Week 2: Haikus and Free Verse - Lecture and Discussion
Objective: - Explore the concise beauty of haikus and the expressive freedom of free verse. - Understand the traditional structure and themes of haikus. - Discuss the flexibility and artistic possibilities in free verse.
Day 1: Introduction to Haikus - Lecture: - Definition and structure of haikus (5-7-5 syllable pattern). - Explanation of the traditional themes and nature focus.

• Discussion Questions:
  1. What appeals to you about the concise structure of haikus?
  2. Why do you think nature is a common theme in traditional haikus?
  3. Can you identify any famous haikus or haiku poets?

Day 2: Analyzing Haikus - Part 1 - Lecture: - In-depth analysis of classic haikus. - Exploration of the 5-7-5 syllable pattern and its impact.

• Discussion Questions:
  1. How does the 5-7-5 syllable pattern contribute to the rhythm of haikus?
  2. What emotions or images are conveyed through the haikus analyzed?
  3. How does the traditional nature focus enhance the themes of haikus?

Day 3: Analyzing Haikus - Part 2 - Lecture: - Discussing modern variations and themes in haikus. - Exploring the flexibility of the form.

• Discussion Questions:
  1. How have modern haikus evolved from traditional themes?
  2. In what ways does the flexibility of haikus allow for more diverse expression?
  3. Share your thoughts on the artistic possibilities in breaking away from traditional structures.

Day 4: Crafting Haikus - Part 1 - Lecture: - Step-by-step guide on crafting the first two lines of a haiku. - Emphasis on capturing a moment or emotion.

• Discussion Questions:
  1. How can you effectively capture a moment or emotion in just two lines?
  2. What challenges do you anticipate in adhering to the 5-7 syllable pattern?
  3. Share examples of moments or emotions that might inspire haikus.

Day 5: Crafting Haikus - Part 2 - Lecture: - Step-by-step guide on crafting the third line of a haiku. - Emphasis on creating a sense of resolution.

• Discussion Questions:
  1. Why is the third line of a haiku crucial in providing resolution?
  2. How can a haiku evoke a sense of completeness within the 5-7-5 structure?
  3. Share and discuss individual haikus, highlighting successful elements.

Homework Assignment: - Craft a haiku focusing on capturing a specific moment or emotion.
Study Guide Questions: 1. Reflect on the challenges of crafting the first two lines of your haiku. How did you capture a moment or emotion? 2. How did you approach creating a sense of resolution in the third line of your haiku? 3. What insights did you gain from the process of crafting a haiku?
Quiz: Assessment on the understanding of haikus, the 5-7-5 syllable pattern, and the expressive possibilities within this concise form.
Day 6: Introduction to Free Verse - Lecture: - Definition and characteristics of free verse. - Emphasis on the absence of a strict rhyme or meter.

• Discussion Questions:
  1. What intrigues you about the absence of rhyme and meter in free verse?
  2. How does free verse differ from more structured poetic forms?
  3. Can you think of any famous poets known for their use of free verse?

Day 7: Analyzing Free Verse - Lecture: - In-depth analysis of classic free verse poems. - Exploration of the varied structures and rhythms.

• Discussion Questions:
  1. How does the absence of rhyme and meter contribute to the overall feel of free verse poems?
  2. What impact does varied structure and rhythm have on the reader's experience?
  3. Share your thoughts on the artistic freedom provided by free verse.

Day 8: Crafting Free Verse - Part 1 - Lecture: - Step-by-step guide on embracing the freedom of expression in free verse. - Emphasis on the importance of imagery and emotion.

• Discussion Questions:
  1. How can you effectively convey emotion in free verse without relying on rhyme?
  2. What challenges do you anticipate in embracing the freedom of expression?
  3. Share examples of imagery or emotions you might explore in free verse.

Day 9: Crafting Free Verse - Part 2 - Lecture: - Discussing various techniques to enhance rhythm in free verse. - Exploration of line breaks and pacing.

• Discussion Questions:
  1. How can you create a sense of rhythm without a strict meter in free verse?
  2. Why are line breaks important in the pacing of a free verse poem?
  3. Share and discuss individual free verse poems, highlighting successful elements.

Day 10: Peer Review and Feedback - Activity: - Peer review workshop for free verse poems. - Focus on providing constructive feedback on expression, imagery, and rhythm.

