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Unit 8
The Language of Song and Poetry
Writing a song and poetry is not as difficult as people think. The most
common source of poetry today is probably in song lyrics. A poem uses imagery in
ways that prose does not. Poetry leaves spaces for the reader to fill in his or her own
meaning, often by making comparisons between things. A familiar thing is linked to
an unknown thing, as a key, to unlock the mystery, or some part of mystery, of the
thing that is unknown.
Language with Rhythm
English is a stress-timed language. This means that, when we speak, we
cluster the sounds of the language into groups which we call syllables. Some of these
syllables are said with more emphasis which we call stress.
When the stress patterns of language are irregular we produce prose. When
the stress patterns in the language are regular in some way, then we have poetry or as
it is sometimes called verse. In Henry Kendall’s poem ‘Bell-Birds’ the syllables are
stressed in a regular pattern which gives the lines a rhythm as shown by the
highlighting:
By channels of coolness the echoes are calling,
And down the dim gorges I hear the creek falling:
It lives in the mountain where moss and sedges
Touch with their beauty the banks and the ledges.
(Joyce & Feez, 2000, p. 164)
There are some elements and techniques that are used specifically in
songs.
1. Words
2. Rhyming
3. Rhythm
4. Meter : use of syllables to create rhythm
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The song writer develops his ideas and uses words, rhyme and meter to
create a song.
Example of Rhyme
Jingle Bells
Jingle bells,
Jingle bells,
Jingle all the way,
Oh what fun
It is to ride
In a one-horse open sleigh.
(www.maholan.com, February, 2005)
Which words rhyme?
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Notice: Not all words need to rhyme.
What is the meter of the lines?
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What is the main idea of this song?
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Santa Claus is Coming to Town
You’d better watch out
You’d better not cry
You’d better not pout
I’m telling you why
Santa Claus is coming to town
He’s making a list
And checking it twice
Gonna find out
And checking it twice
Gonna find out
Who’s naughty and nice
Santa Claus is coming to town.
(www.maholan.com, February, 2005)
Which words rhyme?
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Notice: Not all words need to rhyme.
What is the meter of the lines?
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What is the main idea of this song?
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Exercise 1
Write a song based on Jingle Bells, and Santa Claus is coming to Town,
with the same technique.
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How to Write a SongMost people feel that song writing calls for a lot of effort. It is not true. It is
said that anything creative comes from your effort. A large number of song writers are
given assignments, whereby they are given a situation in accordance to which they
need to create something.
There is a formula that most great songwriters use to write with regard to the
structure used to write a song.
Here is the formula: verse, chorus, verse, chorus, bridge, and chorus.
Verse
The verse is the part of the song that tells the story about a situation,
emotions, or people in the songs. Each verse is usually different, telling a different
part of the story. It usually explains how people got the things sung about in the
chorus.
Chorus
The chorus is the part of the song that is repeated after each verse. The lyrics
are usually the same each time. They usually lead into the chorus, and the chorus is
usually the result from listening to the verse. In addition, the chorus is usually what
sticks in the heads of the listeners.
Bridge
The bridge has a different melody, lyrics, and chord progression from the
verse or chorus. It provides a break from the repetition of verse and chorus and is
sometimes an emotional turning point.
Look at the following example:
(Verse)
My dog is sick, he’s got a tick
He’s my best friend, don’t let it end
(Chorus)
Oh, woe is me, can’t you see
Woe is me, will I ever be free
(Verse)
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My car broke down, just out of town
It got towed in, but it’s broke again
(Chorus)
Oh, woe is me, can’t you see
Woe is me, will I ever be free
(Bridge)
Tomorrow is a better day; I’ve got a new truck on the way.
My dog just had a flea it seems, so once again I’ll live my dreams.
(Michael, 2006)
From the song above, the verse tells about the problems, the chorus
expresses thoughts or emotions. The bridge offers a solution to the problems. Songs
can be short or long; they can repeat the same thing over and over and over or never
repeat at all; they can be nonsense or they can tell a story. But all songs tell
something-even if it’s just a feeling.
