Monday, April 30, 2018

Poem stage setting/lights

Peace

By 
(background music played in the first stanza)(https://youtu.be/f77SKdyn-1Y)
THE steadfast coursing of the stars,(the normal lighting)
The waves that ripple to the shore,
The vigorous trees which year by year
Spread upwards more and more;(background music ended)


The jewel forming in the mine,
The snow that falls so soft and light,
The rising and the setting sun,
The growing glooms of night;(lights turn dark, focused on the stage center)

All natural things both live and move
In natural peace that is their own;
Only in our disordered life
Almost is she unknown.

She is not rest, nor sleep, nor death;
Order and motion ever stand
To carry out her firm behests
As guards at her right hand.

And something of her living force
Fashions the lips when Christians say
To Him Whose strength sustains the world,
"Give us Thy Peace, we pray!"

Saturday, April 21, 2018

Poem that I chose

Peace

By 
THE steadfast coursing of the stars,
The waves that ripple to the shore,
The vigorous trees which year by year
Spread upwards more and more;

The jewel forming in the mine,
The snow that falls so soft and light,
The rising and the setting sun,
The growing glooms of night;

All natural things both live and move
In natural peace that is their own;
Only in our disordered life
Almost is she unknown.

She is not rest, nor sleep, nor death;
Order and motion ever stand
To carry out her firm behests
As guards at her right hand.

And something of her living force
Fashions the lips when Christians say
To Him Whose strength sustains the world,
"Give us Thy Peace, we pray!"



Eating an apple to show it is a tree

The first stanza - lean against the tree, bring an apple, eat it after the l3. Then add a sentence, it drops an apple?

The second stanza - pretend to be a miner.
After dig the ground for couple times, wear the coat after the l6, and there are flowers in front of me,.

The third stanza - use stick or something to pull away some flowers, only left one. During the l11-12, staring at the only red flower.

The fourth stanza - staring at the flowers, during l16, looking arounds.

The fifth stanza - l19-20, pray and shout out the words in l20.

Friday, April 20, 2018

"Seize the Day" poem analysis

   Unlike the normal poem, which people can directly find the rhyme and know the meaning of the poem is, this poem is hard to find its rhyme, rhetorical strategies that were used in this poem. But somehow some small stanzas, which created by independent lines and sentences, and the repetition that were used in this poem stand out to me and create this beautiful poem.
   The first thing that stands out to me is the third stanza. "Let water heal your body. Think of bathing as a ritual of new beginnings." For me, heal at here means cure, like the things that can cure someone. It is a metaphor. Then, the second sentence is a simile, because it used the word "as" to compare two things. It also used alliteration in the second sentence, the word "bathing" and "beginnings". Compared with other stanza, this stanza has only two sentences which is two lines, which attract audiences attention when they are reading this. I am interested in this because it is like a normal life for me: wake up in the morning, and take a shower. In the morning, because people just woke up, they were sleepy. Taking bathing will let them be sober. That is why I think the poet used ritual of new beginnings at here, it is a new day so its a new beginning; and it is like a ritual, you will wash your body and make your brain feel sober. In my interpretation, this poem talks about a workday for a person. She used "new beginnings" to describe not only the beginning of the day, but also mentioning the beginning of the story in the poem. Like this person beginning his or her day with bathing.
   The next lines that stand out to me is the second sentence in the seventh stanza:" Remember, there is little lasting joy in things done only for gold or fame." The author makes this stand out by using a repetition. The word "Remember" appears in the poem for three times. First one is the first word of the poem, second one is in the last sentence of the fourth stanza. Also, it talks about one of the truth that for the jobs and works, there are still containing fun and joy, but you need to find it. I interested in this section because first, it sounds good. When you read it, you will find out that the the "lasting joy" have certain connection between "gold and fame". And the word "little" and "lasting" is an example of alliteration. Second reason it stands out to me is because it is telling people to find the joy in their works, which I think people right now are lacking that. If people can have fun while they are doing their work, works will not be that depressed and boring for them. It connects to the meaning of the poem because first, it talks about the beginning of the day, like talking about he or she took a bath in the morning. Then, this part talks about the midday. Like this person's job and work, how he or she likes this job. In my interpretation, this person is a painter. Before he or she came to the working place, he or she saw some butterfly, bugs, and dog. That is interesting for him or her so that when he or she arrive at the working place and doing his or her job, he or she drew the butterfly and bugs down because it showed that he or she loves nature.
   

