Acrostic poems cheerleading
Poems made from the Acrostic Beat Poem Generator in the description
2016.03.30 20:27 Poems made from the Acrostic Beat Poem Generator in the description
This is for acrostic beat poems made by this acrostic beat poem generator: http://www.carbonpictures.com/peppebeatpoemgenerato
2024.05.19 00:35 Joeldidgood What should I do with my Capricorn?
So I want to understand well my Capricorn and avoid to be a weirdo or freak her up.
So after a lot of years I retook contact with her because I wanted to apologize with her because I'm the past for lies from others, she ended getting mad at me for something I didn't have nothing to do and would take my distance for very long.
So we retook contact and was fine and good but something I have notice is that when chatting sometimes she won't answer more questions or keep the conversation going, so I would let her days to do her stuff and all that.
I know many would say but she is just disrespecting you and doesn't care , but I know her besides hating social medias and all that, she hasn't been doing great as well since her cat die some weeks ago, even thought it was a lot of years without contact I decided to help a little even thought she was surprised and say that she would repay me as soon as possible, I say it was allright that she would have done the same if I would be on difficulty.
Last week she have a fall down and posted some stuff about her cat, so we chatted a bit and she told me about the cats she has lost and even thought many hate sensibility , I somehow find this cute and give me more understanding of her.
Eventually I made an acrostic poem of her cat name with each letter, I don't know if it was cringe or bad , or that she simply read it and push the difficulties she got on the week.
The thing is that I didn't got an answer and I understand that she has been dealing with a lot, week has been busy for both of us.
But I don't know I'm thinking to write her seeing that tomorrow is Sunday and everybody got free but I don't want to be annoying or feel clingy to her.
Sooo capricorns, what should I do? What you people think is going on?
She hasn't answer many times in the past but I don't take it personally and let her be, she doesn't really write me first before except a few times with a greeting with a lot of exclamations marks hahaha.
I just don't want for her to lose interest, neither to feel alone and misunderstood in those difficult times.
She has told me that she doesn't feel understood about the situation of her cat with her family and she wrote me about it.
Sometimes in afraid to say the wrong thing because I feel like walking in a glass bridge that could break at anytime.
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2024.05.18 19:56 julinay Fancam Links for Day 2 of Onew's Fanmeet (2PM and 6PM Showings on 5/18)
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2024.05.18 14:29 adulting4kids Week One Poetry
Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.
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2024.05.17 16:59 Pinkmmlover 6 Years ago, BTS released Love Yourself: Tear, the second album in the Love Yourself Trilogy
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2024.05.17 14:51 adulting4kids Holiday Poetry
- Haiku for Hanukkah:
- Craft a series of haikus capturing the essence of Hanukkah, focusing on the symbolism of light, the menorah, and the joy of shared traditions.
- Sonnet of Diwali Delights:
- Write a sonnet that explores the colors, lights, and festivities of Diwali, incorporating themes of triumph over darkness and the spirit of renewal.
- Kwanzaa Villanelle:
- Create a villanelle that reflects on the seven principles of Kwanzaa, exploring the repeated refrains to convey a sense of unity, purpose, and cultural celebration.
- Las Posadas Limericks:
- Compose a set of limericks capturing the humorous and heartwarming moments of Las Posadas, focusing on the characters and the reenactment of the journey to Bethlehem.
- St. Lucia's Day Free Verse:
- Write a free verse poem that explores the sensory experience of St. Lucia's Day, using vivid imagery to convey the sights, sounds, and emotions of the candlelit processions.
- Winter Solstice Cinquains:
- Create a series of cinquains that capture the anticipation, stillness, and eventual rebirth associated with the Winter Solstice.
- Chinese New Year Acrostic:
- Compose an acrostic poem using the words "Chinese New Year," incorporating each letter to convey the energy, symbolism, and cultural richness of the celebration.
- Ganna Elegy:
- Write an elegy that reflects on the Ethiopian Christmas (Ganna), exploring themes of faith, tradition, and the emotional resonance of the holiday.
- Oshogatsu Haiga:
- Combine haiku with visual elements in a haiga to capture the serene beauty and cultural significance of Oshogatsu, incorporating traditional New Year imagery.
- Global Celebrations Ghazal:
- Craft a ghazal that weaves together the diverse elements of global holiday celebrations, exploring the shared threads of joy, love, and cultural exchange.
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2024.05.17 05:20 AliceStanleyJr "I Hate My Reflection for Years and Years": TTPD & Sylvia Plath’s “The Magic Mirror"
Hi, clowns! Found lots of connections to an essay Sylvia Plath wrote and TTPD. Lots of info below, but was interesting!
TL; DR Plath’s college thesis paper is all about troubled poets and their “DOUBLES.”
Initial Tortured Poets and Sylvia Plath Connections Of course, the theme of TTPD is tortured poets, so many avid literary Swifties have enjoyed seeking connections between Swift’s new songs and iconic poetry. No connections are
overt, but some seem to be more likely than others. Namely, there’s been much discussion of Virginia Woolf thanks to the song “Who’s Afraid of Little Old Me?”(perhaps a riff on the Edward Albee play title). Other Swifties have found possible lyrical links to Mary Shelley and Charlotte Bronte. Swift herself references Patti Smith and Dylan Thomas in the album’s title track.
I remembered a third poet in relation to Smith and Thomas: Sylvia Plath, obviously an all timer of a tortured poet. I remember hearing an anecdote that she had been obsessed with Thomas and stalked him outside the Chelsea Hotel (also named in the TTPD title track). I did a quick skim of Plath’s Wikipedia to confirm and then started noticing many possible connections to TTPD and Plath’s life.
In the “Fortnight” music video, Swift acts out being institutionalized for insanity and getting electric shock treatment—two significant experiences in Plath’s life. Plath was also coupled with a deeply problematic man, Ted Hughes. Plath fell in love with Hughes for his artistic talent before he revealed himself to be an unsupportive parter, ultimately cheating on Plath with a younger woman. The narrative is not too dissimilar to the
narrative about Swift’s alleged ex Matty Healy, as seemingly told in TTPD. (Of course, we don’t know the true subjects of Swift’s songs—if they’re even actually confessional—but some key hints point to Healy. Whether those hints provide actual context to Swift’s life or to the
story Swift is telling of her life, one cannot know.) Finally, several of TTPD songs reference a latent desire for suicide (
“I might as well die / it would make no difference” etc.). Okay,
post-“finally,” these are stretches, but, I’ll note anyway: one of Plath’s most famous collections of poems is titled
Ariel, but an alternate title was
Daddy. There are connections to both words in TTPD via the song “But Daddy I Love Him.” The title is a line from the Disney movie
The Little Mermaid (which features the main character Ariel, a mermaid, caught between two worlds). Extra clowning: some people (hi, I'm people) believe Swift’s 1989 costume for her first Paris concert was an allusion to Ariel: a pink crop top and a seafoam skirt.
