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What’s
the deal
with
Renaissance
poetry?
Way back in time…
15th-17th century
1400-1600
1450-1600
1485-1600
During the “rebirth” or
“reconstruction”, you would
see a lot of this…
   Idealization of the beloved
   Rejection (Women)
   Romance
   Imagery
   Symbolism
   Metaphor
   Hyperbolic speech
   Figurative language
   Nature
An awakening of intellectual
awareness:
Who were the
celebrities?
   John Donne
   Ben Johnson
   Edmund Spenser
   William Shakespeare
   John Milton
   Sir Philip Sidney
Metaphysical Poetry
   Group of British poets in 17th cent.
   Concerned with religion (casuistic element)
   Donne-the perfection of beauty
   Unusual similes/metaphors
   Unrealistic imagery
   Strong sense of wit/humor
   Famous for introducing
    the conceitt
   Deeper meaning/allegory
Conceit
 Extended   metaphor
 Complex logic
 Invites reader into a refined way of
  understanding a comparison
 Juxtaposition/manipulation of images
“The Flea”
 Mark   but this flea, and mark in this,
 How little that which thou deniest me is ;
 It suck'd me first, and now sucks thee,
 And in this flea our two bloods mingled be.
 Thou know'st that this cannot be said
 A sin, nor shame, nor loss of maidenhead ;
     Yet this enjoys before it woo,
     And pamper'd swells with one blood
  made of two ;
     And this, alas ! is more than we would do.
O  stay, three lives in one flea spare,
 Where we almost, yea, more than married
  are.
 This flea is you and I, and this
 Our marriage bed, and marriage temple is.
 Though parents grudge, and you, we're
  met,
 And cloister'd in these living walls of jet.
   Though use make you apt to kill me,
   Let not to that self-murder added be,
   And sacrilege, three sins in killing three.
   Cruel and sudden, hast thou since
   Purpled thy nail in blood of innocence?
   Wherein could this flea guilty be,
   Except in that drop which it suck'd from thee?
   Yet thou triumph'st, and say'st that thou
   Find'st not thyself nor me the weaker now.
   'Tis true ; then learn how false fears be ;
   Just so much honour, when thou yield'st to me,
   Will waste, as this flea's death took life from thee.


Where            is the conceit?
Cavalier Poetry
 Secular topics (typically)
 Conversational style
 Natural speech and rhythm
 Regular rhyme pattern
 Also used conceits and
  metaphors
 Highly influenced by classical
 Greek and Roman literature
 Romantic love
 “Carpe Diem”- Horace
 Straightforward meaning
Sonnets
Traditionally come in two types:

   (1) The Italian (or Petrarchan) sonnet

   An octave (eight lines) rhyming abbaabba

   A sestet (six lines) of varying rhyme patterns such as:
          cdecde or cdccdc


   Sir Thomas Wyatt- 1500s (into English)

   became all the rage.
Sonnets (cont.)
   2) English (or Shakespearean) sonnet

   Three quatrains (sections of four lines, also called
    "staves"): abab cdcd efef

   A concluding couplet (two rhyming lines): gg.

   Early of Surrey and others- 1500s

   ** Last sestet/couplet illustrates change in
    direction/thought/emotion
Wait. .what about the
Spenserian Sonnet?
 Edmund  Spenser
 Spenserian sonnet – everything similar to
  Shakespearean except rhyme pattern
Edmund Spenser - Sonnet 75

One day I wrote her name upon the strand,
  But came the waves and washed it away:
  Again I wrote it with a second hand,
  But came the tide, and made my pains his prey.   What is the rhyme pattern?
“Vain man,” said she, “that doest in vain assay
  A mortal thing so to immortalize,
                                                   A) ABBA CDDC EFF GG
                                                   B) AABB CCDD EEF GG
  For I myself shall like to this decay,
                                                   C) ABAB CDCD EFEF GG
  And eek my name be wiped out likewise.”
                                                   D) ABAB BCBC DEDE FF
Not so (quoth I), “let baser things devise
  To die in dust, but you shall live by fame:
  My verse your virtues rare shall eternize,
  And in the heavens write your glorious name.
Where whenas death shall all the world subdue,
  Out love shall live, and later life renew.”
How to Interpret Poetry
Renaissance
Renaissance

