Narrative, Drama and Poetry

Before we begin today’s lesson, let’s revise the lesson on genres of literature we learned in Year One: The genres of literature were identified as Drama, Prose and Poetry. Not only did we identify the genres of literature, but we also read about poetry, its forms, and types. We studied some African Poetry. We learned about poets like Kofi Awoonor and his poem, ‘The Cathedral’. In this lesson, which is a continuation of what we studied in Year One, we are going to look at Poetry Appreciation with our focus on Non-African Poems, and throwing more light on the Subject Matter, Themes, Figures of Speech and the Structure of Non-African Poems.

Poetry Appreciation refers to the deeper understanding of poetry as an art form. It involves analysing and interpreting techniques used by poets in their work. This can include examining the structure, language, imagery and sound devices in a poem, as well as the historical and cultural context in which it was written. Again, Poetry Appreciation helps readers develop a deeper connection to the text and fosters a greater appreciation for the beauty and complexity of poetic expression. It encourages readers to engage with poetry beyond surface-level readings.

Subject Matter

The subject matter in poetry refers to the topics, ideas or information and the description of people and events that the poets explore in their work. It covers what the poem is about, including the emotions, experiences, and concepts that are conveyed. Subject matter in poetry includes:

1. Nature: Most poems often explore the beauty, complexity, and power of the natural world, including landscapes, seasons and wildlife.

2. Love: Romantic relationships, one-sided love and friendship are frequent subjects in poetry, often expressing deep emotions and experiences.

3. Death and Mortality: Many poems explore the nature of life, death and grief.

Themes These are the main ideas that the poet wants to make clear to readers/audience.

Themes provide insight into the poet’s perspective on life, society, emotions, and human experiences. Some themes explored in poetry are:

1. Love: This theme talks about the various aspects of love, including romantic love, friendship which often exploring its joys and sorrows.

2. Nature: Many poems reflect on the beauty, power and complexity of the natural world, highlighting the relationship between humans and their environment.

3. Social justice: Many poets address issues of inequality, oppression and social change, using their work to comment on societal issues and to advocate for justice.

Scan the QR codes / click on the links below to watch YouTube videos of poem recitation sessions to guide you through the following investigations and then to perform Activity 2.7.

https://youtu.be/VYdl3uQITjg https://youtu.be/0002QAcmWAY https://youtu.be/LtQlF-ivrsg The Structure of a Poem The structure of a poem refers to the organisation and arrangement of various elements within the poem. This can include:

1. Stanzas: Poems are often divided into stanzas, which are groups of lines. The number of lines in a stanza can vary and stanzas can be regular (consistent number of lines) or irregular.

2. Rhyme Scheme: Rhyme is the repetition of sounds in two or more words or phrases in a poem. Rhyme talks about sounds and not how the words are spelt/ written. The rhyme scheme is the pattern of rhymes at the end of each line in a poem. It can follow a specific pattern (e.g. abab, aabb).

3. Title: The title of a poem often provides insight into its theme or subject matter and can influence the reader’s interpretation.

4. Diction: The choice of words and figurative language contributes to the poem’s structure, enhancing its meaning and emotional impact.

These structural elements of poetry work together to ensure the overall effect of a poem, influencing how it is read and understood. The structure also allows poets to express their ideas in a unique and impactful way.

Activity 2.6 Discussion of Themes, Structure and Subject Matter of Poems Put yourselves in groups and discuss the themes, structure and subject matter of poems you have read in the past.

Was this activity easy to do with your friends?

Analysis of a Non-African Poem - ‘Anthem for Doomed Youth’ by Wilfred Owen (England) Let us analyse the poem ‘Anthem for Doom Youth’ by Wilfred Owen, taking into consideration all that we have discussed above on the topic of poetry appreciation.

Background of the Poet

Wilfred Owen was born in Oswestry on the English/Welsh borders, and was brought up in the English towns of Birkenhead and Shrewsbury. He is widely recognised as one of the most important voices of the First World War. Nevertheless, he was virtually unknown at the time of his death. Only four of his poems were published during his lifetime.

