Marcos,Gloria & Miriam

Music and poetry

Marcos Varela López Gloria Mº Díaz Yáñez Miriam Otero Martínez Date: 29/5/2015

Table of contents

1. Introduction………...................................................................................page 1 2. Acrostics………...................................................................................... pages 3 ­6 a. Miriam’s acrostics........................................................................pages 3, 5 b. Gloria’s acrostics..........................................................................page 4 c. Marcos’ acrostics……..................................................................page 6

3. Haikus a. Miriam’s haikus….......................................................................... page 7 b. Gloria’s haikus...............................................................................pages 8,9

4. Poems’ analysis a. Marcos’ poem i.

Analysis..................................................................pages 10,11

ii. The recipient........................................................................page 11 b. Gloria’s poem i.

Analysis...................................................................pages 12­15

ii. The recipient.............................................................page 15 c. Miriam’s poem i.

Analysis ...................................................................pages 16­19

ii. The recipient........................................................pages 18­19 5. Calligrams............................................................................... pages 20, 21 6. Conclusion............................................................................... page 21 7. Bibliographical references........................................................pages 22,23

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1. Introduction During our secondary school course, we did projects​ ​ related to newspaper articles,

photograph or art pictures and we learned a lot of things of them. And now, during this 3rd term, the topic is poetry. Firstly, we read some examples of haikus, ​ ​ calligrams and

acrostics and documents about how to analyze poems. But we are going to analyze them principally what we understand in these kinds of poetry and what they transmit us. And we are going to​ ​ do different kinds of poetry like haikus or calligrams and then, we are going to analyze three poems which we have chosen individually.

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2. Acrostics:

H​ ave you ever feel something like this?

A​ sensation of peace which never dies.

P​ ersonal P​ eople don’t care its importance.

I​ n fact, sometimes you don’t realize that you’ve got it N​ ever sad E​ njoy life S​ eems to be so far away…

Si​ mply be yourself and enjoy your day.

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P​ icture all you see H​ ide the mistakes O​ verture you’ll adjust T​ ake another look O​ r wait for the perfect moment G​ ardens can be a paradise R​ emember to frame A​ pproach to see what you want P​ lans are also important H​ old down the button Y​ ears will pass

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S​ unbathe and play with the waves U​ nless you are a bit tired, these M​ oments which we are going to remember M​ ore than we think.

E​ veryone is happy cause in this time, R​ egrets don’t exist.

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M​ y name is something special A​ lways important R​ emember it always, C​ ause it's yours, O​ nly yours darling S​ imply, it's something special.

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3. Haikus

Flowers are smiling, birds are singing and flying.

Here is the spring.

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When the sun goes down And the city sleeps at night We are having fun

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On a rainy day Sleeping all day in my bed It’s the perfect day

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4. Poems’ analysis ● Marcos’ poem ○ Analysis Nobody knows this little rose

By Emily Dickinson.

Nobody knows this little rose ­ ­ it might a pilgrim be Did i not take it from the ways and lift it up to thee.

Only a bee will miss it ­ ­ Only a butterfly. hastening from for journey On its breast to lie ­ ­ Only a bird will wonder ­ ­ Only a breeze will sigh ­ ­ Ah little rose ­ ­ how easy for such as thee to die!

1.Introduction.

My name is Marcos and in this project I am going to talk about a beautiful poem by Emily Dickinson, and I will analyze the poem and its parts.

2. The author.

The author of this poem is Emily Dickinson. Emily was born in Amherst, Massachusetts, on 10th December 1830 and she died in Íbidem, on 15th May of 1886.

Emily is famous because this passionate poetry was situated in a cemetery of functional American poets, for example Edgar Allan Poe, Ralph Waldo Emerson and Walt Whitman.

3. Analysis.

In this part of the project I am going​ ​ to analyse the poem that I have selected.

3.1 Speaker.

I think that in this poem the speaker is the author, because the feeling of this poem is a personal feeling, that she feels.

I think that the narrator of this beautiful story is an omniscient narrator because the author knows all the details about the story of the poem.

The speaker does not refer to herself in 1st person, because she talks in 3rd person in the story of the poem.

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3.2 Tone.

I think that the tone, in the poem, starts normal, and at the end is stronger, and so the tone changes as the poem progresses.

The diction of the poem makes it more difficulty​ ​ understand.

The author of the poem is conscient at the end.

3.3 Tension.

In the poem, the writer, first, presents the idea, then, develops the story and at the end the conflict is resolved with the pilgrim`s death.

I think that the conflict of this poem is internal, because it is what a poet feels.

The tension of the poem is developed with poetic elements and it is resolved at the end.

3.4 Context.

The poem was written between 1861­1865 by Emily Dickinson. A few days ​ of her death, the sister's writer ( Lavinia Norcross Dickinson)​ ​ founded all​ ​ poems of Emily.