Thursday, April 19, 2018

In class writing - reflection on the poem(seize the day) project

   In Nia's group, they interpreted this as two people's life. It was a great idea that it showed two different kinds of life at the same time. Also, they chose a good background music. When they are reading the poem, it always has birds' sound. It really fitted the poem when Joey and Nia were reading the fifth stanza, which is talking nature, bugs, butterfly, etc. For the readers(Joey and Nia), their voice was loud enough that everyone could hear them clearly. But probably they need more movements, or more interaction with audiences. Lesley and Josh did a great job on using their body movements. For example, Lesley held her head and screaming; this created a scene of a dog was barking and it scared someone. Josh was looking at a coin when the reader said: "If you were feeding coins into a meter measuring your life." I think he wants to use coin to make a connection in their words. They overall did a great job, there was only was place that need to fix. At the beginning of the eighth stanza, for me it did not really have much of performance. It has few movements compared with what they did previously.
   In Aaron's group, they were switching the person who is standing in the middle. By doing this, it emphasizes the lines that was important. There were also some lines that they spoke at the same time. I think this will make a resonance. However, because they spoke some lines at the same time, sometimes it becomes a chaos that I could not hear them clearly. For the movements, It is great that they moved around the bridge, so that it showed the audiences who the next person was. But at the same time, the same movements were tedious; probably adding more movements will make the poem interesting. They made this like a propaganda, you can directly feel the emotion, unlike a poem, you read it slowly, and you need to interpret its meaning.
   In Stella's group, they modified the poems. Unlike reading all the poems, they picked several lines. By doing this, it becomes a lot more difference than the poems. Because it showed their own interpretation. They also did well on reading the poems. I could hear the strength beats and the weak beats in the sentence. I could hear the sentences were flowing. However, because this was all about reading, the audiences might get bored. Probably they could add some movements when they were reading the poems, to make it vivid.
   In our group's performance, we interpreted that this was a normal day schedule for a person. He or she waked up in the morning, took a bath, and went outside. When he or she came back home, he or she prayed and fell asleep. In the dream, he/she could fly above the sky, nobody could limit her. When we read the poems, people could hear that it is emotional, we emphasized some of the important words and ignored few words that was meaningless. For each lines, we also have a body movements to illustrate that, which makes the performance became interesting. However, because we had too many movements, sometimes we forgot about it and we were just standing there. Besides this, we laughed at some spots during the performance. We intended to make the performance humorous, but somehow we could not stop laughing which made the performance look like a chaos. Also, we did not check the props before the performance, so that we made a mistake at the place where me and Jasmine supposed to pull a crown, instead we just stood there. We also did not check the bed, which makes audiences laughed when I lay on a broken bed. Our performance was different than the poem because we had a lot of movements, it makes it more interesting because audiences could directly see the interpretation of ours by watching out performance.
   In Nan's group, they made this poem become a rap song. Instead of reading it, they sang a rap song. They modified the poem so that it fitted the rhymes. The song is flowing and it sounds brilliant. The hook which sung by Nan became a finishing touch. The only thing that need to be work on was purdy's voice. For me, it was too quiet that did not fit into the background music and the rap.
   In Grace's group, they revised the poem. It sounds like a repetition when they read the poem. They were discussing about nature in the fifth stanza, then they went to the sixth stanza; but they went back to nature at the end. They put dynamics when they  were reading the poem, but sometimes it was hard to hear it, probably they should speak louder. Also, they probably need more of body languages; when they were reading this, they were just looking at the poem/scripts, be more creative can make this interesting than the poem.

Saturday, April 14, 2018

Poetry Blog

The poem I chose: We real cool


  The Pool Players.
        Seven at the Golden Shovel.
           We real cool. We   
            Left school. We

            Lurk late. We
            Strike straight. We

            Sing sin. We   
            Thin gin. We

            Jazz June. We   
            Die soon.

   In my comprehension, this poem talks about a normal life for those young people. First, When he said they were cool and they left school, it showed that they were young people, who did not finish their college or high school. Then they left school, it was like a gang who did not want to study and just wanted to hang out at night at some entertainment venue. Then in the next stanza, it talked about "pool". They said that they lurk late and they strike straight, it stated that they usually stayed out late at night, and they were really good at the pool games, because it mentioned that they strike straight. It means that that's pretty much what they do normally, and they had played or practice this games for a long time, which means that they left school for a long time. Later on in the third stanza, "We Sing sin. We Thin gin", it talked about they celebrated for this sin. They knew that they should not always do things like this, but they were addicted to this. The last stanza said: "Jazz June. We Die soon." Jazz is a type of music, and breaking the rule of music sometimes is fine in Jazz. I think this represents that they were unconstrained, nobodies is going to discipline them; and they will die soon, because of this rotten life.
   
   This poem contains of four stanzas. It has mostly two sentences in each stanza, why I said mostly because this is in enjambment, means that lines go from one to another one without using any punctuation. In each line, it ends with "we". The we sound has an ending rhyme. Also, the word we was used a lot in the poem. It emphasizes that they were a group of people. Probably it mentioned all the people who left the school. Then, the word "cool" and school" both had a "ool" sound, which becomes an rhyme. The word "late" and "straight" all has a same "a" sound. This is a assonance, which means the repetition of the vowel sounds. In the third stanza, "sing", "sin", "thin" , and "gin" all have a i(sounds like e) sound, so they are also assonance. In the last stanza, "soon and "June" both has n sound. 
   