The songwriter uses words, rhyme and meter to create a song. One way is to
take a song you know well. Use the tune, but change the words with your own ideas.
Exercise 2
Work in groups of three: write a song by using the model in the example
above. Change the dog to another animal. Then change some words/phrases
/verbs where necessary.
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The following song is a song you know well. Study the structure of the song
and look at some words in the song.
Example: Well-known country song by John Denver:
Take Me Home Country Road
Almost heaven,
West Virginia
Blue ridge mountain,
Shenandoah river
Life is old there,
Older than the trees
Younger than the mountains,
Growin like a breeze
Country road,
Take me home.
To the place I belong
West Virginia, mountain mama.
Take me home, country road.
All my mem’ ries
Gather round her
Miner’s lady,
Strange to blue water
Dark and dusty,
Painted on the sky
Misty taste of moonshine,
Tear drops in my eyes
Country road,
Take me home
To the place I belong
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West Virginia, mountain mama
Take me home, country road,
I hear her voice
In the morning
Hours she calls me
The radio reminds me
Of my home far away
And driven down
The road I get a feelin
That I should have been
Home yesterday, yesterday
Country road,
Take me home
To the place. I belong
West Virginia, mountain mama
Take me home
To the place I belong
West Virginia, mountain mama
Take me home, country roads
Country roads, take me home
To the place. I belong
West Virginia, mountain mama
Take me home, country roads
Take me home, country roads
(www.maholarn.com , February, 2005)
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Here is a new song with a similar tune, but different ideas.
Notice how a few key words are used, as well as the meter.
Friendship Road
It is heaven
Northeast Thailand
Udon Thani
And the Mekong River
Life is good there
Better than the West
Friendlier than in Bangkok
Life here is the best
Take me there
Friendship Road
To the place
I call home
Northeast Thailand
Ricefield mama
Take me there
Friendship Road
I love Somtam
On the side walk
Sticky rice
Singha Lager Beer
Food is great here
Tastier than the West
Then we dance the Mor-lam
Nights are the best
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Take me there
(repeat)
Land of smiles
Northeast Thailand
In the city
All along the river
I’m in love there
More than in the West
Loving all the people
The girls here are the best
Take me there
Friendship Road
Friendship Road
Friendship Road
Friendship Road
(Folland, 2004, pp.50-52)
Here is another popular song by Peter, Paul and Mary.
Leaving on a Jet Plane
All my bags are packed,
I’m ready to go
I’m standing here
outside your door
I hate to wake you
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up to say goodbye
But the dawn is breakin’
its early morn
The taxi’s waiting,
he’s blowin’his horn
Already
I’m so lonesome I could cry.
So kiss me and smile for me.
Tell me that
you’ll wait for me
Hold me like
you’ll never let me go..
cause I’m leavin’
on a jet plane
I Don’t know
when I’ll be back again
oh, babe, I hate to go..
There’s so many times
I’ve let you down
So many times
I’ve played around
I tell you now,
they don’t mean a thing..
Every place I go,
I think of you
Every song I sing,
I sing for you
When I come back,
I’ll wear your wedding ring..
So kiss me and smile for me.
Tell me that
you’ll wait for me
Hold me like
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you’ll never let me go..
cause I’m leavin’
on a jet plane
I Don’t know
when I’ll be back again
Oh, babe I hate to go
Now the time has
come to leave you
One more time let me kiss you
Then close your eyes,
I’ll be on my way.
Dream about the days to come
When I won’t have
to leave alone
About the times,
I won’t have to say,
So kiss me and smile for me.
Tell me that
you’ll wait for me
Hold me like
you’ll never let me go..
cause I’m leavin’
on a jet plane
I Don’t know
when I’ll be back again
Oh, babe, I hate to go.
So kiss me and smile for me.
Tell me that
You’ll wait for me
you’ll never let me go..
(www.maholarn.com , February, 2005)
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Exercise 3
Work in pairs, study this song, Leaving on a Jet Plane by Peter, Paul and
Mary and find the main idea of this song. . Write how you feel about this song.
