Difference between revisions of "AY Honors/Poetry and Songwriting/Requirements"
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<section begin=Body /> | <section begin=Body /> | ||
| − | + | <b>1. <section begin=req1 /><noinclude><translate><!--T:1--> | |
| − | <b>1. <section begin=req1 /><noinclude><translate></noinclude>Define the following terms as they relate to poetry. Give an example of each: | + | </noinclude>Define the following terms as they relate to poetry. Give an example of each: |
<noinclude></translate></noinclude><section end=req1 /></b> | <noinclude></translate></noinclude><section end=req1 /></b> | ||
| − | :<b>a. <section begin=req1a /><noinclude><translate></noinclude>Alliteration | + | :<b>a. <section begin=req1a /><noinclude><translate><!--T:2--> |
| + | </noinclude>Alliteration | ||
<noinclude></translate></noinclude><section end=req1a /></b> | <noinclude></translate></noinclude><section end=req1a /></b> | ||
| − | :<b>b. <section begin=req1b /><noinclude><translate></noinclude>Allusion | + | :<b>b. <section begin=req1b /><noinclude><translate><!--T:3--> |
| + | </noinclude>Allusion | ||
<noinclude></translate></noinclude><section end=req1b /></b> | <noinclude></translate></noinclude><section end=req1b /></b> | ||
| − | :<b>c. <section begin=req1c /><noinclude><translate></noinclude>Audience | + | :<b>c. <section begin=req1c /><noinclude><translate><!--T:4--> |
| + | </noinclude>Audience | ||
<noinclude></translate></noinclude><section end=req1c /></b> | <noinclude></translate></noinclude><section end=req1c /></b> | ||
| − | :<b>d. <section begin=req1d /><noinclude><translate></noinclude>Hyperbole | + | :<b>d. <section begin=req1d /><noinclude><translate><!--T:5--> |
| + | </noinclude>Hyperbole | ||
<noinclude></translate></noinclude><section end=req1d /></b> | <noinclude></translate></noinclude><section end=req1d /></b> | ||
| − | :<b>e. <section begin=req1e /><noinclude><translate></noinclude>Imagery | + | :<b>e. <section begin=req1e /><noinclude><translate><!--T:6--> |
| + | </noinclude>Imagery | ||
<noinclude></translate></noinclude><section end=req1e /></b> | <noinclude></translate></noinclude><section end=req1e /></b> | ||
| − | :<b>f. <section begin=req1f /><noinclude><translate></noinclude>Line | + | :<b>f. <section begin=req1f /><noinclude><translate><!--T:7--> |
| + | </noinclude>Line | ||
<noinclude></translate></noinclude><section end=req1f /></b> | <noinclude></translate></noinclude><section end=req1f /></b> | ||
| − | :<b>g. <section begin=req1g /><noinclude><translate></noinclude>Metaphor | + | :<b>g. <section begin=req1g /><noinclude><translate><!--T:8--> |
| + | </noinclude>Metaphor | ||
<noinclude></translate></noinclude><section end=req1g /></b> | <noinclude></translate></noinclude><section end=req1g /></b> | ||
| − | :<b>h. <section begin=req1h /><noinclude><translate></noinclude>Mood/tone | + | :<b>h. <section begin=req1h /><noinclude><translate><!--T:9--> |
| + | </noinclude>Mood/tone | ||
<noinclude></translate></noinclude><section end=req1h /></b> | <noinclude></translate></noinclude><section end=req1h /></b> | ||
| − | :<b>i. <section begin=req1i /><noinclude><translate></noinclude>Onomatopoeia | + | :<b>i. <section begin=req1i /><noinclude><translate><!--T:10--> |
| + | </noinclude>Onomatopoeia | ||
<noinclude></translate></noinclude><section end=req1i /></b> | <noinclude></translate></noinclude><section end=req1i /></b> | ||
| − | :<b>j. <section begin=req1j /><noinclude><translate></noinclude>Personification | + | :<b>j. <section begin=req1j /><noinclude><translate><!--T:11--> |
| + | </noinclude>Personification | ||
<noinclude></translate></noinclude><section end=req1j /></b> | <noinclude></translate></noinclude><section end=req1j /></b> | ||
| − | :<b>k. <section begin=req1k /><noinclude><translate></noinclude>Repetition | + | :<b>k. <section begin=req1k /><noinclude><translate><!--T:12--> |
| + | </noinclude>Repetition | ||
<noinclude></translate></noinclude><section end=req1k /></b> | <noinclude></translate></noinclude><section end=req1k /></b> | ||