So, I had to create a new profile just to post it as a way of processing my emotions. I couldn't risk posting it from my main account, since this (Reddit) is the very place I met HIM :( And if he ever stumbled upon my profile again, I wouldn't want him to see it.
It's not a rhymed poem or anything, but it helped me express what I feel, maybe some of you can relate. I know I found comfort in reading the words of others here earlier.
Here it is :(
You’re not even here, yet you keep me up
Sick to my stomach, thoughts of you weigh me down
My tear-stained pillow feels comfortless under my cheek
You’re ever present.
Why did I welcome you into my heart + life
When all the signs and logic warned me “Tread with care.”
Blame you now, I could
But I failed to draw the line myself.
Why, oh, why did I let you in?
Little by little I opened the doors of my heart,
Only to swing them way too wide in the end,
Now I want to close them again, but you linger there,
On the doorstep, like a ghost.
It hurts to recall all you’d said to me
My silly heart leaps at those memories
Oh, I know you meant it then,
It baffles me how fickle it all was.
How can you move on so fast,
Erase every thought of me from your life,
While you’re nearly all I think about.
You said you cared, you’d never want to leave,
But when things didn’t work out,
And plans went askew,
You shut me away.
I gave you a good piece of my heart,
I told you, “It’s fragile,”
Your hand grasped it eagerly,
And then it was yours, to keep or to toss,
Well, you chose the latter.
I’m angry at you, but mostly, at myself
Because your texts still mean the world to me
While you shut me out from yours for good.
For you I’m a bleep, nothing but a fleeting memory.
You left an imprint on my soul
Oh, don’t flatter yourself, it was small
But deep enough
And I don’t understand why you left
When it was you chasing me all along.
My mind recalls these hours-long conversations,
How I wish I could hear your warm voice again,
But suddenly, even two words from you,
Seem too much, don’t they?
You’re glad to never talk.
Your apparent indifference
After all your lovely words and hot promises
stuns me,
I shake my head in disbelief.
And the thing is, you said you want my friendship,
You begged me to stay and just be your friend,
Through tears I agreed, though I wanted more,
but then you decided to just let me go.
Well, I’m done waiting around,
Hoping endlessly to hear from you
My naive heart stands at attention each time my phone lights up,
Though it hurts so badly now,
I know I’ll be okay.
A part of me wants to scream and shout,
For you to feel a fraction of the pain that gnaws at my soul
But I can’t because I still care too much.
I know with time this aching void you used to fill with yourself will fade
I’ll find my inner peace,
Rebuild the world you wrecked
In such a short time.
This is the last time I let myself cry
(but haven’t I said that before?)
I guess you’re not worthy of my time and attention,
You’re oh-so-important
Because I’ve made you so
But I know it was pure,
I did not need your validation.
I didn’t need you at all, you know,
But I wanted you,
to share my life and give my love.
Well, I choose to wish you well - I do, I really do
So I swallow my tears (I never liked their salty taste anyway)
And say “Goodbye.”

Unlocking the Beauty of Terza Rima**
Summary:
Terza rima is a poetic form originating from Italy, traditionally associated with Dante Alighieri's "Divine Comedy." It consists of tercets (three-line stanzas) linked by a rhyme scheme (ABA, BCB, CDC, and so on), with the final stanza often a rhymed couplet.
Examples:

1. Classical: "The Divine Comedy" by Dante Alighieri.
   
2. Modern: "Acquainted with the Night" by Robert Frost.
   
3. Modern: "Ode to the West Wind" by Percy Bysshe Shelley.
   

Tips for Creative Writing:

• Embrace Unity: The interconnected rhyme scheme adds coherence to the poem.
  
• Explore Themes: Terza rima lends itself well to exploring complex themes or narratives.
  
• Rhyme Creatively: Experiment with word choices to create a harmonious and rhythmic flow.
  

Questions for Exploration:

1. How does the interlocking rhyme scheme contribute to the poem's overall structure?
   
2. Can you identify any modern poems or songs that use terza rima?
   

Additional Resources:

• Read more of Dante Alighieri's work, particularly "Purgatorio" and "Paradiso."
  
• Explore T.S. Eliot's "The Waste Land" to see a modernist take on terza rima.
  

Creative Writing Prompt:
Step 1: Choose a theme or emotion to explore.
Step 2: Craft the first tercet (ABA).
Step 3: Build on the narrative or emotion in the next tercet (BCB).
Step 4: Continue the pattern, leading to a concluding rhymed couplet.
Example: In the twilight's embrace, whispers linger (A), Reflecting shadows dance, a silent figure (B). Beneath the moon's glow, memories trigger (A).
Remember: Terza rima offers a structured canvas for poetic exploration and narrative development.

