Seamus Heaney Poetry

Seamus Justin Heaney was born on April 13, 1939, on a farm in the Castledàwson, County Londonderry region of Northern Ireland, the first of nine children in a Catholic family. He received a scholarship to attend the boarding school St. Columb’s College in Derry and went on to Queens University in Belfast, studying English and graduating in 1961.

 

In 1953, Heaney’s second youngest brother Christopher was killed in a road accident, aged four. This tragic event is commemorated in one of his most famous poems, ‘Mid-Term Break’. After Christopher’s death, the family moved to a new farm, The Wood, outside the village of Bellaghy. Heaney was deeply influenced by the life of country, which later, found expression in his poetry. But then, as he grew up he also watched the industrial mushroom around him, and soon he saw the rural side of Ireland deplete.

  • The impact of his surroundings and the details of his upbringing on his work are immense.
  • Heaney was especially moved by artists who created poetry out of their local and native backgrounds
  • Heaney’s work has always been most concerned with the past
  • Heaney used his work to reflect upon problems. He is able to express an analysis towards the violent political struggles that plagued the country during Heaney’s young adulthood.

POEMS

Blackberry-Picking

Late August, given heavy rain and sun

For a full week, the blackberries would ripen.

At first, just one, a glossy purple clot

Among others, red, green, hard as a knot.

You ate that first one and its flesh was sweet

Like thickened wine: summer’s blood was in it

Leaving stains upon the tongue and lust for

Picking. Then red ones inked up and that hunger

Sent us out with milk cans, pea tins, jam-pots

Where briars scratched and wet grass bleached our boots.

Round hayfields, cornfields and potato-drills

We trekked and picked until the cans were full,

Until the tinkling bottom had been covered

With green ones, and on top big dark blobs burned

Like a plate of eyes. Our hands were peppered

With thorn pricks, our palms sticky as Bluebeard’s.

We hoarded the fresh berries in the byre.

But when the bath was filled we found a fur,

A rat-grey fungus, glutting on our cache.

The juice was stinking too. Once off the bush

The fruit fermented, the sweet flesh would turn sour.

I always felt like crying. It wasn’t fair

That all the lovely canfuls smelt of rot.

Each year I hoped they’d keep, knew they would not.

 

Personal Helicon

Digging

Between my finger and my thumb

The squat pen rests; snug as a gun.

Under my window, a clean rasping sound

When the spade sinks into gravelly ground:

My father, digging. I look down

Till his straining rump among the flowerbeds

Bends low, comes up twenty years away

Stooping in rhythm through potato drills

Where he was digging.

The coarse boot nestled on the lug, the shaft

Against the inside knee was levered firmly.

He rooted out tall tops, buried the bright edge deep

To scatter new potatoes that we picked,

Loving their cool hardness in our hands.

By God, the old man could handle a spade.

Just like his old man.

My grandfather cut more turf in a day

Than any other man on Toner’s bog.

Once I carried him milk in a bottle

Corked sloppily with paper. He straightened up

To drink it, then fell to right away

Nicking and slicing neatly, heaving sods

Over his shoulder, going down and down

For the good turf. Digging.

The cold smell of potato mould, the squelch and slap

Of soggy peat, the curt cuts of an edge

Through living roots awaken in my head.

But I’ve no spade to follow men like them.

Between my finger and my thumb

The squat pen rests.

I’ll dig with it.

