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Tag Archives: art

Poetic forms Part 1: Sonnet

20 Wednesday Jun 2012

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art, Article, books, contest, Internet, Lit. Journal, literature, online journal, poem, Poet, Poetry, reading, reading poetry, sonnet, Writing

Part 2: Villanelle

From the Italian sonetto, which means “a little sound or song,” the sonnet is a popular classical form that has compelled poets for centuries. Traditionally, the sonnet is a fourteen-line poem written in iambic pentameter, which employ one of several rhyme schemes and adhere to a tightly structured thematic organization. Two sonnet forms provide the models from which all other sonnets are formed: the Petrachan and the Shakespearean.

Petrarchan Sonnet
The first and most common sonnet is the Petrarchan, or Italian. Named after one of its greatest practitioners, the Italian poet Petrarch, the Petrarchan sonnet is divided into two stanzas, the octave (the first eight lines) followed by the answering sestet (the final six lines). The tightly woven rhyme scheme, abba, abba, cdecde or cdcdcd, is suited for the rhyme-rich Italian language, though there are many fine examples in English. Since the Petrarchan presents an argument, observation, question, or some other answerable charge in the octave, a turn, or volta, occurs between the eighth and ninth lines. This turn marks a shift in the direction of the foregoing argument or narrative, turning the sestet into the vehicle for the counterargument, clarification, or whatever answer the octave demands.

Sir Thomas Wyatt introduced the Petrarchan sonnet to England in the early sixteenth century. His famed translations of Petrarch’s sonnets, as well as his own sonnets, drew fast attention to the form. Henry Howard, Earl of Surrey, a contemporary of Wyatt’s, whose own translations of Petrarch are considered more faithful to the original though less fine to the ear, modified the Petrarchan, thus establishing the structure that became known as the Shakespearean sonnet. This structure has been noted to lend itself much better to the comparatively rhyme-poor English language.

Shakespearean Sonnet
The second major type of sonnet, the Shakespearean, or English sonnet, follows a different set of rules. Here, three quatrains and a couplet follow this rhyme scheme: abab, cdcd, efef, gg. The couplet plays a pivotal role, usually arriving in the form of a conclusion, amplification, or even refutation of the previous three stanzas, often creating an epiphanic quality to the end. In Sonnet 130 of William Shakespeare’s epic sonnet cycle, the first twelve lines compare the speaker’s mistress unfavorably with nature’s beauties. But the concluding couplet swerves in a surprising direction:

My mistress’ eyes are nothing like the sun;
Coral is far more red than her lips’ red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damasked, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress when she walks treads on the ground.
And yet, by heaven, I think my love as rare
As any she belied with false compare.

Sonnet Variations
Though Shakespeare’s sonnets were perhaps the finest examples of the English sonnet, John Milton’s Italian-patterned sonnets (later known as “Miltonic” sonnets) added several important refinements to the form. Milton freed the sonnet from its typical incarnation in a sequence of sonnets, writing the occasional sonnet that often expressed interior, self-directed concerns. He also took liberties with the turn, allowing the octave to run into the sestet as needed. Both of these qualities can be seen in “When I Consider How my Light is Spent.”

The Spenserian sonnet, invented by sixteenth century English poet Edmund Spenser, cribs its structure from the Shakespearean–three quatrains and a couplet–but employs a series of “couplet links” between quatrains, as revealed in the rhyme scheme: abab, bcbc, cdcd, ee. The Spenserian sonnet, through the interweaving of the quatrains, implicitly reorganized the Shakespearean sonnet into couplets, reminiscent of the Petrarchan. One reason was to reduce the often excessive final couplet of the Shakespearean sonnet, putting less pressure on it to resolve the foregoing argument, observation, or question.

Sonnet Sequences
There are several types of sonnet groupings, including the sonnet sequence, which is a series of linked sonnets dealing with a unified subject. Examples include Elizabeth Barrett Browning’s Sonnets from the Portuguese and Lady Mary Roth’s The Countess of Montgomery’s Urania, published in 1621, the first sonnet sequence by an English woman.

