Exploring perspectives in poetry and songs - Year 7

Exploring Perspectives in Poetry and Songs

English – Term 4

Poetic Devices Exploring perspectives in

Poetry and Songs

WARM-UP

Name some Poetic Devices

Rhythm Patterns ALLITERATION, SIMILE, METAPHOR

AND PERSONIFICATION

Rhyme Onomatopoeia

IMAGERY

• Rhythm: The emphases or stress in poems. Rhythm usually consists of one heavily accented syllable and one or more lightly accented syllable.

Rhythm Patterns

Alliteration• alliteration is the repetition of a particular

sound or syllables of a series of words or phrases.

Alice’s aunt ate apples and acorns around August.

Becky’s beagle barked and bayed, becoming bothersome for Billy.

• Similes: An expression that compares one thing to another and generally has the words 'like' or 'as.' It may be used to help readers better identify with characteristics of objects or circumstances.

• As quick as lightening• As busy as a bee• Life is like a box of chocolates, you never know what

you're going to get.• As blind as a bat

• Metaphor: When a word or phrase is used one way to mean another and a comparison is expressed without the use of a comparative term like "as," "like," or "than."

• My sister likes to go to bed early, but I’m a night owl.

• You’re such a chicken.

• Life is a roller coaster of emotions.

• Personification means using human qualities or actions to describe an object or an animal. The word “personification” actually contains the word “person,” and to personify an object means to describe it as if it were a person.

Example:• Instead of saying that the sun is shining, we might say

that the sun is smiling down at us.

• Instead of describing a flag as moving in the wind, we could say that the flag is dancing.

• Rhyme: The occurrence of the same or similar sounds at the end of two or more words.

Other Rhyming Patterns

AA BB CC

AB BC AB BC

AB AC BC AB

Rhyming Pattern

• Onomatopoeia: A figure of speech in which words are used to imitate sounds.

• Example - buzz, clippety-clop, cock-a-doodle-do.

BOOM!BANG!

GASP!

SPLASH!

Lesson 1 – Exploring perspectives in Poetry and Songs

Lesson Focus:Australian Bush Ballads

Learning Objectives Students will understand:• Understand the relationship between text

structures and language features and the intended audience and purpose.

• Understand how to evaluate the effects of ballads in achieving their purpose.

Students will do:• Identify the structure of a ballad.• Identify examples of language devices and

explain their effect.• Read poems and song lyrics to identify main

ideas, concepts, and points of view.• Compare two ballads – effectiveness of choice of

language, emotion and opinion of the audience

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Ballad: A poem that tells a story similar to a folk tale.

What is a Ballad?• is a narrative poem, often in short, four-line stanzas.• may include dramatic and lyrical elements, and traditionally dealt with the pagansupernatural, tragic love and historical or legendary events.• is characterised by simplicity of language or plain language, repetition of phrases, simple rhyming schemes and refrains.• often have a tone of regret or melancholy, which is often underlined by the use of arefrain.• often include direct speech.• tells a simple story in verse.• has a beginning, middle and end (orientation, complication, resolution).

I DO

http://www.google.com.au/url?sa=i&source=images&cd=&cad=rja&docid=R07R8nxGxq8tVM&tbnid=mmZt5MROWt9oEM:&ved=0CAgQjRwwAA&url=http://www.booksourcesonline.com/?page=shop/flypage&product_id=47&ei=5SBSUueJJYPIkwX4wIH4Bg&psig=AFQjCNHvtmHsKO_LhwY4_-GHJds_HC4ksg&ust=1381200485645135

Features of a Ballad •include language that focuses on actions and dialogue.

•include language that indirectly conveys information about the characters, relationships, events, time period and setting (i.e. so the audience has to infer meanings)

•are often written in third or first person

•usually have a rhyming pattern of either abac, aabb or abcb

•have a regular beat (metrical) structure

•are often written in complete sentences

•include language that is selected to convey a particular mood or evoke an emotional response.

Identifying features of Ballads

Purpose of Ballads

STORY TELLING

Read: Mulga Bill’s Bicycle

Analysing Ballads

• Structure: Identify the Following –

1. Identify the rhyming Patterns (use a blue, green and yellow pencil)

2. Highlight where repetition has been used.

3. Put an () near the Orientation, complication and resolution.

4. Identify who you think the targeted audience is and what was the purpose of the poem is?Write your answer in you English book. WE DO

Comparing Ballads The Man from Ironbark – Banjo Paterson and The Bush Rangers – Edward Harrington

1. Read both Ballads – independently 2. Who is the intended audience of each poem? And how does the language make the audience feel?3. Identify the rhyming pattern, orientation, complication and resolution of both poems.4. SHARE RESPONSES YOU DO

Name some features of Ballads?

