Love or Politics?
In the book, Poetry for Young People-William Shakespeare's sonnet number 29, a love sonnet, explores a man's disgust and anguish regarding the success of others. There are several probing questions to ask. Is it a love sonnet, or is it about politics? Is the author the speaker, or is this written about someone else? Upon reading an excerpt of this sonnet, you will discover how Shakespeare begins with a problem, but by the end of this poem his problem is solved. Let's also take note of the rhyme scheme used in this portion the poem. The rhyme scheme a-b-a-b, c-d-c-d, e-f-e-f, g-g is used in this selection.
Sonnet 29
When, in disgrace with fortune and men's eyes, (a)
I all alone beweep my outcast state (b)
And trouble deaf heaven with my bootless cries, (a)
And look upon myself and curse my fate, (b)
Wishing me like to one more rich in hope, (c)
Featured like him, like him with friends possessed (d)
Desiring this man's art and that man's scope, (c)
With what I most enjoy contented least; (d) 3
The poem ends in a couplet, and by the end of the poem the poet determines that his love for someone is greater than the hopelessness he feels for himself. The background information becomes significant in this selection because of events that actually occurred in Shakespeare's life at the time. One disastrous event occurring during the year 1592 was the close of the London theaters due to plague which caused poverty for Shakespeare and other actors. Additionally he was attacked by fellow playwrights such as Robert Greene who referred to Shakespeare in with such terms as "an upstart crow, beautified in feathers" and a "Johannes fac totum" or Jack of all trades. It is obvious that his fellows were insulted by his work and felt he used their work to create his pieces. 4
Love Sonnets by Louis Untermeyer, explores several sonnets of the same theme that can easily be used in the classroom by teachers for a variety of higher order thinking skills and depth of knowledge activities. Elizabeth Barrett Browning's sonnet number XLIII is an all-time favorite that will surely break down some barriers and in the classroom and incite some discussion as well. The rhyme scheme for this poem is a-b-b-a, a-b-b-a which is the octave. The next six lines are the sestet, and end in c-d-c-d-c-d indicating an Italian sonnet.
Free Verse
In addition to the sonnet, I want my students to understand what might be called its antithesis, free verse. Free verse involves no particular rules or restrictions, but must still have a form. It is a popular form that many students enjoy writing because [its freedom from rules allows spontaneity. The pattern for each new] poem is created by the author. There is no rhyme and no specific number of lines. The writer of a free verse poem makes his own rules. An important writer of this form of poetry was Walt Whitman.
Epitaphs, Elegies, and Odes
We shall touch on other poetic forms as well. Epitaphs are usually found on tombs, and are written to pay tribute to or reflect upon the life of a deceased person. Elegies are short poems written to mourn the dead and were at one time written in couplets. Odes are lyrical poems usually written to give praise or glory to a person or idea. These three types of poetry will be studied together.
"My Captain, Oh, Captain" is an elegy that mourns the death of President Abraham Lincoln, but also uses an extended metaphor to throughout the entire poem. An illustration of how this poem is used will be discussed in the classroom activities section of this paper.
The Bop
A new poetic form created by Michael Weaver is known as the Bop. The Bop contains three stanzas and uses form to organize an argument. Each line is followed by a repeated line and serves a different purpose in the argument. The first stanza is six lines long and states a problem. The second stanza is eight lines long and expands the problem. The resolution, if there is one, is made in the third stanza. The final stanza documents the attempt to solve the problem or the failure to do so. You can see from this description that the form is an expanded or inflated sonnet.
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