Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Robert Burns & William Blake
Transcript of Robert Burns & William Blake
The whole poem is addressed to the Tyger. Can the Tyger talk? No. Does it even exist in a concrete sense? Probably not. The apostrophe helps the poet keep the subject alive and in-your-face, rather than talking about a bunch of generalities.
: The symbol of the Tyger is one of the two central mysteries of the poem (the other being the Tyger’s creator). It is unclear what it exactly symbolizes, but scholars have hypothesized that the Tyger could be inspiration, the divine, artistic creation, history, the sublime (the big, mysterious, powerful and sometimes scary.), or vision itself. Really, the list is almost infinite. The point is, the Tyger is important, and Blake’s poem barely limits the possibilities
Started writing songs when he was 15 to impress girls
Wrote poems that were influenced from his farm life
First book of poems were published
Died at the age of 37
His birthdays after his death were spent by people reading his poems
People sang his song, ¨Aloud Lang Syne¨ on December 31 at midnight
Robert Burns & William Blake
Analysis- "To A Mouse"
Stanza 1 – In stanza one Burns addresses a mouse that he sees in some heavy Scottish dialect. He describes the mouse as something that is scared. Burns then tells the mouse that he does not want to chase it.
Stanza 2 – Stanza two brings a shift of dialect. Burns tells the mouse the reason that humans chase it is because we are broken away from our nature, and for this he apologizes to the mouse.
Stanza 3 - The poem shifts back to the heavy Scottish dialect. Burn understands that the mouse needs to steal an occasional ear of corn to live, but it is ok because the mouse needs to live so Burns does not mind.
Stanza 4 – Burns reflects on how the mouse’s house has been destroyed by his own plow, and now the mouse has nothing to make a new house out of. Burns feels especially bad because it is winter so the mouse will probably die.
Stanza 5 – Burns begins to describe how the mouse was once prepared for winter because it saw winter’s fast approach, but because of Burn’s plow destroying her home she is no longer ready for the winter.
Stanza 6 – Burns talks about how the house that the mouse spent a lot of time making is now gone, and now has to live though winter with nothing.
Stanza 7 – The beginning of this stanza marks a shift where Burns begins to tell the mouse that he is not alone, and that foresight usually ends in vain.
Stanza 8 – Burns tells the mouse that is better off than he is and that although he cannot see the future he still tries to guess what will happen so he can prepare as well as fear the parts of the future he cannot see.
Throughout the poem Robert Burns develops the theme of respecting life no matter how small. A live and let live mentality.However, In the second part of the poem Robert Burns seems to develop a second theme of one can never truly prepare for the future for it is unknown. Life is unpredictable.
'To a Mouse'
In the first stanza the speaker notices a bug crawling up a woman's body.The speaker then starts to ask the bug as well as himself where it is going.The speaker assumes that the bug has been in the woman's hair and that it has been taken good care.
In the second stanza the speaker is upset that the bug wants to stay in the fine lady's hair.
In the third stanza he tells the bug to go find other bugs of his kind and go to the body of a poorer person rather than a rich person.
The fourth stanza he goes on to say that the bug won't be satisfied until it reaches the top of the hat of the find lady.
The sixth stanza is where the speaker states that he wouldn't be surprise to see the louse in an old lady's head or even the inside of a little boy, but not a fine lady.
Stanza seven the speaker is saying to this women named Jenny that if only she knew that the louse was in her head knocking down the beauty she presents
The last stanza the speaker says that if only people had the power to see oursevles as others do then people would be free from there own faults.
Theme: ' If one could see oneself as others do, then one would realize one's faults, and be freed of many mistakes .'
'To a louse, on Seeing on a Lady's Bonnet at church '
He was born in 1757 in London
William attended school for a short period of time before he was home schooled by his mother.
He was influenced by the Bible
Blake had visions which affected the art and writings he created.
He was enrolled at a drawing school at the early age of ten.
Growing up, he studied engraving at age 14, and fell in love with Gothic art.
When he was 24 he lost his brother to tuberculosis.
He wanted his art to change the way people "see" and open up new worlds to them.
During his life, he was unnoticed and sometimes not even published.
William Blake died in London in 1827
3. This Poem is thought to lead John Steinbeck to write "Of Mice and Men"
Analysis- "To a Louse"
2. 2nd, 3rd, and 5th lines of each stanza rhyme with each other
As plump an' grey as onie grozet – Simile
There you may creep, and sprawl, and spr
Swith! in some beggar's hauffet squattle – Metaphor
Speech characteristic of a particular region or group.
In each stanza, the first line rhymes with the second, third, and fifth, and the fourth line rhymes with the sixth. Therefore, the rhyme scheme is aaabab. The types of end rhyme used include masculine rhyme, as in thrave and lave (Lines 15 and 17); feminine rhyme, as in blast and past (Lines 27 and 29); and near rhyme, as in startle and mortal (Lines 10 and 12).
The first, second, third, and fifth lines of each stanza are in iambic tetrameter, rhyme with four measures. The fourth and sixth lines of each stanza are in iambic dimeter, a line of poetry consisting of two metrical feet.
1. The language of "To A Mouse" shows the Scottish dialect Robert Burns.
1. In this poem Burns creates sort of a humorous atmosphere.
He uses the poem to distinguish between classes
The Romantic Era
3. This Poem it is also about the class division in England.
Sae fine a lady!
Gae somewhere else and seek your dinner,
On some poor body.
Rhyme Scheme - aabbccddeeaa aabcddcbaa - the couplets combined with short line lengths and the repetition of the first two and last two lines of each stanza produce a song-like quality to the poem. The poetic form reflects the content, a simple, yet profound question asked to a child.
The first stanza contains a question to a child. The second stanza gives the answer.
The first stanza contains a metaphor comparing the child to a lamb. The second stanza contains a metaphor comparing lamb to Jesus Christ. Lamb in the second stanza is also a Biblical allusion. Thee is repeated at the end of eight lines in the poem. The first two lines repeat. The last two lines of the first stanza repeat. The first two and last two lines repeat respectively. Why? There is a progression. The first stanza presents the question "Who made thee?" The first two lines of the second stanza brings good news, being I know the answer and "I'll tell thee." The next six lines express that the Lamb of God made him, which leads to the poem's speaker's joyous exclamation of "God bless thee!"
Stanza 1 contains the pastoral images of stream, vales, and mead and paints an ideal picture of infancy-- "clothing of delight," "wooly bright," "tender voice."
Stanza 2 contains a religious-philosophical discussion on human creation.