As I dug into Plath's life, I couldn’t help but also see similarities to Swift's life. Both women were prolific writers from a very young age. Also, although possibly obscured through artistic license, both women were/are known to write about their own lives. (Plath was apparently encouraged by her professors Robert Lowell and Anne Sexton to write from her experience. I cannot help but tie in Swift’s “The Manuscript” lyric “the Professor said to write what you know.”) Both Plath and Swift expressed/express their depression via their writing, but if you only knew them from their public personas, you’d never guess the depths of their struggles. It seems both Plath and Swift lived/live
double lives. Plath was actually fascinated by the concept of doubles. In fact, the concept of doubling was the topic of Plath’s college thesis paper “The Magic Mirror.”
The Magic Mirror and TTPD Plath’s college paper is sadly not available to the general public. (It had a limited print run in, you guessed it, 1989.) But! I was able to read a few texts
about the thesis, and the amount of possible TTPD references is astounding.
Since we can’t analyze Swift’s work via Plath’s directly, I’d like to share several key quotes from the most telling article I could find about the “The Magic Mirror”:
“Sylvia Plath’s Magic Mirror” by Kelly Coyne (May 2018, The Los Angeles Review of Books). (
To be noted, Coyne has also written about Swift, in her article “Growing Up In Taylor Swift’s America” in December 2023 on Literary Hub—a fabulous read!) Early in her article, Coyne sets the scene for Plath's thesis:
“Her undergraduate thesis, which she wrote as a senior at Smith College...is titled “The Magic Mirror: A Study of the Double in Two of Dostoevsky’s Novels.” “The Magic Mirror” explores literary doubles made up of a character’s repressed traits, and, as the double grows in power, it heralds the protagonist’s death. Citing Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde
as well as Oscar Wilde’s The Picture of Dorian Gray
, Plath argued that the choice to create a double works to “reveal hitherto concealed character traits in a radical manner” and simultaneously exposes the driving conflicts of the novel housing that character. Her thesis claims that both Ivan, of The Brothers Karamazov
, and Golyadkin, of The Double
, have attempted to repress troubling aspects of their personalities, resulting in the double.” Immediately, I imagine the two versions of Swift from the “Anti-Hero” music video. One Swift is real, true, sensible. The other is a pot-stirring, self-esteem destroying, alcoholic. During Eras, the huge Swift (monster on a hill) screams and stomps around in the background while the real, true Swift smiles and dances in a sparkle dress onstage. The fandom seems to be referring to these two Swifts as Taylor Swift and TAYLOR SWIFT (TM). Folks have theorized Post-Malone in the Fortnight music video is not necessarily a lover, but a twin, or double, of Swift. This theory is enhances by the Eras visuals during that song, specifically two dancers walking away to the back of the stage, but then becoming one.
More Coyne:
“Plath, quoting Dostoyevsky in her thesis, noted that Ivan’s double, Smerdyakov, is “wrinkled” and “yellow.” The distinct differences in appearance between originator and double, she continued, are meant to reflect the protagonist’s mental state and cultural status.” First of all,
yellow. In the Gaylor community, folks have often theorized yellow symbolizes being closeted—a reading based on the symbolic coloring in the 1999 film
…But I’m a Cheerleader. However, one need not be a Gaylor to consider the importance of yellow to Swift’s storytelling. Most recently, Swift performed “my tears ricochet” at Eras in a bright yellow dress, as her dancers were dressed for a funeral. Following Coyne’s analysis of Plath's analysis of Dostoyevsky, one could guess Swift is teasing a death of
some version of herself.
Coyne discusses how Plath clearly used a “double” of herself to write
The Bell Jar. Plath herself spent a summer in New York interning for
Mademoiselle. The protagonist in
TBJ, Esther, spends a summer in New York interning at a magazine too. To go even further down the rabbit hole, Esther also doubles herself, frequently expressing normalcy on the outside and despair on the inside. On the book's first page, Esther tells her audience,
“I was supposed to be having the time of my life.” (Again, I cannot help but hear a Swift echo of,
“I can read your mind / she’s having the time of her life” from “I Can Do It With a Broken Heart” about smiling through her depression.) Coyne makes many more references to mirrors and concealing in
The Bell Jar, Ether’s split (and sadness) gets worse and worse the more she hides who she is from others. Notably, at a low point, Esther hides under her mother’s bed.
(And Swift sings of a post-heartbreak depression, “Afterwards she only ate kids' cereal / And couldn't sleep unless it was in her mother's bed.”
) Coyne writes about the “imprisoned” aspect of doubles:
“The wound from which Esther tries, and fails, to hide chimes with the inescapable, colonizing double, and Plath’s language again illustrates its penal nature: it is inside Esther, but it traps her like a jail cell.” (Again, I cannot help but see references to “Fresh Out the Slammer”, “The Smaller Man Who Ever Lived,” and the TTPD Eras visuals of cages and cell lighting.) Coyne, on Plath’s doubles’ names, something Swift has not ever used (or so we think):
“From her conception of The Bell Jar all the way to its final revisions, Plath suffered an exhausting amount of anxiety over its heroine’s name.” Plath wrote to a friend,
“‘I’ll have to publish it under a pseudonym, if I ever get it accepted, because it’s so chock full of real people I’d be sued to death’...Indeed, this wasn’t mere paranoia; she did have to change her protagonist’s name at the instruction of her editor for legal reasons.” Coyne continues,
“Most novelists likely have concerns about being associated with the characters to whom they give life, especially the ugly ones, and especially when the character resembles its author. Yet what is unique about Plath’s case is her knowledge of the theoretical underpinnings and implications of her choice to push Esther away, and the hold this knowledge assumed on Plath’s work and life. Another look at The Bell Jar with a consideration of Esther as Plath’s double tangles the issue even further, and Plath drops clues for this kind of reading throughout the novel. Esther, for example, sits down to write her own novel and recounts, “My heroine would be myself, only in disguise. She would be called Elaine. Elaine. I counted the letters on my fingers. There were six letters in Esther, too. It seemed a lucky thing.” Not coincidentally, Plath’s first name has six letters as well.” Again, Plath was in a bizarre double infinity loop
(like the loop on the Eras stage in “Down Bad”?). Plath was concealing her double, the protagonist in her novel, who was concealing
her double, the protagonist in
her novel.
