Famous cinquain poem

People Reading Edgar Allen Poe's The Raven

2015.10.20 07:34 22snappy People Reading Edgar Allen Poe's The Raven

This subreddit is a collection of famous and not so famous people reading Edgar Allan Poe's poem "The Raven"
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2019.02.01 21:29 idea4granted GrandMemers

The subreddit of the greatest meme makers!
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2015.09.16 19:53 Borxu Share a poem

**Subreddit in which to share poetry. Yours or not, famous or not, good or bad... share it! XD Poems in English, Spanish, French, Asturian, Catalan and Galician allowed. IMPORTANT: State the author clearly and in a visible place if the poem is not your own. ** Subreddit para compartir poesía. Tuya o no, conocida o no, buena o mala, comparte! XD Se permiten poemas en inglés, español, francés, asturiano, catalán y gallego. IMPORTANTE: Cita al autor de forma clara y visible si el poema no es tuyo.
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2024.05.22 04:08 camusurfing Bill Clinton and Kosovo

Bill Clinton and Kosovo
Thirty one people in Kosovo are named ‘Klinton’ and another two are named ‘Clinton’. Someone might think that that’s not surprising. Things become a little more interesting when one looks into the data of ‘Statistical agency of Kosovo’ and figures that the first ever occurrence of somebody being named ‘Klinton’ in Kosovo was in 1993, the very same year when the 42nd president of US, Bill Clinton, assumed office. The other ‘Klintons’ were named as follows: 7 in 1999, 4 in 2000, another 4 in 2001 and various numbers throughout the years until the last baby was named in 2020. This name did not exist as a name in Albanian (for those unfamiliar with the region: Kosovo has 94% Albanian population) and was purely created in honor of Bill Clinton. Apart from the creation of a new name(as far as Albanian is concerned), Kosovo created a large statue of Bill which was unveiled by the man himself on 1st of November 2009. Just a few meters away from his statue there’s a women’s clothing store named Hillary(last picture). This is easily one of the most frequented roads, by pedestrians and cars alike, in whole of Kosovo. Elsewhere in Prishtina, another street has also been named after U.S. President George W. Bush. In addition, several cities in Kosovo, including Prizren, have streets named after President Woodrow Wilson. In 2016 Kosovo government renamed a 21-mile roadway in the southeastern part of the country as the Joseph R. "Beau" B***n III National Road. The love of Albanians for US goes way back and a tiny glimpse of that is demonstrated by two famous lines that close each of seven verses of a poem named ‘Give to the mother’ that was written by Fan Stilian Noli (6 January 1882 – 13 March 1965, an Albanian writer, scholar, diplomat, politician, historian, orator, Archbishop, Metropolitan and founder of the Albanian Orthodox Church and the Albanian Orthodox Archdiocese in America) in the begging of 20th century:
‘Hold on, mother, don’t be scared Since your sons are in America’
Now I understand that all of this may seem excessive to many people, but being a person who went through the 90s as a little kid in Kosovo, I must admit that I understand every single aspect of our admiration for US and Bill Clinton. From being a kid who at 5, literally repeatedly was trying to convince himself that ‘I had lived enough and death is not long’ to being liberated, causes one to have a fair bit of lifelong undiluted adoration for USA 🇺🇸 I remember for many years having a big and quality US flag in the room which I shared with my sibling. I remember the only time ever my parents bought a dozen beer cans(liberation day) and I also remember the shock when I, a kid naive in matters of love, heard my aunt laughingly declare ‘I love [husband name] but I would cheat on him with Bill Clinton [giggles], and I don’t think he would even mind’. Mind you, Kosovo has no oil or diamonds.
‘We must follow the example of the World War II generation, by standing up to aggression and hate.’ Bill Clinton regarding NATO intervention in Kosovo
P.S. I am aware of how borderline chaotic my writing is but it’s way too late in here and I was supposed to be asleep 4 hours ago. Also pics 1-6 are mine while 7,8,9 are taken from internet.
submitted by camusurfing to Presidents [link] [comments]


2024.05.21 14:58 FarragutCircle Reading The Big Book of Cyberpunk, Week 17

Welcome to Reading The Big Book of Cyberpunk!
Each week we (u/FarragutCircle and u/fanny_bertram) will be reading 5-ish stories from Jared Shurin’s The Big Book of Cyberpunk, which includes a curated selection of cyberpunk stories written from 1950 to 2022! We’ll include synopses of the stories along with links to any legally available online versions we can find. Feel free to read along with us or just stop by and hear our thoughts about some cyberpunk stories to decide if any of them sound interesting to you.
Every once in a while, we reach out to people who have more insight, due to being fans of the author or have some additional context for the story. (Or we just tricked them into it.) So please welcome u/RuinEleint who will be sharing their thoughts on "The Yuletide Cyberpunk Yarn, or Christmas_Eve-117.DIR" by Victor Pelevin!
“Deep Eddy” by Bruce Sterling (published 1993; also available in his collection Ascendancies: The Best of Bruce Sterling)
Deep Eddy is acting as a data courier to the Cultural Critic in Düsseldorf, right as the city goes through a Wende (a sort of anarchist “Purge”).
“The Yuletide Cyberpunk Yarn, or Christmas_Eve-117.DIR” by Victor Pelevin (1996, translated from Russian by Alex Shvartsman)
A corrupt mayor’s computer is infected by a virus that causes chaos in Russia.
“Wonderama” by Bef (1998, translated from Spanish by the author)
Lalo (or is it Eduardo?) wakes up every day in the most awesome life in 1974, but it’s revealed to be a lie and ends tragically.
“comp.basilisk FAQ” by David Langford (1999) (link to story)
A FAQ-style story that clearly describes a bizarre future where images on the web and TV are banned due to the risk of death.
“Spider's Nest” by Myra Çakan (2004, translated from German by Jim Young; also available in the anthology The Apex Book of World SF 3 edited by Lavie Tidhar)
Spider, uh, does something? Is looking for drugs, maybe? But something else happens instead?
That’s it for this week! Check back the same time next week where we’ll be reading and discussing "The Last American" by John Kessel, "Earth Hour" by Ken MacLeod, "Violation of the TrueNet Security Act" by Taiyo Fujii, "Twelve Minutes to Vinh Quang" by T. R. Napper, and "Operation Daniel" by Khalid Kaki.
Also posted on Bochord Online.
submitted by FarragutCircle to Fantasy [link] [comments]


2024.05.21 14:36 adulting4kids Poetry Class Week 18-20

Week 19-20: Ghazal and Tanka Mastery
Day 1: Unveiling the Ghazal - Activity: Analyze classic ghazals for their structure and themes. - Lecture: Explore the historical and cultural context of ghazals. - Discussion: Share impressions and discuss the themes of love and longing in ghazals.
Day 2: Crafting the Ghazal Form - Activity: Break down the structure of a ghazal and discuss rhyme patterns. - Lecture: Explore the traditional themes and variations within ghazals. - Discussion: Discuss the challenges and beauty of writing within the constraints of a ghazal.
Day 3: Understanding Tanka - Activity: Analyze traditional tankas for their brevity and emotion. - Lecture: Explain the structure and cultural significance of tankas. - Discussion: Share thoughts on capturing a moment in five lines.
Day 4: Writing Exercise - Expressive Tanka - Activity: Write tankas individually, focusing on concise expression of emotion. - Assignment: Craft a ghazal exploring themes of love or longing. - Vocabulary Words: Matla, Radif, Wazn.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for ghazals and tankas. - Lecture: Discuss the impact of repetition in ghazals and the art of brevity in tankas. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 19-20: 1. What are the traditional themes of love and longing in ghazals? 2. Explore the structure of a ghazal, including the use of repeated words and rhyme patterns. 3. Discuss the cultural significance of tankas and their role in capturing fleeting moments. 4. How does the brevity of tankas contribute to their emotional impact? 5. Reflect on the challenges and rewards of crafting ghazals and tankas.
Quiz: Assessment on the understanding of ghazals, tankas, and the cultural context of these poetic forms.
Week 21-22: Cinquains and Pantoum Prowess
Day 1: Mastering Cinquains - Activity: Analyze classic cinquains for their simplicity and structure. - Lecture: Explore the syllabic pattern and thematic focus of cinquains. - Discussion: Share thoughts on capturing a subject in just five lines.
Day 2: Crafting Cinquains with Precision - Activity: Break down the process of crafting a cinquain. - Lecture: Discuss the importance of word choice and economy of language in cinquains. - Discussion: Share and discuss individual cinquains, highlighting successful elements.
Day 3: Embracing the Pantoum - Activity: Analyze a famous pantoum for its repetition and layered meaning. - Lecture: Explain the structure and narrative possibilities of pantoums. - Discussion: Discuss the role of repetition in creating a rhythmic flow.
Day 4: Writing Exercise - Developing a Pantoum - Activity: Craft a pantoum exploring a theme of personal growth or change. - Assignment: Write a cinquain on a chosen subject. - Vocabulary Words: Quatrain, Refrain, Syllabic Pattern.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for cinquains and pantoums. - Lecture: Discuss the challenges and rewards of repetition in pantoums. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 21-22: 1. Discuss the simplicity and structure of cinquains. How does their syllabic pattern contribute to their impact? 2. Explore the importance of word choice and economy of language in crafting cinquains. 3. What defines a pantoum, and how does repetition contribute to its rhythmic flow? 4. Discuss the narrative possibilities and layered meaning in pantoums. 5. Reflect on the process of crafting cinquains and pantoums. What challenges did you face?
Quiz: Assessment on cinquains, pantoums, and the effective use of repetition in poetry.
submitted by adulting4kids to writingthruit [link] [comments]