| − | :<b>l. <section begin=req1l /><noinclude><translate></noinclude>Rhyme | + | :<b>l. <section begin=req1l /><noinclude><translate><!--T:13--> |
| + | </noinclude>Rhyme | ||
<noinclude></translate></noinclude><section end=req1l /></b> | <noinclude></translate></noinclude><section end=req1l /></b> | ||
| − | :<b>m. <section begin=req1m /><noinclude><translate></noinclude>Rhythm | + | :<b>m. <section begin=req1m /><noinclude><translate><!--T:14--> |
| + | </noinclude>Rhythm | ||
<noinclude></translate></noinclude><section end=req1m /></b> | <noinclude></translate></noinclude><section end=req1m /></b> | ||
| − | :<b>n. <section begin=req1n /><noinclude><translate></noinclude>Simile | + | :<b>n. <section begin=req1n /><noinclude><translate><!--T:15--> |
| + | </noinclude>Simile | ||
<noinclude></translate></noinclude><section end=req1n /></b> | <noinclude></translate></noinclude><section end=req1n /></b> | ||
| − | :<b>o. <section begin=req1o /><noinclude><translate></noinclude>Speaker | + | :<b>o. <section begin=req1o /><noinclude><translate><!--T:16--> |
| + | </noinclude>Speaker | ||
<noinclude></translate></noinclude><section end=req1o /></b> | <noinclude></translate></noinclude><section end=req1o /></b> | ||
| − | :<b>p. <section begin=req1p /><noinclude><translate></noinclude>Stanza | + | :<b>p. <section begin=req1p /><noinclude><translate><!--T:17--> |
| + | </noinclude>Stanza | ||
<noinclude></translate></noinclude><section end=req1p /></b> | <noinclude></translate></noinclude><section end=req1p /></b> | ||
| − | <b>2. <section begin=req2 /><noinclude><translate></noinclude>Poems can be divided into hundreds of types. List five different types and a poem in each group. | + | <b>2. <section begin=req2 /><noinclude><translate><!--T:18--> |
| + | </noinclude>Poems can be divided into hundreds of types. List five different types and a poem in each group. | ||
<noinclude></translate></noinclude><section end=req2 /></b> | <noinclude></translate></noinclude><section end=req2 /></b> | ||
| − | <b>3. <section begin=req3 /><noinclude><translate></noinclude>What is the difference between assonance and consonance? Give an example of each. | + | <b>3. <section begin=req3 /><noinclude><translate><!--T:19--> </noinclude>What is the difference between assonance and consonance? Give an example of each.<noinclude></translate></noinclude><section end=req3 /></b> |
| − | <noinclude></translate></noinclude><section end=req3 /></b> | ||
| − | <b>4. <section begin=req4 /><noinclude><translate></noinclude>Research one type of poetry and write a brief history about it, including names of influential authors and poems. | + | <b>4. <section begin=req4 /><noinclude><translate><!--T:20--> |
| + | </noinclude>Research one type of poetry and write a brief history about it, including names of influential authors and poems. | ||
<noinclude></translate></noinclude><section end=req4 /></b> | <noinclude></translate></noinclude><section end=req4 /></b> | ||
| − | <b>5. <section begin=req5 /><noinclude><translate></noinclude>How are poetry and songwriting the same? How are they different? | + | <b>5. <section begin=req5 /><noinclude><translate><!--T:21--> |
| + | </noinclude>How are poetry and songwriting the same? How are they different? | ||
<noinclude></translate></noinclude><section end=req5 /></b> | <noinclude></translate></noinclude><section end=req5 /></b> | ||
| − | <b>6. <section begin=req6 /><noinclude><translate></noinclude>Describe the role of a songwriter and how their role is different from that of a lyricist or melodist. | + | <b>6. <section begin=req6 /><noinclude><translate><!--T:22--> |
| + | </noinclude>Describe the role of a songwriter and how their role is different from that of a lyricist or melodist. | ||
<noinclude></translate></noinclude><section end=req6 /></b> | <noinclude></translate></noinclude><section end=req6 /></b> | ||
| − | <b>7. <section begin=req7 /><noinclude><translate></noinclude>Explain the differences between perspective, situational, and narrative poetry. | + | <b>7. <section begin=req7 /><noinclude><translate><!--T:23--> |
