Belief and values: Beauty (work in progress)

Task: Discuss what beauty is for you with your classmates.

Put your ideas about what it is in poem form. Share. 

An example by me:

From dawn to sunset

Beauty is what beauty does

Lends a helping hand

© Erika

Lines of inquiry

How are social constructs of beauty and gender created and communicated? (factual)

To what degree does one's cultural perspective shape one's understanding of gender and beauty? (conceptual) 

To what degree do media platforms have a responsibility to communicate healthy constructs of beauty? (debatable)

Beauty standards through history: https://www.scienceofpeople.com/beauty-standards/ (3:09)

Is beauty in the average? (read this and some related texts from the same site): 

https://www.psychologicalscience.org/publications/observer/obsonline/is-beauty-in-the-average-or-the-individual.html

Techniques in advertising: 

https://yourbusiness.azcentral.com/techniques-word-shapes-advertising-26060.html

Ugly = the new pretty: https://www.thecrimson.com/article/2006/7/21/ugly-is-the-new-pretty-bologna/

Vocabulary to talk about beauty: NB! Not every word is formal enough for using in IB assignments

https://boompositive.com/blogs/positivethesaurus/words-to-describe-beauty-synonyms

https://www.words-to-use.com/words/beauty/ (Discuss the quotes :) )

TED talks about beauty: https://www.youtube.com/results?search_query=TED+beauty

Task (portfolio and presentation and blog): Choose one TED talk on beauty (not to same as any of your classmates), watch it and make a short presentation to class (including presenter, specific topic, main points they make and ideas they put forth + examples, specialist terms, your own opinion of the issue, anything else you deem worthwhile).

See the document (on Tera) on summarising to help you with language choices. 

In addition, make a blog post on it (incl. link to where it can be watched, main idea, GI). It could be in the same blog post with your explanation of what beauty is.

To complement PhilpotNew Unit 2.3

Discuss it in detail, make sure you know all the vocabulary and key concepts.

Treat every text as a possibility to practice for Paper 1, i.e. detailed annotation and thinking of a possible guiding question to go with it (if the book has not suggested one). After annotating on your own, discuss with some classmates to pool your ideas. Balance-wise, pay a bit more attention to non-literary texts than literary ones. Save annotations in your portfolio.

Every time you go off the book to read / research something online (as directed by a task in the book, or me, or because of your own interests), share useful / interesting findings on the blog.

Set yourself homework at the end of each discussion lesson (unless the teacher has given you something specific to do). Each time include something that could and should be presented to the whole class the next time.

See which parts of PhilpotNew U2.3 Beauty the following might go together with:

* Same topic, different ways of presenting. What are the advantages and disadvantages of presenting an issue in such ways? Who might be the intended audience? 

How would you word a global issue here?

https://deeply.thenewhumanitarian.org/malnutrition/articles/2018/04/12/in-mauritania-force-feeding-leaves-young-girls-with-long-term-problems

Fed to Wed (documentary): https://www.youtube.com/watch?v=J8YJm6w2IvU

Objectifying men:

https://www.mainstreethost.com/blog/sex-sells-sexy-men-objectification-men-advertising/

Could this be the beginning of a BOW?
https://www.buzzfeed.com/crystalro/this-artist-re-created-sexist-vintage-ads-with-the-roles

(http://www.elirezkallah.com/photography)

Why is it so hard to see black and blue (Task 3.10 / Text 2.25): 

https://vulcanpost.com/188081/hard-see-black-blue-salvation-army-puts-thedress-new-light/

Task: Create a BOW :)

Task 3.11: Add catcalling to the list of problems.

Make Your Move!: http://www.makeyourmovemissoula.org/

The Bystander Campaign: http://www.makeyourmovemissoula.org/bystander (BOW!) (read about consent and bystander tips, etc., too)

Duffy's school- and education-related poems

See also my 11 January blog post.
Task: Put the poems in the order of how a child progresses through the educational system.

Add publication data to each and every poem.

What does each poem tell the reader about school and / or the educational system?

What stylistic and literary features does it use, and to what effect?

What kind of global issue can you connect each to?

Possible Paper 2 themes:

If education is a relative term, how do two of the literary works you have studied  explore this idea?
How does a particular term or concept, such as personal growth, change in the way it is represented in to literary texts you have studied?