2024.05.21 14:33 adulting4kids Poetry Course Week 11-12

Week 11-12: Epic Journeys and Blank Verse
Day 1: Exploring Epic Storytelling - Activity: Analyze an excerpt from a classic epic poem. - Lecture: Discuss the characteristics and narrative structure of epic poetry. - Discussion: Share thoughts on the enduring appeal of epic journeys.
Day 2: Crafting Epic Narratives - Activity: Break down the process of crafting an epic poem. - Lecture: Explore the use of elevated language and heroic themes. - Discussion: Share and discuss individual ideas for epic narratives.
Day 3: Mastering the Art of Blank Verse - Activity: Analyze a famous work written in blank verse. - Lecture: Explain the structure and rhythmic qualities of blank verse. - Discussion: Discuss the freedom and constraints of writing in blank verse.
Day 4: Writing Exercise - Epic Journey Poem - Activity: Craft a poem exploring an epic journey or heroic theme. - Assignment: Write a blank verse poem on a chosen topic. - Vocabulary Words: Epic, Heroic, Blank Verse.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for epic poems and blank verse. - Lecture: Discuss the enduring appeal of epic storytelling and the rhythmic qualities of blank verse. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 11-12: 1. Discuss the characteristics and narrative structure of epic poetry. What makes a journey "epic"? 2. Explore the use of elevated language and heroic themes in crafting epic narratives. 3. What defines blank verse, and how does its rhythmic quality contribute to the overall impact? 4. Discuss the freedom and constraints of writing in blank verse. 5. Reflect on the process of crafting an epic poem and a blank verse poem. How did you approach the themes and rhythmic qualities?
Quiz: Assessment on the understanding of epic poetry, the characteristics of epic journeys, and the rhythmic qualities of blank verse.
submitted by adulting4kids to writingthruit [link] [comments]


2024.05.21 14:29 adulting4kids Poetry Course Week Three and Four

Week 3: Limericks and the Art of Humor
Day 1: Decoding Limericks - Activity: Analyze classic limericks for rhythm and humor. - Lecture: Discuss the AABBA rhyme scheme and distinctive rhythm. - Discussion: Share favorite humorous poems and discuss elements that make them funny.
Day 2: Crafting Limericks with Wit - Activity: Write limericks individually, focusing on humor and rhythm. - Lecture: Explore the balance of humor and structure in limericks. - Discussion: Share and discuss individual limericks, highlighting successful elements.
Day 3: Understanding Free Verse - Activity: Analyze free verse poems for structure and expression. - Lecture: Introduce the concept of free verse and its flexibility. - Discussion: Discuss the liberation and challenges of writing without a strict structure.
Day 4: Writing Exercise - Expressing Emotions in Free Verse - Activity: Explore emotions and write a free verse poem. - Assignment: Craft a free verse poem exploring a personal experience or emotion. - Vocabulary Words: Enjambment, Cadence, Anapest.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for free verse poems. - Lecture: Discuss the artistic freedom and impact of free verse. - Discussion: Share insights gained from reviewing peers' free verse poems.
Study Guide Questions for Week 3: 1. What defines a limerick, and how does its rhythm contribute to its humor? 2. Discuss the importance of the AABBA rhyme scheme in limericks. 3. How does free verse differ from structured forms of poetry? 4. Explore the challenges and benefits of writing without a strict form in free verse. 5. Reflect on the emotions and experiences expressed in your free verse poem.
Quiz: Assessment on limericks, the AABBA rhyme scheme, and the principles of free verse.
Week 4: Free Verse and Acrostic Poetry
Day 1: Embracing Free Verse - Activity: Analyze diverse free verse poems for individual expression. - Lecture: Discuss famous free verse poets and their impact on the genre. - Discussion: Share personal reactions to the artistic freedom of free verse.
Day 2: Crafting Emotion in Free Verse - Activity: Write a free verse poem expressing a specific emotion. - Lecture: Explore the role of emotions in free verse and the use of vivid imagery. - Discussion: Share and discuss individual poems, highlighting emotional impact.
Day 3: Understanding Acrostic Poetry - Activity: Analyze acrostic poems for clever wordplay. - Lecture: Explain the concept of acrostic poetry and its various forms. - Discussion: Share examples of creative acrostic poems.
Day 4: Writing Exercise - Personal Acrostic - Activity: Craft an acrostic poem using your name or a chosen word. - Assignment: Write an acrostic poem exploring a theme or concept. - Vocabulary Words: Strophe, Stanza, Consonance.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for acrostic poems. - Lecture: Discuss the playfulness and creativity of acrostic poetry. - Discussion: Share insights gained from reviewing peers' acrostic poems.
Study Guide Questions for Week 4: 1. Explore the role of emotions in free verse poetry. How does it differ from structured forms? 2. Discuss the impact of vivid imagery in free verse. How does it contribute to the overall message? 3. What defines acrostic poetry, and how is it different from other forms? 4. How can clever wordplay enhance the impact of an acrostic poem? 5. Reflect on the creative process and thematic exploration in your acrostic poem.
Quiz: Assessment on understanding free verse, emotional expression in poetry, and the principles of acrostic poetry.
submitted by adulting4kids to writingthruit [link] [comments]


2024.05.21 12:34 tornikekv Real country that Sordland is based on

After playing I grew opinion that Sordland is most similar to Georgia and I will explain why.
(It's just a speculation and theory)

History parallels

I will start with direct parallers.
Sordland: Wisci (first president of Sordland) wrote a constitution which tried to establish the institutions necessary for a democratic republic. Soon, Wisci's government became the victim of a military coup led by the nationalist general, Eduard Luderin. Luderin instituted a reign of terror that crushed dissent against his government. The Sordish Civil War erupted.
Georgia: Gamsakhurdia’s (who was also the first president) government also try to wrote constitution and to form government, but it failed because of Nationalist military coup led by Jaba Ioseliani. which started the times of Anarchy and civil war with trumvirate government ruled by Jaba Ioseliani, Tengiz Sigua and Tengiz Kitovani.
Sordland: The civil war ended after Colonel Tarquin Soll intervened, which resulted in Luderin's capture and Rikard's death. Soll restored the republic with himself as president and established the United Sordland Party, which served as the governing party of Sordland. Under Soll's leadership, the young republic experienced stability and growth and protection from foreign influence, which solidified the country's position.
Georgia: Civil war ended after Eduard Shevardnadze intervened, which also funny enough resulted in capture of Tengiz Sigua, Tengiz Kitovani and Jaba Ioseliani’s death. Shevardnadzes finally formed government and established constitution and Presidency. Shevardadzes rule was characterised of ending anarchy, stability, growth and also establishing protective measures against any foreign powers.
Sordland: Unfortunately over time, Soll grew increasingly authoritarian, which brought the country into stagnation and increased political and racial tensions. Tarquin Soll was eventually succeeded by Ewald Alphonso, a reformist within the USP who promised to bring reform to the country. Unfortunately, a combination of infighting, a hasty liberalization of the economy and continental economic tensions led to a recession and the empowerment of various oligarchs.
Georgia: As expected Shevardnadze was practicly a authoritarian dictator with infinite power because of broken Constitution that established Absolute presidency. He was succeded by Mikheil Saakashvili who was also part of Shevardnadzes party and was known reformer. His reforms was charaterised as pro-free market and excesive privatization, which led to reccession, uneployment and problem with oligarchs, but it was hard because of as said in Suzerain “hasty liberalization of the economy and continental economic tensions” which perfectly explains it.
I believe simillarities end there because there is no corrolations between Anton and party that succeded the Saakashvili.

Geopolitics

Sordland is between two superpowers of Arcasia and United Contana. This is pretty easy to see as Georgia is also between influence of Capitalist USA and Communist China. Georgia is friendly to both and is experiencing benefits from both of them.
In north there is Rumburg which is identical to Russia. both imperialist country that is characterised by agression. Sordland can have war with Rumburg, as well as Georgia had one with Russia.
Sordland and Agnolia are friends and Agnolia is clearly Netherlands. Georgia has strong relationship with netherlands (probably best in Europe).
Wehlen can be Azerbaijan. They are simillar because of Authoritarian President and Oil.

Separatist Region

Sordland: There is Special zone of Bergia within the Sordland that is problematic Region because of it’s Seccesionist tendencies. Bludish separatis are suplied with AK’s by Rumburg.
Georgia: There sadly was a Autonomous region of Abkhazia which was also seccesionist and is probably exactly is like bergia. Abkhazian separatists were suplied with AK by guess who… Russia.

Characters

Wisci and Gamsakhurdia

Wisci and Gamsakhurdia

Tarquil Soll and Eduard Shevardnadzee

Soll and Shevardnadze

Ewald Alphonso and Mikheil Saakashvili

Unlike Alphonso, Saakashvili served two termes as a president but I only counted his first one.
Ewald and Mikheil

Conclusion

This is my opinion and even though I tried to base it on as much facts as I can it is just a speculation. Because I dont know much about modern Turkey I can’t say much about their similarities.
I don't know if this kinda story repeats in every country in reccession but it definetly happend in Georgia.
Sorry for any grammar mistakes and thank you if you for read it and for learning a little more about my country.
submitted by tornikekv to suzerain [link] [comments]


2024.05.21 11:38 I-Lick-Doorknobs The Erlking's Literary Origins.

Ever since the end of Canto 6 I've wondered where specifically Mirror Heathcliff's title came from. The source most people jump to is the poem by van Goethe, in which a father and son ride through a forest, only for the son to be killed by the Erlking. You may be asking yourself, "What does this German poem have to do with the story of Canto 6?". I honestly have no clue. At first I thought there might be some deep connection that I just couldn't see, but I eventually began to wonder if the poem had any connection at all. The Erlking is from folklore; there are many interpretations of him that Limbus could be drawing from. So I looked through various versions of Erlkings and Wild Hunt leaders across folklore and literature in an attempt to find any that resemble ours, with some interesting results.
I found a story that I believe to be the primary inspiration for our Erlking, one that connects Limbus's retelling of Wuthering Heights to a far older love story.
I present to you: Sir Orfeo
This is a British poem written in the late 13th to 14th century about a man saving his wife from a fairy king.
It starts with a king named Orfeo being told by his wife, Heurodis, that the Fairy King visited her in her dreams and told her that she would be taken to his kingdom the following day. The next day, Orfeo and his knights guarded Heurodis while she sat in an orchard, but that didn't stop her from vanishing into thin air. Orfeo, heartbroken, gives up his throne to wander the lands as a hermit, taking only his lyre with him. Orfeo would live in a forest for years, often spotting the Fairy King or mysterious processions of knights and hunters. After a decade, Orfeo sees Heurodis riding in one of these processions, but the couple don't have chance to even say a word to each other. Orfeo follows the group to the Fairy King's castle and sees many undead, his wife among them. He plays his lyre for the Fairy King asks for the return of Heurodis as payment, which the king agrees to after some convincing. The pair then return to their home and lives as royalty.
It's easy to compare Heathcliff's story to Orfeo's. Both flee home with broken hearts, only to return years later. Both have their loves whisked away by a fairy king with an undead procession. Both reconnect with said loves by overcoming the king.
There. A likely inspiration for Limbus's Erlking. All done, mystery solved, back to the MD mines. Right?
Wrong
Anyone with a passing knowledge of mythology probably noticed that Sir Orfeo looks a lot like another, way more famous story.
It's literally just Orpheus and Euridice. I mean the dude's name is Orfeo it isn't subtle. The only difference is the ending.
I don't think this was intentional, but you can interpret the Erlking not just as Book Heathcliff or Sir Orfeo's Fairy King, but also as Orpheus. Heathcliff/Orfeo and the Erlking/Orpheus both want the same thing, to be with the person they love. Most Heathcliffs, like Orpheus are doomed to never reach that goal because they don't fully trust their partners. Our Heathcliff, like Orfeo, succeeded where they failed.
Thanks for reading my deranged ramblings.
For the rare literate PM fan, you can check out Sir Orfeo here.
submitted by I-Lick-Doorknobs to limbuscompany [link] [comments]


