This document provides instructions for an assignment where students will analyze slave spiritual songs to understand the perspectives and hidden messages conveyed through lyrics. Students will select a spiritual song to analyze, interpreting lyrics and identifying metaphors or coded messages. They will then write their own protest song disguising a message and including analysis of the song's translation. Finally, students will review and comment on classmates' protest songs and analyses.
Unit 9. Patriotic lyrics. Overview.
This is about patriotic lyrics and inspirational poetry. You will gain more knowledge regarding these matters and you will be able to do a listening exercise as well.
Stay tuned.
Unit 9. Patriotic lyrics. Overview.
This is about patriotic lyrics and inspirational poetry. You will gain more knowledge regarding these matters and you will be able to do a listening exercise as well.
Stay tuned.
mapleson circuits used in anesthesia practice, are in their way out but it is as important to know the mechanism with which the gases flow to and fro through them.
Imagery, symbolism, and allusionImageryImagery refers MalikPinckney86
Imagery, symbolism, and allusion
Imagery
Imagery refers to the creation of mental images – sight, sound, taste, touch – through words.
Imagery is related to the themes and ideas of a poem. Poets use imagery to create an experience that opens the reader up to the poem’s themes and ideas.
Types of imagery
Visual imagery uses words to create sights. In Pound’s “In a Station of the Metro,” the visual is that of faces in a station crowd. In Pound’s image, these faces are “Petals on a wet, black bough” (line 2).
Auditory imagery captures sounds. In “Preludes,” Eliot’s images of the city include the familiar sounds of inner-city life:
The showers beat
On broken blinds and chimney-pots,
And at the corner of the street
A lonely cab-horse steams and stamps. (lines 9 – 12)
Types of imagery
Olfactory imagery uses smell to create an experience. It’s quite direct in Eliot’s “Preludes”: “The winter evening settles down / With smell of steaks in passageways” (lines 1-2). And again: “The morning comes to consciousness / Of faint stale smells of beer” (14-15).
Gustatory imagery describes tastes. In “Ode to a Nightingale,” Keats describes pining for the taste of wine thus: “O, for a draught of vintage! that hath been / Cool’d a long age in the deep-delved earth, / Tasting of Flora and the country green” (lines 11 – 13).
Types of imagery
Tactile imagery relates to touch and texture. Eliot’s “Preludes” creates a cycle of urban life that connects day and night, work and rest, using images:
Sitting along the bed’s edge, where
You curled the papers from your hair
Or clasped the yellow soles of feet
In the palms of both soiled hands. (lines 35-38)
Kinetic imagery is images of general motion, while kinesthetic imagery is images of human or animal movement. In “Sonnet 130,” Shakespeare describes the awkward walk of his beloved: “My mistress, when she walks, treads on the ground” (line 12).
Symbolism
Symbolism is the use of symbols to create meaning in an imaginative way.
A symbol is a thing that represents something else. Think of symbolism as using code to express ideas.
A word, an action, a setting, a character, a situation – all of these can be symbolic and, as symbols, significant to the themes and ideas of a work.
Symbolism
Symbols are often indirect and subtle. For example, one wouldn’t say that a character’s cough is a symbol for the character’s illness. The cough is a symptom of the illness and directly related to it.
Be careful how you use the terms “symbolism,” “symbolize,” and “symbol.” Often students use “symbolizes” when they actually mean “represents” in the general sense.
Identifying symbolism and symbols in works of literature is interpretation, and, like all interpretation, it must be supported by the text.
symbolism
Cultural or universal symbols are symbols that are common and easily recognized. Spring as a symbol for new life is a cultural/universal symbol.
Contextual, private, or authorial symbols are sy ...
These are the slides from my Year 12 Standard English class. Module C: texts and society. Elective 1: Into the World. prescribed text: poetry of William Blake
Essay on the Following poemsThey by Siegfried Sassoon & Magi.docxdebishakespeare
Essay on the Following poems:
"They" by Siegfried Sassoon & "Magic of Love" by Helen Farries
Begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style.
Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions?
Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.)
Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest?
Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples.
Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter?
