Blake songs of innocence and experience
- Created by: Florencepoppy7
- Created on: 10-02-22 14:48
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- William Blake Songs of innocence & Experience
- The Lamb (I)
- Context- innocence of Jesus, lots of references to religion, explores the nature of the world and its creator
- Structure- 2 stanzas each with 5 rhymed couplets, repetition in first and last couplet of each couplet makes them a refrain
- Voice- of a child asking the lamb questions
- Emphasised through the repetition of words and phrases and excessive use of interrogatives
- Rhyme scheme- AABB until line 13 and 14 which disrupt the consistent rhyme scheme, also lines 18 and 19
- Form- depends on the repetition of question and answer framework so there’s lots of interrogatives and declarative
- Figurative language- lots of biblical allusions especially with the mentioning of the lamb which is representativeof jesus
- Explore the nature of the world and its maker
- Introduces the theme of vulnerability and innocence
- Lexus- repetition of l and m sounds reinforce the flowing soft implications of a child’s voice and softness of he lamb
- Meter- basic torch air mete
- Often found in children’s verse and so enhances the impression of simplicity
- The Ecchoing Green (I)
- Context- a commentary on the simpler pre-industrial times
- Pastoral
- Structure- basic pattern of 2 stresses per line one stress at en of the line
- Rhyme scheme- AABB, Rhyme in couplets giving it a sense of echos and a childlike nursery rhyme feel
- Lexis- simple, repetitive vocab reflects the simplicity of the speaker
- Symbolism- green= associated th growth spring and fertility, viallge greens were places of play and freedom and were common land owned by everyone
- Themes- pastoral and childhood
- Symbolism- symbols like th sun- referencing re-birth, lots of personification of nature
- Hints of lament and reflective tone from the adults
- Context- a commentary on the simpler pre-industrial times
- The Nurses Song (E)
- Context- exploring the relationship between children and adults and how children should be free (romantic idea), looks at the role of authority and adults on the restriction of children’s freedom.
- Rhyme scheme- ABCBDEFE,
- Structure- 1 stanza of 8 lines
- Meter- anapaestic (lines 1, 5 and 8)
- Creates a jauntiness that contrasts with the serious tone of the poem
- Themes- the perception of children and the nature of parental care and authority
- Rousseau
- Lexis- repetition of ‘my’ shows the nurses self obsession
- Symbolism- green= growth, fertility and freedom, also jealousy,
- Voice- first person perspective of the nurse, she talks Maori about her own memories of childhood
- The nurses song (I)
- Context- positive relationship betweeen children and adults where the children’s freedom is not restricted
- Structure- 4 quatrains
- Rhyme scheme- ABCB, third line of each stanza has internal rhyme
- Internal rhyme creates a clam rhythmic quality which is enhanced by the rolling anapaestic meter
- Voice- first person narration, the consciousness of the speaker is in harmony with the needs of the children.
- The repetition of l sound creates a soft and gentle voce
- Uses internal rhyme to demonstrate the children’s voice
- Her language doesn’t convert authority- established through collective pronounces, she is with them rather than above them
- Meter- Anapaestic meter
- Syntax- simple the nurses language isnt very different tno the children’s
- Symbolism- fading light = the nurse is more aware of the threat of darkness and loss of innocent than the children
- Role of the nurse- she is a guardian who stands apart from the children but supports rather than dominates them
- The chimney sweeper (I)
- Context- child labour in the 18th century
- Structure- 6 quatrains,
- Rhyme scheme- AABB, 2 rhyming couplets per quatrain, as the poem progresses the rhyme gets less regular
- Voice- the chimney sweeper, first person
- Meter- anapaestic iambic pentameter, 4 beats per line and 4 lines per stanza
- Themes- death, suffering, hope, religion, nature
- Syntax- simple syntax to convert the voice of the child and also uses vividly contrasting images to convey the innocence of the speaker
- Symbolism- the lamb= innocence, the dream is a symbol if hope and positivity
- The chimney sweeper (E)
- Context- corrupting influence of organised religion on society, exposure of the hierarchical society that condones the miserable state of the child
- Structure- first stanza is rhyming couplets and the following 2 stanzas are just one sentence
- Voice- first person, the chimney sweeper, also an adult speaker