War (work in progress)

War photographer by Carol Ann Duffy: https://www.youtube.com/watch?v=MVWQRJcCeJk

Task (should have been done in class): 1) summarise each stanza in 1 sentence, 2) mark the places where the tome shifts in the poem, and add at least one adjective to describe the tone in each fragment, 3) What does the poem say about war? 4) How would you word a global issue on the basis of this? 5) mark at least 5 literary devices you would use to inform about the GI. 6) See what of the following analysis helps you to add to your annotation:

https://www.bbc.co.uk/bitesize/guides/zsp82hv/revision/1#:~:text

History of war in 5 minutes: https://www.youtube.com/watch?v=1hsDn2kNriI

The deadliest wars in the 21st centuries: 

https://www.britannica.com/list/8-deadliest-wars-of-the-21st-century

Propaganda techniques: https://en.wikipedia.org/wiki/Propaganda_techniques

This is the enemy (collection of war posters, you have to be on Pinterest to see this):
https://in.pinterest.com/jacekjedut/this-is-the-enemy/

Shooting stars by Carol Ann Duffy: https://poemanalysis.com/carol-ann-duffy/shooting-stars/

Thursday, January 27 - International Day of Commemoration in memory of the victims of the Holocaust 2022

The Holocaust: https://en.wikipedia.org/wiki/The_Holocaust

Some well-known Holocaust poetry: https://interestingliterature.com/2019/12/famous-holocaust-poems/

Photographs: https://www.ushmm.org/outreach/en/media_list.php?MediaType=PH

Soviet war crimes: https://en.wikipedia.org/wiki/Soviet_war_crimes

Poetry - What's in it?

The overarching question is WHY? WHY has the author done this? To what effect?

In the process of reading / analysing, consider the following:

·        * The title (of the poem / collection)

        à No title

        à Somebody's name à real person à Who were they? What is their story? (e.g. Anne Hathaway, Mrs Darwin – all specific examples here by Carol Ann Duffy)

                                           à Biblical / mythical (e.g. Delilah, Salome)

                                           à imaginary person (e.g. Elvis’s Twin Sister, Mrs Rip Van Winkle)

         à A word à Concrete (e.g. Text) or abstract (e.g. Rapture)

         à A place name (e.g. Cockermouth and Workington) à Importance? What is the story?

·        * Shape à prose poem / shape poem / stanzas / line breaks / length of lines / placement of line and stanza breaks

·        * Form à free verse or structured

      à meter / rhythm à Does it stay the same or vary? Does the author stick rigidly to a pattern or play with it?

      à well-known structure vs something the author has invented

     à telling a story or paining a picture

·        * Choice of words à colloquial or formal / English only or including other languages / double meanings / homonyms and homophones / connotations (positive, negative or neutral) / collocations / sound effects ( onomatopoeia, alliteration, assonance, etc.) / word play / ambiguity

·        * Punctuation / capitalisation / italics / font size / etc.

·        * Literary devices à allusion: to what / whom? + What is that story?

   à symbols: shared or culturally dependent or personal

   à similes / metaphors: clichés or something new

   à ???

·       *  Local colour à Does the author’s background shine through? (In short stories / novels à Is it important when and where it happens?)

·        * Tone and mood à Why and how? Does it stay the same all through or change for any reason?

·        *  Speaker à 1^st, 2^nd or 3^rd person

  à Writer themselves or a different persona?

  à Any changes? To what effect?

·        *  What is the poet trying to make the reader feel / think about / question?

à What do YOU feel / think when reading this?

à How would somebody with a different background / beliefs (religious, political, spiritual) / life experience interpret this?

·       * Has the author themselves offered any explanations / analyses? What is the prevalent stand of literary critics?

·       * ???

·       *  Does the title suit the poem? Why / Why not?

If it had no title, what title would you give to it? Why / Why not?

Carol Ann Duffy

One of our texts: poems by Carol Ann Duffy (PLA, 20th-21st century, Europe)

Poet Laureate: https://en.wikipedia.org/wiki/Poet_laureate

Duffy as a Poet Laureate: https://www.ft.com/content/89f0c588-367b-11de-af40-00144feabdc0

The Twelve Days of Christmas (once again, see also the post on allusion):

https://www.mirror.co.uk/news/uk-news/the-12-days-of-christmas-2009-poet-435367

https://www.theguardian.com/uk/2009/dec/06/poet-laureate-duffy-christmas-poem

See also Cockermouth and Workington below.