Death of a Naturalist

All year the flax-dam festered in the heart
Of the townland; green and heavy headed
Flax had rotted there, weighted down by huge sods.
Daily it sweltered in the punishing sun.
Bubbles gargled delicately, bluebottles
Wove a strong gauze of sound around the smell.
There were dragonflies, spotted butterflies,
But best of all was the warm thick slobber
Of frogspawn that grew like clotted water
In the shade of the banks. Here, every spring
I would fill jampotfuls of the jellied
Specks to range on window sills at home,
On shelves at school, and wait and watch until
The fattening dots burst, into nimble
Swimming tadpoles. Miss Walls would tell us how
The daddy frog was called a bullfrog
And how he croaked and how the mammy frog
Laid hundreds of little eggs and this was
Frogspawn. You could tell the weather by frogs too
For they were yellow in the sun and brown
In rain.
    Then one hot day when fields were rank
With cowdung in the grass the angry frogs
Invaded the flax-dam; I ducked through hedges
To a coarse croaking that I had not heard
Before. The air was thick with a bass chorus.
Right down the dam gross bellied frogs were cocked
On sods; their loose necks pulsed like sails. Some hopped:
The slap and plop were obscene threats. Some sat
Poised like mud grenades, their blunt heads farting.
I sickened, turned, and ran. The great slime kings
Were gathered there for vengeance and I knew
That if I dipped my hand the spawn would clutch it.
———

Seamus Heaney portrays, in his poem, part of his history. In all of this poems, the writer shows his childhood in different scenarios (in my case, it was in farming).

In the four poems studied, the writer exprresses her process through rite of passage. In all of them, we can see how the poet suffered the lose of its innocence. For example, in the poem «The Death of Naturalist», it is shown how the poet’s perspective towards nature and society had changed as he grew older. In the other poems, the same occur. The writer is able to express how his mind developed and his innocence started to dissapear as he abandoned being a child.

 

Publicado en 5AC2019, Ingles, literature | Deja un comentario

Songs and Literature (in process)

In our literature class, we are analyzing how music and poetry are fused together.

The song I chosed is named «Another Brick in The Wall» by Pink Floyed.

As I said before, this song is from a very well known band called «Pink Floyd».  It is considered as one of the most commercially successful and influential rock bands of all time.

It was an English rock band formed in London in 1965 by students:  Syd Barrett (guitar and lead vocals), Nick Mason ( drums), Roger Waters  (bass and vocals) and Richard Wright (keyboards and vocals). Nowadays, the band is dissolved.

Song

It is possible to believe that «Another Brick on the Wall» is about students rebelling against the school system, about the government controlling the people. Althought that is true, I search in the internet and found interesting information.

The  «The Wall» could be understood as a barrier that separates one from the others. As if the wall was a collection of hard experiences symbolized by bricks.

In other words, The wall may refer to the emotional barrier the author  built around himself because he wasn’t in touch with reality. And, at the same time, the bricks in the wall were the events in his life which propelled him to build this proverbial wall around him.

In this case, the song is critizing the school system and the education, being his school teacher, another brick in the wall.

Lyrics, Sound, and Image are combined to
make a dark and angry commentary.

Themes:

  • Isolation
  • Critizism to the educational system which implies a rebellion.
  • Abandonment
  • Empathy

Tone: 

As the song plays, the tone seems to shift from lack of hope to anger.

Lyrics Part1.

Daddy’s flown across the ocean
Leaving just a memory
Snapshot in the family album
Daddy what else did you leave for me?
Daddy, what’d’ja leave behind for me?!?
All in all it was just a brick in the wall.
All in all it was all just bricks in the wall.

‘You! Yes, you! Stand still laddy!’

Another Brick in the Wall Part 2
Roger Waters

We don’t need no education
We dont need no thought control
No dark sarcasm in the classroom
Teachers leave those kids alone
Hey! Teachers! Leave them kids alone!
All in all it’s just another brick in the wall.
All in all you’re just another brick in the wall.

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey! Teachers! Leave those kids alone!
All in all it’s just another brick in the wall.
All in all you’re just another brick in the wall.

‘Wrong, Do it again!’
‘If you don’t eat yer meat, you can’t have any pudding. How can you
have any pudding if you don’t eat yer meat?’
‘You! Yes, you behind the bikesheds, stand still laddy!’

Writer/s: Roger Waters

Part 2.

