Poetic conceptual structures
The qualities of repetition, rhythm and rhyme can evoke comforting pleasant feelings and structures that support creative thinking and conceptual exploration.
Repetition, Rhythm and rhyme
Contents
Alliterative Prose
Alliterative clues to help memory
Repetition
This is the Day
I looked once
I write because
What is love?
Repetition of a Question
When do you eat?
Do you know the way?
Repetition – three times is good!
Haiku poems
Eurhythmy – ‘visible speech’
The tide rises, the tide falls
Alliterative Prose (Repetition)
Probably one of the most popular and easiest structures, after simple rhyming words, is the satisfying repetition of an initial letter sound presented in alliterative poetry. This type of prose can be very simple (big brown bears, pretty pink pansies) or a more advanced literary challenge (The strong stream sometimes sends secret stories to the softly swimming silent swans.)
The letter s is so extensively used in our language that there are fifteen commonly used consonant blends [i.e. sc, scarf; sch, school; scr, scratch; sk, skid; sl, slip; sm, smell; sn, sniff; sp, speak; sph, sphere; ap, spider; squirt; st, stop and start; str, stream; sw, swim as well as: sh, sheep; shr, shrink. Words starting with just the single consonant s are also very numerous. Thus alliterative prose using the letter ‘s‘ can meet a wide range of language ability and enthusiasm within a broad spectrum of related games and activities such as ‘I Spy…..’ or ‘I went shopping and I bought….’. An interesting process of enquiry can be done using a dictionary or a computer to explore how many pages or words beginning with each letter of the alphabet or initial consonant blend. Thus, the most commonly used letters can make alliterative writing activities and games much easier.
Slippery snakes slowly slither over the silent soft sand.
|
Sing my sweet song bird, stay settled in your soft serenade, |
| I saw some sheep sleeping in the snow with snowflakes softly settling on their sweet faces. I could smell the snow-bound silence as the sunshine slowly spread across the sparkling slopes of stillness. |
An alphabetical structure can help us to explore any chosen theme of interest or exploration. For example birds:-
An albatross has amazing wings of great length and it can fly for days and weeks over the Atlantic Ocean.
Blackbirds are not so beautiful but they bring a comforting song into the back garden.
A big black crow is a clumsy bird that calls for our attention. Etc.
Alliterative clues to help memory and encourage further exploration
Alliterative clues can be used to help memory.
For example alphabetical order: A Big Cat; Don’t Eat Fish; Go Home Immediately; etc.
Spelling clues: What ASurprise! : W-A-S!
In his book ‘What God Wants’ [Hodder Mobius, 2005] Neale Donald Walsch presents a wonderful illustration of an alliterative creative writing technique that embraces repetition and encourages memorable key thoughts to remain with the reader.
Walsch uses a repeated alliterative structure of T O T T I to emphasis key points throughout his concluding chapters:
- ‘The One Thing That Is’: (abr. TOTTI). ‘There is nothing that is not part of TOTTI…the Supreme being, the creator of heaven and earth, the giver of life, Omnipotent, Omniscient, Omnipresent, and wise beyond Human Understanding.’ page 153
The use of a key phrase can be established as a structure that encourages themes of thought and expressive language. For example the key phrase ‘What I Want Is….could produce an interesting and enlightening series of comments and become a useful form of personal expression and communication: What I Want Is some peace and quiet; W-I-W-I to share some fun, or W-I-W-I a warm wellington to wear.
Repetition
The simplicity of repetition not only encourages a comforting form of relaxation it can also encourage easy access into our personal inner feelings.
This is the Day
This is the day that only I can live!
These are the steps that only I can take
This is the work that only I can do.
This is a moment I can share with you.
These are the visions that only I can see.
These are the sounds that only I can hear.
These are the hands that I use for play.
These are words that only I can say.
These are the thoughts that only I can think.
This is the moment only I can celebrate.
‘When?’ is the only doubt that can deceive.
These are the blessings only I can receive.
This is the grief only I can forgive.
This is the art only I can create
This is the love that only I can feel.
God’s blessings are the ones that heal.
Now is the life that only I can live.
Still is the time that I know is mine.
This is the gift only I can send.
This is the day that will never end.
Repetition for the writer can provide a safe and un-stressful journey through reflective processing. The following poems illustrate a simple structure of repetition based on an invitation to complete a given series of sentences. Each of the examples presents a ten line repetition which in itself seems to move the explorer into a deeper and more meaningful conclusion than they might have attained had they stopped at an earlier point.
I looked once
I looked once and though I saw?
I looked twice and I saw a little more.
I took a third look and felt a moment of compassion.
I took a forth look and felt a little bored.
I took a fifth lookand turned away.
I took a sixth look and felt empathy.
I took a seventh look and said a prayer.
I took an eighth look and wanted to look no more.
I took a ninth look and my heart opened with a rhythmic sound.
I took a tenth look then truth and glories flowed all around.
I listened once but what was I to say
I listened again and heard a little.
I listened thrice and heard a little more.
I listened a fourth time and forgot what was said.