Introduction
Emily Dickinson, an iconic American poet, is celebrated for her introspective and often enigmatic poetry that explores themes of nature, identity, mortality, and the human experience. Her work, though rooted in personal reflection, can be intriguingly juxtaposed with historical events, such as the encounters between Native Americans and Spanish conquistadors. This essay examines the intersections between Dickinson's poetry and the complex dynamics of conflict, identity, and cultural exchange between Native Americans and the Spaniards.
Emily Dickinson's Poetry: Themes and Stylistic Features
Emily Dickinson's poetry is characterized by its brevity, innovative use of language, and profound exploration of universal themes. Nature is a recurring motif in her work, serving as a mirror to human emotions and a canvas for existential contemplation. Her poems often delve into the intricacies of identity and the soul, reflecting her own reclusive and introspective life.
One of Dickinson's most famous poems, "Because I could not stop for Death," exemplifies her ability to personify abstract concepts and explore the nuances of human existence. Her unique style, marked by slant rhyme, unconventional punctuation, and concise imagery, invites readers to ponder deeper meanings and question established norms.
The Natives and The Spaniards: A Historical Overview
The encounter between Native Americans and Spanish explorers and colonizers in the 15th and 16th centuries was marked by profound cultural clashes, conflicts, and transformative exchanges. The Spaniards, driven by the goals of wealth, religious conversion, and territorial expansion, imposed their ways of life on the indigenous populations they encountered.
The arrival of the Spaniards brought significant disruption to the native societies. They introduced new technologies, religions, and social structures, often through forceful means. The imposition of Spanish culture led to the erosion of indigenous traditions and identities, resulting in a complex legacy of cultural assimilation and resistance.
Parallels and Contrasts: Dickinson's Poetry and Historical Encounters
While Emily Dickinson's poetry and the historical encounters between Native Americans and Spaniards might seem disparate, there are thematic parallels that illuminate broader human experiences.
Nature and Identity
Dickinson's deep connection to nature resonates with the indigenous peoples' intrinsic relationship with the natural world. Native American cultures often held a holistic view of nature, seeing themselves as an integral part of the environment. Dickinson's reflections on nature as a source of solace and insight can be seen as a bridge to understanding the indigenous perspective, which was disrupted by Spanish colonization.
In her poem "A Bird came down the Walk," Dickinson captures the delicate interplay between humans and nature. This can be juxtaposed with the native experience of disruption and displacement by the Spaniards, highlighting the loss of harmony and the struggle to maintain one's identity amidst external forces.
Conflict and Mortality
The themes of conflict and mortality prevalent in the encounters between the Natives and the Spaniards are mirrored in Dickinson's contemplations on death and the human condition. The brutal conquests led to immense suffering and loss of life, mirroring Dickinson's frequent meditation on the fragility of existence.
Her poem "I heard a Fly buzz - when I died" contemplates the moment of death with a stark, almost detached perspective, which can be seen as reflecting the existential crises faced by indigenous populations under Spanish rule. The inevitability of death and the uncertainty of what lies beyond echo the profound upheavals experienced by native societies.
Cultural Exchange and Transformation
The encounters between Native Americans and Spaniards also involved significant cultural exchanges, despite the often violent context. The introduction of new crops, technologies, and religious practices led to a transformed cultural landscape.
Dickinson's poetry, with its innovative approach and transformative language, can be likened to this cultural synthesis. Just as indigenous cultures adapted and integrated aspects of Spanish influence, Dickinson's work reflects a blending of traditional forms with her unique voice, resulting in a rich tapestry of meaning.
Conclusion
Emily Dickinson's poetry and the historical encounters between Native Americans and Spaniards offer rich terrain for exploring themes of conflict, identity, and nature. While Dickinson's work is deeply
personal and introspective, it resonates with the broader human experiences of cultural disruption and transformation faced by indigenous populations during Spanish colonization.
By juxtaposing Dickinson's meditations on nature, mortality, and identity with the historical realities of native and Spanish interactions, we gain a deeper understanding of the universal struggles and resilience that define the human condition. In both her poetry and the historical narrative, we find enduring reflections on the complexities of existence and the profound impact of cultural encounters.

Mastering the Repetitive Beauty of the Triolet**
Summary:
A triolet is a short poetic form with eight lines, typically characterized by a specific rhyme scheme and repeated lines. The first, fourth, and seventh lines are the same, as are the second and eighth lines. This creates a rhythmic and melodic pattern within the poem.
Examples:

1. "A Triolet" by Christina Rossetti.
   
2. "Triolet on a Line Apocryphally Attributed to Martin Luther" by A. E. Stallings.
   
3. "Triolet" by Robert Bridges.
   

Tips for Creative Writing:

• Choose a Captivating Refrain: Craft a refrain that can be interpreted in multiple ways.
  
• Explore Emotional Layers: Use repetition to emphasize different emotions with each iteration.
  
• Mind the Syllabic Count: Maintain a consistent syllabic count for each line.
  

Questions for Exploration:

1. How does the repetition of lines contribute to the triolet's impact?
   
2. Can you think of everyday situations or emotions that could be beautifully expressed through a triolet?
   

Additional Resources:

• Explore triolets by French poets from the 17th century for historical context.
  
• Read contemporary poets like Mary Jo Bang for innovative approaches to the triolet form.
  

Creative Writing Prompt:
Step 1: Choose a theme or emotion for your triolet.
Step 2: Craft a captivating refrain that encapsulates the essence of your chosen theme.
Step 3: Develop the narrative or emotion within the remaining lines, incorporating the refrain.
Example: In twilight's embrace, shadows softly fall (A) In twilight's embrace, shadows softly fall (A) A dance of darkness, a poetic sprawl (B) In twilight's embrace, shadows softly fall (A)
Remember: The triolet's concise structure offers a canvas for exploring depth within brevity.

It feels like I just saw my dog die.
I was using Outline. It’s like OneNote for Mac. The benefit of it is it’s more flexible with nested folders than OneNote. However, I can never recommend it to anyone. This loss is so comprehensive and was a so unavoidable that I’m kind of in shock.
Last night it reset in such a way as to make its backups somehow disappear. I’ve lost work in the past and I’ve had laptops crash. So I always work with an external hard drive plugged in so my laptop is literally always backing up. But even when I used TimeMachine and went back to the previous hour, or day, it doesn’t matter, the Outline App did not reset. Its automatic backups disappeared. Even ones I’d previously used in prior months.
From what I can tell it updated unasked, or crashed, either way it wiped everything. First it reset to a version a year old. Then to being completely blank. And somehow it corrupted its own backups. Like all note taking software it’s got automated backups. But this crash was different. It didn’t even crash per se, I just switched from one window and back and suddenly everything was gone. No warning. Not error. I am currently left with a OneNote backup that’s years old.
Ive been using Outline for years, to the point that I only still have a Mac because transferring all my notes manually to OneNote would have taken so long. (Outline can import from OneNote but not export to anything else).
I cannot stress this enough. If you are using Outline you need to switch off it.
I have spent hundreds of hours annotating, translating, and interpreting Irish mythology, folklore, even legal texts, line by line from CELT, Mary Jones, Lady Gregory, Stokely Whites, Thomas Kinsella, Donald McKinnon, even Yeats, and many more. Recently i had just completed a review of 5 different versions/translations of the story of Deirdre. With comparative notes on all versions, with cultural analysis, so I had a version that had every detail and difference, including where translators differed form the base text and even in some cases misrepresented the base Irish text. It was for me the definitive compendium of the story of Deirdre as told in the original texts. I even translated the poems so that they retained the original meaning but still rhymed. It was goddamn beautiful.
It’s honestly heartbreaking that I’ve lost all my notes. My favorite thing to do was write live reactions to the text as I interpreted it, and you can never read a story for the first time again. I don’t think the reality of it has really sunk in yet. I don’t think I can wrap my head around how much work has actually been lost. I had a character profile, a written summary with notes of life events, for essentially every single character in Irish mythology that I could find, from mythological cycle through to the ulster cycle. I had created a family tree that listed every single name mentioned in the Book of Invasions, from fucking Noah down. Hundreds of characters with sources from the base texts, books, jstor, even many many articles that invaluable resources on this sub like @stevenad have shared with me. I will have to go back through all my posts to recollect those. I had stories of the sidhe, clurichan (red leprechauns that make shoes and clothes from human skin), selkies, abhartach (one of the earliest examples of vampires) and lots of others.
I truly love this sub. And I know I’ve already asked so much from the members, my post history is proof of that alone. But, I have another request:
So, to stave off my depression, please share your favorite stories, your favorite characters, your favorite quotes. I need to get excited about Irish mythology again before I let this random tragedy ruin me.
For what it’s worth, I think the greatest piece of standalone Irish mythology is the W.B. Yeats short story "On Baile's Strand." It is a play based on Irish Cu Chulainn and a mysterious warrior that turns up on the shore. It’s beautiful and tragic, like all Irish folklore. Please read it and let me know how it makes you feel.
I feel like fighting the ocean right now.