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Exercise 4
In groups of three, study this song, Leaving on a Jet Plane by Peter, Paul
and Mary and then decide how you can change the main idea to an idea closer to your
own life. Write your own version of the song, using the same tune and meter.
Brainstorm ideas to write a similar song as the sample. First, make a word
map of the main ideas, one for each verse… Then, write the song from the plan,
including your own feelings.
Word Map
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Exercise 5
Individual work: every one brings their favorite song to class to share with
others. Write the reasons why you like and enjoy it in a poster. It can be your favorite
Thai song. You can sing that song for the class.
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Writing PoetrySmall children love rhythmic and patterned language. They respond to these
patterned used of language in nursery rhymes and rhyming picture books with
pleasure. In the playground, school children use rhythm and patterns when they chant
skipping and clapping rhymes.
Poetry is one way in which we use language to crystallize our emotional
responses to life and ideas. Many writers choose poetry as a way of exploring human
experience.
Human beings naturally respond to patterns in language which appeal to the
senses, the imagination and the emotions. Poetry draws on the human imagination to
express loss, to express love, to explore ideas, and to put forward points of view.
Poetry requires a lot of patience- perhaps more than writing fiction or non-
fiction- as more time is spent concentrating on the smaller details. With a poem you
are focusing upon individual words and phrases or the ordering of the lines and the
stanzas, or even the combination of word sounds or the number of beats in a particular
line. The writing of poetry requires a fascination with language, and the desire to
spend a great deal of time experimenting with it, molding it and shaping it. Whatever
type of poem it is, it must have a rhythm. Rhythm often comes from the rhyme, but in
free verse, the rhythm has to come in some other way-such as the repetition of certain
lines or phrases.
Types of poems
Information Poems: factual information in poetic form.
Question Poems: poems that include questions and leave you
wondering.
Shape Poems: poetry with words arranged in interesting ways
that are often tied to the poem’s meaning.
Poems with different moods: happy, sad, reflective, silly,
playful, etc.
Poems that tell a story: a story told in a poetic form.
Poems for two voices: poetry written in two parts with the
intention of being read by two people.
(Glover, 1999, pp, 67-68)
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A Garden of Poets There are many reasons why poetry is beneficial in helping students
develop writing skills:
poetry is an expression of our personal feelings which are
important in any language,
the rhythms of a language are easier to assimilate through
poetry,
ideas and personal ideas can be brought into play more so than
in other types of writing,
poetry enables us to experience the information relayed to us.
(Perrine, 1977, p. 4)
Some Characteristic Elements of PoetryPoetry has a rhythmic sound and flow, often referred to as meter. A poem’s
rhythm is influenced by the repetition of words, phrases, ideas, and silences, but the
steady repeating pattern of stressed and unstressed syllables is what basically
determines the rhythmic flow of a poem.
Poetry can rhyme. It’s the sound of a word ending, not the letters, which
determines rhyme.
Example
I sit in my car
Looking at a star
Thinking of my ma
From here it’s far.
Poetry uses language that creates distinctive word pictures to communicate
experiences and ideas; it creates images of things (the way they look, feel, sound, and
so on).
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Poetry uses devices to help communicate what the poet intends. Robert Frost
wrote “a poet is successful when he thinks of something in connection with something
else that no one ever put with it before.”
The following devices-tools-of a poet can help him communicate those
connections:
Similes
Using “like” or “as” to introduce comparisons of things:
She runs like a cheetah.
He looked like a concave lens.
Metaphors
An indirect way to compare things, without using “like” or “as”:
Easter is glorious hats, painted eggs, and hopping rabbits.
He is an iceberg under condition of turmoil.
She is a mountain among small hills.
Alliteration
Regular repetitions of consonant and/or vowel sounds:
The big bad boy bit the bad banana. Open to the only ode he wrote.
Onomatopoeia
A word that sounds like the thing to which it refers.
The buzz of the bee. The hiss of the snake.
Personification
To give personal human qualities to inanimate objects.
The tree feels lonely, standing by itself.
The clouds roared with anger as they clashed together.