I listened a fifth time and wanted to know more.
I listened a sixth time and found a little understanding.
I listened a seventh time and rose to the occasion
I listened an eighth time and I then knew what was being said
I listened a ninth time and the magic of reflection filled my mind.
I listened a tenth time then I heard and felt, understood and openly received, a gift presented to the speaker and me…….
The completion of either of the two phrases (I looked and I listened) illustrated above can be related to any experience that the writer chooses to explore. The added power of this exercise is that the explorer does not need to disclose to a reader any detail about the issue or experience described in the text.
The reader, thereby, has the opportunity to explore their own experience as they read the prose line by line. Indeed the reader may find that they recall either a real or imaginary scenario to fit their personal journey through the unfolding text. There are many different ways to present this sentence completing activity such as …..I fell once etc…..I retaliated once etc……I visited the island once and …….etc I saw the child once etc…I splashed in the sea once and it felt…….I forgot once….Come! Now is the time to……..
Alternatively the sentence can ask the writer to give the answer to a question with ten different answers. E.g. I …..because….; I sing when……; I play when ……; I would like to have a holiday at ……. By the time anyone has reached the tenth row a process of exploration will have been undertaken and the final response may bring forth a surprising level of emotional feeling that was duly omitted from the previous answers.
I write because……
- …it’s soothing.
- …it clarifies, purifies, simplifies my thoughts.
- …I want to share hopefully….helpfully.
- …It’s on offer as a choice of exploration.
- ….It brings a feeling of completion, a full stop.
- ….it’s a colourful expression of my thoughts.
- …It’s like a window into a bigger picture.
- ….I’ve been told too?
- ….I love to serve highest good.
- ….God loves me…….
| The repetition of a simple question can also encourage reflection and exploration. |
What is love?
Love doesn’t make the world go round. Love is what makes the ride worthwhile.’ ………
An exciting roller coaster ride.
An amusing and playful aspect of social interaction.
As a battle between the mind and heart.
As a source of inner wisdom and conversation with God.
As the source of healing, harmony and happiness.
As the potency of our divine original nature.
As a scary journey into an unfamiliar territory.
As the treasure found over the rainbow.
As a window of personal reflection – a deeply felt contemplation.
| And God said to me….. ‘I challenge you to express love throughout those times of mundane greyness in your everyday life.
And God said to me….. I empower you to willingly receive my love as a moment by moment experience. And God said to me…… I call you to feel My loving embrace, the eternal kiss of life! |
Repetition of a Question
In the following poems the repetition of a question also includes an aspect of progression and a riddle like quality of enquiry.
When do you eat?
But when do you eat my dearest? When do you eat?
I eat when I’m hungry, my darling,
When I’m hungry I eat.
And when do you sleep my angel? When do you sleep?
I sleep when I’m tired, my dearest.
When I am tired I sleep.
So when do you play my child? When do you play?
I play all the time, my darling.
When I’m not tired or hungry.
Then when do you cry my dearest? When do you cry?
I cry as I dance my dearest.
I dance with my tears.
But how do you learn my bright one? How do you learn?
I learn with every inward breath, my darling.
Breathing in the knowledge of life.
And when do you sing my little star? When do you sing?
I sing my heart’s celebrations, my dearest.
My open heart is my song.
So who do you love my precious? Who do you love?
I love everyone as I love myself, my darling.
This is my greatest gift.
Then when do you sigh my silent one? When do you sigh?
I sigh every time I let go, my dearest.
In every quiet breath.
But when do you pray my peaceful one? When do you pray?
I pray from the stillness of my joy, my darling. JOY is my pray.
Do you know the way?
Said the man to the boy.
Do you know the way?
Yes I know the way to find joy
Play is the way, I play every day.
Do you know the way
Said the boy to the horse
Do you know the way
Yes of course said the horse
Without remorse is the way
Without remorse of course.
Do you know the way
Said the girl to the flute
Do you know the way
Yes I know the way you’ll not dispute
Harmony is the way that helps us play
Harmony is the way to fill your day.
Do you know the way?
Said the boy to the tree.
Do you know the way?
Yes I know the way did you not see?
Peace is the way to enjoy your day.
Peace is the way don’t you agree.
Do you know the way
Said the girl to the bird
Do you know the way
Yes haven’t you heard said the bird
Joy is the way to greet the day
Joy and play are a good way.
Do you know the way?
Said the girl to the rose.
Do you know the way?
Yes I know the way can’t you feel how it grows?
Love is the way to be gay when you play.
Love is the way that’s what I always say.
Do you know the way
Said the boy to the candle
Do you know the way?
Yes I know the way to handle any scandal.
Light is the way to feel what’s right.
Light is the way that gives us true sigh.
Repetition – three times is good!
Reading a poem (prose or story) three times, rather than the standard once, can give the reader/listener a deeper process of interaction as each stage of repetition. Repetition invites us to expand our relationship with the written communication. The author describes the benefits of a triple repetition as follows:-
- 1st reading: Initial overall understanding of what the poem is presenting and a general feeling for its personal value or influence.