2024.05.21 07:20 zaddar1 waterslipt/ a furball/ widening ripples

beauty
which i have now
fades so quick
i can’t even grasp it
actors and actresses
statues looking at you
only the garb changes
one of the strongest emerging social trends that arise as a consequence of increased longevity is a necessity to think about slowing cognitive decline in the over 50’s which means attention to diet and supplements, exercise , general fitness and "wear and tear", alcohol and drug consumption
my feeling is we are going to see sharp divides between subcultures in this respect and a lot of individual variation
also, a lot of the public health advice and cultural opinions are wrong minded or ill-informed, you have to do your own research and experimentation
a way of looking at the covid public health debacle (which continues despite the cardiovascular and cancer risks of boosters) was to trade off a reduced death rate in the elderly for an increased vaccine injury problem for the young
a verse by touzi on #3 of master fushan’s sixteen themes translated by suru
the death within life
birds clench the falling blossoms before the emerald cliffs, every word responds to conditions, spreading throughout — they ask of coming west, pointing to the cypress in the yard, but how could the passage through the lush mountain peaks be shut ?
活中死。鳥銜華落碧嵓前。對境皆言到處傳。人問西來指庭柏。豈關蒼翠嶺頭穿。
my reply:
what cannot be shut
is always open
but to avoid the common herd
it is disguised
why write things people understand ?
they just make your life a misery with their missionizing of a contrary view
to confuse them is better
they can’t target you
no "master"
except the claim
fantasies about reality
seek a center
its doesn’t exist
non-existence or otherwise
ed. zen is full of fake claims to authority by the appellation of "zen master", same with any religion and its "pooh-bahs"
that’s the trouble with writing
its lasts forever
so
necessarily
you are writing forever
i am appreciating the philosopher gilles deleuze more
the untranslated portion at the end goes
so you understand, when you have such an idea, the important is not to know whether it is true or false
the question is to know if it is important, if it is interesting, and if it is beautiful
and it is the same in science, it is the same in philosophy, you know
waterslipt
a furball
widening ripples on
the smooth surface
of a reflective river
a platypus
ed. i was having lunch at a clearing on the bank of the mersey rivestream near the eastern end of bridle track road, the day was amazingly clear and windless and the river smooth and i noticed a platypus working its way feeding on the bottom to surface occasionally for breath then go back down again
this morning i serendipitously put on a shirt and trousers that "matched", i have always been sceptical of the concept, but since there are clothes that don’t match, there must be those that do match, though what constitutes the female sense of this, i still cannot fathom
the abdication of the duke of windsor was in fact a surface effect of a deeper political struggle, would britain become a client state of germany or would it resist ?
the outcome was not as obvious as you might think
taking actors as real
and a set as reality
is it any wonder
the dissembling mess
collapses ?
the circle of the contemporary
rubbish generating more rubbish
stay there at your own risk
sharing the same road for a while
but later
looking at the forks and branches
i realise
we are apart
inscribed on the tower at veneration monastery
in cold spring, a hundred-foot tower
i climb up alone, and then back down alone
who can manage such distances of the heart ?
david hinton
classical chinese poetry
the poet is tu mu (803 to 853 a.d.) with a bio on page 378 of the "classical chinese poetry" pdf link
definitely medieval with the mention of a functional tower
an interesting thing about frieda hughes is she did not have her mother’s talent, of course neither did ted
there is just a remarkable depth to sylvia plath’s work and this was despite all the obstacles, what genetic quirk created her or would , if her parents had more children, they have a similar talent ?
this prosaic world
because its written in prose of course
its not a poetic world
because its not written in poetry
if you take away the "zen master" or saint or prophet as an authority figure, what do you then have ?
Regulus replies:
People acceptant of the existent reality
my reply:
the monk asked zen master regulus "what is required to be enlightened" ?
zen master regulus replied "be accepting of existing reality"
the monk was left speechless
lee smolin doesn’t like jonathon oppemheim’s stochastic gravity approach
its interesting to watch lee talk with the constant gesticulatory body movements, almost tourette's, but he is using them to think, they are part of his cognition process
how simple is the world ?
its not that simple
and certainly not as simple as the way we view it to be
insight
takes you back
and obviates
some future lives
the brain
is
a
quantum
machine
words in a story
believable or unbelievable ?
don’t
be
fooled
.
words in a story
believable or unbelievable ?
don’t be fooled
so much knowledge
everywhere
each branch opens up exponentially
drowning in detail
its pursuer
i guess i have got so interested in hearts because of hunting and looking at them, in one animal, it beat for minutes cut out from the body; never seen any that had human like aging diseases
i think as a society we have lost touch with our own raw "viscerality", i hunt for my own meat; the killing, butchering and eating does bring one back in touch with that, the commonality with our homonin history
heart and lungs animation
the number of people who have no understanding of what even moderate levels of drinking does to their lives and long term health
you have won the existential lottery where the odds are so small of winning, no number covers it and to chip away at brain function with drugs and alcohol like that . . .
you want to experiment with doing some translation yourself with google and you will realise how its possible to construct almost any sense out of the chinese, its actually not meaningful to do any commentary without going back to the chinese, the variance is so large, translators follow their own biases to create a narrative that suits them
“ continuous as the stars that shine and twinkle on the milky way ”
wordsworth’s famous poem which he wrote based on notes by his sister dorothy was in effect co-authored by her
strangers to me
thirty years of no contact
exile speaks
of unwanted distance
.
strangers to me
thirty years of no contact
exile speaks
unwanted distance
ed. looking at a photo of my sister, niece and brother in law who are all very much changed since i last saw them notions of exile are not common in western literature, but are certainly there in the chinese
lost roads
can’t be recovered
what we have travelled
always
takes us
to
a different place
i love a sotherby’s auction , vast sums spent for my entertainment, all free, it don’t get slicker, a living made from networking skills and being personable
i was about to go negative on the painting by lucy bull, but on looking further i quite like her work
you have to be careful, auctioneers like these can talk the money out of your wallet
xu qiyao’s advice to his son on being successful in CCP politics
“ the path of understanding requires objectivity and experience ”
ed. the above is my reworking of the first lines of the xinxin ming which, amongst its more "normal" translations is
“ the great way is not difficult, just avoid picking and choosing ”
the xinxin ming is an abridged version of the mind inscription
心性不生何須知見
“ reality is either itself or not. is there any point to understanding this ? ”
ed. my translation of the first line of the "mind inscription"
"don’t interrupt your enemy when he’s making a mistake" — napoleon
i think in the context of divorce , what people find difficult is the necessity of switching to the extreme mindset of being at war and all that entails because that is what is immediately required
billie and finneas o’connell discuss how they created the "what am i made for" song for the film "barbie"
billie in her own words describes the process
“ Dr. Raszek provides insights from his participation in a comprehensive review concerning the utilization of synthetic uridines in mRNA vaccines (ed. covid) and their potential implications for cancer development
The discussion delves into the intricate mechanisms that could be at play, exploring how these synthetic components might inadvertently suppress the body's innate immune system, induce frameshifting phenomena, and contribute to the production of IgG4 antibodies, all of which could potentially influence cancer growth ”
my comment
i think we can expect an upsurge in cancers, especially amongst the elderly as a result of the misguidedly intensive "booster" campaign, though it may take a while to show
the forward momentum
of habituation
leading
to
habits
that
become
unbreakable
the fallacy of "negation"
its not this, its not that
but its what its not
negation is a stylised buddhist rhetorical technique, nāgārjuna of course and you get it in dogen, they’ll say something then walk it back through its negation
but having walked it forwards, there is a sense in which it can’t be walked back or it could not be walked forwards another way of putting it is there is no ontological unity, everything is constantly splitting apart
zen masters and the authority they carry are literary constructs
buddha is a literary construct
jesus, muhammad and moses are literary constructs
the egyptian book of the dead is a literary construct
does it bother you that your advice is so bad ?
no
the blindness of narcissism
submitted by zaddar1 to zen_mystical [link] [comments]


2024.05.21 01:07 Fredrickthyme Tchaikovsky- A Cultural Phenomenon

The Legacy of Pyotr Ilyich Tchaikovsky: An In-Depth Analysis of His Music and Influence

Pyotr Ilyich Tchaikovsky (1840–1893) was a Russian composer whose works have become some of the most beloved in classical music. Known for his ballets, symphonies, concertos, and operas, Tchaikovsky's music is characterized by its emotional depth, melodic richness, and masterful orchestration. Here’s an in-depth analysis of his musical characteristics, compositional techniques, cultural impact, notable works, and a theoretical doctoral analysis.

Active Years

Tchaikovsky's active years spanned from the early 1860s until his death in 1893. His career included periods of intense productivity and innovation, resulting in a vast and diverse body of work.