hey gang! i started a blog a couple months ago, that i'm intending to be a living songbook and outlet for me to work through my thoughts on media and the creative process. yesterday, i made a post about the running lists i keep, in order to work through any writer's block-esque problems. here's an excerpt:
what’s a “running list”? gee, thanks for asking! in short, i think it’s probably something a lot of songwriters and creatives have somewhere on their person: it’s the cork-board hanging on the wall, the magnet poetry on the fridge, the lil’ notepad in your pocket, et cetera et cetera. in fact —
— elvis costello was said to have carried around bags full of notebooks with him, whenever he’d go out people-watching in the 70s and 80s. ruben nielson’s (unknown mortal orchestra) appearance on the song exploder podcast illustrated his obsession with writing down (and circling) potential album titles. and annie clark (st. vincent) has spoken in the past about writing turns-of-phrase down in her notes app. hey, me too!
not that any bigshot interviewers or members of the press are clamoring to hear about MY process, necessarily, but i also keep a “running list” on my phone, of anything and everything: interesting combinations of words, little couplets, conceits/title ideas for potential songs, and sometimes even voice memos of chord patterns/melody snippets/quick demos, all housed in my notes app. whenever i’m drafting up a song in earnest, my running list is a great reference point for whenever i get stuck. there’s usually an idea or a rhyme on the list, that you can then shoehorn in to dig you out of a problem.
the running list is partially how i’d answer those classic process questions: how do you get started with a song? words or music? but the true answer is that it always depends, and sometimes an idea you deem worthy to jot down in one minute will go absolutely-fucking-nowhere the next. the trick is to always be observing, and be quick on-the-draw whenever something noteworthy or remarkable crops up, in passing or in conversation. write quickly, write frequently, and keep it going - hence the operative word: “running.”
end quote, lol. i'm not sure if i'm allowed to link to the actual blog itself, but i'd be happy to post it on request if anyone's interested. that post in particular will also show exactly what my running list is and what it looks like.
this blog is certainly a new pressure release-valve for me, creatively, so i'd be open to any and all notes one might have to make it a more legible, enjoyable thing.
anyways, what are y'alls thoughts on the running lists? how do you organize your stray thoughts, and then later put them into song? would love to hear you discuss. cheers~

Week 6: Ghazals and Odes - Lecture and Discussion
Objective: - Explore the lyrical beauty of ghazals and the expressive qualities of odes. - Understand the structure of ghazals and the traditional themes. - Discuss the diverse themes and styles of odes.
Day 1: Introduction to Ghazals - Lecture: - Definition and characteristics of ghazals. - Explanation of the specific rhyme and refrain pattern.

• Discussion Questions:
  1. What appeals to you about the lyrical beauty of ghazals?
  2. How does the rhyme and refrain pattern contribute to the emotional impact of ghazals?
  3. Can you think of any famous ghazals or poets known for this style?

Day 2: Analyzing Ghazals - Part 1 - Lecture: - In-depth analysis of classic ghazals. - Exploration of the traditional themes and structure.

• Discussion Questions:
  1. How does the rhyme and refrain pattern contribute to the rhythm and emotional depth of ghazals?
  2. What themes or emotions are effectively conveyed through this structured form?
  3. Share your thoughts on the significance of repetition in ghazals.

Day 3: Analyzing Ghazals - Part 2 - Lecture: - Discussing modern variations and themes in ghazals. - Exploring the versatility of the form.

• Discussion Questions:
  1. How have modern ghazals evolved in terms of themes and structure?
  2. In what ways does the traditional structure of ghazals challenge or enhance creativity?
  3. Share examples of themes or emotions suitable for a ghazal.

Day 4: Crafting Ghazals - Part 1 - Lecture: - Step-by-step guide on crafting the first two lines (matla) and refrain of a ghazal. - Emphasis on establishing a thematic foundation.