Within the sonnet sequence, several formal constraints have been employed by various poets, including the corona (crown) and sonnet redoublé. In the corona, the last line of the initial sonnet acts as the first line of the next, and the ultimate sonnet’s final line repeats the first line of the initial sonnet. La Corona by John Donne is comprised of seven sonnets structured this way. The sonnet redoublé is formed of 15 sonnets, the first 14 forming a perfect corona, followed by the final sonnet, which is comprised of the 14 linking lines in order.

Modern Sonnets
The sonnet has continued to engage the modern poet, many of whom also took up the sonnet sequence, notably Rainer Maria Rilke, Robert Lowell, and John Berryman. Stretched and teased formally and thematically, today’s sonnet can often only be identified by the ghost imprint that haunts it, recognizable by the presence of 14 lines or even by name only. Recent practitioners of this so-called “American” sonnet include Gerald Stern, Wanda Coleman, Ted Berrigan, and Karen Volkman. Hundreds of modern sonnets, as well as those representing the long history of the form, are collected in the recent anthology The Penguin Book of the Sonnet: 500 Years of a Classic Tradition in English, edited by Philis Levin.

Article From Poetry.org

Finding Poetry in Illness

19 Tuesday Jun 2012

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art, Article, books, Health, illness, Internet, kidney failure, Lit. Journal, literature, online journal, poem, Poet, Poetry, reading, reading poetry, Writing

“…my new friend wrote to ask how I liked the poems. I answered, ‘I’m always struck by how in tune the poems are with whatever is going on in my life or mind at that moment. I first marvel that some soul once created each poem, and then I’m amazed that these gifts find me without any effort of my own, via a conduit I’ve never met in person. I often dream of poems now, and wake thinking of some line.’ That, he offered, is how you know they are working.”

—

“I learned that I was, at age 42, in a state of advanced kidney failure. I had three options: death, dialysis, or transplant. In the tenebrous first days of my new reality, I grew most attached to the idea of death. There were no children to leave behind, and in my disconsolate state, I believed my husband would be better off with any woman but me. I developed the romantic notion of a sojourn at a Mediterranean villa followed by a jump from a cliff.”

Read the entire article at the Poetry Foundation website.

A Writing Exercise: Engaging the Senses

17 Sunday Jun 2012

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art, books, cooking, excercise, food, Lit. Journal, literature, miracle fruit, online journal, poem, Poet, Poetry, Prompt, reading, Writing

Go to your kitchen pantry, garden, refrigerator, or spice rack. Pick an herb, spice, fruit, or vegetable. Take it to your writing space. Smell it, feel it, observe it, taste it. Does it come in multiple forms: powdered, sliced, dried, pickled? What sensations does it arouse? What memories does it bring?

Now, write for thirty minutes or more, don’t stop –Don’t think, just write. Reread what you’ve written. Find the connections, the heat, the moments where language lifts, where it sings, and sculpt this into a poem.

If you like, post your results as a comment; we would love to see what people come up with.

Here is a Poem by Aimee Nezhukumatathil from her book Miracle Fruit (Tupelo Press, 2003) to inspire you.

Spices

coloring

If your man doesn’t know cumin

from cardamom, it’s time to let him go.

but if he discovers a wetted paintbrush dipped

into turmeric makes a soft yellow line

on your back, spells something like You

are my sun—then keep him and hold on tight.

I like a cupboard packed with jam jars rubbed clean,

full of the sand from fantasy beaches of me

and my man and a paintbrush I conjured up

just last night—a cupboard where the difference in reds

means danger or victory for my pot of stew.

 

fragrance

And what about cloves pierced

into a fat orange, strung up with ribbon

at Christmas? What came up with that,

and what kind of twisted need did they have

for the occasional prick of spikes under

nails? One, we were leaving

Bombay Palace, my father spooned

caraway and licorice bits into my palm

from the jade bowl on the counter and said,

“This will clean your breath.” The owner

twitched his moustache, and nodded.

