Tag Archives: song

A Treaty with metaphor⤴

from @ blethers



I've been listening quite a bit to Leonard Cohen's final album - You want it darker - and in particular to one song that many, including me, regard as his last. Treaty, a song which is reprised by a string quartet as the final track on the disc, has provoked several thoughtful responses, ranging from questions about its meaning to personal accounts of how it has come to symbolise and to soothe at this particular time in the writers' lives.

It's got me thinking too. Cohen was "a Sabbath-observant Jew", we are told, and his language reflects that background - but not only that. In Treaty, some of the symbolism comes from Jewish tradition - the fields rejoicing at Jubilee; some that is as familiar to Christian as to Jew - the serpent in the Garden; reference to changing the water into wine sounds like the marriage at Cana, in the Christian canon. Elsewhere on the album there is the juxtaposition of Jewish prayer with reference to the Crucifixion - and to me the effect is of a seamless blending of imagery which has a profound effect.

But then, I'm a Christian - I belong within a certain tradition, just as Cohen belonged in his. The joy for me is that the imagery works, so that without spelling it out I gain an insight into the regrets and compromises that we recognise as we grow old, and claim them as my own. But when I say that, am I asserting the rightness of my interpretation? Am I succeeding in what, to the best of my remembrance, Matthew Arnold demanded - to see the object as in itself it really is? I had to write an essay on this, the first essay set in the Ordinary English Class at Glasgow University in October 1964; I wish I could rewrite it now, when I have so much more to bring to it than the frantic garnering of other people's ideas that my essay amounted to then. But I digress.

What I'm trying to say is this: because I have access to a wide-ranging framework of imagery gained through several decades of worshipping and reading in a Christian context, I feel a resonance with Cohen's song. But if I were to attempt to explain it to a completely non-religious person, someone who has not grown up with the language, someone who has resolutely turned their back on such nebulous superstition, I would find it much harder - or at least, I would have to find another set of metaphors and different imagery to lay out that which I have a shorthand for.

So is all religion, in the end, set out in metaphor? My hero, the poet-priest R.S.Thomas, thought so. In a video clip the interviewer John Osmond asks RS Thomas whether his rôles as poet and priest conflict. No, he replies, because poetry is metaphor, and religion is also metaphor. He sees no conflict between administering the Christian sacraments, which are metaphor, and administering the metaphor of poetry. I have that video somewhere, though for want of a suitable connection to my TV I can no longer play it. But the memory of that interview sticks in my mind, and points to what I now recognise as my own position.

We use language to describe our experience. When we experience something new, we describe it in terms of the familiar, the known. When we continue to experience this, we perhaps change our similes into metaphor - so, God is no longer "like" something else (or like nothing we've ever experienced at all), God "is" something else. And then the attributes of the original something else become God's also, and the metaphor hardens with each accretion. Before you know where you are, God (or any other spiritual experience for which you originally had no words) has become solid, fixed, immutable - and lost something in the process.

I fear I'm drifting into territory where others, much more learned than I, already hold sway. Bear with me, folks - I'm doing this for myself. But the wonderful thing about Leonard Cohen's song - and about many, many more that he wrote in a lifelong pursuit of what he called "blackening pages" - is that he never himself explained what he meant. He left it to us to respond. And that, now that he's gone, is what people are doing in droves.

And this, I offer, is the antithesis of what I hate about organised religion. There is plenty to love, but rigid fundamentalism isn't part of that. Let's hear it for metaphor, and the freedom to respond: I do not care who takes this bloody hill.

A Treaty with metaphor⤴

from @ blethers



I've been listening quite a bit to Leonard Cohen's final album - You want it darker - and in particular to one song that many, including me, regard as his last. Treaty, a song which is reprised by a string quartet as the final track on the disc, has provoked several thoughtful responses, ranging from questions about its meaning to personal accounts of how it has come to symbolise and to soothe at this particular time in the writers' lives.

It's got me thinking too. Cohen was "a Sabbath-observant Jew", we are told, and his language reflects that background - but not only that. In Treaty, some of the symbolism comes from Jewish tradition - the fields rejoicing at Jubilee; some that is as familiar to Christian as to Jew - the serpent in the Garden; reference to changing the water into wine sounds like the marriage at Cana, in the Christian canon. Elsewhere on the album there is the juxtaposition of Jewish prayer with reference to the Crucifixion - and to me the effect is of a seamless blending of imagery which has a profound effect.

But then, I'm a Christian - I belong within a certain tradition, just as Cohen belonged in his. The joy for me is that the imagery works, so that without spelling it out I gain an insight into the regrets and compromises that we recognise as we grow old, and claim them as my own. But when I say that, am I asserting the rightness of my interpretation? Am I succeeding in what, to the best of my remembrance, Matthew Arnold demanded - to see the object as in itself it really is? I had to write an essay on this, the first essay set in the Ordinary English Class at Glasgow University in October 1964; I wish I could rewrite it now, when I have so much more to bring to it than the frantic garnering of other people's ideas that my essay amounted to then. But I digress.