Coyne wraps up her findings:
“In her thesis, written nearly a decade earlier, as she turned 22 — the year after her first documented suicide attempt — Plath claimed, quoting Otto Rank: In such situations, where the Double symbolizes the evil or repressed elements in man’s nature, the apparition of the Double “becomes a persecution by it, the repressed material returns in the form of that which represses.” Man’s instinct to avoid or ignore the unpleasant aspects of his character turns into an active terror when he is faced by his Double, which resurrects those very parts of his personality which he sought to escape. The confrontation of the Double in these instances usually results in a duel which ends in insanity or death for the original hero.” Coyne seems to argue Plath believed an artist's double has the power to become bigger than the artist herself, ultimately killing her. Is TTPD Swift's predetermination of, hopefully, her her double's death instead of her own?
In Conclusion: Plath to her Mentor, Dessner on Swift Who knows what TTPD is really truly about, and who knows if we ever will.
The biggest Easter egg, hiding in plain sight, is that the album is titled THE TORTURED POETS DEPARTMENT. There’s no apostrophe after “poet.” Nor is there an apostrophe after the “s” in “poets.” The department does not belong to a poet or to a collection of poets. It is a department OF tortured poets, perhaps two, to be exact. …or perhaps the album indicates the depar
ture of the tortured poet...and her double.
I’ll sign off with two final quotes from my research:
According to Coyne, three months before Plath died by suicide, she had written a mentor about her second (obviously unfinished) book. Plath wrote,
“It is to be called “Doubletake”, meaning that the second look you take at something reveals a deeper, double meaning […] it is semi-autobiographical about a wife whose husband turns out to be a deserter and philanderer although she had thought he was wonderful & perfect.” According to Aaron Dessner’s TTPD release Instagram post:
”Keep searching and you'll find some new detail, layer or sliver of meaning with each listen.” SUBREDDIT PS! Shout out to
Expensive_Succotash5 for noting the TTPD intro poem's reference to being out of the oven, could be an allusion to Plath's death. Also shout-out to
Good-Amphibian-7993 for this connection to
a photo of Plath with a rose, not unlike Swift's album rose art. submitted by
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2024.05.15 20:26 bribingofficals Colonoscopy: An emotional acrostic Poem
Posting my newest acrostic work, a highly emotional account of a colonoscopy. Criticism will not be accepted, only praise.
C- Colon
O- Open wide
L - Loosen up
O- Oh boy I hope it's not cancer
N- Night night time, under anesthetics
O- This O represents the shape of the anus
S- Snaking through passageways with that
C- Camera thingy
O- Oh no, is that cancer?
P- Poop, it was just poop
Y- Yay, no cancer.
(To mods, this is parody not actually me posting real work)
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2024.05.15 20:20 bribingofficals Colonoscopy: An emotional acrostic Poem
Posting my newest acrostic work, a highly emotional account of a colonoscopy. Criticism will not be accepted, only praise.
C- Colon
O- Open wide
L - Loosen up
O- Oh boy I hope it's not cancer
N- Night night time, under anesthetics
O- This O represents the shape of the anus
S- Snaking through passageways with that
C- Camera thingy
O- Oh no, is that cancer?
P- Poop, it was just poop
Y- Yay, no cancer.
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2024.05.15 14:28 adulting4kids Poetry Syllabus
Course Title: Exploring the Panorama of Poetry
Course Description: This course delves into the rich tapestry of poetic forms, guiding students through the exploration and creation of fifty distinct styles of poetry. From classic sonnets to innovative forms like golden shovel and palindrome poetry, students will gain a comprehensive understanding of poetic expression, learning the nuances of each style and honing their creative skills.
Week 1-2: Introduction to Poetry and Sonnets - Overview of poetry styles - In-depth study of sonnets - Writing Exercise: Crafting a sonnet on personal experiences
Week 3-4: Embracing Haiku and Villanelle - Understanding the elegance of haiku - Exploring the repetitive beauty of villanelles - Writing Exercise: Composing haikus inspired by nature
Week 5-6: Limericks and the Art of Humor - Decoding the humor in limericks - Crafting limericks with wit and wordplay - Writing Exercise: Creating humorous limericks on everyday topics
Week 7-8: Free Verse and Acrostic Poetry - Liberating creativity through free verse - Playing with words in acrostic poems - Writing Exercise: Expressing emotions through free verse
Week 9-10: Ghazal and Tanka Mastery - Unveiling the beauty of ghazals - Crafting tankas with precision - Writing Exercise: Creating a ghazal on themes of love and longing
Week 11-12: Cinquains and Pantoum Prowess - Perfecting the art of cinquains - Embracing the rhythmic challenges of pantoums - Writing Exercise: Developing a pantoum on personal growth
Week 13-14: Sestina and Rondeau Exploration - Mastering the intricacies of sestinas - Crafting rondeaus with musicality - Writing Exercise: Composing a sestina on the theme of time
Week 15-16: Triolets and Kyrielles - Understanding the charm of triolets - Embracing the structure of kyrielles - Writing Exercise: Crafting a triolet on the beauty of simplicity
Week 17-18: Ode to Joyful Ballads - Writing joyful odes - Crafting narrative ballads - Writing Exercise: Creating an ode celebrating personal achievements
Week 19-20: Epic Journeys and Blank Verse - Exploring epic storytelling - Mastering the art of blank verse - Writing Exercise: Composing a blank verse poem reflecting on personal reflections
Week 21-22: Petrarchan Musings and Terza Rima Mastery - Delving into Petrarchan sonnets - Crafting poems using terza rima - Writing Exercise: Writing a Petrarchan sonnet on conflicting emotions
Week 23-24: Renga Collaboration and Prose Poetry - Collaborative renga creation - Experimenting with prose poetry - Writing Exercise: Crafting a prose poem inspired by a vivid memory
Week 25-26: Concrete Poetry and Narrative Art - Creating visual impact with concrete poetry - Mastering the art of narrative poetry - Writing Exercise: Developing a narrative poem based on personal experiences
Week 27-28: Pastoral Elegies and Morning Aubades - Writing pastoral poetry - Crafting mournful elegies - Writing Exercise: Composing an aubade capturing the essence of dawn
Week 29-30: Ekphrastic Marvels and Found Poetry Adventures - Creating poetry inspired by art - Crafting poems through found materials - Writing Exercise: Developing an ekphrastic poem based on a chosen artwork
Week 31-32: Epigrams and Clerihew Laughter - Crafting witty epigrams - Writing humorous clerihews - Writing Exercise: Composing a clerihew about a contemporary figure
Week 33-34: Quatrains and Double Dactyl Delight - Mastering the art of quatrains - Crafting light-hearted double dactyls - Writing Exercise: Creating a quatrain reflecting on the beauty of simplicity
Week 35-36: Terzanelles and Haibun Adventures - Crafting terzanelles with precision - Exploring the combination of prose and haiku in haibun - Writing Exercise: Composing a haibun narrating a meaningful travel experience
Week 37-38: Golden Shovel Challenges and Villancico Celebrations - Creating poems using the golden shovel technique - Crafting festive villancicos - Writing Exercise: Developing a golden shovel poem using a line from a favorite poem
Week 39-40: Tercet Beauty and Sevenling Narratives - Embracing the charm of tercets - Crafting sevenlings with narrative flair - Writing Exercise: Composing a sevenling reflecting on a vivid childhood memory
Week 41-42: Palindrome Reflections and Parallelismus Membrorum Insights - Creating palindrome poetry - Crafting poems using parallelismus membrorum - Writing Exercise: Developing a palindrome poem exploring balance in life
Week 43-44: Rubaiyat Contemplations and Blues Poem Expressions - Exploring Persian poetry with rubaiyats - Crafting poems inspired by the blues - Writing Exercise: Composing a rubaiyat on themes of love or mortality
Week 45-46: Erasure Transformations and Anaphora Intensity - Crafting poetry through erasure - Mastering the use of anaphora - Writing Exercise: Creating an erasure poem using a page from a novel or newspaper
Week 47-48: Tetractys and Sijo Harmonies - Crafting tetractys with specific syllable counts - Exploring traditional Korean poetry with sijo - Writing Exercise: Developing a sijo capturing a moment of beauty or introspection
Week 49-50: Blitz Poem Exploration and Epitaph Conclusions - Crafting blitz poems with rapid expression - Writing poignant epitaphs - Final Project: Compose an original poem using a style of the student's choice, reflecting personal growth throughout the course.
