英美诗歌欣赏（教案）

课程：英美诗歌欣赏 教材：英美诗歌教程 A Course of English and American Poetry 开课院系：外国语学院 任课教师：李正栓教授 开课学期： 学分： 周学时：2 总学时：36 a 课程性质：学士学位专业课 适用专业：非英语专业选修 本课程的教学目的： 本课程旨在通过英美诗歌的具体文本阅读，让选课的学生比较系统地了解并掌握英美诗歌的发展，了解英诗在各个历史时期的形式、风格、技巧和与之相关的时代背景、文学思潮等，掌握诗歌分析和欣赏的基本方法。 教学内容及基本要求： 比较系统和全面地介绍英美诗歌的发展历史，分析各个时期英美诗歌的经典佳作，阐述这些诗作的格式、韵律、风格和诗歌创作理论。重点将放在具体诗歌的分析上。通过比较详尽的分析，让学生掌握英诗的特点，提高他们欣赏英语的能力以及分析水平，熟悉英国诗歌的创作理论。本课程将涉及32位诗人的65首诗歌。除了认真研读这些诗歌以外，学生们应扩大自己的阅读范围，广泛地阅读相关的翻译和赏析材料以及其它优秀的英美诗作，提高自身对英美诗歌的理解和欣赏水平。 English Poetry Session One Part One Edmund Spenser I. Background Information The Renaissance in England: Renaissance is the ‘rebirth’ of literature, art and learning that progressively transformed European culture from the mid-14th century in Italy to the mid-17th century in England, strongly influenced by the rediscovery of classical Greek and Latin literature, and accelerated by the development of printing. The Renaissance is commonly held to mark the close of the Middle Ages and the beginning of the modern Western world. In literary terms, the Renaissance may be seen as a new tradition running from Petrarch and Boccaccio in Italy to Jonson and Milton in England, embracing the work of Sidney, Spenser, and Shakespeare; it is marked by a new self-confidence in vernacular literatures, a flourishing of lyric poetry, and a revival of such classical forms as epic and pastoral literature. Humanism became the key note of the English Renaissance. The Humanists emphasized the capability of the human mind and the achievements of human culture, in contrast to the medieval emphasis on God and contempt for the things of this world. English poetry in the Renaissance period has one of its highlights. It achieved original beauty and exuberance, especially in the Age of Elizabeth. Elizabethan poetry is notable for its variety, its freshness, its freshness, its youthfulness, and its romantic ardor. A group of excellent poets appeared (including Edmund Spenser, Christopher Marlowe, William Shakespeare, Ben Jonson in this book), and a large number of noble poetic works were produced. In the Age of Elizabeth, writing poetry became a fashion. Edmund Spenser (1552-1599), the greatest nondramatic poet of the English Renaissance, is regarded as “the poet’s poet” because of his great influence on later poets. Spenser was born and educated in London. Then Spenser studied at Cambridge, where he read the classics and Italian poets and wrote poems. The Shepheards Calendar was Spenser’s first major work, a series of pastoral poems arranged according to the months of the year. His masterpiece The Faerie Queene, the great romantic epic, was published in 1590, consisting of six books. One of his major work Amoretti, the sonnet sequence in 1595, together with Shakespeare’s sonnets and Sidney’s Astrophel and Stella were regarded as the most famous sonnet sequences of the Elizabethan Age. Spenser’s contribution to English literature lies not only in what he wrote, but also in how he wrote it. He created new poetic forms. The 9-line stanza form, called Spenserian stanza, rhymed abab bcbc c is one of his inventions. The first eight are iambic pentameter lines, and the last line is an iambic hexameter line. The sonnet form he invented, called Spenserian sonnet, which comprises three quatrains and a final couplet as others’, contains such an intricate pattern of interlocking rhymes as abab bcbc cdcd ee. He tried his hand on different forms and meters. He has great influence on later poets. II. Selected poems Sonnet 34 A. Pre-reading questions for classroom discussion Identify the three images in the poem. What’s their function? What does the author compare his love to? B. Teaching Points except the notes in the book This poem is written in Spenserian sonnet, that is, three quatrains plus a couplet of iambic pentameter rhyming abab bcbc cdcd ee. Archaic words: lyke-like, wyde-wide, doth-does, whenas-when, guyde-guide, doe-do, cloudes-clouds, darknesse-darkness, storme-storm, lyfe-life, looke-look, cleare-clear, comfortlesse-confortless, pensivenesse-pensiveness. Theme: This poem shows the author’s deep love for his beloved and the importance of his beloved to him. Analogy: The poet compared his love journey to the journey of a ship by using three images: ocean, ship and bright star. B. Questions for study and discussion. What’s the rhyme scheme of this poem? Compare with the rhyme scheme of other sonneteers. Sonnet 75 A. Teaching Points except the notes in the book 1. This poem is also written in Spenserian sonnet. 