We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teachers leave them kids alone
Hey, teachers, leave them kids alone
All in all it’s just another brick in the wall
All in all you’re just another brick in the wall
We don’t need no education
We don’t need no thought control
No dark sarcasm in the classroom
Teachers leave those kids alone
Hey teachers, leave those kids alone
All in all you’re just another brick in the wall
All in all you’re just another brick in the wall
«Wrong, do it again! Wrong, do it again!»
«If you don’t eat yer meat, you can’t have any pudding
How can you have any pudding if you don’t eat yer meat?»
«You, yes, you behind the bike sheds, stand still, laddy»
Picture:
I chose this image because it shows the powerful message of rebellion the song portrays.
Picturepink_floyd_the_wall___the_trial_by_iam16bits-d9kbv9u
This second picture give us the opportunity to understand different meanings. Each person can understand it in a different way.
What I kept from it is that people, as the pink person is sourranded and built up by external factors. The person is locked inside a «world», trapped between the walls, alone.
—–
I found an interesting quotation from Roger Waters that says:
«You couldn’t find anybody in the world more pro-education than me. But the education I went through in boys’ grammar school in the ’50s was very controlling and demanded rebellion. The teachers were weak and therefore easy targets. The song is meant to be a rebellion against errant government, against people who have power over you, who are wrong. Then it absolutely demanded that you rebel against that»Roger Waters

——
I really liked this topic because it showed me another way of understanding the song. I knew it was a critic towards the educational system, but I had never realized that it had a much deeper meaning.
Now I was able to realize that the concept of  «wall»  shows what people put up to protect themselves.  Any time something bad happens, we withdraw further, putting up «another brick in the wall.»
Another fact that called my attention is the meaning of «We dont need no education». Those words show the critisism made towards the system since they show that education is necesary, but not the education established. An education that make people really think.
https://prezi.com/a5vbghvy7rvt/rhetorical-analysis-of-another-brick-in-the-wall-part-2/
Publicado en 5AC2019, Ingles, literature | 4 comentarios

Connectors!

 

In our Proyecto class we are revising how to use the linkers and connectors in order to improve our writing skills.

To start with we were told to do some activities. Afterward, take down notes of the mistakes and leave a comment in the blog saying which connectors/ linkers are difficult.

After that, we were told to complete a text with the connector we though fixed. I have done this with Juana Perez Muniz.

 

After that we had to prepare our own exercise! We hope you do it correctly! ;).

In a week we will post the correct answers.

  • I studied hard for the test, ………… I failed.

     

  • Anne Frank kept a diary from June 12, 1942, to August 1, 1944. …………., she wrote it strictly for herself.

  • They gave me a beautiful book, Dutch Sasas and Lesends, ……. they gave me Volume II by mistake, ……  I exchanged two other books for Volume 1.

  • I got to decide which game my classmates would play, and I chose volleyball. ………….. they all danced around me in a circle and sang “Happy Birthday.”

  • …………….. she’s only twelve, she’s quite a lady.

Publicado en 5AC2019, Ingles, Proyecto | Deja un comentario

William Blake

William Blake is a leading visionary of the Romantic Age who explored religion, philosophy, and politics. He was known for his engravings and paintings, as well as his poetry.

Here are some interesting facts that created an effect on his way of writing:

  1. Blake claimed to have visions throughout his life.
  2.  The death of his brother Robert had a profound influence on him.
    Robert allegedly appeared to Blake in visions to teach him a new technique that came to be known as illuminated printing.
  3. Blake had a successful marriage with Catherine Sophia Boucher.
  4.  He was a radical thinker and often had unpopular opinions.
  5.  He believed on cruelty of society towards the humane genius.
  6.  He criticized state interference on marriage, chastity, and birth control. He supported women’s sexual freedom and right to self-fulfillment.
  7. Romantic poet

 

To the Evening Star

Thou fair-hair’d angel of the evening,
Now, whilst the sun rests on the mountains, light
Thy bright torch of love; thy radiant crown
Put on, and smile upon our evening bed!
Smile on our loves, and while thou drawest the
Blue curtains of the sky, scatter thy silver dew
On every flower that shuts its sweet eyes
In timely sleep. Let thy west wind sleep on
The lake; speak silence with thy glimmering eyes,
And wash the dusk with silver. Soon, full soon,
Dost thou withdraw; then the wolf rages wide,
And then the lion glares through the dun forest:
The fleeces of our flock are cover’d with
Thy sacred dew: protect them with thin influence!