Symbols
When what is written suggests more than the literal meaning of the words and
phrases used. Here is a sample:
I Can Dream
A silver winged bird flew high in the night
His wings are studded with stars ever so bright
His call is like that from a delicate flute
Played by the love of a maiden so true.
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My life cannot bring this sight to me-
I can dream though-I can dream.
(Bernard, 1981, p. 85)
The “silver-winged bird” is a symbol.
Imagery
Creating vivid descriptions and sensory pictures with words:
Sleep is near me.
His body and mine are gradually becoming unified,
We will be one---
Hyperbole
Exaggeration used as a figure of speech:
I waited forever. She weighs a ton.
Analogy
Showing how things usually thought of as being different has similarities:
Comparing John’s style of running a marathon with the persistent
struggle of an ant carrying food to its home.
(Adapted from Bernard, 1981, pp. 84-86)
Exercise 6
In groups of three, go out of the classroom and walk around the campus.
Look around and write down what you can see, try to explain the colors of the things
you see, what they look like, how you feel when you see them. Use the following
model as an example.
I remember making a journey
Around the elephant mountain
Surrounded with blooming sunflowers
Under the clear blue sky.
Little flying friends chirping
Calling for us to play.
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I remember smashing our hands together
Dancing to the tune, singing a melody
Sounds made by our clever teacher’s fingers.
(Adapted from Capacchione, 1989, p. 119)
Exercise 7
Read this poem and think of the ideas the writer put in it. Write down the
main idea of a poem.
I wish I can say goodbye,
to sorrow and despair,
shake off the loneliness,
when my heart’s about to tear.
I wish I had a world,
That overflowed with love,
a place filled with happiness,
where the sun always shown above.
I wish I had a Mom and Dad,
together in one house they filled,
who laughed and cried with me,
and all my dreams helped build.
I wish I had a puppy,
cute and cuddly I’d prefer,
who brushed my face when I came near,
with his silky soft fur.
(Adapted from Capacchione, 1989, p. 111)
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The main idea of the above poem is
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The following is an example of a poem written about a simple life.
My Front Tooth
When my front tooth came out,
Miss wrapped it in tissue paper
And looked after it for me
Until home time.
When I got home,
I took it out and put it down
On the carpet to examine it.
Just then, Samson, our dog
Came bounding in.
Before I could stop him,
He’d gobbled up the tooth
And swallowed it.
‘Serve you right
For not looking after it properly,’
Said my sister.
‘Now you won’t get anything
From the tooth fairy.’
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‘I will, won’t I, Mum?’ I said.
But all she said was,
‘Wait and see.’
That night,
I put a note under my pillow
Explaining what had happened.
In the morning, it had gone.
But there was no sign
Of any money.
Feeling fed up, I went downstairs
To let Samson out.
Propped against his basket
Was an envelope addressed to
The Owner of the Lost Tooth.
I tore it open.
Inside there was a note
From the tooth fairy, which said:
Although your tooth cannot be found,
The dog’s to blame,
So here’s your pound.
(Carter, 2002, p. 28)
‘My Front Tooth’ is a free verse poem. Here John Foster talks about the
writing of the poem and discusses assonance, colloquial language, drafting,
dramatic monologues, and ideas for poems, narrative, narration, rhyme and
stanzas.
This poem is from the writer’s own experience. There are three ways people
can get ideas from when they write a poem; from their own experience, from
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observation and from imagination. They may begin to write about a member in their
family.
Read another example of a poem written about one member of a family.
‘Grandma’
Grandma is navy blue.
She is a comfy cushion
Grandma is a soft whisper.
She is a path through a winter wood.
Grandma is a warm scarf.
She is a cup of tea by the fire.
Grandma is a sleeping cat.
She is autumn sunshine.
(Carter, 2002, p.62)
Exercise 8
Work in pairs think of someone – a brother, sister, parent or teacher – and
write a poem to follow the pattern of ‘Grandma’
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Animal PoemsHere are samples of animal poems written in free verse. Free verse is poetry
which does not rhyme, but it is written in the form of a poem.