What I'm trying to say is this: because I have access to a wide-ranging framework of imagery gained through several decades of worshipping and reading in a Christian context, I feel a resonance with Cohen's song. But if I were to attempt to explain it to a completely non-religious person, someone who has not grown up with the language, someone who has resolutely turned their back on such nebulous superstition, I would find it much harder - or at least, I would have to find another set of metaphors and different imagery to lay out that which I have a shorthand for.

So is all religion, in the end, set out in metaphor? My hero, the poet-priest R.S.Thomas, thought so. In a video clip the interviewer John Osmond asks RS Thomas whether his rôles as poet and priest conflict. No, he replies, because poetry is metaphor, and religion is also metaphor. He sees no conflict between administering the Christian sacraments, which are metaphor, and administering the metaphor of poetry. I have that video somewhere, though for want of a suitable connection to my TV I can no longer play it. But the memory of that interview sticks in my mind, and points to what I now recognise as my own position.

We use language to describe our experience. When we experience something new, we describe it in terms of the familiar, the known. When we continue to experience this, we perhaps change our similes into metaphor - so, God is no longer "like" something else (or like nothing we've ever experienced at all), God "is" something else. And then the attributes of the original something else become God's also, and the metaphor hardens with each accretion. Before you know where you are, God (or any other spiritual experience for which you originally had no words) has become solid, fixed, immutable - and lost something in the process.

I fear I'm drifting into territory where others, much more learned than I, already hold sway. Bear with me, folks - I'm doing this for myself. But the wonderful thing about Leonard Cohen's song - and about many, many more that he wrote in a lifelong pursuit of what he called "blackening pages" - is that he never himself explained what he meant. He left it to us to respond. And that, now that he's gone, is what people are doing in droves.

And this, I offer, is the antithesis of what I hate about organised religion. There is plenty to love, but rigid fundamentalism isn't part of that. Let's hear it for metaphor, and the freedom to respond: I do not care who takes this bloody hill.

Projecting Poetry to Prominence⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

Words in rhyme are part of literacy around us, whether lyrics of songs, advertising jingles on television or posters, rap or nursery rhymes. And in developing literacy in the curriculum there are opportunities to encourage looking at rhyme.

At different times of the year there are often national or international opportunities to harness the prominence of poetry in its various forms to engage pupils, whether it’s part of national poetry day or month or a local or national festival, or an anniversary celebration of the works of a particular writer in rhyme (such as annual Burns celebrations centred on the life and works of Scotland’s bard Robert Burns).

There is a host of ways of using various free tools to help engage pupils in writing poetry in various forms.

Click here for a variety of ways to use a range of free tools to engage pupils with the poetry of Scotland’s poet Robert Burns - each of the ideas are equally adaptable to be used with poems in other forms and by different writers, poets, rappers or lyricists.

If rap is a style in which some pupils find their outlet for creativity then click here for The Week in Rap which provides examples of how the style of writing can be used to engage in the news of the week while also developing the facility to write in rhyme. Although most of the content is available only by subscription there are free examples which will provide inspiration for pupils to create their own reports in rap.

Getting the chance to hear young people recite poems can often provide the inspiration for others to develop this skill. Click here for the US Poetry Out Loud site to support a poetry recitation competition, with hosts of examples of students reciting poetry of their choice. This site also includes helpful guides and resources to support teachers looking to provide support for pupils in developing recitation skills.

Blabberize provides a free online tool to create an animated image where a pupil can add a mouth which moves at the same time as a recording of the spoken word which the pupil can either record throught eh program itself or upload from a previously made recording. This can be used to bring alive an image of a character or animal from a poem spoekn aloud by a pupil.

Read, Write, Think website has a wide range of activities for supporting literacy, and with many on poetry. Click here for a post about how a variety of these tools can be used during a focus on poetry.

Listen and Write – literacy activities inspired by song – provides a range of free to use online tools which help support a teacher support pupils engage in looking at lyrics of songs. These can be used in different ways, whether looking for the rhymes and how lyrics are put together, to finding ways to inspire pupils to create their own lyrics.

Ode to Poetry – websites to generate student poetry online is a fantastic post by Mrs Smoke which is a collation of a range of online sites which support using poetry in the classroom in many different ways and for different ages and stages of development.

Cybraryman Poetry page is a collection collated in categories by Jerry Blumengarten of tools and resources to support using poetry in the classroom.

Poetry, Poetry, Poetry Symbaloo – is a collection of links, collated by Shannon McClintock Miller, to a variety of online resources to support pupils engaging with poetry, including magnetic words, alliteration creator, rhyme finder, poems in shape forms, acrostic poems and much more.

And if your pupils want to record and share their words in rhyme, online, then click here for free tools to help pupils record, edit and share online their audio recordings.