William Blake (1757-1827)

Notes:

  • Enjabment –> need to move on reading
  • Old language
  • Romantic poem –> Nature as semantic field. He is talking to nature.
  • The night is used to rest from the day
  • We dream at night
  • Images –> visual: light, sun; night; wild animals;
  • Vulnerable at night
  • Conclusion: warning. To be alert.

Then, we watch the following presentation to get a deeper understanding of the poem:  Click here.

In my opinion, in this poem the Writer tries to advice us, the reader, to take care of the «night» and its evils. He personifies the brightest star in the sky, the one who brings protection.

Short analysis (Notes in class)

  • it is a sonnet. 14 lines. Regular lines. Message in the last two lines: couplet message.
  • Voice: a person
  • Adresse: the start (as an angel)  (personification) The star gives light during the night and protect us from the night.
  • Topic: Sleep
  • Vemus– the first start to appear– romanticism (goddess of love & sexuality)
  • Topic =  religion
  • light /–/ dark
  • day /–/ night
  • innocence /–/ experience
  • Alliteration («silence of the night») «S» sound, projecting a silence over the night
  • darknes= dusk  … light=  «dew» (silver).
  • Topic: fear of the night temptetions.
  • «The wolf rages wide» & «The lion glires» … auditory images … fierce, wild… hunt at night. Symbolize: nightmares, evil, tempations
  • «flock» — innocnce/ vulnerable  we are sheep.  (jesus) (religion is present, religios image)
  • good /–/ evil
  • animal´s colour: opposit. wolf (dark) — lion (malinterpratation of its appearence)
  • «covered with sacred dew» we are protected everytime. When the noght is over, and the star which protect us is gone, it had left the dew to protect us. That means, that we will always be proteced by the star, which represents God.
  • L 5-10: Blake proceeds to describe the night and how the «star» & the «dew» protect us from evil and temptations and help us to have a peaceful sleep.  1. Fully alliterative 2. «s» silence of the night 3. Personification «star»  4. metaphor «blue courtains of the sky»… night 5. auditory and visual images 6. oxymoron «speak silence».

Religions term:

  • the star is God.
  • We are the sheeps.
  • We need to pray an believe to feel protected. We need to have faith.

Themes:

  • Religion
  • Secularity
  • Faith
  • Love
  • Sleep
  • cycle of day and night (the star is the transition)

Tone:

  • Religious
  • Reflective
  • Calm
  • Worship

task 5.

Click Here

.

 

Publicado en 5AC2019, Ingles, language, literature | 1 comentario

My expectations for 2019

As a new year starts, it is usally very common to set different objetives, wishes and expectations for it.

I believe this year will be atypical from the others, that leads to new expectations for this year.

As regard school, I hope it does not get so hard. I would like to achieve all my tasks and responsabilities without leaving a side my personal development and aims for this year, such as finding out what I will study. I believe that the school will give us more freedom and independence towards different aspects, but that will also mean that we will need to asume a deeper responsability, which is really great since it is a way of making us grow.

I really want to enjoy our last year at school. We had wait for this moment since we were little children and it had finally arrived. It is the last year we, as classmates, will share our daily hours together and creating new experiencies everyday.  That is why, I would like to develope new skills and knowladge that will be usefull for the future but in a way that will also leave my heart full of beautiful memories of our last year at school.

Publicado en 5AC2019 | 1 comentario

Ode of Melancholy

In literature we read a poem called «Ode Of Melancholy» written by Jhon Keats.

For this post I search for images that I believe they represent the feelings that the poet tries to express in his poem.

Both images represent sadness and melanchily, feelings which are expressed during all the poem.