Musical Characteristics

Emotional Expressiveness: - Lyrical Melodies: Tchaikovsky’s music is renowned for its beautiful, expressive melodies that convey a wide range of emotions, from joy to despair. - Dramatic Contrast: His compositions often feature stark contrasts in mood and dynamics, heightening the emotional impact.
Rich Orchestration: - Colorful Instrumentation: Tchaikovsky was a master orchestrator, known for his lush, vibrant orchestrations that make full use of the symphony orchestra’s capabilities. - Innovative Use of Instruments: He frequently used instruments in novel ways to achieve unique timbres and effects.
Structural Clarity: - Balanced Forms: Tchaikovsky’s works typically adhere to clear formal structures, such as sonata-allegro form, which he used to great dramatic effect. - Symphonic Development: His symphonic works exhibit sophisticated development of thematic material, blending traditional forms with his own innovations.
Russian Folk Influence: - Folk Melodies and Rhythms: Tchaikovsky often incorporated Russian folk melodies and rhythms into his music, giving it a distinctive national flavor. - Cultural Themes: Many of his works reflect Russian cultural themes and stories, contributing to the development of a national musical identity.

Cultural Impact

Notable Works

  1. Symphony No. 6 "Pathétique" (1893): His final symphony, noted for its profound emotional depth and innovative structure.
  2. Piano Concerto No. 1 (1875): One of the most famous and frequently performed piano concertos, known for its powerful opening and lyrical second movement.
  3. Swan Lake (1876): A ballet score that has become a cornerstone of the ballet repertoire, renowned for its beautiful melodies and dramatic music.
  4. The Nutcracker (1892): Another iconic ballet, especially famous for its suite, which includes the "Dance of the Sugar Plum Fairy" and the "Waltz of the Flowers."
  5. Violin Concerto (1878): A virtuosic and expressive concerto that is a favorite among violinists and audiences alike.
  6. Symphony No. 4 (1877): Known for its dramatic intensity and use of the "Fate" motif, reflecting Tchaikovsky’s personal struggles.
  7. The Sleeping Beauty (1889): A lavish ballet score that showcases Tchaikovsky's gift for melody and orchestration.
  8. 1812 Overture (1880): A concert overture written to commemorate Russia's defense against Napoleon, famous for its use of cannon fire and Russian folk themes.
  9. Romeo and Juliet Fantasy Overture (1880): A symphonic poem based on Shakespeare’s play, noted for its beautiful love theme and dramatic structure.
  10. Serenade for Strings (1880): A graceful and lyrical work for string orchestra, beloved for its elegance and charm.

Doctoral Theory Analysis

Introduction Pyotr Ilyich Tchaikovsky’s music embodies a blend of Western classical traditions and Russian folk elements, characterized by its emotional expressiveness, structural clarity, and masterful orchestration. This analysis explores the theoretical aspects of his compositions and their broader implications.
Harmonic Language - Chromaticism and Modulation: Tchaikovsky's harmonic language often features rich chromaticism and bold modulations, contributing to the dramatic tension in his music. - Dissonance and Resolution: He skillfully uses dissonance to heighten emotional impact, resolving it in ways that amplify the music’s expressive power.
Melodic Structure - Lyrical Melodies: His melodies are long, flowing, and highly expressive, often built on simple, folk-like motifs that are developed in sophisticated ways. - Thematic Transformation: Tchaikovsky employs thematic transformation, where themes are altered in rhythm, harmony, and orchestration to reflect different emotional states.
Rhythmic Techniques - Syncopation and Cross-Rhythms: His use of syncopation and cross-rhythms adds complexity and drive to his music, creating rhythmic vitality. - Dance Forms: Tchaikovsky frequently incorporates dance forms such as the waltz, mazurka, and polonaise, infusing his music with rhythmic variety and national character.
Textural Elements - Orchestral Color: Tchaikovsky’s orchestration is renowned for its rich colors and textures, achieved through inventive use of the orchestra’s sections. - Layered Textures: He often uses layered textures to build intensity, with different instrumental groups playing complementary lines that enhance the overall sound.
Conceptual Innovations - Programmatic Elements: Many of Tchaikovsky’s works are programmatic, telling a story or depicting a scene, as seen in his ballets and symphonic poems. - Emotional Narrative: His music often follows an emotional narrative, taking listeners on a journey through contrasting moods and themes.
Conclusion Pyotr Ilyich Tchaikovsky’s contributions to classical music are monumental, blending deep emotional expression with technical mastery. His innovative use of harmony, melody, rhythm, and orchestration set new standards for composition and influenced countless musicians. Tchaikovsky’s ability to merge Russian folk elements with Western classical traditions helped shape a distinct Russian musical identity. His enduring popularity and the continued performance of his works attest to his lasting impact on the world of music. By examining the theoretical foundations and practical applications of Tchaikovsky’s work, we gain a deeper appreciation of his genius and his pivotal role in the evolution of classical music.
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2024.05.21 00:51 Zlightning75 Day 20 of Jewish Heritage Month

Day 20 of Jewish Heritage Month
Day 20 of Jewish Heritage Month: Emma Lazarus’s biggest contribution to the Jewish community was her activism and advocacy for Jewish refugees fleeing antisemitic pogroms in Eastern Europe. Her work in aiding these refugees and raising awareness of their plight was crucial during a time of significant Jewish persecution and displacement.
Lazarus’s contributions include:
  1. Raising Awareness through Literature: Lazarus used her literary talents to highlight the struggles of Jewish refugees. Her writings, both poetry and prose, brought attention to their suffering and advocated for their rights and assistance.
  2. Philanthropic Efforts: Lazarus was actively involved in helping Jewish refugees who arrived in New York. She worked with various organizations to provide support, aid, and integration assistance to those fleeing violence and persecution in Eastern Europe.
  3. The New Colossus: Her famous sonnet, “The New Colossus,” although primarily associated with the Statue of Liberty and American ideals of welcome and refuge, also reflected her empathy and advocacy for immigrants and refugees, including Jews. The poem’s message of welcome and support for the oppressed resonated with the Jewish community and highlighted the values of refuge and acceptance.
  4. Promoting Jewish Identity and Pride: Lazarus was an early advocate for Jewish nationalism and the establishment of a Jewish homeland, which later evolved into the Zionist movement. She wrote extensively about Jewish identity, culture, and the need for a safe haven for Jews facing persecution.
Through her activism, writings, and humanitarian efforts, Emma Lazarus made enduring contributions to the Jewish community, advocating for their rights and well-being during a critical period of history. #jewishheritagemonth #emmalazarus
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2024.05.20 23:08 TheBlaringBlue The Art of the Rap Battle in Assassin's Creed: Valhalla

Eivor is a bit of a strange protagonist.
She’s basically flawless and without blame. She’s brash and bold, proud and unashamed — brave and wise far beyond her years, yet able to be soft and compassionate when not brandishing spears. She’s got a knack for leadership, a strong moral compass and an even stronger muscular system with which to enact justice.
And she’s got bars?
As someone not deeply versed in medieval European histories, imagine my shock and confusion upon discovering that Assassin’s Creed: Valhalla included rap battling.
My first experience with Flyting had me asking so many questions about what I just witnessed that I couldn’t wait to begin Googling. I figured flyting probably was historically accurate, but if that’s the case, then what else can it tells us about the medieval warrior and about Eivor’s characterization?
I set off to find out.
--
Wikipedia and howstuffworks combined gave me a robust definition of flyting.
A ritual, poetic exchange of insults practiced mainly between the 5th and 16th centuries. Examples of flyting are found throughout Scots, Ancient, Medieval and Modern Celtic, Old English, Middle English and Norse literature involving both historical and mythological figures. The exchanges would become extremely provocative, often involving accusations of cowardice or sexual perversion.
The idea behind flyting was to influence public opinion of the participants and raise both of their profiles. And each participant wanted to make himself look better than the other, even if they were friendly.
Not only that, but flyting’s also the first recorded use of shit as an insult. That right there is worth this whole essay and then some.
--
I came away from those definitions with some small Euphoria, as they reinforce what I already expected from Ubisoft — historically accurate and (arguably) immersive side activities grounded in realism.
Unfortunately, none of the flyting foes that Eivor faces in this fantasy are founded in any real-world flyters. I was particularly frustrated when I realized Fergal the Faceless and Borghild the Alewife’s Bane were fictional features, not real historical fiends of rhythm and rhyme.
Two of Eivor’s syntax competitors are “real” in some sense, however.
In Norse mythos, Odin, Thor, Loki, Freyja and more would handle their Family Matters over a flyte from time to time, dueling wits and words as competition and entertainment.
In fact, one flyte we do see in game — Odin as he flytes over the river with Thor in the Asgard Arc — is likely a reference to a real medieval Norse poem; The Hárbarðsljóð.
In it, Thor jaunts back to Asgard after a journey in Jötunheim. He comes to a junction in which he must jump a large river, and thus hunts down a ferryman to shepherd him across. The ferryman, Hárbarðr, is Odin in disguise. He then begins to diss guys.
Ahem. ‘Guys’ being Thor, obviously.
First, Odin drops a yo-mama joke:
Of thy morning feats art thou proud, but the future thou knowest not wholly; Doleful thine home-coming is: thy mother, me thinks, is dead.
He keeps going, taking more shots than a First Person Shooter, this time saying Thor dresses like a girl:
Three good dwellings methinks, thou hast not; Barefoot thou standest and wearest a beggar’s dress; Not even hose dost thou have.
Thor says watch your mouth before I clap back:
Ill for thee comes thy keenness of tongue, if the water I choose to wade; Louder, I ween, than a wolf thou cryest, if a blow of my hammer thou hast.
Odin replies by saying Thor’s wife is fucking another dude:
Sif has a lover at home, and him shouldst thou meet; More fitting it were on him to put forth thy strength.
The version we play out in game isn’t identical to the real-world poem, but carries some similarities; Thor’s threatening to cross the river to fight Odin as well as his boasting of slaying giants are present in each.
Ratatosk is the only other ‘real’ flyting enemy in Valhalla. While Odin doesn’t flyte with Ratatosk in Norse myth to my knowledge, the flyting against the squirrel is thematically accurate, at least.
Ratatosk’s purpose is to scramble up and down Yggdrasil, scurrying spoken messages from the eagle that sits at its peaks to the snake that slithers at its base. The nature of Ratatosk’s messages is in line with the act of flyting — the mischievous rodent carries falsehoods and aggressive statements to stir up drama and distrust between bird and serpent.
Flyting took place not only in poems and folklore, but in town squares and royal court. It was a facet of medieval life and social interaction. This weaving of prose then, in this time period, seemingly was just about as much of an admired skill as the swinging of a sword. It’s no wonder our unbreakable warrior Eivor is so proficient with word.
--
Like, really proficient with word.
I mean, I know it’s me choosing the dialogue options, but sheesh, is there anything she can’t do?
Actually, Eivor’s expertise in flyting is strange to me. It feels random and unearned — out of character, even. It comes more unexpectedly than Kendrick Lamar’s Not Like Us.
It probably only feels out of character, however, due to our modern understanding of proficiency with words versus proficiency with might. Our current interpretation of verbal ability compared to physical ability would perceive verbal ability as the ‘softer’ of the two skillsets. Physical strength is typically interpreted as tough and more dominant. You don’t expect to see an MMA fighter composing poetry, do you? The qualities that modern thought attributes to writing and physicality don’t mesh.
But in reality — and historically accurately in Valhalla — medieval warriors weren’t just blind berserkers. They were actually artists, poets and writers.
We’ve already demonstrated how Odin and Thor — Norse myth’s most famous warriors — carried out flyting. There are plenty more examples of the burly and the brawn, the Viking and the warrior breaking out poetry and song. Other poems and sagas include the same thing, among the most famous of which is Egil’s Saga — Egil, a tough Viking warrior, would frequently break out into prose throughout the saga’s telling.
Beyond Vikings though lie other other examples from around the world. The Illiad contains instances of public, ritualized abuse. Taunting songs are present in Inuit culture while Arabic poetry contains a form of flyting called naqa’id. Further, Japanese Samurai were known to be frequent composers of haiku, while Japanese culture also gave birth to Haikai, poetry in which vulgar satire and puns were wielded.
This historical accuracy ends up eliminating the randomness of Eivor’s flyting ability. Despite her verbal finesse feeling unearned, we can surmise historically that Eivor has practiced the wielding of words plenty in her life before we take over as the player. She’s dedicated time to this.
Now that we know why she has it, we can take a closer look at what it does for her.
--
So, Eivor can rap. She can match you with her axe or she can match you with her words. She’s just about unbeatable.
Her mastery of words demonstrates on some level that she’s not all Push Ups and might is right. She’s not all bruiser and bluster, burn and berserk. She’s an appreciator of the finer things — the more abstract, mental skills that require brain power, deftness and finesse.
This duality of strength and genius rounds out Eivor into a deeper, richer, more admirable character. More than just raw muscle in pursuit of glory, Eivor’s mastery of verse demonstrates her prioritizing not just her body, but her mind.
And it goes a long way for her.
Eivor can use her prowess with prose to progress past pointless plot points throughout Valhalla’s plethora of arcs and missions. It’s just a stat check in the end, but with enough practice flyting and enough charisma gained, Eivor unlocks new dialogue options that bend the world around her to her will.
Witch hunters in Eurvicscire on the brink of terrorizing Moira can be dispersed verbally rather than brawled or killed. There’s an entire riddle-solving fetch quest in Wincestre that can be skipped completely by telling King Aelfred’s abbot fuck off (figuratively). Eivor’s sharpening of her mind protects her body, saves her time, and allows her to frictionlessly fell her endeavors.
Her articulate advances don’t just alter her into admirability, they allow her to influence people and progression. With semantics from her mouth and twists from her tongue, Eivor can have her way whenever she wishes. In a game this large, I’m only left longing that the opportunity to make use of this charisma wasn’t relegated to niches.
Regardless, if medieval England is butter, Eivor’s tongue is the hot knife that behooves her move through her subduing more smoothly.
It all just goes to show that ̶m̶i̶g̶h̶t̶ flyte is right.
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2024.05.20 21:28 The_Middleman Why Ozymandias Sucks: The Definitive Guide