Traditional song: https://www.youtube.com/watch?v=oyEyMjdD2uk

Analysis of the traditional song: https://literarydevices.net/the-twelve-days-of-christmas/

The Christmas Truce:
http://www.stopwar.org.uk/index.php/multimedia/poetry-spoken-word/101-carol-ann-duffy-the-christmas-truce
Illustrated version: https://www.youtube.com/watch?v=hnOhLPzYDUc
How do the illustrations add to the poem / interact with the poem, and what's the effect on the reader?
Video version: https://www.youtube.com/watch?v=BG-LmXKkH_E
History: https://en.wikipedia.org/wiki/Christmas_truce
https://www.youtube.com/watch?v=WUlPNWDvk-c (11:12)
Analysis: https://www.wsws.org/en/articles/2011/12/truc-d27.html

Politics, Duffy's first poem as official Poet Laureate:
https://www.theguardian.com/books/2009/jun/12/politics-carol-ann-duffy-poem
(what politics does to a person when they enter politics)

https://fsgworkinprogress.com/2016/04/20/politics/
Ecopolitics: get this online: Reading Carol Ann Duffy's “Politics” - UKM e-Journal System (pdf)

Two more short poems (kind of political)

Campaign: https://www.theguardian.com/books/2017/jun/10/campaign-a-poem-by-carol-ann-duffy-exclusively-for-the-guardian

Carol Ann Duffy wrote this poem in response to the 2017 general election result, a result that took almost everyone by surprise, not least Theresa May, the subject of Duffy"s piece. The poem is short and comprised mostly of metaphors.

Metaphor is the comparison of two concepts through language, often done by using the verb 'to be'.  Metaphor is often seen as a literary device used by poets. Metaphors, however, can be found in every day speech and images.
Analysis (kind of): https://www.thebookseller.com/news/carol-ann-duffy-pens-scathing-post-election-poem-567886
Theresa May: https://en.wikipedia.org/wiki/Theresa_May
https://en.wikipedia.org/wiki/Running_through_fields_of_wheat

https://www.irishnews.com/magazine/daily/2017/06/10/news/carol-ann-duffy-savaged-theresa-may-in-this-election-themed-poem-1051556/

A possible BOW: 

Photos of flooded Venice: https://mymodernmet.com/natalia-elena-massi-venice-flood/

To go with Carol Ann Duffy's "flinty alliterative honouring of the northern towns hit by floods, "Cockermouth and Workington"" (cited from https://www.independent.co.uk/arts-entertainment/books/features/football-floods-and-royal-weddings-carol-ann-duffy-makes-poetry-heard-in-national-life-2366400.html))

Cockermouth and Workington:

On Duffy's poetry as being political:
https://www.independent.co.uk/arts-entertainment/books/features/football-floods-and-royal-weddings-carol-ann-duffy-makes-poetry-heard-in-national-life-2366400.html

Duffy's style: https://literature.britishcouncil.org/writer/carol-ann-duffy
Fricatives: http://englishtutorhome2.blogspot.com/2013/04/sounds-in-poetry-sibilant-plosive.html

History vs herstory and Duffy

Elements of poetry: https://learn.lexiconic.net/elementsofpoetry.htm

Poetry analysis fact sheet: http://www.tnellen.com/cybereng/analysis.html

Herstory: http://en.wikipedia.org/wiki/Herstory

http://www.opednews.com/articles/Moving-Beyond-History-and-by-Burl-Hall-121219-896.html

Carol Ann Duffy: http://en.wikipedia.org/wiki/Carol_Ann_Duffy

Poet Laureate: http://en.wikipedia.org/wiki/Poet_laureate

http://en.wikipedia.org/wiki/Poet_Laureate_of_the_United_Kingdom

Feminist literary criticism: http://en.wikipedia.org/wiki/Feminist_literary_criticism

http://writersinspire.org/content/feminist-approaches-literature

Standing Female Nude (includes War photographer and Education for Leisure)

https://www.preceden.com/timelines/288535-carol-ann-duffy-and-standing-female-nude

https://emilyspoetryblog.com/2013/10/16/education-for-leisure-by-carol-ann-duffy/

The World's Wife: http://en.wikipedia.org/wiki/The_World%27s_Wife

A review: http://www.theguardian.com/books/1999/sep/25/costabookaward.features

Several poem analyses here (don't go until we've dealt with the poems):

https://www.bbc.co.uk/sounds/search?q=carol+ann+duffy&page=1

Feminine Gospels includes Beautiful: https://genius.com/Carol-ann-duffy-beautiful-annotated

History: https://genius.com/Carol-ann-duffy-history-annotated

The Diet: https://genius.com/Carol-ann-duffy-the-diet-annotated

Top poems to read: 

https://poemanalysis.com/carol-ann-duffy/

An ode to meters:

https://www.dailymail.co.uk/news/article-3713557/Poet-laureate-publishes-verse-praising-old-fashioned-devices-removed-British-homes-paid-undisclosed-fee-energy-company.html