• Discussion Questions:
  1. What challenges do you anticipate in crafting the matla and refrain of a ghazal?
  2. How can you establish a strong thematic foundation within this structure?
  3. Share examples of themes or emotions you might explore in a ghazal.

Day 5: Crafting Ghazals - Part 2 - Lecture: - Step-by-step guide on crafting the remaining rhyming couplets of a ghazal (sher). - Emphasis on creating resolution and impact.

• Discussion Questions:
  1. Why are the final rhyming couplets crucial in providing resolution in a ghazal?
  2. How can a ghazal evoke a sense of completeness within the structure?
  3. Share and discuss individual ghazals, highlighting successful elements.

Homework Assignment: - Craft a ghazal focusing on a theme or emotion that lends itself well to the traditional structure.
Study Guide Questions: 1. Reflect on the challenges of crafting the matla, refrain, and rhyming couplets of your ghazal. How did you establish a strong thematic foundation? 2. How did you approach creating resolution and impact in the final rhyming couplets of your ghazal? 3. What insights did you gain from the process of crafting a ghazal?
Quiz: Assessment on the understanding of ghazals, their rhyme and refrain pattern, and the emotional impact of this traditional form.
Day 6: Introduction to Odes - Lecture: - Definition and characteristics of odes. - Exploration of the expressive qualities and diverse themes.

• Discussion Questions:
  1. What intrigues you about the expressive qualities of odes?
  2. How might the diverse themes in odes allow for creative expression?
  3. Can you think of any famous odes or poets known for this style?

Day 7: Analyzing Odes - Part 1 - Lecture: - In-depth analysis of classic odes. - Exploration of the different structures and tones.

• Discussion Questions:
  1. How do the different structures and tones contribute to the expressive qualities of odes?
  2. What unique perspectives or insights can arise from the diverse themes in odes?
  3. Share your thoughts on the relationship between structure and emotion in odes.

Day 8: Analyzing Odes - Part 2 - Lecture: - Discussing modern variations and themes in odes. - Exploring how contemporary poets adapt and expand on the traditional form.

• Discussion Questions:
  1. How have modern odes evolved in terms of themes and structure?
  2. In what ways do contemporary poets use odes to address current issues or personal experiences?
  3. Share examples of themes or emotions suitable for an ode.

Day 9: Crafting Odes - Part 1 - Lecture: - Step-by-step guide on selecting a theme and establishing a tone in odes. - Emphasis on creating a strong emotional impact.

• Discussion Questions:
  1. What challenges do you anticipate in selecting a theme and establishing a tone for an ode?
  2. How can you ensure that the selected theme and tone create a strong emotional impact?
  3. Share examples of themes or concepts you might explore in an ode.

Day 10: Crafting Odes - Part 2 - Lecture: - Discussing the role of experimentation and creativity in odes. - Exploration of different techniques for conveying emotions.

• Discussion Questions:
  1. How does experimentation play a role in the creative process of odes?
  2. In what ways can different techniques for conveying emotions impact the overall effect of the ode?
  3. Share and discuss individual odes, highlighting successful elements.

Homework Assignment: - Craft an ode focusing on a theme or emotion that lends itself well to expressive qualities.
Study Guide Questions: 1. Reflect on the challenges of selecting a theme and establishing a tone for your ode. How did you create a strong emotional impact? 2. How did experimentation and creativity contribute to the creative process of your ode? 3. What insights did you gain from the process of crafting an ode?
Quiz: Assessment on the understanding of odes, their diverse themes, and the expressive qualities of this poetic form.

Week 3: Villanelles and Ekphrastic Poetry - Lecture and Discussion
Objective: - Explore the structured repetition of villanelles and the visual inspiration of ekphrastic poetry. - Understand the fixed form of villanelles and their emotional impact. - Discuss the interplay between visual art and written expression in ekphrastic poetry.
Day 1: Introduction to Villanelles - Lecture: - Definition and characteristics of villanelles. - Explanation of the ABA ABA ABA ABA ABA ABAA rhyme scheme.

• Discussion Questions:
  1. What intrigues you about the structured repetition of villanelles?
  2. Why is the ABA ABA ABA ABA ABA ABAA rhyme scheme significant in villanelles?
  3. Can you think of any famous villanelles or poets known for this style?

Day 2: Analyzing Villanelles - Part 1 - Lecture: - In-depth analysis of classic villanelles. - Exploration of the emotional impact through repetition.

• Discussion Questions:
  1. How does the repetition in the villanelles contribute to their emotional resonance?
  2. What themes or emotions are effectively conveyed through this structured form?
  3. Share your thoughts on the impact of repetition on the reader.

Day 3: Analyzing Villanelles - Part 2 - Lecture: - Discussing modern variations and themes in villanelles. - Exploring the versatility of the form.

• Discussion Questions:
  1. How have modern villanelles evolved in terms of themes and structure?
  2. In what ways does the fixed form of a villanelle challenge or enhance creativity?
  3. Share examples of emotions or themes that might work well in a villanelle.

Day 4: Crafting Villanelles - Part 1 - Lecture: - Step-by-step guide on crafting the first four lines of a villanelle. - Emphasis on creating a strong thematic foundation.

• Discussion Questions:
  1. What challenges do you anticipate in crafting the first four lines of a villanelle?
  2. How can you establish a strong thematic foundation within this repetition?
  3. Share examples of themes or emotions suitable for a villanelle.

Day 5: Crafting Villanelles - Part 2 - Lecture: - Step-by-step guide on crafting the final three lines of a villanelle. - Emphasis on creating resolution and impact.