I also found this short text which I believe it is really interesnting, It presents the feeling of melancholy as an inlesses and the poem as a guide on how to solve it.

«one must first understand that melancholy was viewed, for the longest time, as an illness. It was an imbalance in the body’s humours, specifically an over-abundance of black bile, that led to ill temperament, mood swings, anger, and a brooding disposition, which, for the discerning reader, might have very well been the categorization of the entire Romantic period. John Keats, as a junior doctor, would have almost certainly come into the definition and the treatment of melancholy during his training, which is why this particular poem, Ode on Melancholy, is so interesting in its writing.»

 

Finally, I would like to express an intersting information I found. This poem used to have another stanza but it had been removed some time before it was pubilshed. The missing stanza was as follows:

Though you should build a bark of dead men’s bones,
And rear a phantom gibbet for a mast,
Stitch creeds together for a sail, with groans
To fill it out, bloodstained and aghast;
Although your rudder be a Dragon’s tail,
Long sever’d, yet still hard with agony,
Your cordage large uprootings from the skull
Of bald Medusa; certes you would fail
To find the Melancholy, whether she
Dreameth in any isle of Lethe dull.

 

In my opinion, this poem is great. It «teach» us how to deal with sadness and how to appriciate what it is the best for us.  The writer tell us not to worry, and help us to change the suffering and sadness to much meautiful feelings.

Publicado en 4AC2018, Eportfolio, Ingles, literature | 1 comentario

Conclusion

This year was a different one, in many aspects. As regards literature, I believe this year was much quieter than last year, I enjoyed it more. 

Last year we had to give the IGCSE Literature Exam. Since Senior 1 we worked towards the exam. We worked really hard towards the exam and I even get really stress about it. 

This year, although we worked really hard too, I was able to enjoy each activity more because I know that there was not an exam as the IGCSE waiting for us. 

I knew, as we started the year, that we would face literature from another point of view. 

We continued reading stories and analyzing poems, but I could learn them in a different way. 

I learnt not only the information about each topic, but also how to connect them and give them a personal sense. 

My favorite topic was “War Poetry”. Since I was a child I found very interesting about Wars and every single aspect they tackle. Im not in favor of wars, I even hate them, but I found very interesting Soldiers’ life and the consequences they would have to face. 

My great grandfather fought in WW1 and my father did the “colimba”. Of course that’s nothing in comparison to the poems that we read by I could imagine them in those situations. 

Furthermore, I was able to use what we have learnt in our History subject the previous years, which helped me to understand more. 

My favorite activity was carrying out the post about War poetry. Not only the class activity but also the one on the E-portfolio. 

I do not remember anything which I did not enjoy completely. I do believe that we sometimes used a lot technological materials and I personally prefer carrying tasks by hand and commenting in class. 

I certainly believe It was a good year as regard this subject.  I believe I was able to develop my ability of understanding in a much more individual way every different topic and to creat a deep opinion towards them. 

Publicado en 4AC2018, Eportfolio, Ingles, literature | 1 comentario

Dulce Et Decorum Est

On our literature class, we read a poem named «Dulce Et Decorum Est».

It is an interesting poem since its describes a soldier’s experience in war. He is able to expresss his feelings, thoughts, opinion and even to make us, the reader, reflex about the idea of patriotisim in wartimes and the terrible consquencs that they bring.

I created a wordsearch puzzles, where I include several important words which makes reference to the poem.

Click Here to go to the activity. 

This poem made me think about war and all the matters that it involves. I realized that soliders suffer more than expected and that the idea of making honour to your country is an idea much more promoted than the truth deep inside. Soldiers were force to give their own life for their country, and if they had the unusal luck of surviving, they were still damaged for life with different injuries, mental or phisical.