In 1945 the poem was published​ ​

by Ralph Waldo Emerson, a famous poet of this age.

The social issues of that time were: Religion, Secession War and North American humor.

Emily was a woman with a hard life, because she lived in a room every life, she didn't leave to street, etc.​ ​ The life of this poet was very sad.

3.5 Conclusion of the poem.

The conclusion of this poem is that the poet attempts to explain with poetic expressions that the person’s life is like a pilgrim that he starts a road and the end of this road is the death.

○ The recipient I chose give the poem to my sister, because she loves reading books and poetry, and she is my best friend and I always can trust in her.

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● Gloria’s poem ○ Analysis

I carry your heart with me By​ ​ E. E. Cummings

I carry your heart with me (I carry it in

my heart) I am never without it (anywhere

I go you go, my dear; and whatever is done

by only me is your doing, my darling)

I ​ ​ fear

no​ ​ fate​ ​ (for you are my fate,my sweet) I want

Fear: ​ Horror, scary.

Fate:​ Destination, luck

no world (for beautiful you are my world, my true)

and it’s you are whatever a moon has always ​ meant Meant​ :​ Want to say, want.

and whatever a sun will always sing is you

here is the deepest secret nobody knows

(here is the root of the root and the ​ bud​ of the bud

Bud:​ Part of a flower.

and the sky of the sky of a tree called life; which grows

higher than ​ soul​ can hope or mind can hide)

Soul:​ Spirit.

and this is the ​ wonder​ that's keeping the stars apart Wonder:​ Want to know.

I carry your heart (i carry it in my heart)

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1. Introduction This poem is about love. The writer is in love with a girl and he is declaring himself what he felt by her. When you see the title you can think what is the poem about. The title describes the poem.

The poem isn’t very long and it’s divided into stanzas. The poem tells us what the author feels, he is in love with a girl and he is trying to express it with a poem.

Some other poems of Cummings are: If The eagle When the life is quite through with When god lets my body be In just­ Unto thee i If i believe The sky was And more, because he had written more than 900 poems.

I carry your heart with me, was written in 1952, but more or less you can guess that it is from the 50ties because the words, expressions and how he writes is from this epoque.

2. e.e. cummings Edward Estlin Cummings was born on 14th october 1894 and he died on 3rd september 1962. He was from USA. He was a poet, a painter and in general an artist.

Cummings is known by his poems, which break with all the structures, including the use of capital letters and punctuation. He has a vanguardist style*, but his poems are traditional and all of them are sonnets.

In his poems he always talks about nature, satire and social relationships. He has published more than 900 poems, 2 novels and lots of essays with lots of drawings.

He is one of the most important artists of XX century.

*Vanguards it’s a movement which is about artists or works which are experimentals or innovatives in art, culture and politic themes.

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3. Content I think the poet is in love because he says that he loves a girl and he says that he wants to be always with her, and that she makes him feel happy

3.1 Speaker: The speaker is the poet, he is involved in telling us his feelings. The speaker is the poet and he talks about himself in the 1st person. With the expressions of the poem we can realise that the poem was written in 50’s. The historical context of the poem doesn’t change my understanding because this is like a way of expression of somebody who is in love.

3.2 Tone: When he reads this poem, he is using the same tone in all the poem. The tone is a loving and calm tone. Like this he gets to give passion and emotions to it.

3.3 Tension: In this poem there is an emotional conflict because the author tells us that he is in love with a girl and he doesn’t want to be without her. The point of tension is in the last paragraph when he compares her with a tree and with its roots.

3.4 Context: The poem was written in 1952. In this year some important historical things happened​ , British army occupies Ismailia and Suez Canal, the first black executive appears, queen Elizabeth II succeeds King George VI and is proclaimed queen of the Commonwealth and also the first landing by an airplane at the North Pole, but none of these important and historical things affect to his poem because. it ​ is about feelings not about something historical, like a war or something like that​ . ​ In this period the author used vanguardism.

4. Form The poem follows a formal poetic structure, but the last line of the first strophe starts near the final of the line. But even though they follow a formal structure it hasn’t got any particular pattern.

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5. Syntax 5.1 Enjambment: In each paragraph, there is like a short story and it is told in the paragraph, one story in each.

5.2 Verbs The verbs were written in active voice, he uses present simple and I think that he realises that this makes the poem different than if he used another tense, because the feelings change.

5.3 Sentence Structure: The poet uses complete sentences and like this it’s easier to understand the poem.

And the word order is natural.

5.4 Punctuation: He doesn’t usually use a normal punctuation, he puts, the question marks, the exclamation marks, the hyphens, etc., where he wants, I mean, he can put a hyphen as a full stop or a comma in the middle of a word. But in this poem he doesn’t do things like this.