Assessment: - Weekly writing exercises - Participation in collaborative projects - Midterm and final projects showcasing mastery of chosen styles
Materials: - Poetry anthologies - Artworks for ekphrastic exercises - Writing journals - Selected readings for each style
Prerequisites: None. Open to all students with an interest in poetry and creative expression.
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2024.05.15 09:55 adulting4kids Types of Poems
- Sonnet:
A 14-line poem, traditionally written in iambic pentameter, with various rhyme schemes such as Shakespearean (ABABCDCDEFEFGG).
- Haiku:
A three-line Japanese poem with a 5-7-5 syllable count, typically capturing a moment in nature.
- Free Verse:
Poetry without a fixed rhyme or meter, allowing for greater freedom and natural flow of expression.
- Villanelle
: A 19-line poem with a specific structure, containing five tercets followed by a concluding quatrain, using only two rhymes.
- Acrostic:
A poem where the first letter of each line, when read vertically, spells out a word or message.
- Limerick
: A humorous five-line poem with a specific meter and rhyme scheme (AABBA).
- Ghazal:
A form of poetry with rhyming couplets and a repeating refrain, often exploring themes of love and loss.
- Tanka
: A Japanese form of poetry with a 5-7-5-7-7 syllable count structure, focusing on nature and emotions.
- Sestina:
A complex poem with six stanzas of six lines each, ending with a three-line envoi; the same six words end the lines in a shifting pattern.
- Cinquain
: A five-line poem with a specific syllable count for each line (2-4-6-8-2), often used to capture a moment or emotion.
- Rondeau:
A 13-line poem with a rhyme scheme and repetition of specific words, often emphasizing themes of love.
- Pantoum
: A form of poetry with repeating lines, where the second and fourth lines of each stanza become the first and third lines of the next.
- Ode:
A lyrical poem expressing strong emotions or deep feelings, often addressed to a particular person or thing.
- Elegy:
A mournful poem, typically written in remembrance of someone who has passed away.
- Ekphrastic
: A poem inspired by a work of art, often describing or reflecting on the visual piece.
- Concrete Poetry:
Poems where the arrangement of words on the page forms a visual representation of the subject.
- Prose Poetry
: A hybrid of prose and poetry, characterized by its free-flowing structure and poetic language within prose form.
- Epigram:
A short, witty, and often satirical poem or statement, typically with a clever or humorous ending.
- Quatrain
: A four-line stanza or poem with various rhyme schemes, commonly used in ballads and hymns.
- Epitaph
: A short poem or inscription on a tombstone in memory of the deceased.
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2024.05.14 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.
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2024.05.13 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.
- Discussion Questions:
- What appeals to you about the whimsical nature of limericks?
- How does the AABBA rhyme scheme contribute to the humor in limericks?
- Can you think of any famous limericks or poets known for this style?
Day 2: Analyzing Limericks - Part 1 -
Lecture: - In-depth analysis of classic limericks. - Exploration of the distinctive rhythm and structure.
- Discussion Questions:
- How does the AABBA rhyme scheme and rhythm contribute to the comedic timing in limericks?
- What humorous themes or scenarios are commonly found in limericks?
- Share your thoughts on the importance of concise storytelling in limericks.
Day 3: Analyzing Limericks - Part 2 -
Lecture: - Discussing modern variations and themes in limericks. - Exploring the versatility of the form.
- Discussion Questions:
- How have modern limericks evolved in terms of themes and structure?
- In what ways does the whimsical nature of limericks allow for creative expression?
- Share examples of humorous scenarios that might work well in a limerick.
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.
- Discussion Questions:
- What challenges do you anticipate in crafting the first three lines of a limerick?
- How can you establish humor and rhythm within the concise structure?
- Share examples of humorous scenarios you might explore in a limerick.
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.
- Discussion Questions:
- Why are the final two lines crucial in providing resolution and a punchline in a limerick?
- How can a limerick deliver a humorous twist or surprise within its structure?
- Share and discuss individual limericks, highlighting successful elements.
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.
- Discussion Questions:
- What interests you about the creative use of acrostic forms?
- How might the arrangement of words vertically enhance the poetic experience in acrostic poetry?
- Can you think of any famous acrostic poems or poets known for this style?
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.
- Discussion Questions:
- How does the vertical arrangement of words contribute to the overall impact of acrostic poetry?
- What unique perspectives or insights can arise from using acrostic forms in poetry?
- Share your thoughts on the relationship between the hidden message and the overall theme in acrostic poems.
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.
- Discussion Questions:
- How have modern poets expanded the themes and approaches in acrostic poetry?
- In what ways does the incorporation of vertical arrangements broaden the possibilities in written expression?
- Share examples of themes or concepts suitable for acrostic poetry.
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2024.05.13 14:19 adulting4kids Poetry
- Sonnet:
- Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
- Example: Write a sonnet exploring the theme of unrequited love.