Themes: What are the main messages of both poems? Give reasons for your answers.
Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page?
Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer
.
Write a short essay on a musical work or works of your choosing. Ima.docxarnoldmeredith47041
Write a short essay on a musical work or works of your choosing. Imagine you are writing about the music for a reader who is familiar with the basic musical concepts and terminology you have learned in this class, but does not know the music of the artist you are writing about. You may choose to discuss more than one work, but limit your discussion to a few meaningful examples. For instance, you might compare and contrast two songs from a single album, two songs from different albums made at different times in an artist's career, or an original and a cover by a different artist.
Address at least
three
of the following prompts in your response:
1.
Describe your personal reaction to the music. How does it make you feel? Does it evoke any particular associations or memories for you? Do you feel the artist/composer intended to incite a particular emotional reaction with the music? How much do you experience that emotion yourself?
2.
Describe the elements of the music and their interaction. Is it in a major or minor key? Can you identify its meter? Can you describe its texture (is it
monophonic
,
melody-and accompaniment
,
polyphonic
, or some combination of these)?
3.
Can you identify the instrumentation? Are there any unusual instrumental choices or sound sources?
4.
Does the work exhibit a recognizable musical
form
that we have talked about?
5.
Is the music characteristic of a particular musical style? Does it show evidence of influence from, or reaction to, a particular style?
6.
Does the music have a text? If so, how are music and text related? How does the music reinforce the meaning of the words?
7.
Do you know other music by this artist? Does your knowledge of the artist's other work influence how you perceive this particular work?
8.
Does the music seem to evoke something outside itself? For example, does it follow a storyline, or evoke a particular image or idea?
You will need include recording of the music you write about, either in the form of a Youtube or other online link or as an mp3.
.
1. WHAT’S On YOUR MIND Introduction Song lyrics can represent different perspectives about historical events and times of the past. In the context of this lesson, we will investigate how slave spiritual songs give us a perspective about the deep emotional feelings held by the slaves. In addition, we will discover how uneducated slaves communicated with one another through song lyrics. You will perform a close reading of the song lyrics to determine the underlying meaning of the song. You will also make personal connections about how you relate to music and lyrics in everyday life.
2. SLAVE SPIRITUALS SONGS OF SLAVERY Task: Imagine yourself in the character of a slave. Keep in mind that slaves were forbidden to openly speak out or express their thoughts. Listen to the audio version of a slave spiritual by clicking the picture icon below.
3. ENCODED MESSAGES SONGS OF SLAVERY Next, click the picture icon below, and select a slave spiritual from the website. You will perform a close reading of the song lyrics to determine the underlying meaning of the song. Write a one page analysis of the spiritual you have selected. Analyze the song by interpreting the lyrics and deciphering any decoded messages. Look at the word choice and analyze what type of language is used to conceal hidden messages. Can you identify any metaphors? When writing your analysis consider the deeper thoughts and feelings you believe are conveyed in the song. How does the song give the slave a voice? Who do you think was the composer of the song?
4. THE POWER OF LYRICS By now you should have a sense for how slaves expressed themselves through spiritual songs. Task: Write your own protest song based on your beliefs. Keep in mind that a song of protest generally invokes a message about social change. Experience the thrill of composing a song that conveys a message for positive change. Exercise your creative expression. You may self-select any topic. Include at least two verses and a chorus. Since this is a protest song, you will want to disguise your lyrics somewhat so that outsiders won't be able to understand your coded message. You may use any musical style you'd like. Be prepared to present and explain your song lyrics to your classmates. You will also complete a thorough analysis of the translation of your song – at least two paragraphs in length.
5. YOUR MESSAGE HAS BEEN HEARD Final task: Finally, when you have completed the Webquest on the Wiki, read the protest songs and analysis of at least three other classmates. Engage in a constructive discussion about each piece of creative work with the author of the work by posting your comments in the comment section. You must post a minimum of two comments per person to receive full credit. Your comments should include both positive and constructive suggestions for improving the written work. All discussions will be considered part of your class participation grade. Image source: http://hitchcock.itc.virginia.edu/SlaveTrade/collection/large/LCP-04.JPG