All About Romanticism!
Take out your journals!
We have lots of notes to take.
Definition
 Romanticism refers to a movement in art, literature, and
music during the 18th & 19th centuries. (~1770-1850)
 Romanticism was characterized by its emphasis on emotion
and individualism as well as glorification of all the past and
nature.
 It was partly a reaction to the Industrial Revolution and the
aristocratic, social, and political norms of the Age of
Enlightenment.
 Romanticism is characterized by the 5 “I”s
Imagination
Intuition
Idealism
Inspiration
Individuality
Imagination
 Imagination was emphasized over “reason.”
 Imagination was considered necessary for creating
all art.
 British writer Samuel Taylor Coleridge called it
“intellectual intuition.”
Intuition
 Romantics placed value on “intuition,” or
feeling and instincts, over reason.
 Emotions were important in Romantic art.
Idealism
 Idealism is the concept that we can make the world a
better place.
 Idealism refers to any theory that emphasizes the spirit,
the mind, or language over matter – thought has a
crucial role in making the world the way it is.
Inspiration
 The Romantic artist, musician, or writer, is an
“inspired creator” rather than a “technical
master.”
 What this means is “going with the moment” or
being spontaneous, rather than “getting it
precise.”
Individuality
 Romantics celebrated the individual.
 Romantics were distrustful of society, and instead
felt the need to focus on the individual and nature.
The Romantic Poets
• William Blake (1757-1827)
• Lord Byron (1782-1824)
• John Keats (1795-1821)
• William Wordsworth (1770-1850)
• Samuel Taylor Coleridge (1772-1834)
• Percy Bysshe Shelley (1792-1822)
• Matthew Arnold (1822-1888)
• John Clare (1793-1864)
Ozymandias/Percy Bysshe
Shelley (1792-1822)
• A British Romantic poet.
• Like other romantic poets,
he wrote about the return
to nature, freedom,
democracy and human rights.
• Many of the poems often use
ancient stories as sources of
inspiration.
• Ozymandias is his most famous
poem.
Strange Facts
• Ozymandias is an ancient Greek name for Ramses II of
Egypt. He was known for his ambitious foreign military
campaigns and for his diplomacy.
• Ozymandias is the name of a character in the graphic novel
and movie Watchmen.
• Shelley’s body is buried in Rome, but his heart is buried in
England.
• Napoleon tried to steal the statue that inspired
“Ozymandias” and left a hole in its right side.
The Poem: “Ozymandias”
• The name: a combination of two Greek words: ozium=
breath, air; mandate= to rule
• A sonnet- little song (Italian)
Sonnets usually contain 14 lines.
The octave- the first 8 lines: the question/the problem
The sestet- the last 6 lines: answers the question/ resolves
the problem
“Ozymandias” Visuals
• I am going to read you PB-Shelley’s poem,
“Ozymandias.”
• As you listen, try to visualize the poem. Draw what
you are hearing on the back side of your poem.
• Think about: What words stand out to you? Is this a
positive or negative poem? What is the issue in the
poem? What is the TONE of the poem, or the
author’s attitude, and what atmosphere, or MOOD,
is resulting from that tone?
Octave
I met a traveller from an antique land
Who said: "Two vast and trunkless legs of stone
Stand in the desert. Near them on the sand,
Half sunk, a shattered visage lies, whose frown
And wrinkled lip and sneer of cold command
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them and the heart that fed.
Sestet
And on the pedestal these words appear:
“My name is Ozymandias, King of Kings:
Look on my works, ye mighty, and despair!”
Nothing beside remains. Round the decay
Of that colossal wreck, boundless and bare,
The lone and level sands stretch far away".
Color Marking
• You will need to get out several different colors. Please
share with your neighbors if you don’t have enough color
choices.
• We are going to be using a strategy called color marking to
break down the poem.
• At the top of your page, create a key for your different
colors. You will be making specific categories for your
poem.
Romantic Movement
• https://www.youtube.com/watch?v=XV_q45Otdic
Take notes in journals.
Breaking Bad Trailer
• https://www.youtube.com/watch?v=T3dpghfRBHE
• Bryan Cranston reads “Ozymandias”
Color Marking “Ozymandias”
•
1. Choose a color. Underline or highlight any words that remind you of statues
or sculpting in some way. Make sure you add “Statues & Sculpting” to your key
with your color.
•
2. Choose a different color. Now underline or highlight any words in the poem
that you feel represent destruction. Add “destruction” to your key.
•
3. Choose yet another color. Underline or highlight any words that you feel
represent life or survival in some way. Add it to your key.
•
4. With another color, underline or highlight any words that you feel represent
passion or feelings, whether positive or negative. Add it to your key.
•
5. With another color, circle any words that you feel have positive meaning.
•
6. With a final color, circle any words that you feel have negative meaning.
Discuss “Ozymandias”
• 1. Look over your categories. Which ideas from your key seem
to be the most prevalent in the poem?