‘Anthem for Doomed Youth’ is a poem Owen wrote while recovering from shellshock in a Scottish hospital he had been invalided back to in 1917. Less than a year later, Captain Owen himself was killed in battle when he had been given an ill-thought-out command to attack. It is a poem highlighting the darker side of war, aspects that some would rather ignore or gloss over.

Analyse Activity 2.7.

Activity 2.7 Recitation of the Poem ‘Anthem for Doom Youth’

1. With your friends, recite the poem ‘Anthem for Doomed Youth’ by Wilfred Owen carefully. Pay particular attention to the rhythm and rhyme scheme of the poem.

What passing–bells for these who die as cattle?

Only the monstrous anger of the guns.

Only the stuttering rifles’ rapid rattle Can patter out their hasty orisons.

No mockeries now for them; no prayers nor bells;

Nor any voice of mourning save the choirs, - The shrill, demented choirs of wailing shells;

And bugles of calling for them from sad shires.

What candles may be held to speed them all?

Not in the hands of boys, but in their eyes Shall shine the holy glimmers of goodbyes.

The pallor of girls’ brow shall be their pall;

Their flowers, the tenderness of patient minds, And each slow dusk a drawing down of blinds.

2. Was that a good recitation?

Now, let us analyse the poem together, and provide an even better recitation once the ideas have been explored. Try to convey the scarcely concealed anger here.

Core Analysis of the poem ‘Anthem for Doomed Youth’ in Activity 2.7- structure, subject matter and figures of speech Subject Matter The subject matter for ‘Anthem for Doomed Youth’ focuses on the inhumane, painful deaths of young soldiers in World War 1 and the inability to hold or organise traditional burial and funeral rites in honour of the lives of these fallen young heroes. The poem is remarkably powerful partly because it raises the important questions often ignored when countries commit to war. The poem criticises the lack of proper acknowledgement and mourning for the dead soldiers, as their deaths are often overlooked. The poem suggests that the sacrifices made by these young men deserve more than a brief mention in history.

Structure of the Poem

“Anthem for Doomed Youth” is a 14-line poem, which is a characteristic of a sonnet.

The poem is divided into two stanzas. The first stanza conveys the chaos and brutality of war, while the second stanza contrasts this with the quiet domestic mourning and remembrance of the fallen soldiers. The poem follows a consistent rhyme scheme of ababcdcdeffegg which contributes to its lyrical quality to create a perfect contrast between the sounds of war (such as the ‘bugles’ and ‘rifles’) and the sounds of mourning (like ‘prayers and pall’) in the second stanza.

Themes

1. The futility of War: The poem highlights the senselessness of war and the tragic loss of youth. Owen makes us aware that the violence and destruction brought by war eventually serves no purpose, leading to the premature deaths of soldiers who could have positively contributed to society.

2. The Pain of Loss: A main theme is the grief and sorrow experienced by those left behind. The poem reflects on the emotional toll that war takes on families and communities who mourn the loss of their loved ones without the performance of proper funerals or rituals.

3. The theme of wasted youth is key, portraying the devastating human cost of war on a generation. Young soldiers are sacrificed in war, losing their lives and futures before they have truly begun hence the use of ‘doomed youth’. The title itself ‘Anthem for Doomed Youth’ emphasises this theme.

4. Memory and Remembrance: The poem conveys the importance of remembering those who have died in battle. It serves as a call to recognize and honour the sacrifices made by soldiers, ensuring that their stories and experiences are not forgotten.

Figures of Speech

‘Anthem for Doomed Youth ’uses alliteration or consonance, personification, simile, implied metaphor and onomatopoeia to convey the anti-war sentiment in

1. Alliteration: ‘rifles’—rapid rattle’

2. Allusions: From line 1 to line 14 alludes to World War 1

3. Personification:’ Only the monstrous anger of the gun’ As the soldiers are becoming dehumanised . . . the weapons are becoming more human.

4. Onomatopoeia: stuttering’, ‘rattle’, and ‘patter’, mimic the sound of the rifles: sensory experience of the battlefield.

5. Simile is used between a choir (glory of God and country), and shelling response to the same nationalistic/patriotic favour.

Symbols Used

‘Anthem’: The word ‘anthem’ refers to a song of praise or mourning, often religious or patriotic in nature. It is used in portraying the grim and unceremonious deaths of soldiers, creating a contrast to the idea of celebration and honour.