- 2nd reading: A more detailed and aesthetic appreciation gained from a deeper understanding of subtle aspects such as rhythm and thyme, metaphor and conceptual presentation.
- 3rd reading: An aspect of relaxation and a pleasant feeling that arises from a prior sense of understanding and anticipation. Also, there may be a meaningful discovery of interest that integrates the contents with meaningful inner feelings and previous personal experience.
The following poem is colour coded to illustrate an example of how the above three stages of repetition may influence a person’s focus and understanding. The poem is untitled to add a sense of creative discovery and reflective interaction.
No life to live or death to fear
Surrendered in times of drought into a powerful lullaby of peace.
Empowered as a supreme force when in flood!
Always rushing along the rocky valley.
A massive, free flowing, fun run
This – a living example of enthusiasm, all beginning and without end.
Undaunted by its earth bound geography.
Over the hazardouswithhaphazard andwilful powers of determination.
Rushing forward, obligated to no-one, held by nothing;
Creatively engaging with all that falls into this reckless enthusiasm for life.
Flowing calmly back into quiet pools of potentialand shallows of opportunity.
Endlessly evolving, embracing the elements without a single moment of repetition.
Following an ill-defined pathbeyond the constraints of rhythm or rhyme.
With roaring definitionsamonginfinite melodies.
Crafted by an eternal destiny and wondrous sounds of delight.
“Without earsyou may hear much, without eyes, is it that you also see?”
A movingmirror of delicate reflectionsamong ecstaticpictures of light.
A child of visiondestined to become betrothedto the Sun.
Sovereign toan abundant flow of grace.
Embracing the divine fortunes of a sacred journey with an eternal wealth of movement.
[The above poem was written as a response to the high waters of a local river in flood.]
Haiku poems
Poetry is directly influenced by the syllable rhythms as well as rhyming word patterns and initial letter sounds. The Haiku poems are traditionallywritten with only three lines designed to meet the required 5-7-5 structure of syllables. However, even if this exact structure is not established, the task of creatively writing something meaningful and complete in three short lines can be a rewarding challenge. This structure challenges the writer to focus on a short meaningful description that may bring about surprising elements and depths of thought. Any interesting phrase can be used to initiate a Haiku style of poem.
The author has introduced this theme to young children, young people and adults in a more relaxed structure of syllables within a three line presentation. Below are a few illustrations created by the author.
- My heart dissolves my sorrows
When laughter mirrors my happiness
Within playful adventures. 7-9-7 - Time loves you
Life Loves YOU
God LOVES YOU. 3-3-3 - Life defines death
Now captures time
Joy dissolves guilt. 4-4-4 - Love kidnaps forgiveness
Play dissolves worry
Laughter arrests freedom. 6-4-6 - My joy defies my sorrows
When laughter mirrors my happiness
Within playful abundance. 7-9-7 - Finding my potential
A meeting with my destiny
Waking up with my tomorrow’s. 6-7-8
Learn and live,
Earn and give.
Two together can be with
Peace and light
Pain and fright.
With no one wrong
And no one right. …….3-3-6-3-3-4-4-
[Written by Matthew]
Eurhythmy – ‘visible speech’
Steiner devised a whole body approach to movement and sound that he called ‘eurhythmy’. He describes eurhythmy as ‘visible speech’, ‘visible song’ – ‘soul gymnastics’. When we speak or sing, we create ‘patterned forms and gestures with our breath and resulting sounds, and it is these forms which furnish the source that is the whole art of eurhythmy. …….This is an art in its own right……. Performers of speech eurhythmy carry out arm and hand gestures which correspond to the sounds of the vowels and consonants in the speech element, at the same time tracing artistically conceived foot work patterns, known as forms, In a tone eurhythmy the appropriate limb movements correspond with the melodies and rhythms of the music being played.’ (*Childs, 1995: 40) Later Steiner developed a form of ‘curative eurhythmy’. This is taught by specialist teachers to individual or small groups of children in the Steiner schools. It is particularly noted as a curative support for children with specific learning difficulties.
Spoken prose and poetry can be coordinated with body movements that enhance a person’s feeling for the rhythm, rhyme and meaning of the words. Just as dance movements can enhance a person’s relationship with musical sounds, movement can also be choreographed to enhance the expression of feelings associated with spoken words.
The following is an example of spoken words coordinated with the movement of a single copper (or wooden) rod:-
The tide rises, the tide falls.
The wind swirls, the wind stills.
In daring adventures we rush forward.
Then gently roll home again and rest.
We balance our body and mind
And focus on a place of playful grace.
| For the 1st line the rod is thrown horizontally from both hands upwards and as it falls it is caught at about waist level. For the 2nd line the rod is twirled around in circles vertically in front of the body. In the 3rd line the rod is rolled on the arms from the shoulders to the hands, In the 4th forth line the rod is rolled from the hands back into bent elbows where it is held still for a few moments. In the 5th line the rod is balanced upright from the palm of the hand or fingers. In the 6th line the hand releases from the rod and catches it quickly before it falls from its upright position. |