• 2. Which ideas are the least prevalent?
• 3. Did you see more positive words, or negative? What does this
tell you about the author’s attitude, or tone of the piece?
• 4. How does the reader react to the mood, or the atmosphere,
of this poem?
• 5. Which specific diction, or words chosen by the author, are
the most powerful or thought provoking in this poem?
• 6. What message, or theme, is Shelley trying to convey?
Critically Read
• Think about your knowledge of literary devices, and critically read
the poem.
• Write in line numbers for each line on the side.
• Are there specific words that stand out to you? Why? What
connotations, or emotional baggage, comes from the words Shelley
is using specifically?
• What specific word choice, or diction, shows us the author’s
attitude, or tone? Is it positive or negative? How do you know?
• Do you notice any imagery, or sensory language, in the poem?
• Remember the octave (conflict) and sestet (resolution) in a sonnet.
Form & Meter
• Petrarchan Sonnet: 8 lines (octave) and 6 lines (sestet) for 14 total.
• Shelley blends the Petrarchan Sonnet & the English, or
Shakespearean Sonnet a bit. Shakspearean sonnets have 14 lines
too, but have 3 quatrains (4 lines each) followed by a final
rhyming couplet.
• The 9th line marks a SHIFT in the poem because it usually moves
from conflict to resolution. The shift has also been known as the
“turn” or the “volta”.
• Rhyme Scheme: ABABACDCEDEFEF
• Many lines are written in iambic pentameter, but they don’t
always stick to that form.
• half-sunk, a shatt-er'd vis-age lies- Line 4
• No-thing be-side re-mains: round the de-cay –line 12
Discussion Questions
•
1. Where do you think the encounter between the speaker and the traveler
takes place? Is it on the street? Is it in the speaker's head? What does this
vagueness contribute to the poem?
•
2. In this poem three different people speak (the speaker, the traveler, and
Ozymandias). What do you make of this? Does it make the poem seem more
like a novel or a play, where different voices are permitted to speak?
•
3. There's a lot of alliteration in this poem. There's also plenty of rhyming.
What do you make of all this repetition? Does it suggest some kind of
cyclical, history-repeats-itself, idea?
•
4. What do you think Ozymandias would say if he could see what has
happened to his crumbling statue? Would he be humbled or would he find
some other way to boast?
•
5. Are there political leaders today that you consider to be similar to
Ozymandias, or is he a different case because he had absolute power? Which
leaders would you want to read this poem?
William Blake
• https://www.youtube.com/watch?v=SzPyeLQO8D
E
• Take notes in journals.
Blake- “A Poison Tree”
• On your own, go through and color mark “A Poison Tree” using
different colors for different categories.
• Remember, categories can be theme related, literary devices, or similar
images or ideas. You could have “plants” as a category. Or “feelings” or
“anger” as categories. You could also have “revenge” or “religious
imagery” or different literary devices as categories. Anything goes!
• Look at the diction, or word choice, within the poem. Which words
stand out to you? Which ones can you group into similar categories?
• Make sure you make a key at the top of the page for each color that you
use and label the color to show me your categories.
• Try to see how many categories you can come up with for your color
marking.
Discuss!
• 1. What major categories did you break the poem into?
Why? What was your most frequently used color, and what
category did that color represent? Which was your least
frequently used color?
• 2. Is this poem positive or negative in terms of tone? What
is the reader’s reaction to the poem? How would you
describe the attitude of the poem?
• 3. What major themes, or big ideas, do you see within the
poem? Which specific words show you these themes?
• 4. What is Blake’s message to the reader?
TPCASTT: Poetry Analysis Tool
• T: Title
• P: Paraphrase
• C: Connotation
• A: Attitude
• S: Shift
• T: Title (Revisit it)
• T: Themes
TPCASTT Poetry Analysis
• Choose either “Ozymandias” or “A Poison Tree”
• Fill in the boxes on your TPCASTT sheet. Start at the top
with the TITLE and work your way down. This is
another strategy for poetry analysis.
• Remember, when you get to THEME, your theme must
have more than one word.
• Ie. Poison is not a theme. “The poisonous effects of anger”
would be a theme.
Timed Write: Romantic Poetry
• Using your color marking and TPCASTT sheets, choose either
“Ozymandias” or “A Poison Tree” and craft a written response
demonstrating your understanding of the poem and the patterns
you see within it.
• You will need one body paragraph starting with a thesis. Cite
evidence from the poem using the author’s last name and line
numbers (Shelley 2) or (Blake 14-15).
• You MUST use the following terms: diction, tone, mood,
theme, speaker, & connotation in your response. You may also
use other literary devices in addition to the ones listed above.
• You MUST answer the following questions in your written
response: What is the meaning of the poem? How does the
specific diction selected by the author impact the meaning of the
poem?