Rhapsody on a Windy Night: Poetry as a “Sensory” Experience
(Perhaps conduct this lesson as a counterpart of a study of a very structured poem with a clear “type” as a means of comparison of
different kinds of poetry)
OBJECTIVE:
-
Explore the musical/sound elements of poetry (onomatopoeia, repetition, rhyme, title of poem “labelling it” as a rhapsody)
Explore how imagery and literary devices (simile, personification, symbolism and allusion) used in poetry contribute to the tone
and meaning
Explore “stream of consciousness”
To introduce students to close reading skills
Apply these literary elements in a writing activity (to get students to try different ways of writing)
RATIONAL:
Meet PLO’s:
- A9
 speak and listen to interpret, analyse, and evaluate ideas and information from texts by examining and comparing ideas and
concepts among texts
 ex: identify words, elements, and techniques that influence the audience’s feelings and attitudes (e.g., sound devices,
imagery…)
- A12: recognize and apply the structures and features of oral language to convey and derive meaning, including diction, usage
conventions, rhetorical devices, vocal techniques…)
 ex: explain how literary elements contribute to understanding (ex: imagery in poem develops the theme)
- B1: read, both collaboratively and independently, to comprehend a wide variety of literary texts, including poetry in a variety of
forms
 ex: identify how elements of poetry (imagery, sound devices, figurative language, tone, form, rhythm contribute to the
construction of meaning
INTENDED GRADE: grades 11 to 12
TOTAL TIME: ~ 60 min
Activity
Approx.
Time
6 min.
Total time
5 min.
11 min
A computer/laptop for each
group
OR
Dictionaries
Brief intro of poem:
Reading poem (reading a ‘rhapsody’)
i) Individually
 gives students time to read the
poem silently
 ask them to mark words/phrases
that are imagery and literary
devices (focus specifically on
onomatopoeia/sound devices)
8 min.
19 min
- Poem for each student
(handouts)
- Coloured
pens/highlighters
ii) Aloud
 have students read the poem aloud
in pairs (take turns reading stanzas)
5 min.
24 min
i) Listening to rhapsodies
(30 sec of each)
ii) Group discussion
ask students to share their reactions to
the pieces, things they noticed (very
general)
“Rhapsody” definition
 get students to look up/share the
definition of rhapsody & origin of
the word
 share findings in group
Materials needed
6 min
Resources/Notes
Rhapsody in blue http://www.youtube.com/watch?v=I9nG2KyEp2A
Bohemian Rhapsody http://www.youtube.com/watch?v=fJ9rUzIMcZQ
Rhapsody on a theme of Paganini
http://www.youtube.com/watch?v=KcxpR-9jONo
(potentially could ask students to look
this up as homework for this class)
OR
Ask students what they think & then
give them the background information
Rhapsody:
- not bounded by a specific musical form
- often incorporates many themes
- first linked to music in the 18th C (1700- 1800)
 poem written 1911
- music in one-movement work
- episodic yet integrated
- free-flowing in structure
- range of highly contrasted moods, colours,
tonality
- air of spontaneous inspiration, sense of
improvisation
- from Greek rhapsodos= reciter of epic poetry,
later meant extravagant expression of
sentiment/feeling
 ask them to try to bring out the
sound elements of the poem
 (optional: ask if some groups wish
to read their rendition in front of
the class)
Initial reactions:
Ask students to share one phrase they
really liked and explain what they liked
about it
Analysis
 split class into groups of 4
 each group to pay close attention
to a particular element in the
poem (identify its occurrences)
and discuss:
a) how it makes them react to the
poem
b) how it gives them clues about
various interpretations
Group 1: imagery in general
Group 2: sound devices
Group 3: the structure of the poem
Group 4: personification
Group 5: literary devices (not
including personification
Group 6: symbols
(Group 7: stream of
consciousness)
(there will be overlap between
groups)
(create posters/visual?)
(5- 10)
min
(34 min)
5 min
29 min
11 min
40 min
~ 4 min
~ 7 min
Groups to share findings
Assignment for next class:
- After having done a base analysis of
the poem, write/consider whether or
not you think it could be described as a
rhapsody? In what ways does it
conform to the musical genre? In what
ways does it challenge/subvert it?
20 min
60 min