   This poem also has a pattern, after the intro, for me is the first stanza, the rest of the stanzas are all having alliteration for the first line; like "lurk" and "late", "sing" and "sin", "jazz" and "June". Also, in each line, it only has three syllables. I think the writer wants to show a fast paced life, so it only has three syllables in each line. In the second stanza, it used the word the word "lurk" and "strike" to describe them. For me, those words are only used for the animals who are hunting. So I think writer describe them as cheetahs, but they just want to hunt the joy/fun. At last, this poem is in iamb, which is the light stress followed by a heavy stress, like in the third stanza, the line "sing sin", the second word has to be a heavy stress. This poem is also in monometer, contains of one-foot line.

Friday, April 13, 2018

Creating poem

                                           Future occupation
                                      
                              
Future occupation,
In some typical occasion,
Makes me feel impatience.

I feel depressed
Because I don't know what to do next,

After graduating,
Everyone has a job,
Only me is waiting,
Probly go to rob.

I can't talk to my parents,
I scared the hope from their eyes,
Just like a farming peasant,
Watches the field and cries.

So I decide to work hard
But the reality broke my heart
It was not enough
The reality grabs me and makes me cough

Wednesday, April 11, 2018

A Poetry handbook notes(p35-75)

Difference between prose and poetry:

Prose: printed( or written), within the confines of margins

Poetry:  written in lines that do not necessarily pay any attention to the margins, especially the right margins.

verse means "to turn"(as in versus). 

Poets nowadays do not often write in the given forms.

Turning the line - IMPORTANT.

Every turning is a meaningful decision.

In metrical verse, each line of the poem can be divided into feet, and each foot into stresses,  to reveal the overall rhythmic pattern.

The process of dividing a line into its metrical feet and each foot into its individual parts is called scansion.

iamb, or iambic foot, is one light stress followed by one heavy stress. E.g U(light)pon(heavy)

The iambic pentameter(five foot) line is the most widely used line in English metrical verse.

Tetrameter lines: There is a sense of quickness, spareness, even a little agitation. which is not evoked in the five-foot lines.

Trimeter: three foot line can evoke an even more intense sense of agitation and celerity.

Pentameter: the first line

Alexandrine: second line

pentamenter line: primary line used by the English poets, because it most nearly matches the breath capacity of our English lungs.

The longer line(greater than five feet) suggests a greater-thian-human power.

The lines may be all of the same length, but in many cases the pattern includes lines of varying length, thus complicating the whole mechanism.

Repetition sometimes can use to emphasize the thing that is important.

Rhythm attract readers.

Rhythm underlies everything.

Alter the line length or the established rhythm changes physiological mood of readers

Some variation enhances the very strength of the pattern.

Spondee: two stresses, of equal weight, can replace the iambic foot in order to take care of compound words.

Trochee: heavy stress comes first and is followed by a light stress. ( good way to begin a line)

dactyl(means finger in Greek): Another meter which can replace the iamb or the trochee. one heavy stress followed by two light stresses. E.g happiness

Anapest: the opposite of the dactyl. Two light stresses followed by a heavy stress.(uncommon)

All of these meters are terms for rhythmic patterns.

Caesura: Structural and logical pause within and only within the line.(usually within a metrical foot itself.

Caesura not only can amass the emotion, but also set a conversational tone.

The most important point in the line is the end of the line. The second most important point is the beginning of it.

If a poem begins with a heavy stress --> something dramatic is at hand.

The similarity of sound at the end of two or more lines creates cohesion.

True rhyme: the words rhyme on a single stressed syllable.

off-rhyme(slant rhyme): the words are not true rhyming words.

Feminine rhyme: use words of more than one syllable that end with a light stress.(it could blur the end rhyme)

Repetition of lines is a source of enjoyment.

Pause at the end of each line - part of motion of the poem. 
E.g  poet working with metrical verse can do several things, apart from the length of line and the requirements of the meter, the poet must decide where within the phrase itself to turn the line over.

Non-metrical verse also has this end-of-the-line pause to work with and choose among various ways of handling it.

Poet enjambs  the line - turns the line so that a logical phrase is int erupted.

Every poem has a basic measure, and a continual counterpoint of differences playing against that measure.

A poem requires a design - a sense of orderliness.

Other important things: overall length of the poem, its tone, the extent to which imagery is used, the subject itself.

Couplets - line 1 rhymes with line 2, line 3 rhymes with line 4, and so forth.

Structure:




Sonnet is a poem of fourteen lines. Italian sonnet: abba abba cdd cee.

