Nature Poets

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Transcript of Nature Poets


Introduction to Nature PoetsLate 1700s to the mid-1800sAppreciating feeling rather than thought, and wild beauty rather than things made by man became a focus for many artists during what was called the Romantic Movement. Romantic poets promoted admiration and respect for the natural world both the physical and the emotional aspects of nature. Romantics set themselves in opposition to the order and rationality of classical and neoclassical artistic precepts to embrace freedom and revolution in their art and politics. British poets such as William Wordsworth, Samuel Taylor Coleridge, Percy Bysshe Shelley, Lord Byron, and John Keats were the driving force during this era. Other poets that we will also study for their romantic style include; William Blake, Emily Dickinson, Gerard Manley Hopkins, Christina Rossetti and William Shakespeare.Romanticism was an artistic movement but it was also an intellectual movement that affected most of Western Europe. It arose from a revolt

against aristocratic, social, and political norms of the Enlightenment period (governed by logic, reason and laws of science) and a reaction against the rationalisation (explaining) of nature. In both art and literature this revolt stressed that strong emotion was the source of creative experience, placing new emphasis on such emotions as trepidation, horror, and the wonder experienced in confronting the awesomeness of nature. Romanticism also legitimised the individual imagination as an important authority which permitted freedom from classical notions. Romanticism was arguably the largest artistic movement of the late 1700s. Its influence was felt across continents and through every artistic discipline (i.e. music, art, politics) into the mid-nineteenth century, and many of its values and beliefs can still be seen in contemporary poetry. Key ideals presented by romantic poets: They achieved a whole new perspective on nature and peoples relationship to nature. They preferred / encouraged spontaneous and emotional responses over logical thought. They valued imagination over all mental faculties. They believed that without imagination, you were not a human being.

ContentsPage 2 Page 3 Page 4 Page 5-6 Page 7 Page 8-9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20

Introduction to Nature poets Reading and Responding to a Poem Using similes Daffodils by William Wordsworth, Daffodils Analysis (25 marks) Amazingly Awesome Alliteration Tyger by William Blake, Tyger Analysis (25 marks) Perfecting Personification Nature, the Gentlest Mother by Emily Dickinson A Green Cornfield Christina Rossetti and Analysis Symbolism of Colour and Other Symbols from To a Skylark by Percy Bysshe Shelley, Enjambment and Analysis Sonnet 18 Shall I Compare Thee to a Summers Day? The Sonnet Form Spring Gerard Manley Hopkins Bright Star John Keats comparison with Sonnet XXIII - To the North Star Charlotte Smith Upon Westminster Bridge William Wordsworth Writing your own poems task2

Reading and Responding to a PoemIn the Common Entrance Exam you are tested on your ability to understand and comment on an unseen poem. Never fear! The art of analysing poetry lies in learning how to read a poem. How to read a poem: Read the poem over several times. Read it aloud to yourself; poetry is meant to be heard! When reading aloud, pay attention to spacing and punctuation (full stops, ellipses and dashes require a deliberate pause while commas only need a shorter break.). If there is no punctuation at the end of a line, no pause should be placed there, continue without break to the next line. Look carefully at the words that really grab your attention, consider why they have been used. Also look closely at the different techniques that stand out to you, ask yourself what effect they have on the poems overall meaning. Read slowly. Try to follow the thought of the poem continuously through to the end.

Once the general meaning has been gathered, break the poem down to discover its deeper meaning:

Consider if the title has connotative meanings, think of synonyms for the title, and see if you can connect the title to as many different things as you can. Often the title can be the key to unlocking what the poet wanted to say. Ask yourself: What is the general attitude of the poem? What is the tone (mood, atmosphere)? What feelings does it stir up in you, the reader? What emotions do you think the poet wanted to awaken? Who is the speaker in the poem? Is it the poet or are they writing as someone, something else. Where is the poem set? Look closely at the punctuation, word choice and what sound the words make: Soft words like slide, feather, laughter usually add a gentle feel and mood Harder words with harsh sounds like corked, guzzle, battled can lend an angry, harsh atmosphere

Applying this to timed conditions: 1. Look carefully at the questions you have been asked to answer, highlight the key words. 2. Read once and respond to the poem what does it makes you think and feel. Write these down in note form. 3. Read the poem a second time, this time annotating the poem and identify the different techniques used; simile, metaphor, rhyme, lines length, strong powerful words (vocabulary), enjambment, personification, onomatopoeia... 4. Now evaluate if your first impressions of the poem were right, are there other opinions or ideas about the poem? Re-read a third time, just to be sure! 5. Now you are ready to look again at the questions and complete the analysis

Remember to attempt every question Look at the marks awarded for each question, this will indicate how much detail you will need to give Poetry comprehension tasks are worth 25 marks You are given 30 minutes to answer the questions + 5 minutes reading.3

SimilesSimiles:______________________________________________________________ _____________________________________________________________________ _______________________________________________________________________________________Complete the following by trying to make the most interesting comparisons possible: As deep as _____________________________________________________________________________________ As light as a ____________________________________________________________________________________ As slow as a ___________________________________________________________________________________ As high as a ____________________________________________________________________________________ As flat as a _____________________________________________________________________________________ As hard as... ______________________________________________________________________________________ As dry as ... ______________________________________________________________________________________ As clever as ... ____________________________________________________________________________________ As crazy as ... _____________________________________________________________________________________ As cool as ... ______________________________________________________________________________________

Explain how each simile below describes a person. Try to think of words that are similar to what is being described. As agile as a monkey: describes a person who is a quick mover, who is swift and light on their feet._________ As blind as a bat: _________________________________________________________________________________ Like a rock: _____________________________________________________________________________________ As bright as a button: _____________________________________________________________________________ Like an erupting volcano: __________________________________________________________________________

Whats the image in your mind? Draw the similes below:The boxers punch was like being hit with an iron fist. The birds on the tree branch looked like music notes on a page. The car shot through the night like a bullet. Her eyes were like still, blue pools.

When analysing a simile it is important to try and identify what the speaker or writer is trying to communicate.4

Daffodils by William Wordsworth (1804)I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. The waves beside them danced, but they Out-did the sparkling leaves in glee; A poet could not be but gay, In such a jocund company! I gazedand gazedbut little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils.

Locate and annotate the words and phrases used to describe daffodils. What view of nature is presented?

William Wordsworth was a defining poet of the English Romantic Movement. Like other Romantics, Wordworths personality and poetry were deeply influenced by his love of nature, especially by the sights and scenes of the Lake District, in which he spent most of his adult life. Wordsworth wrote Daffodils on a stormy day in spring, while walking along with his sister Dorothy near Ullswater Lake, in England. He imagined that the daffodils were dancing and invoking him to join and enjoy the breezy nature of the fields. The poem contains six lines in four stanzas, as an appreciation of daffodils and is a simple and melodious poem that celebrates the happiness that nature evokes.


DAFFODILSBy William WordsworthWhat do you think of when you think of daffodils? ____________________