| + | </noinclude>Explain the differences between perspective, situational, and narrative poetry. | ||
<noinclude></translate></noinclude><section end=req7 /></b> | <noinclude></translate></noinclude><section end=req7 /></b> | ||
| − | <b>8. <section begin=req8 /><noinclude><translate></noinclude>Define melody, countermelody, and harmony, and how they relate to songwriting. | + | <b>8. <section begin=req8 /><noinclude><translate><!--T:24--> |
| + | </noinclude>Define melody, countermelody, and harmony, and how they relate to songwriting. | ||
<noinclude></translate></noinclude><section end=req8 /></b> | <noinclude></translate></noinclude><section end=req8 /></b> | ||
| − | <b>9. <section begin=req9 /><noinclude><translate></noinclude>Describe the differences between a verse, chorus, and bridge. | + | <b>9. <section begin=req9 /><noinclude><translate><!--T:25--> |
| + | </noinclude>Describe the differences between a verse, chorus, and bridge. | ||
<noinclude></translate></noinclude><section end=req9 /></b> | <noinclude></translate></noinclude><section end=req9 /></b> | ||
| − | <b>10. <section begin=req10 /><noinclude><translate></noinclude>Large sections of the Bible are written as poetry. With your instructor and your unit, discuss why you think this is the case. | + | <b>10. <section begin=req10 /><noinclude><translate><!--T:26--> |
| + | </noinclude>Large sections of the Bible are written as poetry. With your instructor and your unit, discuss why you think this is the case. | ||
<noinclude></translate></noinclude><section end=req10 /></b> | <noinclude></translate></noinclude><section end=req10 /></b> | ||
| − | <b>11. <section begin=req11 /><noinclude><translate></noinclude>Why do poetry and songwriting have such an impact on the minds of people? Are there good and bad forms of each? How can an author write poems or songs for the glory of God? | + | <b>11. <section begin=req11 /><noinclude><translate><!--T:27--> |
| + | </noinclude>Why do poetry and songwriting have such an impact on the minds of people? Are there good and bad forms of each? How can an author write poems or songs for the glory of God? | ||
<noinclude></translate></noinclude><section end=req11 /></b> | <noinclude></translate></noinclude><section end=req11 /></b> | ||
<section begin=challenge /> | <section begin=challenge /> | ||
| − | <b>12. <section begin=req12 /><noinclude><translate></noinclude>Complete one of the following: | + | <b>12. <section begin=req12 /><noinclude><translate><!--T:28--> |
| + | </noinclude>Complete one of the following: | ||
<noinclude></translate></noinclude><section end=req12 /></b> | <noinclude></translate></noinclude><section end=req12 /></b> | ||
| − | :<b>a. <section begin=req12a /><noinclude><translate></noinclude>Individually or with your unit, write a short poem of at least three verses using techniques discussed above. Share it with your instructor. | + | :<b>a. <section begin=req12a /><noinclude><translate><!--T:29--> |
| + | </noinclude>Individually or with your unit, write a short poem of at least three verses using techniques discussed above. Share it with your instructor. | ||
<noinclude></translate></noinclude><section end=req12a /></b> | <noinclude></translate></noinclude><section end=req12a /></b> | ||
| − | :<b>b. <section begin=req12b /><noinclude><translate></noinclude>Individually or with your unit, write a song consisting of at least two verses and a chorus, using techniques discussed above. Share it with your instructor. | + | :<b>b. <section begin=req12b /><noinclude><translate><!--T:30--> |
| + | </noinclude>Individually or with your unit, write a song consisting of at least two verses and a chorus, using techniques discussed above. Share it with your instructor. | ||
<noinclude></translate></noinclude><section end=req12b /></b> | <noinclude></translate></noinclude><section end=req12b /></b> | ||
<section end=challenge /> | <section end=challenge /> | ||