Verse or Stanza

Repeti ti on

ORIENTATION, COMPLICATION AND RESOLUTION

Rhyming Pattern

PLOUGHBACK

Lesson 2 – Exploring perspectives in Poetry and Songs

Lesson Focus:Exploring Australian Bush Poetry

Learning Objectives Students will understand:• Develop knowledge of how language devices can

create meaning and effect in poetry • Understand how to evaluate the effect in poetry.

Students will do:• Explain how the context of a poem impacts on its

topic and message. • Identify examples of language devices and

explain their effect.

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Australian Bush Poems

The Man From Ironbark

Clancy from the Overflow

The Bushrangers

Feathers and Fur

Drought Year

The Bush girl The Man from Snowy River

Australian Poets

A.B ‘Banjo’ Paterson Henry Lawson Judith Wright Jill McDougal

Henry Kenndel David Campbell

History of the Bush Poem • Australian Bush Poetry or Verse is defined by the Australian Bush Poets

Association as "poetry having good rhyme and meter, written about Australia, Australians and the Australian way of life."

• Bush Verse has been written in stock camps, on droving trips, in pubs and no doubt, the ubiquitous Australian "dunny".

• The language is often colourful, reflecting the vernacular of the bush and laced with many words which may appear like a foreign language to overseas readers.

• Australian Bush Verse has been written since settlement of Australia. Whilst there are many well known purveyors of the art, such as "Banjo" Paterson, Henry Lawson

IMAGERY Imagery creates a picture in your mind• Imagery in poetry is created through personification, simile,

metaphor and detailed description.

Why would a poet use it?• Transport the reader (time or place)• Action in the poem • Emotions in the poem

Drought Year

That time of drought the embered airburned to the roots of timber and grass. The crackling lime-scrub would not bearand Mooni Creek was sand that year. The dingo's cry was strange to hear.

I heard the dingoes cry in the scrub on the Thirty-mile Dry.I saw the wedgetail take his fillperching on the seething skull. I saw the eel wither where he curled in the last blood-drop of a spent world.

I heard the bone whisper in the hideof the big red horse that lay where he died. Prop that horse up, make him stand, hoofs turned down in the bitter sandmake him stand at the gate of the Thirty-mile Dry. Turn this way and you will die- and strange and loud was the dingoes' cry.

By Judith Wright

Meaning – Drought Year Poem SummaryLines 1-4:These lines depict the drought-benighted landscape. "Embered" and "burned" vividly describe the hot, dry air. The word "bear" in line three can be read in at least two ways: 1) the lime-scrub cannot bear the heat or 2) the lime-scrub cannot bear fruit. "Lime" suggests a certain tartness, which contributes well to the dry scene, and the "Mooni" of dried-up Mooni Creek brings to mind a picture of a waterless moon, a desert landscape where every year is a drought year.

Line 5:The "dingoes' cry" gives the drought conditions a sense of mystery. Since most Americans have probably never heard a dingo's "cry," an American's likely response is, therefore, to think of a coyote, wolf, or dog's cry instead of a dingo's. Similar in character or not, America's canines can be said to have a strange cry, almost like human wailing. Perhaps then, the association of an Australian dog with...

Nature and Its Meanings

Wright is a conservationist as well as a poet. A drought, therefore, might seem a strange subject for an environmentalist intent on giving nature a positive image. Perhaps then, the drought in "Drought Year" is primarily anthropogenic (human-caused), like the Dust Bowl disaster in Thirties America.

This would show nature as victimized by human action, something a conservationist might want to stress. There is, however, no evidence for this. Wright's drought seems solely due to lack of rain.

Perhaps Wright meant to reinvigorate nature with awesome power so as to make humans cower, to stop people from swaggering because they dominate the earth. Readers would therefore be meant to identify with the poem's victims: horse, eel, and "seething skull."

Still another theory why a conservationist would risk giving nature a negative image is that Wright might have felt she was too romantic about nature. Thus, she decided to depict...

Analysing Poems – Searchingfor Imagery

Andy’s gone with Cattle – By Henry Lawson

Meaning of Poems1. Does the poem use Imagery? If so identify

where it has been used?

2. What message is the poet trying to get across to the reader?

SONGS OF PROTEST

Lesson 3 – Song as Texts

Lesson Focus:Examining songs of protest

Learning Objectives Students will understand:• develop knowledge of how to evaluate main

ideas and points of view in texts.• understand how to evaluate a text in terms of its

social and aesthetic value using appropriate metalanguage.