Publicado en 4AC2018, Eportfolio, Ingles, literature | 1 comentario

«Home is so Sad» & «Rooms»

In literature we read a poem named «Home is so Sad» and «Rooms»

While I was searching for an analysis of «Home is so sad», I found a text which I liked. It pointed out that «In summary, of course, ‘Home is so Sad’ explores the notion of ‘home’ when that home is left empty, when the ‘heart’ is removed from it, when it has lost what even makes it a ‘home’ (rather than mere bricks and mortar). The unspoken question seems to be: how can a home be a home when there’s no one around to make it so? But of course the answer, partly, is that the home retains sad memories of the people who once occupied it: it carries a reminder of its occupants, their pictures, the music they played on the piano»

Then I look up for an analysis of «Rooms» and I found the following text: » The idea could denote how we spend our lives essentially in rooms, and each room has its own experience and background which ultimately shapes our identity and background. Alternatively, and in addition, the rooms we spend our time in could eventually shape our personalities and identities and therefore the word rooms is used as the setting or context in which we spend the majority of our lives.»

Those words made me think about my home and my history of the four houses where I lived.  I realized that each one occupied an unchangable part in my life and that I had left there different memories and feelings. Those four houses kept with my life situation at the time I lived there. Those rooms, where I lived, will have a remainder of me, of my old life, as I have of them.

My first house was in Rodriguez peña y Sta. Fe. By the time I was born we lived there with my parents and my sister. I do not remember much about that house but my parents told me I really liked it

.

When I was three years old, we moved to Av. Callao y Av. Cordoba. Here is where I lived the most. This house kept with my childhood and with the biggest events in my life. I continue living there with my dad. In this house, my favorite room is my bedroom. I had never changed it since I live there. I feel those walls had been always at my side and inside my room I had live some of the most important events in my whole life.

When my parents got the divorce, we moved to a small department in Ayacucho y Melo with my sister and my mum. I love this house. My favorite room was the kitchen. I spent more of the time there.

When my mother got merried we moved to Las Heras y Bustamante. This was a particular moment at my life and I remember that my favorite room was the bathdroom.

Finally, we moved where we live now. I like this home because it gives me a sense of belinging and that Is what I look in a house.  My favorite place is my bedroom.

As  consequence of reading those poems in Lierature, I realized that the homes where I lived keep a memorie of tme, ad of all my family. As we leave there special feelings and memories, we will always leave a mark in them too. Because rooms ar not only a literal place with four walls and a roof, but a place where you build up and create stories and feelings.

I believe those four houses had built my room in my life ultil this moment. Each house is a wall of my metaphorical room where I’m growing and developing in life. Those rooms made me be what I am know and had always been at my side in my deepest events, since at home is where one is its thruthful being.

Publicado en 4AC2018, Eportfolio, Ingles, literature | 1 comentario

The Destructors

We read a short story named «The Destructors», which for me was one of the best ones we read this year.

The writer, Graham Green, is able to combine a good storytale with a deep message and historical context which leads the readers thinking about it.

In the picture above it can be seen Old Misery’s house. The only one which had survived the bombs as a consequence of the war. The photo also shows the destruction caused by the bombs all around the city.

 

After reading this story I kept thinking about a main theme of the story: Destruction as a way of creation.

That idea made me think and I realized that there is always a moment where we, people, hit a point of broken, and there is where real growth begins. As the time passes, we start seeing the destruction of experiences as the beginning of a new creations. That is why we can consider ourselves as “creative destroyers,” who destroy in the service of creation. To sum up, creation is imposible without destruction.

I made some research and I found out that there are three forces in nature; creation, maintenance and destruction.

In the creation phase we are exhilarated, excited and connected to our purpose. But there is a time, our creation is not longer useful or does not shows or provides something new. There is a moment where the maintenance is useless. We had already learn a lesson from the creation, it is time to destruction to take place so as to repeat the same cycle.

We, humans, are a weapon of destruction. Through the history we had destroyed different territories, we had killed people, we end up with different and many things, but at the same time we opened new beginnings. As a consequence of all those destructions new episodes and opportunities appeared.

Publicado en 4AC2018, Eportfolio, Ingles, literature | 1 comentario