 

heat

Pepper is the obvious choice, in its powder form,

I mean—but there’s something about the crash

of peppercorns into a salad, over pasta, the twist

and flex of wrist that sends men back for more.

But if you really want to impress, try chili flaked fresh

under a rolling pin and wax paper. Make sure he sees

you doing this labor of love—act as if you do this

at every meal, that is how it would be every day

if he desired. And after dinner, float some

in his tea, slip some into his slice of cake.

Be careful for the warmth of his mouth.

How to Read a Poem Part 7: Embrace Ambiguity

15 Friday Jun 2012

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ambiguity, art, Article, books, Internet, Lit. Journal, literary critics, literature, musical qualities, online journal, poem, Poet, Poetry, reading, reading poetry, text and context, Writing

Part 6: Text and Context

Embrace Ambiguity

Here’s a tricky issue: the task is to grasp, to connect, to understand. But such a task is to some degree impossible, and most people want clarity. At the end of class, at the end of the day, we want revelation, a glimpse of the skyline through the lifting fog. Aesthetically, this is understandable. Some magic, some satisfaction, some “Ahhh!” is one of the rewards of any reading, and particularly the reading of poetry. But a poem that reveals itself completely in one or two readings will, over time, seem less of a poem than one that constantly reveals subtle recesses and previously unrecognized meanings.

Here’s a useful analogy. A life partner, a husband, a wife—these are people with whom we hope to constantly renew our love. Despite the routine, the drone of familiarity, the daily preparation of meals and doing of dishes, the conversations we’ve had before, we hope to find a sense of discovery, of surprise. The same is true of poems. The most magical and wonderful poems are ever renewing themselves, which is to say they remain ever mysterious.

Too often we resist ambiguity. Perhaps our lives are changing so fast that we long for stability somewhere, and because most of the reading we do is for instruction or information, we prefer it without shades of gray. We want it to be predictable and easy to digest. And so difficult poetry is the ultimate torment.

Some literary critics would link this as well to the power of seeing, to the relationship between subject and object. We wish the poem to be object so we can possess it through our “seeing” its internal workings. When it won’t allow us to “objectify” it, we feel powerless.

Torment, powerlessness—these are the desired ends? Well, no. The issue is our reaction, how we shape our thoughts through words. We have to give up our material attitude, which makes us want to possess the poem. Maybe we’ve bought the book but we don’t own the poem. We have to cultivate a new mindset, a new practice of enjoying the inconclusive.

Embracing ambiguity is a much harder task for some than for others. Nothing scares some people like the idea (even the idea) of improvisation as a writing or analytical tool. Some actors hate being without a script; the same is true of some musicians. Ask even some excellent players to improvise and they start to sweat. Of course, actors and musicians will say that there is mystery in what they do with a script or a score, and it would be pointless to disagree. The point, after all, is that text is mysterious. Playing the same character night after night, an actor discovers something in the lines, some empathy for the character, that he or she had never felt before. Playing or listening to a song for the hundredth time—if it is a great song—will yield new interpretation and discovery. So it is with great poetry.

 

Article From Poetry.org

How to Read a Poem Part 6: Text and Context

14 Thursday Jun 2012

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art, Article, books, contest, Internet, Lit. Journal, literature, musical qualities, online journal, poem, Poet, Poetry, reading, reading poetry, Writing

Part 5: Talking Back to a Poem – Part 7: Embracing Ambiguity

Text and Context

Some people say that a poem is always an independent work of art and that readers can make full sense of it without having to use any source outside the poem itself. Others say that no text exists in a vacuum. However, the truth lies somewhere in between. Most poems are open to interpretation without the aid of historical context or knowledge about the author’s life. In fact, it’s often best to approach a poem without the kind of preconceived ideas that can accompany this kind of information. Other poems, however, overtly political poems in particular, will benefit from some knowledge of the poet’s life and times. The amount of information needed to clearly understand depends on you and your encounter with the poem. It’s possible, of course, even for someone with a deep background in poetry to be unaware of certain associations or implications in a poem. This is because poems are made of words that accumulate new meanings over time.