Conversation about Adrian Veidt (Ozymandias) on this subreddit tends to be really limited, with many people taking at face value the "smartest man in the world" claim (which was published in a magazine Veidt owns!) and interpreting the ending as a moral quandary over whether killing millions is worth it to avert nuclear war.
But that's not how Veidt's character is written. Veidt is written, instead, to show how ego, anxiety, and detachment from humanity can drive people to do horrific things.
I collected examples from the text on several facets of Veidt's character, hoping to highlight how -- both through analogy and through plot -- Moore worked to paint a complex picture of Veidt as a person driven mad by anxiety and impotence, his fears fueled by isolation and obsessive media consumption, who did something unthinkable and unnecessary.
Is this post, itself, a bit obsessive? Yes. But I hope that people can link this post in the future the next time someone inevitably asks: "Was Ozymandias right?"

I. Veidt is mentally unwell.

II. Veidt is detached from humanity.

III. Veidt is obsessed with media and pop culture, and it deeply influences his worldview.

IV. Veidt undercuts his plan for his ego.

V. Veidt’s plan is doomed and ill-conceived.

VI. Veidt's relationship to the Comedian is crucial, and Veidt may be the comic's true "comedian."

VII. Veidt is a Hitler analogue.

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2024.05.20 18:45 Advanced-Reveal6056 Upstaged by Marlon Brando( enjoy reading )