• Discussion Questions:
  1. Why is the final three-line structure crucial in providing resolution in a villanelle?
  2. How can a villanelle evoke a sense of completeness within the repeated lines?
  3. Share and discuss individual villanelles, highlighting successful elements.

Homework Assignment: - Craft a villanelle focusing on a theme or emotion that lends itself well to repetition.
Study Guide Questions: 1. Reflect on the challenges of crafting the first four lines of your villanelle. How did you establish a strong thematic foundation? 2. How did you approach creating resolution and impact in the final three lines of your villanelle? 3. What insights did you gain from the process of crafting a villanelle?
Quiz: Assessment on the understanding of villanelles, the ABA rhyme scheme, and the emotional impact of repetition.
Day 6: Introduction to Ekphrastic Poetry - Lecture: - Definition and characteristics of ekphrastic poetry. - Explanation of the relationship between visual art and written expression.

• Discussion Questions:
  1. What interests you about the interplay between visual art and poetry in ekphrastic works?
  2. How might visual stimuli enhance or influence the creative writing process?
  3. Can you think of any famous ekphrastic poems or poets known for this style?

Day 7: Analyzing Ekphrastic Poetry - Part 1 - Lecture: - In-depth analysis of classic ekphrastic poems. - Exploration of how poets respond to visual stimuli.

• Discussion Questions:
  1. How does the visual inspiration impact the themes and imagery in ekphrastic poetry?
  2. What unique perspectives or insights can arise from responding to visual art?
  3. Share your thoughts on the relationship between the visual and the written in ekphrastic works.

Day 8: Analyzing Ekphrastic Poetry - Part 2 - Lecture: - Discussing modern variations and themes in ekphrastic poetry. - Exploring the diverse ways poets engage with visual art.

• Discussion Questions:
  1. How have modern poets expanded the themes and approaches in ekphrastic poetry?
  2. In what ways does the incorporation of visual art broaden the possibilities in written expression?
  3. Share examples of visual art that you believe would inspire compelling ekphrastic poems.

Day 9: Crafting Ekphrastic Poetry - Part 1 - Lecture: - Step-by-step guide on responding to visual art in writing. - Emphasis on capturing the essence and emotion of the artwork.

• Discussion Questions:
  1. What challenges do you anticipate in responding to visual art with written expression?
  2. How can you capture the essence and emotion of an artwork in your ekphrastic poem?
  3. Share examples of artworks that you find particularly inspiring.

Day 10: Crafting Ekphrastic Poetry - Part 2 - Lecture: - Discussing the role of personal interpretation and creativity in ekphrastic poetry. - Exploring the potential for multiple ekphrastic responses to a single artwork.

• Discussion Questions:
  1. How does personal interpretation influence the creative process in ekphrastic poetry?
  2. In what ways can multiple poets respond differently to the same piece of visual art?
  3. Share and discuss individual ekphrastic poems, highlighting successful elements.

Homework Assignment: - Craft an ekphrastic poem in response to a chosen piece of visual art.
Study Guide Questions: 1. Reflect on the challenges of responding to visual art with written expression in your ekphrastic poem. How did you capture the essence and emotion? 2. How did personal interpretation shape your creative process in crafting an ekphrastic poem? 3. What insights did you gain from the process of crafting an ekphrastic poem?
Quiz: Assessment on the understanding of ekphrastic poetry, the relationship between visual art and written expression, and the creative possibilities in responding to visual stimuli.

It's well known that Tolkien didn't particularly like France or its culture, but we love him anyway. And unfortunately, it took a long time for his incredible books to reach France and French-speaking countries. And even today, it's complicated... because yes, not everything has been translated.
You've probably read “The fall of Numeror” recently or “Tolkien's letters, revised and expanded”, well, we're still waiting for them... (And we never got the 12-volume Middle-Earth story! Thanks wiki)
Speaking of translations, here's the crux of the matter. Tolkien came to us at a time when heroic fantasy and its derivatives were not particularly well regarded and, above all, not well known, even among young people. It's very niche, in fact.
The Hobbit was published in 1969 in France, and yet no publisher other than “Christian Bourgois” wanted to translate The Lord of the Rings until 1972/1973. Quite simply because of the high cost of translation, and because they felt that the French couldn't possibly be interested in a work that was so foreign in its references. "They could only see the Germanic legend". We've come a long way in the meantime, phew!
The first translation we had (by Francis Ledoux) contained errors and questionable translation choices. Here are a few examples:

• Frodo is called “ Frodon ” for a pronunciation issue (same for Bilbo who becomes " Bilbon ").
  
• Vala is always in the singular, never in the plural (but the translator didn't yet have the Silmarillion).
  
• Mirkwood becomes “ Forêt Noire ” (black forest) because it sounds ’German” (sic)
  
• Rivendell is called “ Fondcombe ” for some reason; “fond” (lower part) and “combe” (deep valley).
  

But here's the problem: despite the choices, we've got used to this translation, yet a new one (by Daniel Lauzon) appeared a few years ago, and it's creating even more problems than before!

• Fondcombe became " Fendeval " (!!), "fend" for to split, "de" the article of, and "val" which is a fairly wide valley. So in English, it would be the Elrond residing in the "Large Split Valley".
  
• Mirkwood became the “Forêt de Grand'Peur ” (literally the forest of great fear). Well, it's still okay there, even if we don't really understand where it comes from.
  

