Activity 1: Form and Meaning
What is form?
"We Are Never Ever Getting Back Together" by Taylor Swift
I remember when we broke up the first time Saying, "This is it, I've had enough," 'cause like We hadn't seen each other in a month When you said you needed "space" (what?) Then you come around again and say "Baby, I miss you and I swear I'm gonna change, trust me" Remember how that lasted for a day? I say, "I hate you," we break up, you call me, "I love you" Ooh-ooh-ooh-ooh-ooh We called it off again last night, but Ooh-ooh-ooh-ooh-ooh This time, I'm telling you, I'm telling you We are never, ever, ever getting back together We are never, ever, ever getting back together You go talk to your friends, talk to my friends, talk to me But we are never, ever, ever, ever getting back together Like, ever I'm really gonna miss you picking fights And me, falling for it, screaming that I'm right And you would hide away and find your peace of mind With some indie record that's much cooler than mine Ooh-ooh-ooh-ooh-ooh You called me up again tonight, but Ooh-ooh-ooh-ooh-ooh This time, I'm telling you, I'm telling you We are never, ever, ever getting back together We are never, ever, ever (ever) getting back together You go talk to your friends, talk to my friends, talk to me (Talk to me) But we are never, ever, ever, ever getting back together Ooh-ooh-ooh-ooh-ooh (yeah) Ooh-ooh-ooh-ooh-ooh (yeah) Ooh-ooh-ooh-ooh-ooh (yeah) Oh-oh-oh I used to think that we were forever, ever And I used to say, "Never say never" Ugh, so he calls me up and he's like, "I still love you" And I'm like, "I just- I mean, this is exhausting, you know? Like, we are never getting back together, like, ever" We are never, ever, ever getting back together We are never, ever, ever (ooh) getting back together You go talk to your friends, talk to my friends, talk to me But we are never, ever, ever, ever getting back together We (ooh-ooh-ooh-ooh-ooh, ooh-ooh-ooh, no) Getting back together We (ooh-ooh-ooh-ooh-ooh, oh, oh, yeah) Getting back together You go talk to your friends, talk to my friends, talk to me (Talk to me) But we are never, ever, ever, ever getting back together
How does form look like in a pop song?
Verses: develops the 'story' of the song
Pre-chorus: transition that prepares the listener for the chorus
Chorus / Refrain: the main message of the song; of the highest musical and lyrical intensity; lyrics often do not vary
Bridge: transition that gives a musical contrast to keep the listener interested; often summarises or reflects on the 'story' of the song
Coda / Outro: closes and ends the song
Q: Can you identify the above in Taylor Swift's "We Are Never Ever Getting Back Together?"
Does form add to the meaning of the song? (Think-Pair-Share)
Q: Consider the functions of the formal elements of a pop song. Do you think they help shape and add meaning to the song?
It might be helpful to consider how a song's meaning will be affected if one of the above elements was removed. (e.g. a pop song with no chorus!)
Discuss your response with a partner. You may be asked to share you views with the class.
Switching it up: From Song to Sonnet
Recognise this?
On the back of your worksheet, write down a few points or lines as a response to these questions:
Q: Do you think the song's meaning has changed? Why or why not?
Q: Do you like this version of the song better? Why or why not?
You may be invited to share your responses with the class.
Hypothesis: 'Form can add to the meaning of a song / poem'
What is a sonnet?
Sonnets usually have:
1. Fourteen lines 2. Regular rhyme schemes 3. Iambic pentameter
Who's this guy?
Francesco Petrarca (14th-century Italian poet)
Sonnets come in many types.
As hinted above, the Shakespearean sonnet is one type of sonnet.
The Italian or Petrarchan sonnet is another significant type.
What's in a Petrarchan Sonnet?
1. Fourteen lines
2. Lines are divided into an octet and a sestet
Octet: eight lines
Sestet: six lines
3. The octet and sestet are related in some way
Question / Answer
Problem / Solution
Proposition / Resolution
4. The change from the octet to sestet is marked by the volta, or 'turn'
Volta: signals a shift in thought or argument
Signposted by linking words such as: and, yet, so, hence, thus
5. Regular rhyme schemes in the octet and sestet
Octet: ABBA ABBA
Sestet: CDECDE or CDCDCD
6. Written in iambic pentameter
Ten syllables a line, or five metrical feet
Iamb: unstressed then stressed syllables
7. Final note: a Petrarchan sonnet often has these features, but they are not all necessary for the poem to be identified as a Petrarchan sonnet.
Activity 2: "What lips my lips have kissed, and where, and why" by Edna St Vincent Millay
What lips my lips have kissed, and where, and why, I have forgotten, and what arms have lain Under my head till morning; but the rain Is full of ghosts tonight, that tap and sigh Upon the glass and listen for reply, And in my heart there stirs a quiet pain For unremembered lads that not again Will turn to me at midnight with a cry. Thus in the winter stands the lonely tree, Nor knows what birds have vanished one by one, Yet knows its boughs more silent than before: I cannot say what loves have come and gone, I only know that summer sang in me A little while, that in me sings no more.
Figuring it out: Form
Q: The poem is an example of a __________________ sonnet.
Q: A sonnet usually has _____ lines.
Q: Each line has _____ syllables.
Q: The poem is in: _______________________________. (Metre)
Q: The rhyme scheme of the poem is:
Q: The first stanza has _____ lines. It is an example of a / an: __________.
Q: The second stanza has _____ lines. It is an example of a / an: ___________.
Q: The first line of the second stanza is a ____________.
Q: Sonnets are usually about: ___________ (Theme)
Read and read again
Listen to the poem again. Pay attention to the rhyme and rhythm of the sonnet. Mark out any words or parts of the poem that stand out to you.
Considering the form of a sonnet (Group Discussion)
Turn to the second page of your worksheet. You should find the following questions:
Q: What do you think the poem is about? Can you explain the poem in your own words?
Q: Do you think the sonnet form affected the way you felt about / understood the poem? Respond by considering at least one of the following in your groups:
Use of the octet and sestet (What is happening? What changes?)
Location and function of the volta (Where and what is the 'turn'?)
Rhyme scheme (Is it regular or irregular? Are the rhymes perfect?)
You may find it helpful to look back and think about the words and parts of the poem that you found interesting on the second reading.
Each group member will be in charge of consolidating your group's responses on one of the sub-questions. You may be asked to share your responses with the class.
Activity 3: "Remember" by Christina Rossetti
You will be given fourteen cut-up lines of poetry. Your task is to piece the sonnet back together as a group. Use the following information to help you:
1. The title is (yes it is) "Remember".
2. The rhyme scheme is as follows:
Octet: ABBA ABBA
Sestet: CDDECE
3. The volta is given by the word "yet"
4. The sonnet is mainly about grieving and remembrance. In the octet, the speaker asks her addressee (presumably her lover) to remember her even if she leaves this life. Here, she expresses an unwillingness to leave. In the second quatrain of the octet, the repetition of the refrain 'remember me' suggests an intensification of this reluctance.
5. The sestet presets a shift in tone. Here, the speaker is reconciled to death, and concludes the poem by telling the addressee that it might be better to forget her for a while than remembering her and constantly grieving her passing.
Homejoy
Write a 100 to 150 word response to the question given at the back of your worksheet on "Remember". It may help to recall the responses you have given in lesson. Think about how you arrived at those responses.
Hypothesis: 'Form can add to the meaning of a song / poem'
Resources
For students:
For teachers:
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