2. Archaic words: agayne-again, tyde-tide, pray-prey, paynes-pains, vayne-vain, sayd-said, doest-does, vaine-vain, mortall-mortal, my selve-myself, lyke-like, bee-be, whenas-whereas, lykewize-likewise, quod-quoth, dy- die, vertues-virtues, subdew-subdue. 3. Theme: Thanks to his poetry, their love will live forever, so does the fame of his lover. This poem follows the traditional theme for poetry in the Elizabethan period, that is, poetry can bring eternity to the one he loves. For example Shakespeare’s Sonnet 18 ( “So long as men can breathe, or eyes can see, / So long lives this, and this gives life to thee”)and Sonnet 55 (“Not marble, nor the guilded monument, / Of Princes shall outlive this powerfull rime”). B. Questions for study and discussion 1. Identify the metrical pattern and rhyme scheme in this poem. 2.After a brief narration for a quatrain, the poem is going on in dialogue. What do you think of this writing style? Part Two Christopher Marlowe I. Background Information Pastoral, a highly conventional mode of writing that celebrates the innocent life of shepherds and shepherdesses in poems, plays, and prose romances. Pastoral literature describes the loves and sorrows of musical shepherds, usually in an idealized Golden Age of rustic innocence and idleness; paradoxically, it is an elaborately artificial cult of simplicity and virtuous frugality. In the Renaissance the traditional pastoral was also adapted to diverse satirical and allegorical uses, Edmund Spenser’s Shepherd’s Calendar (1579), which popularized the mode in English poetry, included most of the varieties of pastoral poems current in that period. English pastorals were written in several forms, from the pastoral romance of Sir Philip Sidney’s Arcadia, the eclogues of Edmund Spenser’s Shepherd’s Calendar and the comedy of Shakespeare’s As You Like It to lyrics like Marlowe’s “The Passionate Shepherd to His Love”. Christopher Marlowe(1564-1593), though short lived, is regarded as the greatest of the pioneers in English drama, first making blank verse the principal instrument of English drama. Apart from his plays, Marlowe also wrote some lyrics. Among them “The Passionate Shepherd to His Love” is the most quoted one. II. Selected poem The Passionate Shepherd to His Love A. Pre-reading questions for classroom discussion 1. Identify the rhyme scheme in this poem. 2. How does the speaker pay court to his lover in the poem? B. Teaching Points except the notes in the book 1. This pastoral lyric of invitation is one of the most famous of Elizabethan songs. Many poets have written replies to it. The finest reply is “The Nymph’s Reply to the Shepherd” by the great Elizabethan romantic Sir Walter Ralegh. Another of the many replies was Donne’s “The Bait”. 2. The poem is written in 7 quatrains rhyming aabb. 3. Theme: this poem describes a shepherd’s invitation to his lover by promising to give her all the pleasures nature can give. B. Questions for study and discussion 1. Do you think the shepherd could succeed in courtship by the way described in the poem? Part Three Assignments I. Recite “The Passionate Shepherd to His Love” II. Questions for preview A. Compare the Spenserian sonnet with that of Shakespeare. Identify the similarity and difference of them. B. Compare different Chinese versions of Shakespeare’s sonnets. Point out the strong points and weak points