Consider this situation, a true story, of a poet who found a “text” at the San Mateo coast in northern California. As she scrambled over rocks behind the beach, near the artichoke fields that separate the shore from the coast highway, she found a large smear of graffiti painted on the rocks, proclaiming “La Raza,” a Chicano political slogan meaning “the struggle.” She sat down and wrote a poem. Why? her poem asked. I understand, she wrote, why someone would write La Raza on the side of a building, or on public transport. There it would be seen and would shout its protest from the very foundations of the oppressive system. But why here, in nature, in beauty, so far from that political arena. Couldn’t you leave the coast unspoiled? Then, one evening while reading the poem in Berkeley she got her answer. A man came up to her and asked her, “Do you want to know?” “I beg your pardon,” she said. “Those fields,” the man went on, “were where Chicanos had been virtually enslaved, beaten, and forced to live in squalor for decades.” The landscape was not innocent of political struggle. The text was not out of place.

How to Read a Poem Part 5: Talking Back to a Poem

13 Wednesday Jun 2012

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art, Article, books, contest, Internet, Lit. Journal, literature, online journal, poem, Poet, Poetry, reading, reading poetry, red wheelbarrow, Writing

Part 4: Starting the Conversation – Part 6: Text and Context

Talking Back to a Poem

It would be convenient if there were a short list of universal questions, ones that could be used anytime with any poem. In the absence of such a list, here are a few general questions that you might ask when approaching a poem for the first time:

  • Who is the speaker?
  • What circumstances gave rise to the poem?
  • What situation is presented?
  • Who or what is the audience?
  • What is the tone?
  • What form, if any, does the poem take?
  • How is form related to content?
  • Is sound an important, active element of the poem?
  • Does the poem spring from an identifiable historical moment?
  • Does the poem speak from a specific culture?
  • Does the poem have its own vernacular?
  • Does the poem use imagery to achieve a particular effect?
  • What kind of figurative language, if any, does the poem use?
  • If the poem is a question, what is the answer?
  • If the poem is an answer, what is the question?
  • What does the title suggest?
  • Does the poem use unusual words or use words in an unusual way?

You can fall back on these questions as needed, but experience suggests that since each poem is unique, such questions will not go the necessary distance. In many instances, knowing who the speaker is may not yield any useful information. There may be no identifiable occasion that inspired the poem. But poems do offer clues about where to start. Asking questions about the observable features of a poem will help you find a way in.

We’ll now bring inquiry to bear on two very different poems, each of which presents its own challenges:

  • “The Red Wheelbarrow” by William Carlos Williams
  • “Diving into the Wreck” by Adrienne Rich

How to Read a Poem Part 4: Starting the Conversation

12 Tuesday Jun 2012

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art, Article, books, contest, Internet, Lit. Journal, literature, online journal, poem, Poet, Poetry, reading, reading poetry, Writing

Part 3: The Line – Part 5: Talking Back to a Poem

Starting the Conversation

We mentioned earlier that encountering a difficult poem is like a game or sport, say rock climbing, that makes you work a bit. The idea of finding handholds and footholds and ascending one bit at a time is apt. But some climbs are easier than others; some are very easy. You may enjoy an easy climb for a while, but you may also find that you want a bigger challenge. Reading poetry works the same way, and, fortunately, poets leave trails to help you look for the way “up” a poem. You’ll have to do some work, hard work in some cases, but most of the time, the trails are there for you to discover.

Although your first experience of the poem may be private and personal, we think talking about the poem is a natural and important next step. Beginning with a focus question about the poem, the discussion addresses various possible answers to the question, reshaping and clarifying it along the way. The discussion should remain grounded in the text as much as possible. Responses that move away from what is written into personal anecdotes or tangential leaps should be gently urged back into analyzing the text. The basis for shared inquiry is close reading. Good readers “dirty the text” with notes in the margins. They make the inquiry their own.