Upstaged by Marlon Brando( enjoy reading )
Upstaged by Marlon Brando
I thought I had the talent to be an actor. A mercurial classmate gave me second thoughts.
By Alan ShayneMay 20, 2023 Marlon Brando photographed sitting on a chair and holding a book in 1946. Photograph by Cecil Beaton I was eighteen, living in New York, and trying desperately to get work as an actor. It was 1943. I had been drafted, and the plan was to do my time, then study with the help of the G.I. Bill. I’d spent a summer doing Shakespeare but had just been fired from a production where I played a gross, blustering football star. I was a polite boy from Brookline, Massachusetts, and I just couldn’t work myself into the character: smacking men on the back, smearing a chocolate bar on my camel-hair coat. I realized that I had to learn the technique of acting. Everything I’d done so far was instinctive.
The day came for my physical. I went through the routine like an automaton, distancing myself from the hundreds of young men who stood self-consciously in their underwear. One of the doctors took a long time examining my ears. “Perforated eardrums,” he said.
I was free. I got a scholarship at the New School for Social Research, which had a prestigious drama workshop. On my first day, the registrar gave me my schedule: Theory of the Theatre, Acting, March of the Drama, Movement, and Makeup. I signed papers all morning, and then she took me to my group, which was already in session. Ten students were seated at small tables in front of standing mirrors, applying cosmetics to their faces. They stopped and stared as I walked in.
“Alan is joining your class, and I hope you’ll make him feel at home,” the registrar said.
Several boys got up to shake my hand; the girls said hello. One extremely handsome boy, who had drawn a line from the center of his forehead down to his chin, and who had made up half his face in garish war paint, walked over to me. I put out my hand, but he glared and walked out the door. Everyone giggled, and the registrar said, “Don’t mind him. That’s just Marlon trying to get attention.”
One of the boys lent me some makeup, and I sat applying it, looking in the mirror. I wondered if I’d made a mistake. After all, I had experience in a touring company, in summer stock. I’d put on makeup dozens of times. No, I thought, I’ve got to study—that crazy boy with the war paint had just brought me down.
Stella Adler, the most important acting teacher in the country, was coming to lead a class. I was terribly excited. She had been with the Group Theatre, the pioneering New York drama collective, and had actually studied with Konstantin Stanislavski, the originator of Method acting. I had been reading his book “My Life in Art” as if it were the Bible, but I still couldn’t make sense of the Method and how to do it. I was sure Stella Adler would teach me.
She was a half hour late, but no one seemed surprised. Everyone had been talking, sprawled on folding chairs or perched on a raised platform that took up one side of the room. Suddenly, it was quiet. The students shifted their positions and looked toward the double doors, like animals sensing an approach.
There was a waft of expensive perfume, and Miss Adler appeared. Hands rushed to take her umbrella, her bag, her fur coat. “Darlings,” she said, kissing and hugging the students closest to her. They guided her into an armchair, and she reached above her head. “What do you think of my chapeau?” she asked. It was a frothy black cap from which feathers danced whenever she moved. A girl said unctuously, “It’s beautiful, Miss Adler.” She was ignored as Miss Adler shed a suit jacket that revealed a filmy satin blouse. She looked at me. “You must be the new boy,” she said. I felt her eyes peel back the layers of my clothes. “Yes, Miss Adler,” I said. She reached out her hand, and I stumbled over to take it. “I hope you’re very talented,” she said. I stood awkwardly as she looked me over. “Sit down, darling,” she said, and I staggered back to my seat.
For half an hour, she discussed her clothes with the class. “Do you really think this suit is more becoming than the one I wore last week?” Then she listened to everyone’s comments about whether she was better in green or in blue. Finally, she said, as if we had delayed her, “Let’s get to work. Marlon, you lazy boy, get in that chair.”
Marlon hadn’t turned up in any of my other classes, but I had seen him sitting in the hall, playing bongo drums, surrounded by a coterie of admirers. He made a point of not looking at me. One of the students told me that his last name was Brando. The rumor was that he was being kept by a rich, older man and that he had a girlfriend named Blossom Plum.
The class watched as Marlon slumped across the room and fell into a folding chair. He looked as though he had crossed the desert without water. “Now, Marlon, peel an apple,” Miss Adler said. Marlon pantomimed the knife slipping under the skin, then began to peel. He did it so convincingly that it seemed to be in one long piece that kissed the floor. “Now, Marlon, I’m going to say some words to you, and I want you to react accordingly,” Miss Adler said. “Cold . . . hot . . . hungry . . . tired . . . depressed.” I couldn’t believe my eyes. Marlon continued to peel the apple, but each time he heard a word he seemed to change. The metamorphosis was nearly imperceptible, but he actually became cold or hot or hungry. I thought, My God, I’ll never be able to do that. The class applauded. Marlon slumped back to his chair.
“Our time is up,” Miss Adler sighed. “Now listen. I believe that every actor should be able to do something in addition to acting—like singing or dancing or telling a story. So next time, I want you all to come in with a story, or a poem, or whatever, and perform it as if you were in a cabaret. Is that clear?” There were murmurs of agreement, and then a shuffle of chairs as actors rushed to help Miss Adler with her coat. I sat for a moment in my seat. I knew what I would do: my rendition of “The Devil and Daniel Webster,” the short story by Stephen Vincent Benét, for which I’d won a speaking prize my senior year in high school. I’d show them Marlon wasn’t the only talented one.
The next class with Miss Adler had the palpable charge of opening night. No one would tell anyone what they were going to do. It was all a surprise.
After a show of hands, Miss Adler chose a lanky, blond girl to go first. I had learned her name was Elaine Stritch and that her uncle was high up in the Catholic church, in Chicago. She was wearing a trainman’s overalls and her hair was pulled back. She sat on the floor and strummed her guitar, singing in a haunting, simple voice: “I wonder as I wander out under the sky, how Jesus the Saviour did come for to die.” The class didn’t wait to gauge Miss Adler’s response. Everyone applauded loudly.
I waved my hand in front of Miss Adler’s face. “The new boy seems very eager,” she said. “All right darling, you go next.”
I stepped up onto the platform and was relieved to see that Marlon had left the room. I felt as if I were performing in front of the Queen and her courtiers. It had been two years since I had won the speaking prize, but I remembered every word of the Benét story. I was nervous in the beginning, but I felt a new authority as I acted out several different parts, all with different accents and personalities. I told the story of the Devil’s battle with Daniel Webster to possess a man’s soul. I grew more and more impassioned. I felt transported to the New England farm where the story took place, and I became very moved when Webster finally won at the end. I had hardly finished when Miss Adler’s voice trumpeted, “Excellent!” and the class applauded. I went to my seat feeling a camaraderie with the others for the first time.
As soon as I sat down, Miss Adler gestured in my direction. “Now, let’s not be confused that what he did was acting,” she said. “He told a story and put on voices for the different characters. That’s all right for cabaret, which was the assignment, but we mustn’t mix it up with real acting.” Everyone agreed. I didn’t see why it was necessary to diminish my performance in that way.
There was a sudden flurry of activity. The curtains on the platform were drawn and the lights went out. I could make out one of the actors dropping the arm on a record. As the music began, the actor rushed over and pulled the curtains. Standing in the center of the stage, in a pool of light, was a gorgeous woman in a velvet evening dress and long white gloves. The class gasped—it was Marlon in a blond wig. As Judy Garland began to sing—“Zing! Went the strings of my heart”—Marlon began to lip-synch. I realized the record was on at twice the speed so that the sound was comic, as if Marlon had Betty Boop’s voice. The class went to pieces. The students screamed and applauded; several of them slid off their chairs and rocked with laughter on the floor. Through it all, Marlon played it straight. Miss Adler collapsed in her chair. “The Devil and Daniel Webster” had been completely forgotten.
The cabaret incident was the last time I saw Stella Adler. She won a role in a play called “Pretty Little Parlor,” and coaxed her brother Luther into taking over the class. He had also been in the Group Theatre and was a renowned actor, having appeared many times on Broadway. He was in his forties, stocky and short, though he wore lifts in his shoes. He was all business but very warm and helpful. I was finally going to learn the Method that was beginning to be the basis of all good acting.
On his first day, Mr. Adler gave us an exercise in improvisation: we were all to be chickens in a barnyard. We would hear on the radio that war was declared, and we had to react as chickens—to decide whether we were married, leaving our chicken families to go off to war, or whether we were single and awaiting the draft. I looked around. Students started clucking as they moved on their knees toward each other. Some of the girls grabbed boys and acted as if they were their husbands. I had always been uncomfortable with improvisation, so I decided that I was a loner who didn’t like the other chickens. I sat and sulked and managed to get through the ordeal.
Around that time, auditions began for the big student play of the year: Shakespeare’s “Twelfth Night.” This was very exciting. I’d acted in “Much Ado About Nothing” in Boston, learning the rudiments of doing Shakespeare, and I’d got my scholarship by reciting one of his soliloquies. I went to the audition feeling confident, but discovered that all the boys were trying out for Duke Orsino, the part that I wanted. Everyone had to read for the director, Erwin Piscator, who was also the head of the workshop. He was a slight man, around fifty, beautifully dressed and with meticulously combed silver hair. He had been famous in Germany for doing epic theatre, a movement that stressed the political content of drama. He had escaped the Nazis and now sat hunched at the front of the auditorium.
I was startled to see Marlon, who hadn’t been around much. I’d heard that he’d been raving about “Good Night, Sweet Prince,” a biography of John Barrymore, the renowned Shakespearean actor, that had just been published. He was laughing at rumors that Barrymore, a known alcoholic, had peed on the floor of his dressing room when people came to praise a performance. I thought it was sad that a great actor resorted to such low tricks for attention, but I wasn’t surprised that Marlon was taken in by them. As usual, he looked right through me as we waited in the wings. I couldn’t understand why I annoyed him, but I put it out of my head. I could hear the boys who went before me, and none of them seemed exciting. Marlon was the worst. He mumbled his way through, making no sense of the words or the iambic pentameter. When my turn arrived, I forgot about the others, succumbing to the thrill of being onstage, the pleasure of reading such beautiful lines. Piscator thanked each of us. A few days later, a cast list was posted. I was Duke Orsino.
On the first day of rehearsal, we were all a little nervous. Piscator had directed the greats of Europe, and we were just kids trying to find our way. He settled in the front row and looked up. “Alright, begin,” he said. I started to speak the opening lines, and Piscator jumped out of his seat. “No, no, no,” he shouted. “You Americans are so afraid of the poetry.” He came onstage and walked over to me. “You have one of the most beautiful speeches in Shakespeare,” he said. “It must be like a rhapsody. Your voice should sound like a cello. Now begin again.”
After weeks of rehearsal, we were ready. There were two opening shows: one in the afternoon, for the school, friends, and agents, and an official première in the evening. Around noon, I began putting on makeup backstage. My costume was stunning: a red doublet with a diamond pattern, red tights, a navy-blue blouse with puffed sleeves, and a silver cape. I was just finishing combing my hair when Piscator walked into the dressing room. “Good afternoon, Mr. Piscator,” everyone said. “Good afternoon,” he replied. “I just came to say merde.” The French word for “shit’” was traditional in the theatre for wishing someone luck. It made us feel very professional.
Piscator walked over and stood beside my chair. “There’s been a bit of a problem,” he said, “but I think we’ve solved it very well.” I asked him what it was. “You see,” he said, “Stuart’s mother is very ill, so he had to go to Washington last night, and he can’t get back in time for the performance. He’ll be here tonight, but we had to get someone to take his part this afternoon. Of course, it’s only eight lines, so it’s not that difficult.” I blanched. Stuart’s part was the priest—the hardest moment in the play for me. It was the scene when the Duke finds out that the woman he loves has apparently just married his manservant, who seems to be in love with the Duke. All hell breaks loose, and the priest is summoned to confirm the ceremony.
“Who’s going to play it?” I asked. The director beamed. “Marlon has been good enough to help us out,” he said. “It’s very nice of him.”
Of all the actors, I thought. “Can we rehearse before the curtain?”
“There’s no time, unfortunately,” he said. “He’s in the costume department now, but he knows his spot onstage. I’m sure he’ll be fine.”
I went onstage, sat on my throne, and listened to the first swells of music. When the curtain rose, I filled my voice with an exhausted yearning. “If music be the food of love, play on . . . .” I nailed the opening scene, striking just the right balance between honest emotion and the beauty of the poetry. As I made my exit—“Away before me to sweet beds of flowers: love-thoughts lie rich when canopied with bowers”—there was a tremendous sound of applause.
The rest of the play went splendidly. Near the end, when I discovered that Olivia, my love interest, had married Cesario, my servant, the priest was sent for. I was deep in character, acting out the conflict between my desire to kill Cesario and my suspicion that he was in love with me, when I heard the audience start to laugh. I turned to see the priest. There was Marlon in a pair of tights, into which he had stuffed a small drum that made him look pregnant. He beat out a rhythm as he mumbled lines that no one could hear. The audience went wild. They laughed. They cheered. They egged him on until he performed a frenzied drum solo. The other actors onstage laughed, too, but I was livid. It was as if the play were totally forgotten. When Marlon finally finished, he left the stage to an ovation, and I had to wait until everyone quieted down. As I spoke, the audience started to laugh again.
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Somehow, we finished the play. I walked to the dressing room in a fury. I thought of my past year in New York: never having enough food; losing a tooth because I couldn’t afford a dentist; being self-conscious about my smile; never being warm enough in my thin coat; and waiting on tables for people who seldom even gave me a tip. All to be in the theatre that I loved. But this wasn’t the theatre that I had read and dreamed about. When I entered the dressing room, Marlon was sprawled on a chair with cold cream all over his face.
“How dare you,” I said. “How dare you ruin this play!”
Marlon said nothing. “Aren’t you even going to say you’re sorry?” I asked. Marlon looked away. My frustration was building. “I’ll do everything in my power to keep you off Broadway,” I said. I went to my dressing table and sank into my chair. Piscator whooshed in. “Wonderful, wonderful,” he said. I got up and walked over to him. “Are you going to say anything to Marlon?” I asked.
“My dear, it was wrong, but it was just high spirits,” the director said. “Tonight is the most important performance, and Stuart will be here for it.” I looked at him. He no longer seemed like a great international director. “If you don’t reprimand him for his unprofessional behavior,” I said, “I’m going to leave the school.” Piscator raised his hand in a deprecating gesture, then left the room.
I did the evening performance and never went back again. Marlon Brando was on Broadway within a few months. ♦
This is drawn from “The Star Dressing Room: Portrait of an Actor.”
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2024.05.20 16:45 CornOnTheMacabre84 Poetry recomendation

Hi, I am not Kashmiri but have a very meaningful friend who is. He loves poetry from Kashmir and enjoys reading and singing it in both Kashmiri and Urdu. I am hoping to give him a gift that has a meaningful message engraved on it from a famous Kashmiri poem. I am hoping that someone here may be willing to offer suggestion as I am unable to read his poetry books and if I flat out ask him it would spoil the element of a surprise gift. Thanks in advance!
submitted by CornOnTheMacabre84 to Kashmiri [link] [comments]