6. Language The language and the rhythm contribute to make it more lovely.

6.1 Word Choice: The poet’s word choice is formal because he doesn’t use formal language. The poet doesn’t use any specific dialect.

6.2 Meaning: When he starts with an idea he repeats this during all the paragraph. He uses metaphorical ideas.

6.3 Rhythm: More or less the poem is regular and I suppose that it has the same number and syllables in each line.

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○ The recipient: I choose this recipient because it is my brother’s passion and as it’s broken and he enjoys to fix it, I know that he will have a good time while he is trying to discover what happens to it.

The poem is here because when he tries to see what’s wrong he will see it.

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● Miriam’s poem ○ Analysis

As I Grew Older ​

by Langston Hughes

It was a long time ago.

I have almost forgotten my dream.

But it was there then, In front of me, Bright like a sun My dream.

And then the wall rose, Rose slowly, Slowly, Between me and my dream.

Rose until it touched the sky The wall.

Shadow.

I am black.

I lie down in the shadow.

No longer the light of my dream before me, Above me.

Only the thick wall.

Only the shadow.

My hands!

My dark hands!

Break through the wall!

Find my dream!

Help me to shatter this darkness, To smash this night, To break this shadow Into a thousand lights of sun, Into a thousand whirling dreams Of sun!

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Words: ● Shatter:​ to be broken into pieces ● Whirling: ​ to turn around or aside very fast. ● Lie down:​ to place oneself or be in a prostrate position in order to rest.

Before analyzing the poem:

​ I think that the title of the poem refers ​ to a person with a feeling of irritation and

persistence because he is telling her story about one dream which has blocked himself in a kind of wall.

The title “ As I grew older” gives us a clue about ​ to the nature of the poem because it

brings us the idea of a person who hasn’t grew when he should because her dreams and ambitions have blocked himself. So, because of that, I think that it is purely descriptive.

Author The poem’s author is James Mercer Langston Hughes, who was born in 1902 in Missouri.

He wrote novels, short stories and plays, as well as poetry ; and he is also well known for his engagement with the world of jazz and the influence it had in his writing. He wanted to tell black people’s stories in a way that everybody could understand their suffering, their love of music and that there aren’t any differences between black people dreams and white people dreams, because there are no differences both in our hearts and in our minds. He died in 1968 because of complications in his prostate cancer in New York City

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1. Content I think that the speaker in this poem refers to all African American who have difficulties to make their dreams come true but, despite of that, they still carry on.

In the poem, the tone changes while you are reading. I mean, in the last ten lines, it changes from disappointment to persistence. It is as consistent in the beginning as in the end.

The tension of this poem is that he found his dream which was lost, and now, he wants to break the wall which ​ had ​ blocked the access to her dream. I think that there is an internal conflict because she didn’t carry out his dreams and now he wants to do it.

I found the tension in expressions like “I have almost forgotten my dream” or “Help me to shatter this darkness”. Where I can see his sadness and his persistence to make his dream come true.

This poem was published in 1925. The historical and social issues of this time were was the racism and the mistreatment that African American suffered during 1900’s principally. And when I read articles about of these topics, I realised that this poem was related to this theme. During this time period, a lot of poets, principally in America followed Blues poem.

2. Form I think that it is a blues poem because it is one of the most typical American poetry. It stems from oral African American oral and music tradition. We can see it because it talks about the struggle to get his dreams come true. In fact, Langston Hughes is really well known because of his blues poems.

The stanzas and lines aren’t consistently the same length. In fact, they are very different.

3.Syntax The lines are end­stopped or breaking after the completion of a sentence or other grammatical pauses. For example: Into a thousand whirling dreams Of sun! or : No longer the light of my dream before me, above me​ .

The poet uses a combination of complete sentences and fragments. I think that there isn’t any pattern. The poet uses active verbs which are very consistent.

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The punctuation in this poem is well used and consistent with grammatical conventions.

And it affects a little bit on how we read the poem for example because of the exclamations.

I think that the poem doesn’t follow any identifiable rhyme scheme corresponding to a specific poetic form.

4.Language Langston H. wrote poems where he shows the reality of being an African American living in America during 1900’s. I think that it doesn’t follow any pattern and the syllables are very different.

5. Imaginery The images are more abstract than literal because there are some sentences where the poet uses metaphors and we have to understand the wall as an obstacle that he has to overcome to reach his goals

○ The recipient I’m going to dedicate this poem to one friend who is called Lucia, although she isn’t an african american .

She is from Lugo and one year ago, she broke her right elbow in a competition and since that accident, she​ ​ hasn’t been able to practice athletics.

The doctor had to put in her elbow an iron plate and then, injected cartilage from

her shoulder. She had to go to therapy each day during all the summer because she was operated twice and then, she couldn’t write or catch things with it, but now, she can write correctly without any problem and she practices other sport, which is football.