| − | <b>13. <section begin=req13 /><noinclude><translate></noinclude>Complete one of the following: | + | <b>13. <section begin=req13 /><noinclude><translate><!--T:31--> |
| + | </noinclude>Complete one of the following: | ||
<noinclude></translate></noinclude><section end=req13 /></b> | <noinclude></translate></noinclude><section end=req13 /></b> | ||
| − | :<b>a. <section begin=req13a /><noinclude><translate></noinclude>Present your poem or song with your club as an audience. The presentation should be creative and can involve more than just the author(s). | + | :<b>a. <section begin=req13a /><noinclude><translate><!--T:32--> |
| + | </noinclude>Present your poem or song with your club as an audience. The presentation should be creative and can involve more than just the author(s). | ||
<noinclude></translate></noinclude><section end=req13a /></b> | <noinclude></translate></noinclude><section end=req13a /></b> | ||
| − | :<b>b. <section begin=req13b /><noinclude><translate></noinclude>If applicable, display your poem at a Pathfinder event, such as a fair, camporee, or Investiture ceremony. | + | :<b>b. <section begin=req13b /><noinclude><translate><!--T:33--> |
| + | </noinclude>If applicable, display your poem at a Pathfinder event, such as a fair, camporee, or Investiture ceremony. | ||
<noinclude></translate></noinclude><section end=req13b /></b> | <noinclude></translate></noinclude><section end=req13b /></b> | ||
| − | :<b>c. <section begin=req13c /><noinclude><translate></noinclude>Create a video of your poem or song. | + | :<b>c. <section begin=req13c /><noinclude><translate><!--T:34--> |
| + | </noinclude>Create a video of your poem or song. | ||
<noinclude></translate></noinclude><section end=req13c /></b> | <noinclude></translate></noinclude><section end=req13c /></b> | ||
<section end=Body /> | <section end=Body /> | ||
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Latest revision as of 11:51, 22 July 2022
Poetry and Songwriting
Skill Level
1
Year
2020
Version
27.11.2024
Approval authority
North American Division
1. Define the following terms as they relate to poetry. Give an example of each:
- a. Alliteration
- b. Allusion
- c. Audience
- d. Hyperbole
- e. Imagery
- f. Line
- g. Metaphor
- h. Mood/tone
- i. Onomatopoeia
- j. Personification
- k. Repetition
- l. Rhyme
- m. Rhythm
- n. Simile
- o. Speaker
- p. Stanza
2. Poems can be divided into hundreds of types. List five different types and a poem in each group.
3. What is the difference between assonance and consonance? Give an example of each.
4. Research one type of poetry and write a brief history about it, including names of influential authors and poems.
5. How are poetry and songwriting the same? How are they different?
6. Describe the role of a songwriter and how their role is different from that of a lyricist or melodist.
7. Explain the differences between perspective, situational, and narrative poetry.
8. Define melody, countermelody, and harmony, and how they relate to songwriting.
9. Describe the differences between a verse, chorus, and bridge.
10. Large sections of the Bible are written as poetry. With your instructor and your unit, discuss why you think this is the case.
11. Why do poetry and songwriting have such an impact on the minds of people? Are there good and bad forms of each? How can an author write poems or songs for the glory of God?
12. Complete one of the following:
- a. Individually or with your unit, write a short poem of at least three verses using techniques discussed above. Share it with your instructor.
- b. Individually or with your unit, write a song consisting of at least two verses and a chorus, using techniques discussed above. Share it with your instructor.
13. Complete one of the following:
- a. Present your poem or song with your club as an audience. The presentation should be creative and can involve more than just the author(s).
- b. If applicable, display your poem at a Pathfinder event, such as a fair, camporee, or Investiture ceremony.
- c. Create a video of your poem or song.