I’M A PARROT
I am a parrot
I live in a cage
I’m nearly always
In a vex-up rage
I used to fly
All light and free
In the luscious
Green forest canopy
I am a parrot
I live in a cage
I’m nearly always
In a vex-up rage
I miss the wind
Against my wing
I miss the nut
And the fruit picking
I’m a parrot
I live in a cage
I’m nearly always
In a vex-up rage
I squawk I talk
I curse I swear
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I repeat the things
I shouldn’t hear
I’m a parrot
I live in a cage
I’m nearly always
In a vex-up rage
So don’t come near me
Or put out your hand
Because I’ll peck you
If I can
Peck you
Peck you
If I can
I want to be free
CAN’T YOU UNDERSTAND
Grace Nichols
(Merrick, 1991, p. 24)
SNAKE
Suddenly the grass before my feet
shakes and becomes alive
The snake
twists almost leaps,
graceful even in terror,
smoothness looping back over smoothness,
slithers away, disappears.
And the grass is again still.
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And surely, by whatever means of communication
is available to snakes,
the word is passed.
Hey, I just met a man, a monster, too;
Must have been, oh seven feet tall
So keep away from the long grass,
it’s dangerous there.
Ian Mudie
(Ford & Haywood, 1990, p. 33)
Ian Mudie has chosen to describe the snake by talking about its movement
and personality.
Exercise 9
A: From the poem ‘Snake’, give words or phrases (groups of words) which
describe the movement of the snake.
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B: What human feeling is the poet suggesting the snake has in the second
stanza (verse)?
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C: Why are the last two lines unexpected?
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Color PoemsAnother good source of ideas for writing poetry in free verse is color. Here
are some samples of poems about different colors.
YELLOW
Yellow is ripe bananas
and daffodils in the spring.
How many will I pick?
Yellow is a singing canary
and hot sand at the beach.
It is a perfumed writing pad.
Yellow means a baby’s nursery
and the morning sun.
The color of a duckling
Yellow is spring
and happiness.
Rebecca
PINK
Pink is the color of daybreak
and it is the color of love.
Pink is the flush of the sunset.
Will I take a picture?
It can be the color of a bedroom
and the flowers along a side street
It’s young girls blushing
and boys in crazy ties!
Pink is the color of a lipstick
Pink is exciting and fast-moving
and an ever changing world.
Kim
(Ford & Haywood, 1990, p. 35)
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Exercise 10
Read this poem and choose the words in the box to complete the poem.
The Red Rose
When you smell the roses
They ___________so lovely
They are so pretty
The rose looks like a ___________dancing in the moonlight.
Skip, hop and jump they go
Together they are red
Sometimes they are____________
Their little cushion is tucked in the sun.
The petals feel so _____________
Like small velvet hearts round each other
They curl up sometimes,
At night they go in their warm green ____________
The little yellow thing in the
middle looks like a star
In the setting petals.
smell fairy pink soft homes
Exercise 11
Read this poem and compare it to the poem in Exercise 10. Which poem do
you prefer? Give your reasons. Then write one poem similar to this poem. You may
write about your favorite flower.
When you smell the roses
They smell so lovely,
They are so pretty;
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Sometimes they are red
And sometimes pink.
A little cushion is tucked among the petals
That feels so soft
Like small velvet hearts dancing round each other
They curl up together, and
In the middle, a little yellow thing looks
Like a star in the setting sun.
I like
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Exercise 12
Write your own color poem, using the following formula.
- One line should ask a question;
- The last two lines should express your feeling about the color.
- Do a draft first, then write your final copy onto colored paper to match the
color you’ve chosen.
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Exercise 13
Read this poem and write a poem from your own imagination, like this
example.
We Could Be Friends
We could be friends
Like friends are supposed to be.
You, picking up the telephone
Calling me
to come over and play
or take a walk,
finding a place
to sit and talk,
Or just goof around
Like friends do,
Me, picking up the telephone
Calling you.
Myra Livingston
(Janeczko, 1990, p. 26)
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Activity
In groups of three: display some poems that you have written in class to share
with your friends. Give reasons why you have written such poems.