Article from Poets.org

How to read a poem part 3: The Line

11 Monday Jun 2012

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art, Article, Lit. Journal, literature, musical qualities, online journal, poem, Poet, Poetry, reading, reading poetry, Writing

Part 2: Reading Aloud – Part 4: Starting the Conversation

The Line

What determines where a line stops in poetry? There is, of course, more than one answer to this question. Lines are often determined by meaning, sound and rhythm, breath, or typography. Poets may use several of these elements at the same time. Some poems are metrical in a strict sense. But what if the lines aren’t metrical? What if the lines are irregular?

The relationship between meaning, sound, and movement intended by the poet is sometimes hard to recognize, but there is an interplay between the grammar of a line, the breath of a line, and the way lines are broken out in the poem—this is called lineation. For example, lines that end with punctuation, called end-stopped lines, are fairly simple. In that case, the punctuation and the lineation, and perhaps even breathing, coincide to make the reading familiar and even predictable. But lines that are not end-stopped present different challenges for readers because they either end with an incomplete phrase or sentence or they break before the first punctuation mark is reached. The most natural approach is to pay strict attention to the grammar and punctuation. Reading to the end of a phrase or sentence, even if it carries over one or several lines, is the best way to retain the grammatical sense of a poem.

But lineation introduces another variable that some poets use to their advantage. Robert Creeley is perhaps best known for breaking lines across expected grammatical pauses. This technique often introduces secondary meaning, sometimes in ironic contrast with the actual meaning of the complete grammatical phrase. Consider these lines from Creeley’s poem “The Language”:

Locate I
love you some-
where in

teeth and 
eyes, bite
it but

Reading the lines as written, as opposed to their grammatical relationship, yields some strange meanings. “Locate I” seems to indicate a search for identity, and indeed it may, but the next line, which continues with “love you some-,” seems to make a diminishing statement about a relationship. On its own, “eyes bite” is very disturbing.

Hearing Creeley read his poems can often be disquieting, because he pauses at the end of each line, and these pauses create a kind of tension or counterpoint in relation to the poem’s sentence structure. His halting, hesitant, breathless style is immediately recognizable, and it presents writers with new ideas about meaning, purely through lineation. But many poets who break lines disregarding grammatical units do so only for visual irony, something that may be lost in performance. Among metrical, free verse, and even experimental poets of today, there are those who do not interrupt grammatical sense when reading a poem aloud as much as they interrupt it in the poem’s typography. What to do as a reader? Try a variety of methods. It’s fun to “Creeleyize” any poem, just to hear what the lineation is doing. But if the results seem to detract from the poem’s impact, in terms of its imagery or concept, drop the literal treatment of line breaks and read for grammar or visual image. Reading a poem several ways allows you to see further into the poem simply through repetition.

With poets who use techniques drawn from music—particularly jazz, such as Michael S. Harper or Yusef Komunyakaa—or poets like Walt Whitman who employ unusually long lines, there may be another guiding principle: breath. Some poets think of their words as music flowing from a horn; they think of phrases the way a saxophonist might. Poems composed in this way have varied line lengths but they have a musicality in their lineation and a naturalness to their performance. They may have a recognizable sense of measure, an equivalent duration between lines, or, for the sake of contrast, one rhythmic pattern or duration that gives way to successive variations.

For some poems, visual impact may also be important. In “shaped poetry,” as well as many other types of writing that are meant to be seen as a painting might be seen, the line is determined by its placement in space. Some visually oriented poets present real challenges in that the course of the poem may not be entirely clear. Visual choices presented by the poet may be confusing. Sometimes the arrangements of words on a page are intended to represent different voices in a dialogue, or even a more complex discourse on a subject. Overlapping and layering might be the poet’s intent, which no single voice can achieve. It’s best to be aware that poems with multiple voices, or focuses exist and, again, looking for the inherent rules that determine the shape of the poem is the best approach.

Remember that the use of these techniques, in any combination, pushes the words of the poem beyond their literal meanings. If you find more in a poem than the words alone convey, then something larger is at work, making the poem more than the sum of its parts.

Article from Poets.org

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