‘Doomed Youth’: This symbolises the young soldiers whose lives are lost prematurely in war.

Candles and Pallor of Girls’ brows: The pallor of girls’ brows’ serves as a symbol for the loss and grief felt by those left behind. This indicates that the mourning process is done secretly and in private rather than in public rituals.

Activity 2.8 Creation, Analysis and Performance of Poems

1. Together with your friends create your poems using the appropriate language, structure and other techniques associated with poetry with methods explored in ‘Anthem for Doomed Youth’ to convey your meanings.

2. With the aid of concept maps, identify key elements of your poems and make connections with real-life referencing the poem’ Anthem for Doomed Youth’.

3. Orally, perform your poem and explain the meaning, taking into consideration the structure of the poem. Let your friends also perform their poems orally in turns; tolerate each other as the reading goes on.

Note: Your explorations of Owen’s famous poem and time spent with your own created works, should have made you more deeply aware of what is meant by Poetry Appreciation.

The condensed, memorable language of a good poem can resonate for a long period of time.

Its words can stick in your memory and indeed be brought back to mind on many occasions.

Figure 4.3: Poetry image In our previous lesson on poetry, we looked at non–African poems focusing on what poetry appreciation meant, looking at the various definitions and explanations on what the structure, themes, subject matter and figures of speech associated with the appreciation of poetry. The poem’ Anthem for Doomed Youth ‘by Wilfred Owen was critically appreciated through its structure, themes, subject matter and figures of speech. We are continuing our lesson on non-African poems by paying attention to poems written more than 200 years ago, on the simplicity of their language and yet concerns raised during their times which can be related to our modern times today.

Attention will still be focussed on the structure, themes, figures of speech of such poems, as we have already learned the definitions and explanations about what is meant by themes, structure, subject matter and figures of speech in our previous lesson. We will analyse both poems based on the structure, themes, subject matter and figures of speech. Our first poem is ‘PIANO’ by D.H. Lawrence (England). He was born in 1885 and died in 1930. He was an English poet, novelist, playwright, literary critic and essayist. The poet focuses on the dehumanising effects of modern times and the process of industrialisation.

In addition, we will also look at the poem’ IF WE MUST DIE’ by Claude McKay (Jamaica). Claude McKay was born in Sunny Ville, Clarendon, Jamaica in 1889 and died in Chicago, USA in 1948. He established himself as a literary voice for social justice during the Harlem Renaissance.

‘PIANO’ by D.H. Lawrence (England) Softly, in the dusk, a woman is singing to me;

Taking me down back the vista of years, till I see A child sitting under the piano, in the boom of the tingling strings And pressing the small, poised feet of a mother who smiles as she sings.

In spite of myself, the insidious mastery of songs Betray me back, till the heart of me weeps to belong To the old Sunday evenings at home, with winter outside And hymns in the cosy parlour, the tinkling piano our guide.

So now it is vain for the singer to burst into clamour With the great black piano appassionato. The glamour Of childish days is upon me, my manhood is cast Down in the flood of remembrance, I weep like a child for the past.

‘IF WE MUST DIE’ By Claude McKay (Jamaica) If we must die - let it not be like hogs Hunted and penned in an inglorious spot, While round us bark the mad and hungry dogs, Making them mock at our accursed lot.

If we must die, let us nobly die, So that our precious blood may not be shed In vain; then even the monster we defy Shall be constrained to honour us though dead!

Oh, Kinsmen! We must meet the common foe!

Though far outnumbered, let us show us brave, And for their thousand blows deal one deathblow!

What thou besides us lies the open grave?

Like men we’ll face the murderous, cowardly pack, Pressed to the wall, dying, but fighting back!

Activity 4.6 Recitation of the Poem

1. Recite both poems in class with your friends as meaningfully as possible.

2. Still with your friends, discuss the structure, themes, subject matter and figures of speech of both poems.

Activity 4.7 Dramatisation of the Poems

1. Compare the language and distinctive styles used by both poets to express the meaning of the poems.

2. Discuss the rhyme schemes of both poems in your groups and write down how each rhyme scheme contributes to your appreciation of the poems.