of each version. Session Two William Shakespeare I. Background Information William Shakespeare (1564-1616) was the greatest figure of English literature. In his lifetime, he wrote 37 plays, two long narrative poems Venus and Adonis (1593) and The Rape of Lucrece(1594) and 154 sonnets. Though he was always taken as the greatest dramatist of his day, his genius for poetic creation was also shinning bright in his sonnets. His sonnets were mainly dedicated to “W.H.”, a young man―maybe his friend or patron. Sonnets 1-126 mainly discuss his friendship with a handsome young man and Sonnets 127-152 are about a mysterious “dark lady”, who is thought to be the poet’s ideal woman. The last two sonnets have no relationship with the others. The main theme of his sonnets is love and friendship. Sonnet is a lyric poem consisting of a single stanza of 14 iambic pentameter lines linked by an intricate rhyme scheme. There are two major patterns of rhyme in sonnets written in English. The Italian or Petrarchan sonnet (named after the 14th century Italian poet Petrarch) comprises an octave (8 lines) rhyming abbaabba and a sestet (6 lines) rhyming cdecde or cdccdc. The transition from octave to sestet usually coincides with a ‘turn’ in the argument or mood of the poem. The English or Shakespearean sonnet (named after its greatest practitioner) comprises three quatrains and a final couplet, rhyming ababcdcdefefgg. The ‘turn’ comes with the final couplet, which may sometimes achieve an epigram. There was one notable variant, the Spenserian sonnet, in which Spenser linked each quatrain to the next by a continuing rhyme: abab bcbc cdcd ee. There are three famous sonnet sequences in the Elizabethan Age----Spenser’s Amoretti, Shakespeare’s sonnets and Sidney’s Astrophel and Stella. II. Selected poems Under the Greenwood Tree A. Teaching points except that in the book 1. This poem is chosen from Shakespeare’s comedy As You Like It (1599-1600) (Scene V. Act II). It vividly describes the happy life of the banished Duke and his followers in the Forest of Arden. 2. This poem is written in two eight-line stanzas rhyming aabbcddc. Turn his merry note / Unto the sweet bird’s throat: make his joyful song in harmony with the bird’s. B. Questions for study and discussion Whom does the poet call to come “hither” in the first stanza? What’s the effect of the shorter lines of the poem? What’s the theme of the poem? Sonnet 18 A. Pre-reading questions for classroom discussion Taking this poem as a sample, carefully explain the structure, turning point, conclusion and rhyme scheme of Shakespearean sonnet. Why does the poet compare his love to a summer’s day? B. Teaching points except that in the book This poem is Shakespeare’s most frequently quoted sonnet. Theme: The poet sings praise of his friend, and thinks that his poetry will bring eternity to the one he loves. The poem follows the traditional theme for poetry in the Elizabethan period, that is, poetry can bring eternity to the one he loves and eulogizes(称颂). From the poem we can see that the poet has confidence in his poetry and he thinks that his poems will be everlasting in human world. He also shows love for and celebration of his friend, the young man. It is written in Shakespearean sonnet rhyming abab, cdcd, efef, gg C. Questions for study and discussion Explain the function of variation in metrical（韵律的） pattern of this poem, such as the trochee （ (英诗的)扬抑格，长短格）“Shall I” or the spondee（强强格，扬扬格）“Rough wind” for stress. What’s the theme of the poem? Can you name some poems with the same idea? 莎士比亚最有名的诗:十四行诗第18首/the most famous poem by William Shakespeare Analyze the development of thought in this sonnet. Sonet 18 William Shakespeare Shall I compare thee to a summer’s day? Thou art more lovely and more temperate. Rough winds do shake the darling buds of May, And often is his gold complexion dimmed; And every fair from fair sometime declines, By chance , or nature’s changing course, untrimmed: But thy eternal summer shall not fade, Nor lose possession of that fair thou owest; Nor shall death brag thou wanderest in his shade When in eternal lines to time thou growest. So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. 　 