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Copy of For Heidi with Blue Hair

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on 3 November 2013

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Transcript of Copy of For Heidi with Blue Hair

Fleur Adcock
For Heidi with Blue Hair
Fleur Adcock

The central character is the girl who dyed her hair blue. She is portrayed as a rebellious and independent girl, and she has developed her own thoughts and personality. We can also see Heidi's strong determination in achieving what she wants, as she is strong minded. "Tell them it won't wash out-not even if I wanted to try." This shows her courage in standing up to what she believes in, and the courage to strive for what she desires.

Her father is recognized as a "freedom-loving father", showing the support he gives to Heidi.
Poetic Devices

No rhyme scheme: shows the unconventional style, reflecting the theme of rebellion and individuality
Dialogues: unconventional and vivid
Use of simple vocabulary
Loose Structure: reinforcing the idea of rebellion, the battle against authority and rules
Punctuation: brackets--reflects the informality of tone
Point of View&Tone
This poem narrates the story of a high school girl who was sent home from school because she dyed her hair blue--'not in a school color.'

It is told from a second person point of view (you), and it creates a unique poetic effect. It feels as though the poet is talking to you, thus making you sympathise with the girl.

The tone is conversational and informal, reflecting the idea of challenge and individuality.

Her language is full of precision and control, and she exudes a distinctive air of knowingness. It isn't hard to guess whose side she is on.

nform.... what do you think the intention of the poet is? You could start your answer with - "Adcock’s intentions seem to be…."

1.Who is the subject of this poem?
2. What is the mood of the poem?
3.What do you think the poet’s purpose is in writing this poem?
4. How are teachers and the headmistress presented?

When you dyed your hair blue
(or, at least ultramarine
for the clipped sides, with a crest
of jet-black spikes on top)
you were sent home from school

because, as the headmistress put it,
although dyed hair was not
specifically forbidden, yours
was, apart from anything else,
not done in the school colours.

Tears in the kitchen, telephone-calls
to school from your freedom-loving father:
'She's not a punk in her behaviour;
it's just a style.' (You wiped your eyes,
also not in a school colour.)
Kareen Fleur Adcock (known as Fleur Adcock), is a New Zealand poet and editor, of English and Northern Irish ancestry, who has lived much of her life in England.

-Born in Auckland in 1934, but spent her childhood in Britain;
-She studied Classics at the Victoria University of Wellington.;
-She worked as an assistant librarian;
-She was married to two famous New Zealand literary personalities. (Then both were divorced.)
-She has been a freelance writer, living in East Finchley, north London.
Questions - 2 minute think
Themes - 6. What do you think the main theme of the poem might be?
Challenging social norms and authority
Recognising individuality within human beings and expressing oneself ?

Solidarity and friendship?

The relationship between authority and subordinates?
'She discussed it with me first -
we checked the rules.' 'And anyway, Dad,
it cost twenty-five dollars.
Tell them it won't wash out -
not even if I wanted to try.
It would have been unfair to mention
your mother's death, but that
shimmered behind the arguments.
The school had nothing else against you;
the teachers twittered and gave in.

Next day your black friend had hers done
in grey, white and flaxen yellow -
the school colours precisely:
an act of solidarity, a wittytease.
The battle was already won.
Adcock's poetry is characterized by images drawn from her immediate experience. Although the subject of her poetry often deals with personal matters, it is not confessional. She is often referred to as "the expatriate poet" because her life has been split between New Zealand and England, both countries claiming her as their own. "The awareness of the split in her life makes Adcock concentrate on the present, leading to rich description and clear imagery. She often focuses on particular places, immediate and concrete, to suggest that which is missing, using the present landscape as a backdrop for the 'receding pictures' it emotionally evokes" (Feminist Writers).

Adcock was trained as a classicist and much of her early work emphasizes structure, rhyme, and meter, as evidenced in The Eye of the Hurricane. Since 1980, Adcock's poetry has broken new ground. She experiments with different voices and speakers, moving away from direct observations and into an exploration of the unconscious. Her themes continue to include ancestry/history, love, death, childhood, and sex.

In this poem, we can see her use of loose structure and stream of consciousness.
Lesson Objectives:
Identify the theme of the poem
Identify any visual or audiatory devices used in the poem

Both of these will be achieved with the
5. Why do you think Heidi is rebellious?
Identify figurative language features, imagery, sound devices such as alliteration, symbolic devices which all present Adcocks views on social boundaries, rebelliousness, friendship, home life and social institutions
pecify the subject matter and sense of the poem through a brief summary
nform us of the intention of the poet and his/her main ideas overall
ocus on the form ( structure/punctuation) and the feelings conveyed ( poet’s attitude/tone used) and how this highlights the main ideas
ell us about the techniques, imagery and poetic language that show the ways ideas are presented
SO....on can you write a 1 paragraph summary of the poem?
What style does the poet use? Is it like a story?
Full transcript