The problem is that in the films, they use both the French words from the old translation and the English words. They say "Fondcombe and Mirkwood". No consistency.
But all that's nothing, there's much worse!
Aragorn's name hasn't changed (phew), but his nickname is still a problem. You see, in English, it's “Strider”, and that sounds cool to Americans/Englishmen (at least, I imagine it does), except that it had to be translated because it sounds too much English in a text entirely in French... Strider was translated as “Grand-Pas” (literally big step). Yes, it's Aragorn Big Step. Laugh at us!
Except that the new translation has changed, and he becomes “Aragorn l'arpenteur” (Aragorn the Surveyor). Why the surveyor? Because he travels a lot. But I don't really see Aragorn as a topographer, because that's exactly what you think of when you read the word in French.
I'm not saying all this to throw pebbles at the translators, especially the first one. He had to make do with what he had, and he did pretty well overall. But it often creates confusion with the addition of translation... It makes me think I should read Lotr in English in its entirety, but laziness has meant I read in my native tongue.
Another huge problem: the songs and poems.
Tolkien uses very precise poetic meter and rhymes in keeping with his language. Inevitably, literal translations don't work in other languages, and this creates disasters. The poor translators have to make drastic changes, and it feels bad. But then, I suppose it's the same story with other languages.
Thanks for reading! (sorry for the grammar and syntax errors)

Week 15-16: Triolets and Kyrielles
Day 1: Mastering Triolets - Activity: Analyze a classic triolet for its compact structure and repetition. - Lecture: Discuss the characteristics and rhyme scheme of triolets. - Discussion: Share thoughts on the impact of repeated lines in a compact form.
Day 2: Crafting Triolets with Precision - Activity: Break down the process of crafting a triolet. - Lecture: Explore the use of repetition and economy of language in triolets. - Discussion: Share and discuss individual triolets, focusing on the success of repetition.
Day 3: Embracing the Kyrielle - Activity: Analyze a famous kyrielle for its repeating lines and rhythmic qualities. - Lecture: Explain the structure and thematic possibilities of kyrielles. - Discussion: Discuss the challenges and beauty of crafting poems with repeated lines.
Day 4: Writing Exercise - Developing a Kyrielle - Activity: Craft a kyrielle exploring themes of resilience or change. - Assignment: Write a triolet on a chosen subject. - Vocabulary Words: Refrain, Rhyme Scheme, Narrative Possibilities.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for triolets and kyrielles. - Lecture: Discuss the impact of repeated lines in triolets and the thematic possibilities of kyrielles. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 15-16: 1. Discuss the characteristics and rhyme scheme of triolets. How does repetition contribute to their impact? 2. Explore the use of repetition and economy of language in crafting triolets. 3. What defines a kyrielle, and how do its repeating lines contribute to its thematic possibilities? 4. Discuss the challenges and beauty of crafting poems with repeated lines in kyrielles. 5. Reflect on the process of crafting triolets and kyrielles. How did you approach the themes and rhythmic qualities?
Quiz: Assessment on triolets, kyrielles, and the impact of repeated lines in poetry.
Week 17-18: Ode to Joyful Ballads
Day 1: Writing Joyful Odes - Activity: Analyze classic odes for their celebratory nature. - Lecture: Discuss the characteristics and structure of odes. - Discussion: Share personal experiences or topics worthy of celebration.
Day 2: Crafting Odes with Precision - Activity: Break down the process of crafting an ode. - Lecture: Explore the use of vivid language and poetic devices in odes. - Discussion: Share and discuss individual odes, highlighting successful elements.
Day 3: Understanding Narrative Ballads - Activity: Analyze a famous ballad for its storytelling qualities. - Lecture: Explain the narrative structure and musicality of ballads. - Discussion: Discuss the challenges and beauty of crafting narrative ballads.
Day 4: Writing Exercise - Crafting a Ballad - Activity: Craft a ballad recounting a personal or fictional tale. - Assignment: Write an ode celebrating an everyday object or experience. - Vocabulary Words: Ode, Stanza, Narrative Structure.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for odes and ballads. - Lecture: Discuss the celebratory nature of odes and the storytelling qualities of ballads. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 17-18: 1. Discuss the characteristics and structure of odes. How do odes differ from other poetic forms? 2. Explore the use of vivid language and poetic devices in crafting odes. 3. What defines a ballad, and how does its narrative structure contribute to its storytelling qualities? 4. Discuss the challenges and beauty of celebrating everyday objects or experiences in odes. 5. Reflect on the process of crafting odes and ballads. How did you approach celebratory themes and storytelling?
Quiz: Assessment on the understanding of odes, ballads, and the use of vivid language in poetry.
Feel free to continue with additional weeks or ask for specific details!

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.

1. Imagery: Prompt: Choose a setting (real or imaginary) and describe it using detailed sensory imagery. Imagine the sights, sounds, smells, and textures to create a vivid scene, just like a painter with words.
   
2. Metaphor: Prompt: Compare a personal experience to an everyday object or phenomenon in an unexpected way. For example, "My heart is a compass that always points to the north of your laughter."
   
3. Simile: Prompt: Write a series of similes to express intense emotions. For instance, "As brave as a lion facing the storm, as fragile as a petal in the wind."
   
4. Rhyme: Prompt: Craft a short poem or lyrics with a consistent rhyme scheme. Experiment with different rhyme patterns (ABAB, AABB, etc.) to enhance the musicality of your writing.
   
5. Meter: Prompt: Compose a poem with a specific meter, such as iambic pentameter. Pay attention to the syllabic beats in each line to create a rhythmic flow.
   
6. Alliteration: Prompt: Create a tongue-twisting line using alliteration. Focus on the repetition of initial consonant sounds to add a playful or musical quality to your writing.
   