- Form- rhythm of lines 1&2 of stanza 2 are entirely monosyllabic
- Themes- religion, corruption, exploitation of children in society
- Rhyme scheme- AABB
- Meter- all over the place, some iambic and some anapaestic
- Clothes of death- literally= the soot on his cloths, metaphorically= the effect of prohibitions on the body
- The Tyger (E)
- Context- exploration of the negative side of religion, good and evil, power and gentleness
- Structure- 6 quatrains in rhymed couplets
- Monosyllables- creates the image of simplicity (misleading)
- Rhyme scheme- AABB
- Meter- trochanter, creates insistent rhythm
- Often used in children’s rhymes
- Untitled
- Syntax- sibilence, associated with evil or dark forces
- Repetition of dread and use of deadly terrors- establishment of hell, suggests the tiger is a demonic force
- Holy Thursday (I)
- Context- exploring the corruption of organised religion and how it places a part in the exploitation of children
- Voice- neither Blake’s or a child’s, its an observer who sees an emotionally affecting scene
- Meter- regularly stressed heptameter with 4 beats in the first part of the lines and 3 in the second half giving the effect of neatly tying up the phrase
- Structure- poem has 3 stanzas with 2 rhyming couplets- first stanza is one sentence suggesting the long train of children or the flowing river
- Contrast with the closed couplets in the remaining stanzas
- The last line of the 1st stanza disrupts the regularity as if the smooth flow of bodies comes to a dead end
- Semantics- religion and heaven= angel, heaven’ holy
- Symbolism- orderliness of the children’s March could suggest the rigidity and regimentation rath than charity an love
- Rhyme scheme- AABB regular
- Symbolism- lamb= emphasising the innocence and meek nd mild nature of the children
- Symbolism- mighty wind/ thunder= in the Bible this is often signifying the presence of God and thunder is often seen as the wrath o God
- Holy Thursday (E)
- Context- Blake is questioning the poverty stricken world and how there are so many poor children in society (very unequal)
- Lexis- language is often emotive it evokes feelings by using rhetorical devices such as irony exaggeration and the rule of three
- Use of words like babes emphasises the vulnerability and helplessness and evokes sympathy
- Voice- very negative, first person, offers a damning attack on the contemporary approach to charity (facade)
- Structure- 4 quatrains
- Rhyme scheme- 1st quatrain rhymes ABAB with 4 stresses per line, 2nd stanza the rhyme breaks down and gives way to CDED CFDF for last 2 stanzas
- The garden of love (E)
- Rhyme scheme- ABCB in the 2st stanza
- Syntax- language works by contrasting the freedom of the previous state of the garden with the darkness of the present
- Eg green vs black of the gowns and flowers vs graves
- Symbolism- binding like briars could be symbolic of sexual desires and the inhibition the church was able to but on human sexuality and sexual freedom
- Voice- the speaker goes into the garden and a chapel has been built in the middle where they sued to play
- Referencing the growth fo organised religion and it taking over freedom
- Meter- anapaestic trimester but changes to tetrememter in the last 2 lines
- Rhyme scheme- first 2 stanzas= ABCB this is halted by the heavy treble stresses on thou shalt not
- The garden could be representativeof the garden of Eden before and after the fall of human kind
- Context- looks at the restriction of organised religion
- Symbolism- thou shalt not= opening words of 7 put of 10 of the 10 commandments
- The Lamb (I)
- The garden of love (E)
- Rhyme scheme- ABCB in the 2st stanza
- Syntax- language works by contrasting the freedom of the previous state of the garden with the darkness of the present
- Eg green vs black of the gowns and flowers vs graves
- Symbolism- binding like briars could be symbolic of sexual desires and the inhibition the church was able to but on human sexuality and sexual freedom
- Voice- the speaker goes into the garden and a chapel has been built in the middle where they sued to play
- Referencing the growth fo organised religion and it taking over freedom
- Meter- anapaestic trimester but changes to tetrememter in the last 2 lines
- Rhyme scheme- first 2 stanzas= ABCB this is halted by the heavy treble stresses on thou shalt not
- The garden could be representativeof the garden of Eden before and after the fall of human kind
- Context- looks at the restriction of organised religion
- Symbolism- thou shalt not= opening words of 7 put of 10 of the 10 commandments
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