3. Dramatise the poems in class, portraying the moral lessons and values in the poem for real life experiences.

4. Create poems on your own using the key techniques in appreciating poems reflecting on real-life experiences.

Identifying themes in a poem involves a series of thoughtful and analytical steps. Find below a comprehensive guide to help you through the process:

How to Identify Themes in a Poem

₁. Read the Poem multiple times: Start by reading the poem several times. Each reading will help you grasp different layers of meaning.

2. Understand the Context: Research the poet's background, the historical context of the poem, and any relevant literary/ historical/political movements. Context can provide insight into the themes.

3. Analyse the Title: The title often hints at the poem's themes. Consider what the title suggests and how it relates to the content of the poem.

4. Identify the Speaker and Tone: Determine who is speaking in the poem and their attitude. The speaker's perspective can influence the theme and overall message.

5. Look for Repeated Ideas or Images: Take note of any words, phrases, or images that appear multiple times. Repetition often points to central themes.

6. Examine the Language and Diction: Pay attention to the choice of words, figurative language (metaphors, similes), and other literary devices. These elements can reveal deeper, more complex meanings.

7. Analyse how the poem's form (stanzas, line breaks, rhyme scheme) contributes to its themes. The structure can enhance the emotional impact.

Common Themes in African and Non-African Poems

Poetry offers rich and diverse perspectives on the themes of love, nature, identity, mortality, social justice, memory, hope, loss, and freedom. Here’s an exploration of these themes through the lens of various African and non-African poets:

1. Love: In African poetry, love is often shown as a powerful bond that goes beyond societal norms. For instance, the works of Nigerian poet Niyi Osundare reflect on the beauty of love intertwined with cultural identity. In his poem ‘A Love Song,’ Osundare captures the tenderness and strength of love against a background of societal challenges.

2. Nature: Nature plays a vital role in African poetry, often symbolising life, spirituality, and cultural heritage. The poetry of South African poet Lesego Rampolokeng often incorporates elements of nature to express the connection between humanity and the environment, illustrating how nature shapes identity and existence.

3. Identity: Identity is a central theme in African poetry, where poets explore cultural heritage, colonisation, and the quest for self-definition. In the works of Kenyan poet Ngũgĩ wa Thiong'o, identity is often examined through the lens of language and storytelling, asserting that reclaiming one’s language is key to reclaiming identity.

4. Social Justice: African poets frequently address social justice issues, using their voices to challenge inequality and oppression. The poetry of South African poet Antjie Krog speaks to the struggles against apartheid and the ongoing fight for justice and reconciliation, capturing the pain and resilience of marginalised voices.

5. Hope: Hope is a recurring motif in African poetry, often intertwined with resilience and the desire for change. The poetry of Somali poet Warsan Shire reflects on the experiences of refugees and the enduring spirit of hope amid adversity, capturing the longing for a better future.

The following themes have also been explored by other non-African poets ₁. Loss: The theme of loss permeates many poems, whether it be the loss of a loved one, a relationship, or a way of life. Poets like Robert Frost and Sylvia Plath articulate the pain of loss, personal and social, and how it can transform us.

2. Freedom: The quest for freedom—personal, political, or spiritual—is a central theme in poetry. Writers like Walt Whitman and Maya Angelou celebrate the joy of liberation and personal freedom while also acknowledging the struggles that accompany the pursuit of freedom.

These themes resonate with readers across time and cultures, allowing poetry to remain a vital expression of the human experience. Each theme invites reflection, encouraging us to explore our own lives and the world around us.

Activity 6.5 Reciting African and Non-African Poems

Recite the two poems below with passion and purpose.

‘Still, I Rise’ by Maya Angelou You may write me down in history With your bitter, twisted lies, You may trod me in the very dirt But still, like dust, I'll rise.

Does my sassiness upset you?

Why are you beset with gloom?

Cause I walk like I've got oil wells Pumping in my living room.

Just like moons and like suns, With the certainty of tides, Just like hopes springing high, Still, I'll rise.

Did you want to see me broken?

Bowed head and lowered eyes?

Shoulders falling down like teardrops, Weakened by my soulful cries?

Does my haughtiness offend you?

