LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 24:7 July 2024
ISSN 1930-2940

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         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
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         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Teaching Romantic Poetry: Experiment and Experience

Arvind Jadhav, Ph.D.

Abstract

In this paper, attempt is made to delineate the English teachers’ experiment of teaching romantic poetry and students’ experience of learning. It focuses on the two famous short lyrical poems of the romantic period: William Wordsworth’s I Wandered Lonely as a Cloud (1804) and Lord Byron’s She Walks in Beauty (1815). These lyrical poems are written in iambic tetrameter. The former celebrates the beauty of the nature, while the latter celebrates the beauty of the unknown maid. The linguistic and literary peculiarities in both the contemporary poems are explored.

The advanced learners of the literature are necessarily expected to know these linguistic and literary subtleties for better appreciation of these poems. The analyses of the selected poems are presented in the paper. These analyses are based on the framework of Leech (1969) in which he considers criticism and stylistics as complementary and necessary for literary analysis.

The paper concludes that both Wordsworth and Byron succeeded in representing their perceptual experiences through I Wandered Lonely as a Cloud and She Walks in Beauty, respectively. We observed their unique style in their poetry despite of the numerous similarities. It is to be noted that a creator of the text (a poet), the process of creation (creativity, imagination, etc.), its representation in a form of the text (a product), and the (linguistic and/or non-linguistic) context are most prominent aspects in poetic composition.

Keywords: Teaching Romantic Poetry, Experiment and Experience, Wordsworth, I Wandered Lonely as a Cloud, Byron, She Walks in Beauty.

Poetry appreciation can be a rewarding experience for the teachers as well as students if teachers succeed to involve students actively through different activities and skills. Teachers’ expertise and timely interventions will also help students to appreciate literary texts better.

British Romanticism

As Day (2012) mentions, “Romanticism was a revolutionary intellectual and artistic movement that generated some of the most popular and influential texts British and American literary history”. As rightly said it was intellectual and artistic movement that includes philosophy and different kinds of arts, especially painting and literature. Form the literary point of view, Romanticism was a revolt against stereotyped neo-classical ideas, aristocratic personae or characters, eloquent language, and the themes suitable to high class society. On the other hand, Romanticism adopted common country life, common people, simple language, nature, themes related to these and such people and the environment around them. Wordsworth advocated his idea of poetry as, “spontaneous overflow of powerful feelings”.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Arvind Jadhav, M.A. & UGC-NET (English), M.A. & UGC-NET (Linguistics)
Ph.D. (Linguistics)
Associate Professor of English
Yashwantrao Chavan College of Science
Karad, Maharashtra, India. 415124
arvind.linguistics@gmail.com
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