I think that because of all ​ of that and more things, she is the perfect person to

dedicate it. Because despite of her pain and the knowledge that she couldn’t do athletics ever again, she decided to carry on with a smile and break her dark wall and go for her goals.

I’m going to give her the poem in a javelin because this was the object which she had in her hands when she broke her elbow, so I think that it’s time to make this javelin flie one last time to her dreams.

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5. Calligrams

We did some calligrams with two haikus and with one acrostic:

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6. Conclusion In this project we learned a lot of things like how we have to do a haiku and an acrostic.

We also learned the origins of dada poems and how to do it although we can’t do it because of time problems.

Miriam’s opinion: When I was a child, I did some poems, and I really like it but I wasn’t sure if what I did was really poetry. But in this project, I learned that everything can be poetry and that everybody can do poetry. I like this project because it’s something that youth don’t use to do and I think that it is very important because we have to express what we have inside.

Gloria’s opinion: When I started to do poetry I wasn’t sure that it can like me, and I was right. In my opinion poetry is something very short to read and it doesn’t tell any story like a novel or a tale for a kid.

Marcos’ opinion: My conclusion of the project is that I learned to analyze other type of texts,​ ​ like poems.

At the beginning, I didn't like the idea of analyzing a poem, because I don't reading books, poetry, etc. Now, I like poetry because I know the necessary things to analyze a poem.

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Biobliographical References: Images: Spring picture: ​ http://www.photosforclass.com/search/spring/2​ (12/5/2015) Summer’s picture: Miriam. Vigo’s beach(27/8/2014) Miriam. Javeline. (30/5/2015).(30/5/2015) Barallobre Happiness’ picture: Miriam. Smile (23/9/2014 ) Atletismo Lucus. Eus.(1/7/2014). ​ http://www.atletismolucus.org/news.php?default.0.100​ .

(29/5/2015) Club Ourense Atletismo Escuela Ourense Atletismo. NacCadeteCSD2014_[1] http://clubourenseatletismo.es/blog/?page_id=3153&album=NacCadeteCSD2014_1&kpap =11​ (29/5/2015) La sabiduría de los libros. Daniel Sanchez. http://www.lasabiduriadeloslibros.com/2013_02_01_archive.html​ (29/5/2014) Géneros musicales. Daytis Paez.(23/4/2013) http://musica1001vida.blogspot.com.es/2013/04/musica­y­vida_23.html​ (29/5/20115) Langston Hughes Biography. Portrait of Langston Hughes. Carl Van Vechten.( 29/2/1936) http://www.kansasheritage.org/crossingboundaries/page6e1.html​ . (29/5/2015) http://www.photosforclass.com/search/poetry/1​ (29/5/2015) Gloria Díaz,​ The hunter hunted,​ 05.01.2015, Maniños.

Gloria Díaz, ​ Sunset106​ , 08.08.2013, Barallobre.

Gloria Diaz, ​ Edinburgh rain62​ , 02.07.2002, Edinburgh.

Marcos varela, 20.7.2014, Monfero.

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Gloria Diaz, ​ The car01​ , 01.06.2015 Gloria Diaz, ​ The car02​ , 01.06.2015 Gloria Diaz, ​ The car03​ , 01.06.2015 Marcos Varela, Phonendoscope, 01.06.2015, Perlío

Information: http://www.poets.org/poetsorg/poet/langston­hughes. ​ Kris Sowersby and Christian Schwarts. Poets, from Academy of American poets( new York). (12/5/2015) http://www.biography.com/people/langston­hughes­9346313.

Say ​

Media.

Bio.

(154/5/2015) http://www.poemhunter.com/langston­hughes/.​ Poem’s hunter.​ (14/5/2015) http://www.kansasheritage.org/crossingboundaries/page6e1.html. ​ Gordon Park . Langston Hughes’ biography.​ (14/5/2015) http://www.poets.org/poetsorg/text/reading­guide­langston­hughes.​ Poets. Reading Guide to Langston Hughes.​ (16/5/2015) http://college.cengage.com/english/heath/syllabuild/iguide/hughes.html​ .

Charles

H.

NIchols. Langston Hughes (1902­1967).​ (18/5/2015) http://www.gradesaver.com/langston­hughes­poems/study­guide/themes.

Grade ​

Server.​ (18/5/2015) http://www.gradesaver.com/langston­hughes­poems/study­guide/summary­as­i­grew­older Grade Server.​ (22/5/2015) http://www.poets.org/poetsorg/text/poetic­form­blues­poem. ​ Poets. Poetic form: Blues poem.​ (26/5/2015​ ) http://en.wikipedia.org/wiki/Emily_Dickinson Bibliographical aspects. Emily Dickinson.

(30/5/2015) 24

http://www.wordreference.com/es/​ Virtual dictionary. (30/5/2015)

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