how the poem made them feel or what it make them think about.Teaching Poetry to Children 2.Choral Poetry * Choral poetry consists of interpreting and saying a poem together as a group activity. Children enjoy this way of experiencing poetry because they have a participatory role in the activity. * Short, humorous narrative poems are good first choices.Teaching Poetry to Children * Options for reading a poem chorally include unison, two- or three-part, solo voices, cumulative buildup, and simultaneous voices. * Poetry selected and arranged for dramatic choral readings on a_ particular theme infuses an interesting variation into choral poetry. Incorporating action, gestures, body movements, and finger plays can produce more interesting and enjoyable presentation.Teaching Poetry to Children 3. Learning to Write Poetry * Children need to be very familiar with poetry of many kinds before they should be expected to compose poems. * Teachers often start the writing of poetry as a collaborative effort. The class brainstorms for ideas and then composes the poem in groups or pairs.Teaching Poetry to Children * Children's poetry follows no absolute rules; perfection of form should not be a goal. They should be reminded that poetry is a form of communication and that they should think of an idea, feeling, or event to write about in their poems. * Teachers can encourage children to compile personal and class anthologies of their own poems or their favorite poems.leaching Pos * Teachers can encourage children to model the works of professional poets by attempting imitation of a whole poem or of specific techniques. * Teachers can read aloud many poems of one poetic form, and then analyze the form to reveal the characteristics of its structure.Learning Activity Sen aity | A. Make a compilation of the poems mentioned in the discussion to be included in your portfolio or your \) scrapbook. B. Select a poem from your compilation and discuss its images and sound patterns. C. Choose one strategy for teaching poetry and perform. D. Write a brief reflection as to how poetry aid in the i cognitive, aesthetic, social and physical development of a child/adolescent.