I think Melissa is spot on in her analysis. Working in auditory readings of poetry is a great way for teachers to introduce poetry to students. I really liked her take on poetry as performative art: "Often, the sound of the words used is just as important to the mechanics of a poem as the actually denotation of those words. In fact, some of my favorite poems are those whose sound mirrors the denotative meaning of the words used." Too add to Melissa's example, I'd like to mention Robert Burns. Many of his poems are written in a Scottish dialect which can be difficult to read. The stylistic use of Scottish words forces the poem to be read in a particular way. By using sound to illustrate the native tongue of his country, Burns adds depth to his poetry and changes the denotative and connotative experiences of the reader. For example, it would be one thing if Burns wrote:
Small, sleek, cowering, timorous beast
Oh, what a panic is in your breast!
You need not start away so hasty,
With bickering brattle
I would be loath to run and chase thee,
With murdering paddle.
It is another experience entirely when the poem is seen/heard as Burns originally wrote it:
- Wee, sleekit, cowrin, tim'rous beastie,
- Oh, what a panic's in thy breastie!
- Thou need na start awa sae hasty,
- Wi' bickering brattle!
- I was be laith to rin an' chase thee,
- Wi' murd'ring pattle!
-
No comments:
Post a Comment