Don't you take it awful hard Cause I laugh like I've got gold mines Diggin’ in my own backyard.

You may shoot me with your words, You may cut me with your eyes, You may kill me with your hatefulness, But still, like air, I’ll rise.

Does my sexiness upset you?

Does it come as a surprise That I dance like I've got diamonds At the meeting of my thighs?

Out of the huts of history’s shame I rise Up from a past that’s rooted in pain I rise I'm a black ocean, leaping and wide, Welling and swelling I bear in the tide.

Leaving behind nights of terror and fear I rise Into a daybreak that’s wondrously clear I rise Bringing the gifts that my ancestors gave, I am the dream and the hope of the slave.

I rise I rise I rise.

The Road Not Taken by Robert Frost

Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveller, long I stood And looked down one as far as I could To where it bent in the undergrowth;

Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear;

Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way, I doubted if I should ever come back.

I shall be telling this with a sigh Somewhere ages and ages hence:

Two roads diverged in a wood, and I I took the one less travelled by, And that has made all the difference.

Activity 6.6 Determination of the General Meaning of the Poems

1. In your groups, use the titles of the poems to determine the general meaning of the poems.

2. Discuss the subject matter, structure and themes of either of the poems with them. Discuss your findings with the class. Do you all agree on the meaning of the last line of Frost’s poem?

3. Create a poem that shares similar themes with the poem you discussed above

4. Discuss the similarities between your poem and the poem you discussed earlier.

So far, we have been looking closely at poems written by non-African writers. We have dealt with the subject matter, themes, figures of speech, structure, and how to create or write poems on our own. Our lesson continues today by delving into the themes associated with many poems. We will pick a poem and try to analyse its themes. But before that, let’s look at the definition or explanation of themes.

Themes are the central ideas or underlying messages that can be found in a work of literature, art, music or other forms of creative expressions. They often explore universal concepts such as love, conflict, identity, morality and the human experience.

Themes can be explicit, clearly stated by the author, or implicit, requiring the audience to infer them from the context and characters of the work. In literature, a theme serves as the foundation for the narrative, by guiding the plot and character development while inviting readers to reflect more deeply on meanings and connections to real-life situations.

Let us study the poem below while aiming to analyse it by identifying the themes in it. The poem was written by Walt Whitman who was born in 1819 in Huntington, a part of New York. He worked as a journalist, a teacher, a government clerk and in addition, published his poems. His free verse, his powerful voice, and his commitment to the improvements of the lives of his fellow countrymen makes his writing seem extraordinarily modern.

‘I Sit and Look Out’ By Walt Whitman I sit and look upon all the sorrows of the world, and upon all oppression and shame, I hear secret convulsive sobs from young men at anguish with themselves, remorseful after deeds done, I see in low life the mother misused by her children, dying, neglected, gaunt, desperate, I see the wife misused by her husband, I see the treacherous seducer of young women, I mark the rankings of jealousy and unrequited love attempted to be hid, I see these sights on the earth, I see the working of battle, pestilence, tyranny, I see martyrs and prisoners, I observe a famine at sea, I observe the sailors casting lots who shall be kill’d to preserve the lives of the rest, I observe the slights and degradations cast by arrogant persons upon labourers, the poor, and upon negroes, and the like;

All these - all the meanness and agony without end, I sitting look out upon, See, hear, and am silent.

Activity 8.9 Reading a Poem Out Loud

1. With two peers, read the poem above in turns.

2. Still with your friends, discuss the meanings of the poem.

3. Together with your friends, discuss the theme(s) in the poem.

Activity 8.10 Creation of Poems

1. Note the anger, the dismay, and the strong personal voice in Whitman’s poem.

Still with your peers, create two poems or stories on themes such as love, hard work, commitment, and nature in class. Try to incorporate the same level of passion in your poem as you experienced in Whitman’s.

2. Exchange the poems among yourselves and discuss the themes associated with the poems or stories your friends also wrote or created.

3. Paste them on your walls for a gallery walk.

Before we start today’s lesson On Literature, we should recap on our previous lessons on themes. We read on themes in Narrative and Poetry where we looked at themes in both African and Non-African Poems. Today we are continuing our lesson on Imagery in Narrative, Imagery in Drama and Imagery in Poetry. We will look at how images are used in texts. But first of all, let’s look at what is meant by Imagery.

