Registry
Module Specifications
Archived Version 2017 - 2018
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Description Through the study of a range of poetry, the fundamental aspects of poetry's affective and intellectual appeal will be analysed. Students will apply theoretical and practical knowledge of poetic devices and techniques to three ‘case study’ poets. | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Communicate a fundamental knowledge of how poetry's word-music is generated 2. Show an understanding of the other dimensions of poetry's sensory appeal 3. Demonstrate a knowledge of lineation and layout 4. Analyse the formal resources of poetry, with reference to sub-genres such as the dramatic monologue, pastoral, the lyric sequence and the narrative poem 5. Show a problematic understanding of the role of the poet in culture, and be alert to the power of a poetic persona 6. Respond aptly to the dynamism and range of poetry in critical language | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities Rhythm and metrePractical exercises with a range of poems to demonstrate rhythmRhymePractical exercises with a range of poems to demonstrate rhymeLayout and lineationVisual and concrete poetry, lineationCreating picturesThe problematics of visualisation; ekphrasisThe epicExtracts from classical (in translation), Renaissance, and modern epic/long poetry.The pastoralExtracts from classical (in translation), Renaissance, and modern pastoral poetry.The dramatic monologuePoems in ‘character’ from Anglo-Saxon elegies to Carol Ann DuffyPoetic PersonaeThe lyric self, poetic subjectivityCase Study: Walt WhitmanApplying the above to selections from WhitmanCase Study: Emily DickinsonApplying the above to selections from DickinsonCase Study: Paul MuldoonApplying the above to selections from Muldoon | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||
Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
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