2024.05.20 14:44 adulting4kids Poetry Class Week Seven

Week 7: Limericks and Acrostic Poetry - Lecture and Discussion
Objective: - Explore the whimsical nature of limericks and the creative use of acrostic poetry. - Understand the structure and humor in limericks. - Discuss the artistic possibilities of using acrostic forms.
Day 1: Introduction to Limericks - Lecture: - Definition and characteristics of limericks. - Explanation of the AABBA rhyme scheme and humorous themes.
Day 2: Analyzing Limericks - Part 1 - Lecture: - In-depth analysis of classic limericks. - Exploration of the distinctive rhythm and structure.
Day 3: Analyzing Limericks - Part 2 - Lecture: - Discussing modern variations and themes in limericks. - Exploring the versatility of the form.
Day 4: Crafting Limericks - Part 1 - Lecture: - Step-by-step guide on crafting the first three lines of a limerick. - Emphasis on establishing humor and rhythm.
Day 5: Crafting Limericks - Part 2 - Lecture: - Step-by-step guide on crafting the final two lines of a limerick. - Emphasis on creating resolution and punchline.
Homework Assignment: - Craft a limerick focusing on a humorous scenario or theme.
Study Guide Questions: 1. Reflect on the challenges of crafting the first three lines of your limerick. How did you establish humor and rhythm? 2. How did you approach creating resolution and a punchline in the final two lines of your limerick? 3. What insights did you gain from the process of crafting a limerick?
Quiz: Assessment on the understanding of limericks, their AABBA rhyme scheme, and the use of humor within the concise form.
Day 6: Introduction to Acrostic Poetry - Lecture: - Definition and characteristics of acrostic poetry. - Exploration of arranging words vertically to create hidden messages.
Day 7: Analyzing Acrostic Poetry - Part 1 - Lecture: - In-depth analysis of classic acrostic poems. - Exploration of the different approaches to selecting and arranging words.
Day 8: Analyzing Acrostic Poetry - Part 2 - Lecture: - Discussing modern variations and themes in acrostic poetry. - Exploring the diverse ways poets engage with vertical arrangements.
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2024.05.20 14:42 adulting4kids Poetry Class Week Four

Week 4: Sestinas and Concrete Poetry - Lecture and Discussion
Objective: - Explore the intricate structure of sestinas and the visual creativity of concrete poetry. - Understand the fixed pattern of word repetition in sestinas. - Discuss the artistic possibilities of arranging words visually in concrete poetry.
Day 1: Introduction to Sestinas - Lecture: - Definition and characteristics of sestinas. - Explanation of the intricate word repetition pattern.
Day 2: Analyzing Sestinas - Part 1 - Lecture: - In-depth analysis of classic sestinas. - Exploration of the challenge and beauty of word repetition.
Day 3: Analyzing Sestinas - Part 2 - Lecture: - Discussing modern variations and themes in sestinas. - Exploring the flexibility of the form.
Day 4: Crafting Sestinas - Part 1 - Lecture: - Step-by-step guide on crafting the first three stanzas of a sestina. - Emphasis on establishing thematic threads through word repetition.
Day 5: Crafting Sestinas - Part 2 - Lecture: - Step-by-step guide on completing the final three stanzas and envoi of a sestina. - Emphasis on creating resolution and impact.
Homework Assignment: - Craft a sestina focusing on a theme or emotion that lends itself well to word repetition.
Study Guide Questions: 1. Reflect on the challenges of crafting the first three stanzas of your sestina. How did you establish thematic threads through word repetition? 2. How did you approach creating resolution and impact in the final three stanzas and envoi of your sestina? 3. What insights did you gain from the process of crafting a sestina?
Quiz: Assessment on the understanding of sestinas, the word repetition pattern, and the emotional impact of this intricate form.
Day 6: Introduction to Concrete Poetry - Lecture: - Definition and characteristics of concrete poetry. - Exploration of arranging words visually to create a visual impact.
Day 7: Analyzing Concrete Poetry - Part 1 - Lecture: - In-depth analysis of classic concrete poems. - Exploration of the ways visual arrangement enhances meaning.
Day 8: Analyzing Concrete Poetry - Part 2 - Lecture: - Discussing modern variations and themes in concrete poetry. - Exploring the diverse ways poets engage with visual arrangements.
Day 9: Crafting Concrete Poetry - Part 1 - Lecture: - Step-by-step guide on selecting a theme and arranging words visually. - Emphasis on creating meaning through form.
Day 10: Crafting Concrete Poetry - Part 2 - Lecture: - Discussing the role of experimentation and creativity in concrete poetry.
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2024.05.20 14:35 adulting4kids Poetry Class Week 15-16

Week 15-16: Triolets and Kyrielles
Day 1: Mastering Triolets - Activity: Analyze a classic triolet for its compact structure and repetition. - Lecture: Discuss the characteristics and rhyme scheme of triolets. - Discussion: Share thoughts on the impact of repeated lines in a compact form.
Day 2: Crafting Triolets with Precision - Activity: Break down the process of crafting a triolet. - Lecture: Explore the use of repetition and economy of language in triolets. - Discussion: Share and discuss individual triolets, focusing on the success of repetition.
Day 3: Embracing the Kyrielle - Activity: Analyze a famous kyrielle for its repeating lines and rhythmic qualities. - Lecture: Explain the structure and thematic possibilities of kyrielles. - Discussion: Discuss the challenges and beauty of crafting poems with repeated lines.
Day 4: Writing Exercise - Developing a Kyrielle - Activity: Craft a kyrielle exploring themes of resilience or change. - Assignment: Write a triolet on a chosen subject. - Vocabulary Words: Refrain, Rhyme Scheme, Narrative Possibilities.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for triolets and kyrielles. - Lecture: Discuss the impact of repeated lines in triolets and the thematic possibilities of kyrielles. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 15-16: 1. Discuss the characteristics and rhyme scheme of triolets. How does repetition contribute to their impact? 2. Explore the use of repetition and economy of language in crafting triolets. 3. What defines a kyrielle, and how do its repeating lines contribute to its thematic possibilities? 4. Discuss the challenges and beauty of crafting poems with repeated lines in kyrielles. 5. Reflect on the process of crafting triolets and kyrielles. How did you approach the themes and rhythmic qualities?
Quiz: Assessment on triolets, kyrielles, and the impact of repeated lines in poetry.
Week 17-18: Ode to Joyful Ballads
Day 1: Writing Joyful Odes - Activity: Analyze classic odes for their celebratory nature. - Lecture: Discuss the characteristics and structure of odes. - Discussion: Share personal experiences or topics worthy of celebration.
Day 2: Crafting Odes with Precision - Activity: Break down the process of crafting an ode. - Lecture: Explore the use of vivid language and poetic devices in odes. - Discussion: Share and discuss individual odes, highlighting successful elements.
Day 3: Understanding Narrative Ballads - Activity: Analyze a famous ballad for its storytelling qualities. - Lecture: Explain the narrative structure and musicality of ballads. - Discussion: Discuss the challenges and beauty of crafting narrative ballads.
Day 4: Writing Exercise - Crafting a Ballad - Activity: Craft a ballad recounting a personal or fictional tale. - Assignment: Write an ode celebrating an everyday object or experience. - Vocabulary Words: Ode, Stanza, Narrative Structure.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for odes and ballads. - Lecture: Discuss the celebratory nature of odes and the storytelling qualities of ballads. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 17-18: 1. Discuss the characteristics and structure of odes. How do odes differ from other poetic forms? 2. Explore the use of vivid language and poetic devices in crafting odes. 3. What defines a ballad, and how does its narrative structure contribute to its storytelling qualities? 4. Discuss the challenges and beauty of celebrating everyday objects or experiences in odes. 5. Reflect on the process of crafting odes and ballads. How did you approach celebratory themes and storytelling?
Quiz: Assessment on the understanding of odes, ballads, and the use of vivid language in poetry.
submitted by adulting4kids to writingthruit [link] [comments]


2024.05.20 14:24 adulting4kids Poetry

  1. Clerihew:
- *Definition:* A whimsical, four-line biographical poem with irregular meter. - *Example:* Craft a clerihew about a famous historical figure or a friend with a humorous twist. 
  1. Quatrain:
- *Definition:* A stanza or poem consisting of four lines, often rhymed. - *Example:* Write a quatrain reflecting on the beauty of simplicity in everyday life. 
  1. Double Dactyl:
- *Definition:* A light, humorous poem with strict structure and two quatrains. - *Example:* Create a double dactyl capturing a comical moment or character. 
  1. Terzanelle:
- *Definition:* A hybrid of the terza rima and villanelle, with 19 lines and a specific rhyme scheme. - *Example:* Craft a terzanelle exploring the cyclical nature of seasons and life. 
  1. Haibun:
- *Definition:* A combination of prose and haiku, often describing a journey or experience. - *Example:* Write a haibun narrating a meaningful travel experience, complemented by haikus. 
  1. Golden Shovel:
- *Definition:* A form where the last word of each line is taken from an existing poem. - *Example:* Create a golden shovel poem using a line from your favorite poem or song. 
  1. Villancico:
- *Definition:* A Spanish poetic and musical form, often festive and celebratory. - *Example:* Craft a villancico capturing the joy of a special occasion or holiday. 
  1. Tercet:
- *Definition:* A stanza or poem consisting of three lines. - *Example:* Write a tercet expressing the beauty of resilience in the face of adversity. 
  1. Sevenling:
- *Definition:* A seven-line poem with a specific pattern and often narrative in nature. - *Example:* Compose a sevenling reflecting on a vivid childhood memory. 
  1. Palindrome Poetry:
- *Definition:* A poem that reads the same backward as forward. - *Example:* Write a palindrome poem exploring the balance between chaos and order. 
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2024.05.20 14:19 adulting4kids Poetry

  1. Sonnet:
  1. Haiku:
  1. Villanelle:
  1. Limerick:
  1. Free Verse:
  1. Acrostic:
  1. Ghazal:
  1. Tanka:
  1. *Cinquain:
  1. Pantoum:
- *Definition:* A poem with repeating lines and a specific pattern, often used for reflection. - *Example:* Craft a pantoum exploring the cyclical nature of life and change. 
submitted by adulting4kids to writingthruit [link] [comments]


2024.05.20 14:16 TranslatorHour4909 An ancient kurdish poem❤️☀️💚 :