An interview: 

https://www.theguardian.com/books/2018/oct/27/carol-ann-duffy-poet-laureate-books-interview

Sincerity: https://www.youtube.com/watch?v=NgWAkkwD-sM

Royal wedding poem: https://www.theguardian.com/uk-news/ng-interactive/2018/may/18/carol-anne-duffys-royal-wedding-poem-long-walk

Keep it in the ground: https://www.theguardian.com/environment/2015/mar/27/keep-it-in-the-ground-a-poem-by-carol-ann-duffy

School- and education-related poems

Document of the same name on Tera with most of them in it:)
Annotate the following poems (sources give you poems online plus some analysis). Do not go to online analyses until you have done your own annotation.

Also think of the following: What do you identify as the predominant aspects of this text? Consider aspects that are more abstract than textual / literary features, e.g. tensions, conflicts, ironies, ideas, etc.

* In Mrs Tilscher’s class

https://insideenglishteaching.wordpress.com/2013/04/28/poetry-carol-anne-duffy/

http://www.whec.edin.sch.uk/wp-content/uploads/2020/03/in-mrs-tilschers-class-annotated-1.pdf
* Head of English: 
https://www.youtube.com/watch?v=ciftX9KbtKU
* The Good Teachers
https://carolannduffypoems.tumblr.com/post/38792533471/the-good-teachers
https://poemanalysis.com/carol-ann-duffy/the-good-teachers
* Death of a Teacher
https://poetryshark.wordpress.com/tag/carol-ann-duffy/
https://poemanalysis.com/carol-ann-duffy/death-of-a-teacher
https://prezi.com/p/bru6ej31jugf/death-of-a-teacher-by-carol-ann-duffy/
* Education for Leisure
https://emilyspoetryblog.com/2013/10/16/education-for-leisure-by-carol-ann-duffy/
https://genius.com/Carol-ann-duffy-education-for-leisure-annotated
https://www.theguardian.com/education/2008/sep/04/gcses.english

https://www.dailymail.co.uk/news/article-1052970/Why-ban-Shakespeare-Poet-strikes-knife-verse-dropped-GCSE.html
* Comprehensive
https://genius.com/Carol-ann-duffy-comprehensive-annotated
http://www.universalteacher.org.uk/poetry/duffy.htm#comprehensive
* Dark School
http://www.tusitala.org.uk/carol-ann-duffy-dark-school/
https://poemanalysis.com/carol-ann-duffy/the-dark-school
Task: Read and annotate (individually, or in pairs or in small groups), and create a blog post on your chosen poem, adding links to useful sources, and a plan on the most insightful things to talk about when analysing it, plus what global issue(s) you could connect this to. It would be especially lovely if you could think of a non-lit BOW ...

Some related non-lit to widen your horizons: 

https://www.globalcitizen.org/en/content/10-barriers-to-education-around-the-world-2/

https://www.adsoftheworld.com/taxonomy/industry/education

Malala Fund: https://malala.org/girls-education?sc=header

Malala's diary: https://www.bbc.com/news/world-asia-29565738

This diary will be a BOW we'll look into together.

A little bit of fun: https://magmapoetry.com/which-poem-would-you-ban-from-the-school-syllabus/

Allusion

Quoting a dictionary: allusion /əˈluːʒ(ə)n/ (noun) = an expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference. e.g. "an allusion to Shakespeare"

Allusion in poetry: https://archive.naplesnews.com/entertainment/poetry-and-allusion-ep-402865374-334647851.html/

Task: Research the allusions in Carol Ann Duffy's allusion-heavy Christmas poem from 2009 (text also on Tera) + add any other annotations you consider apt

https://www.mirror.co.uk/news/uk-news/the-12-days-of-christmas-2009-poet-435367

Task (starts in class, should be finished at home, presentations in class):
The poem divided into 3 parts, each group of three looks deeper into their third (but reads the whole and annotates everything to some extent). Annotating using a colour code you have developed for reading texts is important here, too, as preparation for annotating Paper 1 texts before you start writing-

Group 1 (stanzas 1-4): Pradny, Timo, Frederik

Group 2 (stanzas 5-8): Steven, Olabanji, Anastasia)

Group 3 (stanzas 9-12): Neel, Enes, Sithil

Traditional song:  https://www.youtube.com/watch?v=tReKR_ar5Ls

Beauty in a poem

 

From dawn to sunset

Beauty is what beauty does

Lends a helping hand

© Erika