Students will do:• identify the message and point of view in the

song lyrics.• evaluate the social and aesthetic value of the

song lyrics.

What is a SONG OF PROTEST?

A protest song is a song which is associated with a movement for social change and hence part of the broader category of topical songs (or songs connected to current events). It may be folk, classical, or commercial in genre. Songs of protests are songs that expresses disapproval, generally about a political issue.

http://www.youtube.com/watch?v=qjzCDNOBicw

Solid Rock – Goanna




Listen and read and comprehend lyrics of Australian protest songs Listen to and read and comprehend the lyrics of songs that provide a protest commentary about issues in Australia.

• identify the emotions or opinions of the audience?• Identify the message of the song?

As a Class:

Highlight – Descriptive language

Meaning: Solid Rock

Song Meanings behind the Protest Song

Solid Rock ‘solid rock’; ‘sacred ground’; ‘promised land’, ‘heart of darkness’ ‘living on borrowed time’; ‘saw the white sails in the sun’Meaning • It’s a cry of rage, of anger against injustice. Just listening to it conveys a sense of all

that has been lost, a traditional way of life that had lasted for thousands of years, gone forever in a little over a century – and all the reasons why it happened (which basically amounts to: white people didn’t see black people as real people). As a true reflection of our nation’s history – as opposed to the increasingly bullshit words of our actual national anthem – it’s hard to beat.

The Dead Heat – Midnight Oil

http://www.youtube.com/watch?v=16bFBzx7I_0






In Pairs:


Meaning: The Dead Heart The Dead Heart

‘the true country’; ‘the dead heart’ Meaning

• The song was written for Aboriginals to help draw attention to the fact that white man took aboriginal children from their families and their traditional way of life and Midnight Oil believed authorities wanted to try and westernise them and destroy their culture. White man also took land from the aboriginal people to benefit themselves and make money.

Beds are Burning – Midnight Oil

http://www.youtube.com/watch?v=ejorQVy3m8E





Independent:


Beds are Burning

‘the time has come’; ‘beds are burning’; ‘to pay the rent’Meaning

• Political song about giving native Australian lands back to the Pintupi, who were among the very last people to come in from the desert.

Meaning: Beds are Burning

Game 5 Minutes – Story Telling Game

1. A long, long time ago …2. They lived in a ….3. They worked …4. Then they …5. They were sitting at home when suddenly …6. They were so …7. In order to save the day they ….8. And then …

Analysing Social Commentary

Songs as Texts

Lesson 4 & 5

http://www.youtube.com/watch?v=aywDT6yHMmo

Took the children away by Archie Roach



Structure of a Song: Beds Are Burning - Midnight Oil

Out where the river brokeThe bloodwood and the desert oakHolden wrecks and boiling dieselsSteam in forty five degrees The time has comeTo say fair's fairTo pay the rentTo pay our shareThe time has come A fact's a factIt belongs to themLet's give it back How can we dance when our earth is turningHow do we sleep while our beds are burningHow can we dance when our earth is turningHow do we sleep while our beds are burning

Verse

Verse

Chorus

Rhyme Pattern and Rhythm


Focus questions: Before reading or listening.

What does the title make you think of?

What do you expect the song to be about?

When analysing music or poetry it is important to look historically, socially and culturally into the context for the song and the impact of this on the lyrics.

• Archie Roach is an Indigenous singer/songwriter who lived on the Framlingham Aboriginal mission in Victoria before being forcibly removed from his family; he is one of the Stolen Generation.



Read Song: Whole Class



Focus questions: After Reading

Is the song arranged in verses? Do the verses have a regular length? Is the pattern sustained throughout the song or does it change?

What features of rhythm and rhyme can you identify? Are the patterns regular or irregular?

Is there a refrain/chorus? Is it regular or does it change?

Analysing the Song:Structure

IMAGERY Imagery creates a picture in your mind• Imagery in poetry is created through personification, simile,

metaphor and detailed description.

Why would a poet use it?• Transport the reader (time or place)• Action in the poem • Emotions in the poem

Language Features of a Song:

• Similes: An expression that compares one thing to another and generally has the words 'like' or 'as.' It may be used to help readers better identify with characteristics of objects or circumstances.

• As quick as lightening• As busy as a bee• Life is like a box of chocolates, you never know what

you're going to get.• As blind as a bat

• Metaphor: When a word or phrase is used one way to mean another and a comparison is expressed without the use of a comparative term like "as," "like," or "than."