- Haiku:
- Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
- Example: Craft a haiku capturing the essence of a serene moment in nature.
- Villanelle:
- Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
- Example: Create a villanelle about the passage of time and its impact on memories.
- Limerick:
- Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
- Example: Compose a limerick about a quirky character or situation.
- Free Verse:
- Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
- Example: Write a free verse poem exploring the complexities of human relationships.
- Acrostic:
- Definition: A poem where the first letter of each line spells out a word or message.
- Example: Create an acrostic using your name, describing your personality or aspirations.
- Ghazal:
- Definition: A poetic form with rhyming couplets and a repeating refrain.
- Example: Craft a ghazal expressing the bittersweet nature of love and longing.
- Tanka:
- Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
- Example: Write a tanka capturing the fleeting beauty of a sunset.
- *Cinquain:
- Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
- Example: Create a cinquain describing the essence of a quiet winter evening.
- 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.
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2024.05.13 02:48 Beginning_Mood_9803 I’ve waited decades for HRT and it’s very surreal it is starting in a week
(*I did my makeup here but used FaceApp for the skin and hair!)
I was raised conservative and Christian. I even went to a private Christian high school. I had written a very dark poem that I don’t even remember what it said…but I do remember how I accidentally left it in class and someone anonymously turned it in which triggered a meeting w me, my parents and the principle. My dad was so upset that my mom was so sad that I learned early on to “keep up appearances”.
Some of the usual suspects: Sneaking into moms shoes at a young age, when older I was sneaking into my sisters wardrobes. When one got married, I hated what I was wearing and was so envious of her wedding dress. I played video games as female characters (and still do even at 53 now). I was jealous of the cheerleaders in high school, as an adult I almost always went as a female character for Halloween like Elsa from frozen, Supergirl or Alice in Wonderland…the list goes on.
It was probably that last costume listed that I started thinking it was more than just cross dressing. I remember coming home from that and crying (again, adult) as I didn’t want to take that look off my face. I didn’t know it at the time but that was gender dysphoria.
I rarely dated as although I liked women and still do, there was something different in how I’d relate with them. I pushed things down, binged and purged clothes and makeup more than I can remember. Eventually about 20 yrs ago I started almost exclusively going out with women who were trans. I know there are a lot of creepy chasers out there but in my case, looking at all the signs over the years, I was clearly trying to see THEIR life, and sadly kind of live my life vicariously through them I guess. I even ended up marrying a woman that is trans and still am after five years. She knew about my background beforehand but I was still trying to convince myself and her that it was just sporadic cross dressing.
At my work, I am allowed to wear nail polish and at first I felt paranoid about this and only did a few days a week and by now it’s pretty much 24/7 where I often forget I’m even wearing it. My dysphoria starting shooting up drastically then and I suddenly started really (allowing?) getting jealous of women’s clothes and body shapes. I’d feel awful about it but it was and is relentless. Around this time my wife was getting breast implants and I found myself happy for her but almost immediately I got extremely envious. Once again the person I married was essentially living the life I wish I started DECADES ago and I hadn’t even started HRT. I wouldn’t allow myself to even consider it.
Well there was an unrelated crisis months ago where we both went into individual therapy. And one thing, the main thing, that came out of mine is that to no surprise at all getting diagnosed with gender dysphoria.
I have an appointment that was made MONTHS ago (Florida, enough said) and it’s finally a week away as of tomorrow. To say that I am excited, scared, worried and so many other adjectives is a huge understatement. I’m not going to chicken out but man my wife and I will likely be getting divorced (still be friends) and my family still doesn’t even know as they will likely be blindsighted. I predict my mom will cry and my older sister will get mad but maybe I’m wrong. My brother cut me off five years ago when he found out I was marrying someone trans. The one person in my family who DOES know this about me is my younger sister who I’m closest to. Fortunately she and I are the same politically and culturally.
Have any of you that are on HRT actually waited a certain number of months (or even a year or more?) to tell family so that you could tell how it was making you feel mentally while on it so you could know 100% you weren’t one of the rare people that STOPS taking HRT? I just don’t know when and how to break something so life changing to them. And they are in California so I can’t exactly have a face to face meeting unfortunately. Did any of you get on a video call and tell your mom or dad? My younger sister has agreed to support me in this way if I do it when she is available to be at my moms for a call. Originally I was going to call May 1. Then I thought day of the first injection on May 20…but again now I’m wondering if I should wait at least two or three months to see how I’m feeling and looking. But I’m also afraid if I wait too long that they will next see me and I will look androgynous or something. I don’t usually see them more than once every 2-3 years and I will likely look VERY different by then.
Thank you for those that made it to the end of this, I’m sorry it was so long. I’m very excited but very stressed about all the likely fallout from this too. I can only hope that because I had married someone who is trans that they don’t think she suddenly made me this way but instead that maybe it will soften the shock with it being closer in the family than a transgender daughter in law or sister in law when they essentially always had another daughtesister in our family.
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2024.05.12 01:17 ResponsibilitySad331 A Victim of Online Fiction - Ch15: Bad ties
Have you ever jumped into cold water on a hot day? Have you ever ridden an asteroid across the surface of the sun? Have you ever done a backflip off the moon and landed in a bucket of water in Vatican City? If so, then you’ve experienced one-tenth of what I experienced the moment I took that pill.
My headache disappeared, my heart started pumping, adrenaline and pure energy flowed through my veins instead of blood. My fingers twitched and my mind moved at three times the speed of light.
I fell back on my chair, flew towards my desk and danced my fingers like I was playing the keyboard. Chapters fell before me like grass in front of a chainsaw.
I cranked out TEN chapters in three hours. And that’s not just writing them either that’s editing them multiple times, adding extra hyperboles, and making the first 31 sentences and the title into acrostic poems that read: Alex has shit ties.
It was heavenly.
After dusting off my 11th chapter I stood, did a couple of yoga poses and then took off out of my front door for a run.
Now, everyone has a weakness, Superman’s got his kryptonite, Achilles has his heel, I have physical exercise. Usually, the thought of going for a run would make me want to chop my legs off. But those crazy little pills made the sad-sad go away. I was flying past houses, high-fiving bushes and waving to people as I roamed the streets like an exercise junkie.
My god-like strides took me through the suburbs of The Village through to the centre of town where Sherlock-Holmes themed coffee shops and Wuxia-themed teahouses dominated the streets. Writers sat in booths talking and hacking away at tablets and laptops, while cover artists drew mythical figures in between shots of espresso.
There was a hard-working bustle about the place. Little box-like robots wheeled their way out from a boutique distribution centre to people’s homes carrying boxes of wine, cheese, and steaming meals.