A ten-syllable multi-verse text related to the second decade of the Hijri was discovered near the city of Sulaimani in Kurdistan (Cave of the Thousand Men) by a young Englishman. Its weight is ten syllables in each verse and five syllables after it. It has endowment or peace... this weight is common among Kurds and famous poets such as (Saidy), (Molla Tharyan) and (Ahmed Bagh Kumasi) and... as well as the modern poets and teachers of Kurdistan, all poems and songs and sonnets They compose and sing themselves with the same ten-syllable weight... The Kurdish piece (Hormozgan) is said in the old Kurdish-Hawrami language and is important and worthy of attention among the nobles and scholars of Kurdistan. These poems also have rhymes, but in a conjugative way, meaning that both verses or, as it is called today, both stanzas have the same type of rhyme, and all the poems written by the Kurds of this weight are the same......
The pome :
{ hormazgān rimān ātirān kužān wē-šān šārdinā gawra gawrakān zōrkari arab kirdinā xāpūr gunā u pāla hatā šārazūrzan (žan) u kanīkān u dīr (dīl) ba-šinā mērd āzā tilī wa rūy i hūinā rawušt zarduštra mānawa bē-das bazīkā nē-kā hormaz wa hūickas. }
Translation :
{ The places of Ahura Mazdā were destroyed, the fires extinguished;They hidthemselves, the great of the great.The bully Arabs ruinedThe villages and towns as far as Šahrazūr. Women and girls went into exile, The noble(free)menweltered in blood.The religion of Zaraθuštra was left forsaken; (As if) Ahura Mazdā does not have pity to anyone. }
As you can see here, the Pahlavi language is the same as the current Kurdish language with a very slight change. This confirms that the Pahlavi language is an ancient Kurdish language, and this poetry is written in the ancient Kurdish language (Pahlavi). There are several people from our neighbors who claim that the Pahlavi language belongs to them, but at the same time they communicate with each other using one of the Arabic dialects mixed with Kurdish, Hindi, Turkish and French!! As a Kurdish woman, I can fully understand this poetry without even looking at the translation. This text is clearly written in the southern Kurdish dialect (Xwarîn), and is very close to the Sorani and Hawrami dialects of the Kurdish language. I challenge those who claim that the Pahlavi language belongs to them, to try to understand only a small part of this poetry without reading the translation! For your information, “Pahlavi and the Pahlavi language” are the same Fayli Kurds who live in Iraq and southern Kurdistan and speak the Fayli dialect aka "Pahlavi", and this confirms that "Pahlavi" is the ancient form of the Kurdish language.
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2024.05.20 10:45 tbmcc_ All That She Decided

I've recently set myself the challenge of learning various types of traditional poetry. This is my first attempt at a villanelle. If you're unfamiliar, it's an old world form of French poetry that is extremely strict with its placements and rhyming schemes. I've modeled my attempt on a very famous villanelle, Dylan Thomas' 'Do Not Go Gentle Into That Good Night.'

A woman realises, “Nothing means anything.” She never questioned any answer she was given; All that she decided was worth questioning.
As a little girl she was forced to laugh and sing, But found she was content when thoughtful and quiet. A woman realises, “Nothing means anything.”
At every celebration of her age, fewer and fewer friends. Each hissing candle wished to know, “Am I so wrong?” All that she decided was worth questioning.
She learns she loves women and has no care for men, Though she has been taught this pairing is happiness. A woman realises, “Nothing means anything.”
She looks upon her two children hatefully; Never as hatefully as she looks upon her new body. All that she decided was worth questioning.
She became everything the world asked her to be, Mistaking misery's love of company for wisdom. A woman realises, “Nothing means anything.” All that she decided was worth questioning.
\ https://www.reddit.com/OCPoetry/comments/1cw3tkp/comment/l4ulera/ https://www.reddit.com/OCPoetry/comments/1cv2r91/comment/l4uloa0/
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2024.05.20 04:21 HiCFlashinFruitPunch I got bored and wrote this about TPAB to send to my friends…

(The post is slightly altered because the original text was more personal and directed at my friend)
All of this is stuff you’ve already heard before so this is just my personal looks at the album, its meaning, and why it’s probably the best rap album we’ll ever see.
If you have listened to TPAB all the way through then you remember that in the final track, Mortal Man, it’s Kendrick and someone else talking. I put this together and it’s just the conversation they have so you can easily read it and see who is talking when.
This is how I interpret albums meaning: TPAB is about the issues that African Americans will face due to the neglect of the U.S. government. The idea of the butterfly is a person who has become famous, or has power. That’s why in tracks like Wesley’s Theory, the opening track, the person talking says, “When the four corners of this cocoon collide You'll slip through the cracks hopin' that you'll survive Gather your weight, take a deep look inside Are you really who they idolize? To pimp a butterfly.” A butterfly is a transformed caterpillar, so in TPAB the idea of a caterpillar is someone who the government, or really anyone for that matter, doesn’t care about. Once they become famous (transform) and have power, they are treated better or like a butterfly.
Also, fun fact about TPAB that you prob already know. The original title was going to be “To Pimp a Caterpillar.” This was because it would then abbreviate to “2PAC” instead of TPAB.
Now for the conversation:
Kendrick: “I remember you was conflicted, misusing your influence. Sometimes I did the same, abusing my power full of resentment. Found myself screaming in a hotel room. I didn’t wanna self destruct. The evils of Lucy was all around me, so I went running for answers. Until I came home, but that didn’t stop survivors guilt. Going back and forth, trying to convince myself the stripes I earned, or maybe how A-1 my foundation was. But while my loved ones were fighting a continuous war back in the dirty, I was entering a new one. A war that was based on apartheid and discrimination. Made me wanna go back to the city and tell the homies what I learned, the word was respect. Just because you wore a different gang color than mine's doesn't mean I can't respect you as a black man. Forgetting all the pain and hurt we caused each other in these streets. If I respect you, we unify and stop the enemy from killing us, but I don't know, I'm no mortal man, maybe I'm just another n*. Shit and that's all I wrote. I was gonna call it Another N** but, it ain't really a poem, I just felt like it's something you probably could relate to. Other than that, now that I finally got a chance to holla at you. I always wanted to ask you about a certain situa--, about a metaphor actually, you spoke on the ground. What you mean 'bout that, what the ground represent?”
Friend: “The ground is gonna open up and swallow the evil…”
Kendrick - “Right…”
Friend: “That's how I see it, my word is bond. I see--and the ground is the symbol for the poor people, the poor people is gonna open up this whole world and swallow up the rich people. Cause the rich people gonna be so fat, they gonna be so appetising, you know what I'm saying, wealthy, appetizing. he poor gonna be so poor and hungry, you know what I'm saying it's gonna be like... there might be some cannibalism out this mutha, they might eat the rich.”
Kendrick: “Aight so let me ask you this then, do you see yourself as somebody that's rich or somebody that made the best of their own opportunities?”
Friend: “I see myself as a natural born hustler, a true hustler in every sense of the word. I took nothin', I took the opportunities, I worked at the most menial and degrading job and built myself up so I could get it to where I owned it. I went from having somebody manage me to me hiring the person that works my management company. I changed everything I realized my destiny in a matter of five years you know what I'm saying I made myself a millionaire. I made millions for a lot of people now it's time to make millions for myself, you know what I'm saying. I made millions for the record companies, I made millions for these movie companies, now I make millions for us.”
Kendrick: “And through your different avenues of success, how would you say you managed to keep a level of sanity?”
Friend: “and by my faith in "all good things come to those that stay true. You know what I'm saying, and it was happening to me for a reason, you know what I'm saying, I was noticing, shit, I was punching the right buttons and it was happening. So it's no problem, you know I mean it's a problem but I'm not finna let them know. I'm finna go straight through.”
Kendrick: “Would you consider yourself a fighter at heart or somebody that only reacts when they back is against the wall?”
Friend: “Shit, I like to think that at every opportunity I've ever been threatened with resistance, it's been met with resistance. And not only me but it goes down my family tree. You know what I'm saying, it's in my veins to fight back.”
Kendrick: “Aight well, how long you think it take before n***** be like, we fighting a war, I'm fighting a war I can't win and I wanna lay it all down.”
Friend: “In this country a black man only have like 5 years we can exhibit maximum strength, and that's right now while you a teenager, while you still strong or while you still wanna lift weights, while you still wanna shoot back. Cause once you turn 30 it's like they take the heart and soul out of a man, out of a black man in this country. And you don't wanna fight no more. And if you don't believe me you can look around, you don't see no loud mouth 30-year old muthafuckas.”
Kendrick: “That's crazy, because me being one of your offspring of the legacy you left behind I can truly tell you that there's nothing but turmoil goin' on so I wanted to ask you what you think is the future for me and my generation today?”
Friend: “I think that n***** is tired of grabbin' shit out the stores and next time it's a riot there's gonna be, like, uh, bloodshed for real. I don't think America know that. I think American think we was just playing and it's gonna be some more playing but it ain't gonna be no playing. It's gonna be murder, you know what I'm saying, it's gonna be like Nat Turner, 1831, up in this muthafucka. You know what I'm saying, it's gonna happen.”
Kendrick: “That's crazy man. In my opinion, only hope that we kinda have left is music and vibrations, lotta people don't understand how important it is. Sometimes I be like, get behind a mic and I don't know what type of energy I'mma push out, or where it comes from. Trip me out sometimes.”
Friend: “Because the spirits, we ain't even really rappin', we just letting our dead homies tell stories for us.”
Kendrick: I wanted to read one last thing to you. It's actually something a good friend had wrote describing my world. It says: "The caterpillar is a prisoner to the streets that conceived it. Its only job is to eat or consume everything around it, in order to protect itself from this mad city. While consuming its environment the caterpillar begins to notice ways to survive. One thing it noticed is how much the world shuns him, but praises the butterfly. The butterfly represents the talent, the thoughtfulness, and the beauty within the caterpillar. But having a harsh outlook on life the caterpillar sees the butterfly as weak and figures out a way to pimp it to his own benefits. Already surrounded by this mad city the caterpillar goes to work on the cocoon which institutionalizes him. He can no longer see past his own thoughts. He's trapped. When trapped inside these walls certain ideas take roots, such as going home, and bringing back new concepts to this mad city The result? Wings begin to emerge, breaking the cycle of feeling stagnant. Finally free, the butterfly sheds light on situations that the caterpillar never considered, ending the internal struggle. Although the butterfly and caterpillar are completely different, they are one and the same. What's your perspective on that? Pac? Pac? Pac?!”
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