• My sister likes to go to bed early, but I’m a night owl.

• You’re such a chicken.

• Life is a roller coaster of emotions.

Analysing the Song:Language Features

Examine language features of the song

Read independently the song again and focus on the language features . Identify examples of literary devices such as:

Imagery (Blue)Simile (Red)Metaphor (Yellow)evocative language (green)Repetition (purple)

Use a highlighter or coloured pencil

• Pace/tempo – The speed at which music is or ought to be played, often indicated on written compositions by a descriptive or metronomic direction to the performer.

• Instrumentation – The study and practice of arranging music for instruments, or the arrangement or orchestration resulting from such practice.

• Vocal style - style of vocal music from another. Among the many different vocal styles, there are: sacred, Classical, Romantic, choral, operatic, jazz and pop.

• Mood - A state of mind or emotion.

Analysing the Song:Auditory Features





Focus questions:How would you describe the dynamics of the music: is it loud or soft?

What vocal style is used? Does it vary throughout the song?

Does the music have a fast or slow tempo? Does it vary throughout the song?

How would you describe the song’s pitch? Does the music use mainly high or low sounds?

What instruments do you hear? Does instrument use vary throughout the song?

How does the song make you feel? What mood is created? How? Does this atmosphere affect the effectiveness of the song’s message?

The song uses only soft, rich vocals to introduce the first verse:the message in the lyrics is the only focus and is emphasised for the listenerthe choir builds to create a more optimistic sound to reflect the more positive message that ‘the children came back’.

The tempo is slow and steady with a simple regular rhythm:the focus is again on the message in the lyricsthe tempo gains momentum to reflect the more positive message that the children and the singer returned.

The only instrumentation in the first verse is sustained single notes on a keyboard:this creates a sorrowful backdrop to the message in the lyrics the variety of instruments grows to include guitars and some percussion to reflect the more positive final verses.

Mr. Kearney’s Responses



Write a personal response to the song - 100 words Ask students to write a response to the song that:

• Identifies the social comment or message communicated through the song?

• Explain how effectively the song’s structure, language features and auditory elements influence the opinion and emotion of the audience?



http://www.youtube.com/watch?v=14IRDDnEPR4

99 Red Balloons by Nena




What do you think the song is about?

Can you suggest the possible benefits of analysing the lyrics before listening to the music?

When analysing music or poetry it is important to look historically, socially and culturally into the context for the song and the impact of this on the lyrics. • conveys sentiments about a nuclear end to the worldOriginal in German 1983; translated into English in 1984.Cold War: America (the West) Russia (the East) were enemies; threatened each other with nuclear weapons.People feared the weapons would be released causing mass destruction.Song written in Germany where East and West were separated by the Berlin Wall.






Use a Highlighter or Coloured Pencil













Write a persuasive personal response to the song: 1. Identifies the social comment or message communicated through the

song?

2. Explains how effectively the song’s structure, language features and auditory elements influence the opinion and emotion of the audience?



http://www.youtube.com/watch?v=bmj7KlIut1w

DO THEY KNOW ITS CHRISTMAS - BAND AID




What do you think the song is about?

Can you suggest the possible benefits of analysing the lyrics before listening to the music?


"Do They Know It's Christmas?" is a song written by Bob Geldof and Midge Ure in 1984 to raise money for relief of the 1983–1985 famine in Ethiopia. The original version was produced by Midge Ure and released by Band Aid on 29 November 1984.





Use a Highlighter or Coloured Pencil











Write a persuasive personal response to the song: 1. Identifies the social comment or message communicated through the

song?

2. Explains how effectively the song’s structure, language features and auditory elements influence the opinion and emotion of the audience?





Name all the features in the structure of a song? - Verse, chorus, rhyming paten and rhythm

Quiz

Name all the Auditory features of a song?- Pace/tempo, Instrumentation, Vocal style and Mood

Name all the poetic devices we have looked at over the last three days?

Game White Board Slam

• This activity will increase your students’ vocabulary.

1. Start by writing a word on the board that contains four letters. You can start with anything.

2. Then, challenge your students to come up and change only one letter of the word to make a new word. If someone has an answer, have him or her come up and make the change.

3. Then have another student come up and change the word again. See how many different combinations your students can come up with by changing one letter at a time with no word repeats.

• give them the opportunity to ask for a definition of any of the words that they may not know throughout the activity.

White Board Slam - WordsInsecure

Ground

Decide

Bibliography

Anyone

Glance

Private

Education

Exploring perspectives in poetry and songs - Year 7