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Renaissance

  • 1. What’s the deal with Renaissance poetry? Way back in time… 15th-17th century 1400-1600 1450-1600 1485-1600
  • 2. During the “rebirth” or “reconstruction”, you would see a lot of this…  Idealization of the beloved  Rejection (Women)  Romance  Imagery  Symbolism  Metaphor  Hyperbolic speech  Figurative language  Nature
  • 3. An awakening of intellectual awareness: Who were the celebrities?  John Donne  Ben Johnson  Edmund Spenser  William Shakespeare  John Milton  Sir Philip Sidney
  • 4. Metaphysical Poetry  Group of British poets in 17th cent.  Concerned with religion (casuistic element)  Donne-the perfection of beauty  Unusual similes/metaphors  Unrealistic imagery  Strong sense of wit/humor  Famous for introducing the conceitt  Deeper meaning/allegory
  • 5. Conceit  Extended metaphor  Complex logic  Invites reader into a refined way of understanding a comparison  Juxtaposition/manipulation of images
  • 6. “The Flea”  Mark but this flea, and mark in this,  How little that which thou deniest me is ;  It suck'd me first, and now sucks thee,  And in this flea our two bloods mingled be.  Thou know'st that this cannot be said  A sin, nor shame, nor loss of maidenhead ;  Yet this enjoys before it woo,  And pamper'd swells with one blood made of two ;  And this, alas ! is more than we would do.
  • 7. O stay, three lives in one flea spare,  Where we almost, yea, more than married are.  This flea is you and I, and this  Our marriage bed, and marriage temple is.  Though parents grudge, and you, we're met,  And cloister'd in these living walls of jet.  Though use make you apt to kill me,  Let not to that self-murder added be,  And sacrilege, three sins in killing three.
  • 8. Cruel and sudden, hast thou since  Purpled thy nail in blood of innocence?  Wherein could this flea guilty be,  Except in that drop which it suck'd from thee?  Yet thou triumph'st, and say'st that thou  Find'st not thyself nor me the weaker now.  'Tis true ; then learn how false fears be ;  Just so much honour, when thou yield'st to me,  Will waste, as this flea's death took life from thee. Where is the conceit?
  • 9. Cavalier Poetry  Secular topics (typically)  Conversational style  Natural speech and rhythm  Regular rhyme pattern  Also used conceits and metaphors  Highly influenced by classical Greek and Roman literature  Romantic love  “Carpe Diem”- Horace  Straightforward meaning
  • 10. Sonnets Traditionally come in two types:  (1) The Italian (or Petrarchan) sonnet  An octave (eight lines) rhyming abbaabba  A sestet (six lines) of varying rhyme patterns such as:  cdecde or cdccdc  Sir Thomas Wyatt- 1500s (into English)  became all the rage.
  • 11. Sonnets (cont.)  2) English (or Shakespearean) sonnet  Three quatrains (sections of four lines, also called "staves"): abab cdcd efef  A concluding couplet (two rhyming lines): gg.  Early of Surrey and others- 1500s  ** Last sestet/couplet illustrates change in direction/thought/emotion
  • 12.
  • 13. Wait. .what about the Spenserian Sonnet?  Edmund Spenser  Spenserian sonnet – everything similar to Shakespearean except rhyme pattern
  • 14. Edmund Spenser - Sonnet 75 One day I wrote her name upon the strand, But came the waves and washed it away: Again I wrote it with a second hand, But came the tide, and made my pains his prey. What is the rhyme pattern? “Vain man,” said she, “that doest in vain assay A mortal thing so to immortalize, A) ABBA CDDC EFF GG B) AABB CCDD EEF GG For I myself shall like to this decay, C) ABAB CDCD EFEF GG And eek my name be wiped out likewise.” D) ABAB BCBC DEDE FF Not so (quoth I), “let baser things devise To die in dust, but you shall live by fame: My verse your virtues rare shall eternize, And in the heavens write your glorious name. Where whenas death shall all the world subdue, Out love shall live, and later life renew.”

Editor's Notes

  1. Remind them to take notes. Ask Discussion Questions (have them prepared). Tie activity into sonnet comparison/John Donne/Ben Johnson activities.