7. Assonance: Prompt: Write a passage where the vowel sounds within words echo each other. Experiment with different vowel combinations to create a melodic effect.
   
8. Personification: Prompt: Choose an inanimate object and personify it. Describe its actions, thoughts, and emotions as if it were a living being.
   
9. Symbolism: Prompt: Select an object or element and explore its symbolic meaning. Connect it to broader themes or emotions in your writing.
   
10. Enjambment: Prompt: Write a poem where the thoughts flow continuously from one line to the next without a pause. Explore how this technique can create a sense of movement or urgency.
    
11. Repetition: Prompt: Repeat a word or phrase throughout a poem for emphasis. Consider how repetition can enhance the overall impact and meaning of your writing.
    
12. Free Verse: Prompt: Embrace the freedom of expression by writing a poem without adhering to rhyme or meter. Allow your thoughts to flow organically, exploring the beauty of formless verse.
    
13. Stanza: Prompt: Divide your writing into stanzas to create distinct sections with varying themes or tones. Explore how the organization of lines contributes to the overall structure of your work.
    
14. Theme: Prompt: Choose a universal theme (love, loss, freedom, etc.) and explore it through your lyrics. Delve into the nuances and perspectives associated with the chosen theme.
    
15. Tone: Prompt: Write a poem that conveys contrasting tones. Explore how shifts in tone can evoke different emotions and responses from the reader.
    
16. Connotation: Prompt: Select a word with strong connotations and use it in a poem. Explore the emotional baggage and cultural associations tied to the word within the context of your writing.
    
17. Irony: Prompt: Craft a poem with elements of irony. Create situations or lines that convey a meaning opposite to the literal interpretation, adding layers of complexity to your writing.
    
18. Allusion: Prompt: Reference a well-known song, book, or historical event in your lyrics. Explore how the use of allusion can enrich the depth and meaning of your writing.
    
19. Syntax: Prompt: Experiment with sentence structure to create different effects. Play with word order, sentence length, and punctuation to convey specific emotions or rhythms in your writing.
    
20. Diction: Prompt: Choose a specific mood or atmosphere you want to convey and carefully select words that evoke that feeling. Pay attention to the impact of your word choices on the overall tone of your writing.
    

A Luc Bat is a traditional Vietnamese verse form that consists of alternating lines of six and eight syllables. The structure typically follows a pattern where each six-syllable line (short line) is followed by an eight-syllable line (long line). The final short line of the poem rhymes with the preceding long line, creating a rhyme scheme that continues throughout the poem.
The term "Luc Bat" translates to "six-eight" in English, reflecting the alternating line lengths. This form is often used for narrative poetry and has been employed in various Vietnamese literary works.
😅😅😅😅😅😅😅😅
In the pot, a symphony of flavors brews (6) Simmering broth, a dance that slowly stews (8) Carrots and onions, a colorful blend (6) Aromas rise, a savory trend (8)
Chunks of beef, tender and succulent (6) Herbs and spices, a fragrant testament (8) Potatoes absorb the savory delight (6) Stew's embrace, a comforting night (8)
With ladle in hand, we savor each spoon (6) A hearty concoction, a culinary tune (8) In the warmth of stew, memories accrue (6) A bowl of comfort, a homely view (8)

I make music that electrify em You make music that *PACIFY* em I COULD double down on that rhyme; That's random acts of kindness...' *winking at BBL right here*
So it seems surface level just easing into things ("things" aka a mixtape worth of insanely layered disses leading to Drake leaving the fking country lmfao) but as always we know there's more. But i thought we were just starting slow or maybe K even lulled ME into a false sense of security lol but when he says 'pacify' them i thought 'that seems a lil off, u coulda had a better bar or something more accurate cuz he makes hella club songs etc' then i realied....it was about one word, "pacify"
Whats the first thing you think of when u think pacify? I'm 35 but its kids with pacifiers...an allusion to the MUCH harsher info K'd be willing to drop if needed re: OVO P*edo accusations and ultimately did on Not Like Us but it sounds like the second line in the couplet is him winking JUST to BBLDrizzy like, you know what i got on you, you SURE you wanna do this?? 'I can double down on that line' - but wont as an act of KINDNESS is just clarifying it...or did yall all catch this like first time u heard Euphoria AFTER the allegations in Not Like Us?
Thoughts?
*UGH I SAID 'AN THROWAWAY IN THE TITLE & AS A 'GRAMMAR PERSON' W/E TF THAT MEANS IM DEEPLY ASHAMED.

I love poetry
In rhyming couplet I breathe
My savage heart and wandering mind
She can put to ease
She the wind in my sails, the leaves on the trees
She has heard my darkest days
And blessed all epiphanies
Taken me from deepest despair
Lifted me off my knees
With her words, she had saved thee
She sent Dante, Poe, and Emily
I called out to each
Whats this life for? every one I beseeched
Not an answer in defined tone I heard
But inside each breathe, a word
Her words are a brush, an instrument
Expressing and encompassing
The human's very figment
Awaken from this dream within a dream
Is all that we are and seem
But a drop in a rushing stream?
She the paint onto canvas
The every shade and color
My world would be blank without her
She fills thoughts and empties my heart
She is poetry prose and every written word
Each praise and prayer given up to God
Is her poured out libation
Without her, I'd cease to exist.
Just something I wrote a while back. I've read a lot here , and just wanted to share a verse.

Nobody gave me any love for noticing the meter of the person’s post, figured I’d try here