I slowed my run and sat back on a bench beside a rose bush. Birds were chirping and there was a hum of music from the cafes. It was heaven.
That night Manuel was back at my house and we walked three blocks over to a giant log cabin and another party. The next morning I took a pill, busted out eight chapters and went for another run. As the weeks flew by I attended more parties than I’d ever been to in my life, smashed out over a hundred chapters and grew dark rings around my eyes.
And then one day I met her.
****
This time we’d been invited to a pool party in the early evening. Manuel was sucking up to a bunch of new authors, and I was drinking beer with a bunch of horror writers while watching two guys beside the pool punching each other in the face over the use of Oxford commas. I didn’t know who was in the right – the guy whose eye was bruised, red, and puffy – or the guy with a swollen, red lump on his forehead.
Turns out, it didn’t really matter because they both paused mid-swing to stare at someone behind me.
In walked a woman in a white turtleneck, and large round glasses. Four other writers dressed in full tweed suits flanked her. Heads turned. Famous web fiction writers who I hadn’t worked up the courage to talk to were whispering to each other and pointing to the woman in white.
The horror writers next to me were trying to look disinterested but I could see them peering at her out of the corner of their eyes.
‘Hey Stephen,’ I poked a tall guy in the arm, ‘who’s that?’
Stephen laughed, ‘Good one man.’
‘I’m being serious dude, why’s everyone staring?’
Stephen hissed his next sentence like he was embarrassed others would hear, ‘Man. That’s the emperor of this place – the most read author in the whole of Crusher Media, that’s...’
‘...Lazy Cultivator? The guy that writes the chicken story.’
Stephen nodded, ‘Only – she’s not a guy.’
‘I guess I should say hi,’ I got out of my seat just as Stephen put his arm up to form a barrier.
‘Dude!’ He said, 'You, me, all of us,’ he gestured around the circle of horror writers, ‘We’re dirt.’ A couple of the guys clinked their beers and took a swig. Stephen pressed a finger into my chest, ‘We don’t talk to people like her. We don’t even look at her. This place has a hierarchy and man, you are the mud that hierarchy sits on.
I swallowed, ‘Good to know I’m appreciated then.’
Stephen shrugged, ‘Just letting you know the way things are dude.’
The tweed-wearers and their leader moved through the party like blue whales through a school of shrimp. A group of romance writers cleared out of their chairs beside the pool and the gang sat down and produced bottles of champagne from a wine cooler. The woman in white pulled a pair of VR glasses, a wireless keyboard, and a purple pill bottle from her bag, then she slipped a pill between her teeth, pulled the VR glasses over her face and started hacking away at the keyboard so rapidly she broke off one of the keys.
I swallowed, ‘She doesn’t come to parties often?’
Stephen shook his head, ‘not the sort of parties the rest of us get invited to. But... I’ve heard stories.’
I nodded slowly, my forehead was beginning to hurt the way it always did when the orange pills wore off. I took the orange pill container out of my pocket and shook it. There was no comforting tap of pills on the side.
I spun the lid open. It was empty.
My hands started to sweat. I got up, knocking over Stephen’s beer. He yelled at me, but I just waved an apology. I made a beeline straight for Manuel who was chatting to a bunch of fresh writers.
‘Hey, Eli,’ he said, wrapping an arm around me, ‘You guys heard of ElitheHill?’
A couple of the new writers grinned, one guy stuck out his hand, but my headache was getting worse with every second.
‘Manuel,’ I hissed, ‘I need some pills man.’
Manuel raised an eyebrow, ‘What?’
‘I need them now, my head...’ I stopped and rubbed one of my eyes, ‘I need the orange pills man.’
Manuel nodded, ‘Yeah, I’ll get you some man – in the morning.’ he wrapped his arm around me, ‘Come on man, be cool, have a beer.’
I shook my head frantically, my hands trembled, ‘I need them now Manuel. Come on. You’ve got to have at least a pack on you.’
Manuel stared at me, his eyes suddenly seemed much colder, ‘Yeah. I got some, but they’re two thousand reads.’
‘Two thousand?’ I bit my lip, ‘Man, they were five hundred two days ago.’
He shrugged and pulled the orange container from his pocket ‘You want em? Or not?’
My hands were a pool of sweat, my head thumped like a drum and bass concert and my right eye was twitching.
‘Yeah,’ I snatched them from his hand, ‘I’ll get Alex to transfer to you tomorrow.’
Manuel nodded, ‘Now get lost,’ his smile returned as he looked to the young writers, ‘You’re scaring off the new kids!’
The others laughed.
I fumbled with the pill bottle and Manuel gave me a kick, ‘Man! Get out of here.’ His eyes were hard again.
I stumbled my way over to the toilet, kicked the door open and slammed it behind me. My hands shook as I twisted open the capsule. The toilet smelt like vomit. The lid gave a click, popped open and I shook two pills into my hand. I usually took one, but I felt like I deserved the extra hit after everything I’d been through. I shoved them in my mouth, threw my head back, and swallowed.
A moment later I had electricity flowing through my veins and lightning in my brain. When I kicked the door of the toilet open it was like the world was in 8k resolution. Colours and lights were sharper and more beautiful. Beethoven’s fifth symphony was playing, someone passed me who smelt of elderflower and sweet wine. I breathed in and started dancing.
****
My call with Alex the next day began with me reciting a poem about his ties that I made up on the spot. He was wearing a beetroot red tie and by the third verse, his face had gone the same colour. It took him a few minutes to calm down, but when he finally did he ended up being quite pleased.
‘I see you’ve been producing a lot of chapters Mr Hill, you’re also pulling in a lot of readers. My suggestion is that you should start stockpiling them, rather than just posting them as you finish, that way when you hit another of your dry spells, you’ll have a buffer to get your shit sorted.’
I grinned and pulled the orange pills from my jacket pocket, ‘I’m not going to have another slump.’ I tossed the pill bottle up and caught it behind my back without looking, ‘Alex, I have discovered the key to literary immortality.’
Alex’s smile wavered for a moment, then with an effort of brute force he manage to affix it back to his face.
‘I’m glad Mr Hill.’ he went silent for a moment, ‘Just be careful okay... with those chapters I mean... we don’t want you to get burnt out with nothing left in the can.’
I shrugged, shook the pill bottle again, ‘Don’t worry about me buddy – just keep transferring Manuel that money. Okay?’
Alex nodded and ended the call.
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2024.05.11 14:29 adulting4kids Week One Poetry
Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.