The first eight lines(octave) set out a statement or premise; the following six lines(sestet) respond to it.

The English or Shakespearean sonnet: abab cdcd efef gg (Mr. porter taught me this one)

English sonnet divides into three quatrains and a final couplet.

Blank verse: poem written in iambic pentameter without end rhyme.

Stanza(Latin): a group of lines in a poem that is separated by an extra amount of space from other groups of lines.

Stanza can inevitably result in either a felt hesitation or a felt acceleration.

Ending a stanza at the end of a sentence strengthens the natural pause that follows any line and any completed sentence.

Any change from an established pattern indicates that the poet wants the reader to feel something different at that point.

In syllabic verse, a pattern is set up, and rigorously followed, in which the number of syllables in each of the lines of the first stanza is exactly repeated in the following stanzas.

syllabic verse creates a music that is highly regular and at the same time filled with engaging counterpoint.

Sometimes title could be the opening sentence.

Free verse: this kind of poetry rose out of a desire for release from the restraints of meter. Other names: "fluid" poem, "organic" poem

The free-verse poem sets up, in terms of sound and line, a premise or an expectation. Before the poem finishes, it makes a good response to this premise.

Free-verse poem must "feel" like a poem - it must be an intended and an effective presentation.

Free-verse poem need not follow any of the old rules, necessarily. Neither does it have to avoid all of them, necessarily.

In order for the tone of the poem to change, the line had to change.

"no ideas but in things." quote from William Carlos. The idea springs from the object.

The poem is an instance - an instance of attention, of noticing something in the world.

Enjambment can be serious, disruptive, almost painful.

"This is just to say" analysis

i noticed that there was a "th" sound in the first stanza. "The plums that were in the icebox." I think this "th" sound makes it feels soft, the sentence is soft so that it shows he/she is apologizing. The last two stanzas have a similar structure, the second one has 2 5 2 3, and the third one has 3 5 2 3. And in the last stanza, the last two lines are parallel. So sweet and so cold. I think "so" emphasize how the plums taste like.

From this poem, it depicts a picture of somebody is stealing others food during midnight, and he wrote a letter to apologize.

There has a lot of "s" sound. It is a consonance. "This is just to say".

Monday, April 9, 2018

A Poetry handbook notes(p29-34)

4. 5. 2018
p29-34
Devices of sound:
Alliteration: strictly specking. The repetition of the initial sound of words in a line or lines of verse. E.g It bleeds the black blood of the blueberry.

But sometimes alliteration includes the repetition of both initial sounds and interior sounds of words. E.g blueberry.

Assonance: The repetition of vowel sounds within words in a line or lines of verse. Such repetition creates a near-rhyme. E.g And land so lightly.

Onomatopoeia: the use of a word that, through its sound as well as its sense, represents what it defines. E.g cows moo, bees buzz.

Tuesday, April 3, 2018

A Poetry handbook notes(p19-28)

4. 3. 2018
P19-28
Sound
Go and Stop is different, because the words do not feel the same.


Onomatopoeia:
Individual sounds-tied-to-sense.

The alphabet: Vowels and consonants

Vowel: a, e, i, o, u. Sometimes w and y. All the other letters are consonants.

W and y is called a consonant when it precedes a vowel heard in the same syllable.


The consonants are divided into semivowels and mutes.

Semivowel: a consonant that can be imperfectly sounded without a vowel, so that the end of a syllable its sound may be protracted. E.g l, n, z, in al, an, az.

Semivowels are f, h, j, l, m, n, r, s, v, w, x, y, z, and c and g soft. The sound of c, f, g, h, j, s, or x can be protracted only as an aspirate, or strong breath.

Four of the semivowels, l, m, n, and r are termed liquids, on account of the fluency of their sounds.

Four other, v, w, y, and z are likewise more vocal than the aspirates.

A mute is a consonant that cannot be sounded at all without a vowel, and which at the end of a syllable suddenly stops the breath, as k, p ,t in ak, ap, at.

The mutes are eight: b, d, k, p, q, t, and c and g hard.

Three of these, k, g, and c hard sound exactly alike. B, d, and g hard stop the voice less suddenly than the rest.
----------------------------
4. 5. 2018
p29-34
Devices of sound:
Alliteration: strictly specking. The repetition of the initial sound of words in a line or lines of verse. E.g It bleeds the black blood of the blueberry.

But sometimes alliteration includes the repetition of both initial sounds and interior sounds of words. E.g blueberry.

Assonance: The repetition of vowel sounds within words in a line or lines of verse. Such repetition creates a near-rhyme. E.g And land so lightly.

Onomatopoeia: the use of a word that, through its sound as well as its sense, represents what it defines. E.g cows moo, bees buzz.


Final Blog Post 5. 29. 2019

I still remembered the reason why I chose this course. At first, I chose this class because I thought it was easier than other IB courses, a...