Blogger #32, Elliot Zakursky, Period 1, 04/08/2021, Day A

Aim: How can further implementation of our poetry skills enhance our

exploration and analysis of Shakespearean Sonnets ? 

In the Do Now section, we as a class shared what the word summer means to us. There were many shared answers, many of which relatable. Nice weather, no school or responsibility, beaches, and a lot more came to our minds.




We continued the lesson with an introduction to the structure of a Shakespearean Sonnet. Some key details include the division of the text into three groups of 4 lines, called quatrains, and a 2 line couplet that rhymes at the end. They are usually about love, nature, and beauty, and follow an ABAB CDCD EFEF GG rhyme scheme. Iambic Pentameter also plays a significant role, specifically in pronunciation and syllable stress. Ted Ed provides a great and simple explanation: Why Shakespeare loved iambic pentameter - David T. Freeman and Gregory Taylor - YouTube.

                                                                                                           

                           

Second aim: How can further implementation of our poetry skills

enhance our exploration and analysis of  Shakespearean Sonnets ?

We had a reader read Sonnet 18. They pronounced it almost perfectly,

with some mild issues mostly related to speed. This is understandable,

and it did not affect the experience overall. The class (in breakout rooms)

discussed the sonnet through a variety of questions. 

1.According to the speaker, how does this subject compare to summer? Which does he prefer?
For this question, all the groups seemed to have very similar ideas. The subject had beauty that, unlike Summer, would not fade. There were many interesting comments about how summer represented a good thing that doesn’t last, and I agree with this, despite the pessimistic connotation.

2. What are the problems the speaker has with summer?

What does line 7 mean (“and every fair from fair sometimes declines”)?
This question proved to be the most challenging. At first, no one had even a thought. Eventually some groups referred to the theme of the piece, and concluded that the line meant that all good things fade, and that is the problem with summer.



The next few questions were all related to the difference between the subject and summer. This was in direct correlation to the theme, which was very convenient. The class very impressively constructed a theme, being that good things decline and fade, and those that don’t need to be recognized and appreciated.

This funny picture explains what a parody is, something that is very important to know for the interpretation of the next sonnet.




Unlike sonnet 18, which was about beauty and how it will last forever on someone you love, sonnet 130 presents a completely different look on beauty, one that PARODIES the common love poem stereotype. It is about a mistress who is “ugly” and past her prime, but provides the speaker with a unique kind of love. Answering the questions that followed proved to be a lot easier after wrestling with the first one

1. 
   In Quatrain One: How does the speaker describe his mistress? What specific attributes does he reference?
   This question was mildly difficult, as the attributes given to the mistress were more juxtaposed phrases than pure direct adjectives. Most of us remembered the concept, so were able to describe the mistress using the phrases.
   2. How does the speaker speak to: her cheeks, and her breath?
   This was probably the easiest question. Everyone used the direct description, from the sonnet: her breath reeking, no roses in her cheeks. The class was showing real traction in understanding sonnets by this point, answering each question collaboratively with ease.
   The next question was another very straightforward one that took minimal time to discuss. Someone found the answer with direct words from the text. However, the two concluding questions were very interesting.
   What is the speaker saying in the conclusion of the sonnet? Why does the poet think his love is rare?
   How does the poet play with conventional stereotypes of love poetry?

This question makes you think. It plays a role in encompassing the unusual nature of the sonnet. This can also tie in with the theme, being that beauty can be strange and maybe even nonexistent, but it’s all in the eye of the beholder, in my opinion.

The last question was something that the entire class participated in. Mentions of parody(a very entertaining concept to me, obviously), juxtaposition, and a really deep thought: How relevant is the physical beauty stereotype today? This made me think because it is not something that anyone can truly know. I believe that it is still present, especially in platforms that contribute to pop culture, like social media.

WHAT I LEARNED:

I learned a lot about the concept of the Shakespearean Sonnet. I ingested a lot of information, about the structure, content, and purpose of this unique type of text. I also got some practice in interpreting the sometimes confusing phrases in the sonnets. As can be seen in the two sonnets covered today: although they are usually about the same topic, they can present it in very different ways, whether as an advocate to love, a parody of a stereotype, or something beyond that.
REFLECTION:

Overall, I was very pleased with how this lesson went. The aim was anything but easy, and there was a lot to take in. However, the class thrived. The pieces were read well, the questions answered with great depth and efficiency, and everything going smoothly. The sheer amount of work was difficult for me personally, especially with the time constraints. I can now observe sonnets and analyze them properly, which I believe will come in handy as I strengthen my English skills and expand my linguistic knowledge. Some concepts will take some time to grasp, like the varying pronunciation and almost infinite amounts of ways to present the theme. Not too unique of a lesson, so there isn’t too much to write. In summary, it was an effective introductory lesson to an important subconcept of poetry.