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2024.05.10 14:51 adulting4kids Holiday Poetry
- Haiku for Hanukkah:
- Craft a series of haikus capturing the essence of Hanukkah, focusing on the symbolism of light, the menorah, and the joy of shared traditions.
- Sonnet of Diwali Delights:
- Write a sonnet that explores the colors, lights, and festivities of Diwali, incorporating themes of triumph over darkness and the spirit of renewal.
- Kwanzaa Villanelle:
- Create a villanelle that reflects on the seven principles of Kwanzaa, exploring the repeated refrains to convey a sense of unity, purpose, and cultural celebration.
- Las Posadas Limericks:
- Compose a set of limericks capturing the humorous and heartwarming moments of Las Posadas, focusing on the characters and the reenactment of the journey to Bethlehem.
- St. Lucia's Day Free Verse:
- Write a free verse poem that explores the sensory experience of St. Lucia's Day, using vivid imagery to convey the sights, sounds, and emotions of the candlelit processions.
- Winter Solstice Cinquains:
- Create a series of cinquains that capture the anticipation, stillness, and eventual rebirth associated with the Winter Solstice.
- Chinese New Year Acrostic:
- Compose an acrostic poem using the words "Chinese New Year," incorporating each letter to convey the energy, symbolism, and cultural richness of the celebration.
- Ganna Elegy:
- Write an elegy that reflects on the Ethiopian Christmas (Ganna), exploring themes of faith, tradition, and the emotional resonance of the holiday.
- Oshogatsu Haiga:
- Combine haiku with visual elements in a haiga to capture the serene beauty and cultural significance of Oshogatsu, incorporating traditional New Year imagery.
- Global Celebrations Ghazal:
- Craft a ghazal that weaves together the diverse elements of global holiday celebrations, exploring the shared threads of joy, love, and cultural exchange.
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2024.05.08 14:28 adulting4kids Poetry Syllabus
Course Title: Exploring the Panorama of Poetry
Course Description: This course delves into the rich tapestry of poetic forms, guiding students through the exploration and creation of fifty distinct styles of poetry. From classic sonnets to innovative forms like golden shovel and palindrome poetry, students will gain a comprehensive understanding of poetic expression, learning the nuances of each style and honing their creative skills.
Week 1-2: Introduction to Poetry and Sonnets - Overview of poetry styles - In-depth study of sonnets - Writing Exercise: Crafting a sonnet on personal experiences
Week 3-4: Embracing Haiku and Villanelle - Understanding the elegance of haiku - Exploring the repetitive beauty of villanelles - Writing Exercise: Composing haikus inspired by nature
Week 5-6: Limericks and the Art of Humor - Decoding the humor in limericks - Crafting limericks with wit and wordplay - Writing Exercise: Creating humorous limericks on everyday topics
Week 7-8: Free Verse and Acrostic Poetry - Liberating creativity through free verse - Playing with words in acrostic poems - Writing Exercise: Expressing emotions through free verse
Week 9-10: Ghazal and Tanka Mastery - Unveiling the beauty of ghazals - Crafting tankas with precision - Writing Exercise: Creating a ghazal on themes of love and longing
Week 11-12: Cinquains and Pantoum Prowess - Perfecting the art of cinquains - Embracing the rhythmic challenges of pantoums - Writing Exercise: Developing a pantoum on personal growth
Week 13-14: Sestina and Rondeau Exploration - Mastering the intricacies of sestinas - Crafting rondeaus with musicality - Writing Exercise: Composing a sestina on the theme of time
Week 15-16: Triolets and Kyrielles - Understanding the charm of triolets - Embracing the structure of kyrielles - Writing Exercise: Crafting a triolet on the beauty of simplicity
Week 17-18: Ode to Joyful Ballads - Writing joyful odes - Crafting narrative ballads - Writing Exercise: Creating an ode celebrating personal achievements
Week 19-20: Epic Journeys and Blank Verse - Exploring epic storytelling - Mastering the art of blank verse - Writing Exercise: Composing a blank verse poem reflecting on personal reflections
Week 21-22: Petrarchan Musings and Terza Rima Mastery - Delving into Petrarchan sonnets - Crafting poems using terza rima - Writing Exercise: Writing a Petrarchan sonnet on conflicting emotions
Week 23-24: Renga Collaboration and Prose Poetry - Collaborative renga creation - Experimenting with prose poetry - Writing Exercise: Crafting a prose poem inspired by a vivid memory
Week 25-26: Concrete Poetry and Narrative Art - Creating visual impact with concrete poetry - Mastering the art of narrative poetry - Writing Exercise: Developing a narrative poem based on personal experiences
Week 27-28: Pastoral Elegies and Morning Aubades - Writing pastoral poetry - Crafting mournful elegies - Writing Exercise: Composing an aubade capturing the essence of dawn
Week 29-30: Ekphrastic Marvels and Found Poetry Adventures - Creating poetry inspired by art - Crafting poems through found materials - Writing Exercise: Developing an ekphrastic poem based on a chosen artwork
Week 31-32: Epigrams and Clerihew Laughter - Crafting witty epigrams - Writing humorous clerihews - Writing Exercise: Composing a clerihew about a contemporary figure
Week 33-34: Quatrains and Double Dactyl Delight - Mastering the art of quatrains - Crafting light-hearted double dactyls - Writing Exercise: Creating a quatrain reflecting on the beauty of simplicity
Week 35-36: Terzanelles and Haibun Adventures - Crafting terzanelles with precision - Exploring the combination of prose and haiku in haibun - Writing Exercise: Composing a haibun narrating a meaningful travel experience
Week 37-38: Golden Shovel Challenges and Villancico Celebrations - Creating poems using the golden shovel technique - Crafting festive villancicos - Writing Exercise: Developing a golden shovel poem using a line from a favorite poem
Week 39-40: Tercet Beauty and Sevenling Narratives - Embracing the charm of tercets - Crafting sevenlings with narrative flair - Writing Exercise: Composing a sevenling reflecting on a vivid childhood memory
Week 41-42: Palindrome Reflections and Parallelismus Membrorum Insights - Creating palindrome poetry - Crafting poems using parallelismus membrorum - Writing Exercise: Developing a palindrome poem exploring balance in life
Week 43-44: Rubaiyat Contemplations and Blues Poem Expressions - Exploring Persian poetry with rubaiyats - Crafting poems inspired by the blues - Writing Exercise: Composing a rubaiyat on themes of love or mortality
Week 45-46: Erasure Transformations and Anaphora Intensity - Crafting poetry through erasure - Mastering the use of anaphora - Writing Exercise: Creating an erasure poem using a page from a novel or newspaper
Week 47-48: Tetractys and Sijo Harmonies - Crafting tetractys with specific syllable counts - Exploring traditional Korean poetry with sijo - Writing Exercise: Developing a sijo capturing a moment of beauty or introspection
Week 49-50: Blitz Poem Exploration and Epitaph Conclusions - Crafting blitz poems with rapid expression - Writing poignant epitaphs - Final Project: Compose an original poem using a style of the student's choice, reflecting personal growth throughout the course.