十四行诗（第十八首） 威廉·莎士比亚 夏日怎能与妳譬喻比拟 妳的可爱温和夏日难及 五月花蕾恶风吹袭落地 夏日租约倏忽转瞬到期 有时天眼高灼炎炎难耐 更见乌云常蔽金色面容 古今红顏难逃红顏色衰 命运无常季候欺凌作弄 妳的永恆夏日却将长存 美貌红顏必也永世不减 死神难夸妳為地府美人 因妳芳名已成不朽诗篇 除非人世已经灭绝无生 此诗必将永传与汝永恆 #3 随笔 英国大文豪莎士比亚文名远播，在台湾通常敬称他為莎翁。只要端出他的肖像几乎就可以象徵英国文学或是大英帝国。这位一五六四年出生，一六一六年卒的诗人、剧作家、演员，据说在一五八九年开始写剧本之后，每二年就创作三齣戏剧，总共写了三十七齣戏。这些剧作不像电影《莎翁情史》所刻划的那样，由他自己就拿出去卖稿，而是由他舞台上的二位友人，為了纪念他而在他过世后蒐集出版。 另外，莎翁也写下了一百五十七首的十四行诗。十四行诗是格律工整的诗体（这首诗每行十个音节），内容通常是歌咏宫廷式浪漫爱情的诗句。义大利诗人佩脱拉克（Petrarch Francesco）应该是这个诗体的创始人，為他不伦之恋的爱人萝拉写下了许多著名诗篇。这个诗体到了莎士比亚这个天才文人的手中，不仅格律有了改变（例如押韵的方式从二行二行同韵的aabbccddeeffgg格式改成隔行同韵的ababcdcdefefgg格式，此处翻译儘量仿原文格式呈现），同时莎士比亚在内容的取材上以及对爱情的描述上，都有了文艺復兴时期典型的活力与多样性。他的第一百三十首十四行诗，其实就是拿佩脱拉克的诗所掀起的宫廷式爱情诗与浪漫式的爱情观来开玩笑。从莎翁的十四行诗裡，其实已经可以看出他几百年来声名何以不坠的原因。 在第十八首这一首非常精彩的爱情诗裡，莎士比亚透过修辞性的问句说我是否应该把妳比喻為夏日？然后就一路开始给它比下去。先说夏日虽然美好（对於英国而言夏日还是算蛮短的），但是他的情人更好，完全没有夏日的缺点。接著立刻又推翻前面所言，说即使如此，人的美貌终究还是难保不会因意外而失去，或是随著年岁衰败。然后话锋再又一转，竟然捧起自己来了。他那看来像是讚美对方拥有永恆的夏日的诗句，搞了半天原来是利用「超级比一比」在吹嘘自己的才华。十四行诗的最后两行往往就是全诗神来之笔之处（Punch line），莎士比亚当然十分善於利用这个形式的特点，在这两行来凸显自己万古流芳的不朽诗篇，也就是他的文采，才是一个人的芳华与美貌能够恆久艳丽的保证。 莎士比亚这个傢伙虽然狂妄，但是还真所言不差。十一世纪的今日，除了我们，还真的不晓得有多少老师、学子与爱诗人，正和我们一样在在朗诵他的十四行诗的第十八首。诗裡面的这位美人，真的就如同永恆的夏日一般，在诗中永远不老。如同他后来的同胞诗人济慈（Keats）对著一只铭刻著在欢愉的背景中一对爱人将吻而未吻的希腊古瓮，发出了浪漫的吟咏写成＜希腊古瓮颂＞，颂讚那不会随时间消逝的永恆追求与永恆的美： She cannot fade, though thou hast not thy bliss, 虽然你尚未一亲芳泽，但她将永不消逝， For ever wilt thou love, and she be fair! 你将恆久热恋，她亦将恆久美丽 而文学伟大的魔力，也正是在此。 文句注释 Shall I compare thee to a summer’s day? 我是否该把妳比喻為（美好的）夏日？（这不是真的问句，只是修辞性的问句） Thou art more lovely and more temperate art=are, temperate=温柔的；妳比夏日更可爱温柔 summer's lease 夏日的租约 Sometime too hot the eye of heaven shines Sometime在这一行的用法就是 sometimes，意思指有时候，跟下几行的 sometime 的意思不同；the eye of heaven 就是太阳 And every fair from fair sometime declines 这是莎翁十分喜欢使用的文字游戏，第一个fair指的是美好的人或物，第二个则是美好（的状态）。整行是说每一个美丽的人不久就会慢慢变丑（sometime 这个副词用来指过去或未来不确定的某个时候，这裡的意思就是「过些时候」 his gold complexion dimm'd 太阳的金色容顏还常常变黯淡（被云遮蔽） By chance or nature's changing course untrimm'd untrimmed = 杂乱不整，意思指美人或因意外（chance）或是大自然无可避免的日夜交替与四季变换，美人终难免花容褪色 But thy eternal summer shall not fade 前８行皆是将情人喻為夏日后，说明情人因无夏日之缺点，因此更胜於夏日，本行起则直接描述情人的永恆美好。 that fair thou owest妳所拥有（owe = own）的美丽 Nor shall Death brag thou wander’st in his shade 死神无法夸耀他已拥有妳（在他的阴影中漫游表示已死亡）。 When in eternal lines to time thou growest 不同於自然节令，妳是在不朽的诗篇中成长於时间裡。 So long lives this and this gives life to thee 十四行诗最后二行往往都是產生惊奇效果的诗句(punch lines)给人出人意表的文意总结，这裡将对情人的讚美同时等同於对这首诗的肯定，甚至明指情人的存在是仰赖诗的存在 附：陈黎‧张芬龄翻译的版本 英语情诗名作选---莎士比亚十四行诗"第18首" 我该把你比拟做夏天吗？ 你比夏天更可爱，更温婉： 狂风会把五月的娇蕊吹落， 夏天出租的期限又太短暂： 有时天上的眼睛照得太热， 他金色的面容常常变阴暗； 一切美的事物总不免凋败， 被机缘或自然的代谢摧残： 但你永恆的夏天不会褪色， 不会失去你所拥有的美善， 死神也不能夸说你在他阴影裡徘徊， 当你在永恆的诗行裡与时间同久长： 只要人们能呼吸或眼睛看得清， 此诗将永存，并且赐给你生命。 （摘自中国时报　人间咖啡馆http://home.kimo.com.tw/glbtnews2002/2002/g20021018-3.html） Sonnet 29 A. Teaching points except that in the book This is also a Shakespearean sonnet. Theme: the poet sings praise of the power of friendship and his admiration toward the young man in the poem. B. Questions for study and discussion 1. Explain the meaning of the word “state” in Line 2, 10 and 14. 2. There are two moods contrasted in this sonnet. What are they? 3. What causes his change of mood in the last few lines of the poem? 4. How do you understand the image of a lark in the sonnet? Sonnet 55 A. Pre-reading questions for classroom discussion Find out the theme of this sonnet. Name the poems you learnt in this book with the same idea. B. Teaching points except that in the book This is another Shakespearean sonnet. Theme: same as Sonnet 18, 65 and Spenser’s Sonnet 75 in Amoretti. C. Questions for study and discussion 1. What comparisons are displayed in this sonnet? 2. What’s the function of comparison here? Part Three Assignments I. Recite “Sonnet 18” II. Questions for preview 1. Translate Jonson’s “Song: To Celia” into Chinese. 