Figure 12.5: Imagery

What is Imagery?

Imagery involves the use of descriptive language that appeals to the senses, helping readers to create vivid mental pictures. It can relate to sight, sound, taste, touch and smell. It helps develop characters, settings, and scenarios making them more vivid and believable.

Types of Imagery

1. Visual Imagery: This describes what we see (colours, shapes, sizes). Example: ‘The sunset painted the sky in hues of orange and pink, casting a warm glow over the water’.

2. Auditory Imagery deals with the sound we hear. Example: ‘The leaves rustled softly in the breeze, whispering secrets to anyone who would listen.

3. Olfactory Imagery involves our scents and smells. ‘The aroma of baked cakes wafted through the air, inviting neighbours into the cosy bakery.’

4. Gustatory Imagery deals with taste.’ The ice cream melted in my mouth, rich and creamy, a delightful indulgence.

5. Tactile Imagery relates to our sense of touch and texture. ‘The rough bark of the tree scraped against her palm as she climbed up’.

Imagery in Narratives

Imagery and narrative work together in literature to bring out a rich and perfect reading experience.

How Imagery Works in Narratives

₁. Enhances Emotion: Imagery helps readers feel what characters experience. For

example, describing a stormy night with "howling winds and dark clouds" creates fear and tension.

2. Builds Atmosphere: A bright, colourful setting creates joy, while a dark, lonely street may bring sadness or fear.

3. Creates Vivid Scenes: Descriptive words allow readers to imagine settings, characters, and actions, making the story engaging.

4. Develops Characters: How a character looks, dresses, or moves gives hints about their personality. For example, a cheerful person may wear bright, colourful clothes.

5. Supports Themes: Authors use imagery to highlight deeper meanings. For example, images of decay may symbolize loss or change.

6. Engages Readers: The more detailed and sensory the description, the more the reader feels part of the story.

Imagery in Drama

Imagery in drama creates mental pictures for the audience through dialogue, stage directions and visual elements like costumes and lighting.

How Imagery Works in Drama

₁. Sets the Scene: A “dark, stormy night” sets a tense mood, while “a bright, sunny afternoon” feels cheerful.

2. Builds Characters: Describing a character as having "eyes like storm clouds" suggests intensity.

3. Elicits Emotion: Vivid language can make the audience feel joy, fear, or sadness.

4. Symbolism: Some images carry deeper meaning. A broken mirror might symbolize shattered relationships.

Key Features of Dramatic Imagery

1. Set Design: The background and props create atmosphere.

2. Costumes: Clothes reflect a character’s personality or social status.

3. Lighting: Bright light creates warmth, while shadows can suggest mystery.

4. Sound Effects & Music: Rain, thunder, or soft melodies enhance the mood.

5. Stage Directions & Actions: How actors move and react adds to the imagery.

6. Dialogue: Descriptive words help create strong images in the audience’s mind.

Imagery in Poetry

Imagery is one of the most powerful tools in poetry. It paints vivid pictures using words, helping readers connect with emotions and themes.

How Imagery Works in Poetry

₁. Creates Mood: Dark imagery = sadness, bright imagery = happiness.

2. Enhances Themes: A poet might use images of nature to symbolize peace or destruction.

3. Engages the Reader: Sensory details make poetry more exciting and relatable.

How to Analyse Imagery in Poetry

₁. Identify the Imagery: Look for words that describe sights, sounds, smells, touch, and taste.

2. Consider the Effect: How do these descriptions make you feel?

3. Find the Themes: What is the deeper meaning behind the imagery?

4. Look for Patterns: Are there repeated images? What do they represent?

Activity 12.9 Identification of Imagery and Atmosphere in Specific Texts

1. Read at least two pages of ‘The Kaya Girl’ and identify at least four instances of Imagery used in the text.

2. Join a friend in class and discuss the use of imagery in a text or a short story.

3. Perform a short play using imagery appropriately.

Activity 12.10 The Use of Imagery in Poetry

With your classmate discuss the use of imagery in relation to poetry with reference from any poem you have learned.