Assessment: - Weekly writing exercises - Participation in collaborative projects - Midterm and final projects showcasing mastery of chosen styles
Materials: - Poetry anthologies - Artworks for ekphrastic exercises - Writing journals - Selected readings for each style
Prerequisites: None. Open to all students with an interest in poetry and creative expression.
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2024.05.08 09:55 adulting4kids Types of Poems
- Sonnet:
A 14-line poem, traditionally written in iambic pentameter, with various rhyme schemes such as Shakespearean (ABABCDCDEFEFGG).
- Haiku:
A three-line Japanese poem with a 5-7-5 syllable count, typically capturing a moment in nature.
- Free Verse:
Poetry without a fixed rhyme or meter, allowing for greater freedom and natural flow of expression.
- Villanelle
: A 19-line poem with a specific structure, containing five tercets followed by a concluding quatrain, using only two rhymes.
- Acrostic:
A poem where the first letter of each line, when read vertically, spells out a word or message.
- Limerick
: A humorous five-line poem with a specific meter and rhyme scheme (AABBA).
- Ghazal:
A form of poetry with rhyming couplets and a repeating refrain, often exploring themes of love and loss.
- Tanka
: A Japanese form of poetry with a 5-7-5-7-7 syllable count structure, focusing on nature and emotions.
- Sestina:
A complex poem with six stanzas of six lines each, ending with a three-line envoi; the same six words end the lines in a shifting pattern.
- Cinquain
: A five-line poem with a specific syllable count for each line (2-4-6-8-2), often used to capture a moment or emotion.
- Rondeau:
A 13-line poem with a rhyme scheme and repetition of specific words, often emphasizing themes of love.
- Pantoum
: A form of poetry with repeating lines, where the second and fourth lines of each stanza become the first and third lines of the next.
- Ode:
A lyrical poem expressing strong emotions or deep feelings, often addressed to a particular person or thing.
- Elegy:
A mournful poem, typically written in remembrance of someone who has passed away.
- Ekphrastic
: A poem inspired by a work of art, often describing or reflecting on the visual piece.
- Concrete Poetry:
Poems where the arrangement of words on the page forms a visual representation of the subject.
- Prose Poetry
: A hybrid of prose and poetry, characterized by its free-flowing structure and poetic language within prose form.
- Epigram:
A short, witty, and often satirical poem or statement, typically with a clever or humorous ending.
- Quatrain
: A four-line stanza or poem with various rhyme schemes, commonly used in ballads and hymns.
- Epitaph
: A short poem or inscription on a tombstone in memory of the deceased.
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2024.05.07 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.
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2024.05.06 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.
- Discussion Questions:
- What appeals to you about the whimsical nature of limericks?
- How does the AABBA rhyme scheme contribute to the humor in limericks?
- Can you think of any famous limericks or poets known for this style?
Day 2: Analyzing Limericks - Part 1 -
Lecture: - In-depth analysis of classic limericks. - Exploration of the distinctive rhythm and structure.
- Discussion Questions:
- How does the AABBA rhyme scheme and rhythm contribute to the comedic timing in limericks?
- What humorous themes or scenarios are commonly found in limericks?
- Share your thoughts on the importance of concise storytelling in limericks.
Day 3: Analyzing Limericks - Part 2 -
Lecture: - Discussing modern variations and themes in limericks. - Exploring the versatility of the form.
- Discussion Questions:
- How have modern limericks evolved in terms of themes and structure?
- In what ways does the whimsical nature of limericks allow for creative expression?
- Share examples of humorous scenarios that might work well in a limerick.
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.
- Discussion Questions:
- What challenges do you anticipate in crafting the first three lines of a limerick?
- How can you establish humor and rhythm within the concise structure?
- Share examples of humorous scenarios you might explore in a limerick.
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.
- Discussion Questions:
- Why are the final two lines crucial in providing resolution and a punchline in a limerick?
- How can a limerick deliver a humorous twist or surprise within its structure?
- Share and discuss individual limericks, highlighting successful elements.
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.
- Discussion Questions:
- What interests you about the creative use of acrostic forms?
- How might the arrangement of words vertically enhance the poetic experience in acrostic poetry?
- Can you think of any famous acrostic poems or poets known for this style?
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.
- Discussion Questions:
- How does the vertical arrangement of words contribute to the overall impact of acrostic poetry?
- What unique perspectives or insights can arise from using acrostic forms in poetry?
- Share your thoughts on the relationship between the hidden message and the overall theme in acrostic poems.
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.
- Discussion Questions:
- How have modern poets expanded the themes and approaches in acrostic poetry?
- In what ways does the incorporation of vertical arrangements broaden the possibilities in written expression?
- Share examples of themes or concepts suitable for acrostic poetry.
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2024.05.06 14:19 adulting4kids Poetry
- Sonnet:
- Definition: A 14-line poem, often expressing love or deep emotion, with various rhyme schemes.
- Example: Write a sonnet exploring the theme of unrequited love.
- Haiku:
- Definition: A traditional Japanese poem with three lines and a 5-7-5 syllable count.
- Example: Craft a haiku capturing the essence of a serene moment in nature.
- Villanelle:
- Definition: A 19-line poem with five tercets followed by a quatrain, using repeated lines.
- Example: Create a villanelle about the passage of time and its impact on memories.
- Limerick:
- Definition: A humorous, five-line poem with a distinctive rhythm (AABBA).
- Example: Compose a limerick about a quirky character or situation.
- Free Verse:
- Definition: Poetry with no set rhyme scheme or meter, allowing for free expression.
- Example: Write a free verse poem exploring the complexities of human relationships.
- Acrostic:
- Definition: A poem where the first letter of each line spells out a word or message.
- Example: Create an acrostic using your name, describing your personality or aspirations.
- Ghazal:
- Definition: A poetic form with rhyming couplets and a repeating refrain.
- Example: Craft a ghazal expressing the bittersweet nature of love and longing.
- Tanka:
- Definition: A Japanese poem with five lines and a 5-7-5-7-7 syllable count.
- Example: Write a tanka capturing the fleeting beauty of a sunset.
- *Cinquain:
- Definition: A five-line poem with a specific syllable count per line (2-4-6-8-2).
- Example: Create a cinquain describing the essence of a quiet winter evening.
- 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.
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