2. What attitudes toward women are shown in “That Women Are But Men’s Shadow” and “Song”? 3. What does the image “the flea” signify? Session Three Ben Jonson I. Background Information Ben Jonson (1572-1637) was one of the most outstanding figures in the literary world of the early 17th century. He was a man of versatility, a soldier, actor, playwright, poet and poet laureate, scholar, critic, translator, man of letter, and head of a literary “school”, the so-called “sons of Ben”(the later Cavalier school of English poets like Robert Herrick, Thomas Carew, Sir John Suckling called themselves “sons of Ben” or the “Tribe of Ben” to show their worship toward Ben Jonson). In short, he was a giant. Jonson’s main dramatic works include Every Man in His Humor (1598), a comedy of humors, Sejanus (1603) a classical tragedy, Volpone (1606) and The Alchemist (1610), two supreme satiric comedies of the English stage. Besides being a dramatist, Ben Jonson was also a poet, though his poetry was certainly not his chief contribution to literature as his drama is. His poetry can be divided into five groups: poems of festive ceremony, poems in imitation of Horace with English tonality, elegies and epitaphs, compliments and tributes, and epigrams. Three books of his non-dramatic poetry were published. Among them, The Epigram and The Forest were published in his lifetime, while the third one The Underwood was collected and published posthumously. Ben Jonson was also very important as a critic. He advocated classicism, modeling on the old Greek and Roman masters, taking a firm stand for the three unities in play writing. Ballad stanza or Ballad metre, the usual form of the folk ballad and its literary imitations, consisting of a quatrain in which the first and third lines have four stresses while the second and fourth have three stresses. Usually only the second and fourth lines rhyme. The rhythm is basically iambic. II. Selected poems Song: To Celia A. Pre-reading questions for classroom discussion 1. Translate this poem into Chinese. 2. Identify the poetic form of the poem. B. Teaching points except that in the book This poem, which is chosen from The Forest, a small collection of 15 poems, has been set to music and considered one of the treasured love lyrics in the English language. This classic lyric is written in two 8-line stanzas in the ballad meter (alternate 8-syllable and 6-syllable lines of iambic meter and with alternate rhymes). Theme: To sing praise of Platonic love. drink to me: wishes to me by drinking a toast thine: your pledge: drink a toast but: only doth:does The thirst that from the soul doth rise, / Doth ask a drink divine=the thirst from the soul rises and asks a divine drink. drink divine: divine drink might I of Jove’s nectar sup=might I sup of Jove’s nectar. Might I: if I might. Sup: sip. Of: some of. Jove: Jupiter. Nectar: the drink of gods. I would not change for thine: I would not change Jove’s Nectar for your wine. late: lately rosy wreath: wreath of roses Not so much honoring thee, / As giving it a hope: not honoring thee, but rather giving it a hope. Honoring: in order to honor. It: rosy wreath that there / It could not withered be: that it could not be withered there. that-clause is the appositive of hope. there: with you. But thou there on did’st only breathe: but if you only breathe on it. did’st breathe: did breathe. Thereon: on it. sent’st: sent Since when: after which time / then Not of itself, but thee=not of itself, but of thee. Not of itself: by itself. But thee: but because of you. C. Imagery appreciation This poem is famous for its fresh imagery of “eyes”, “kiss” and “wreath”. Changing of eyes represents exchanging of love between lovers. Lover’s kiss is considered as a divine drink while a wreath of roses as the messenger of love. D. Questions for study and discussion What kind of love, do you think, was described in the poem?