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Ellen-Arwen Tristram

Beasley Street

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Edited by Ellen-Arwen Tristram, Thursday, 16 Nov 2017, 10:34

After discussions on the forums, I wanted to sort of collate all my thoughts and ideas about John Cooper Clarke's 'Beasley Street' - and here seemed to be the best place!

I've read John Cooper Clarke poetry before, but very different in style. The main one I remember is 'I Wanna Be Yours' (http://www.cyberspike.com/clarke/yours.html) which has a totally different tone, so I was surprised to see him crop up as a protest poet.



I like this poem a lot; it's one I felt very drawn to when first listening to all of the poems at the start of this unit. It's cutting, witty and wry, detailing a run-down (probably council-owned) area and its inhabitants: a social commentary on the way people were forced to live in this awful deprived way. John Cooper Clarke lived in the Thatcher years: this is most likely based on real observation.

There is strong use of metre and rhythm; it feels like a song - and indeed works very well with the musical accompaniment as there are in some recordings. John Cooper Clarke delivers this poem aggressively and swiftly. Each verse (it is composed in 12 stanzas/verses) has the rhyme scheme ababcdcd, with the last line being the refrain of 'Beasley Street.' Mostly, the rhymes are full and powerful, although there are instances of half-rhyme (e.g. laughs/photographs). The rhyme really highlights the end words, allowing a vivid and dark picture of 'Beasley Street.' On the penultimate verse, there is use of internal rhyme ('easy, greasy, queasy,/ beastly Beasley Street) which has the effect of building intensity; the augmentative effect really hammers home the sense of unpleasantness, and the harsh, bitter tone of the whole poem/song.

John Cooper Clarke also uses alliteration to great effect. The alliterative 'p' sound in 'People turn to poison/ Quick as lager turns to piss' makes the speaker sound disdainful; the harshness of the consonant sound helps with this. Another example of alliteration is: 'When the yellow cats are yawning.' The long vowel sound of 'yawning' is really highlighted here, and it stands out because it slows the pace down in an otherwise fast-paced poem. This instance of alliteration perhaps indicate the never-ending mundanity of life on down-trodden 'Beasley street.' One further example of alliteration is: 'Rats all have rickets' - even the vermin in this place suffer. There are many more examples to be found; alliteration is a key device for imagery in Cooper Clarke's work here.

It's striking that that recordings even now muffle out the name of 'Keith Joseph'; I think this shows the power that poetry has as a vehicle for protest.

I didn't really understand the reference to the Fu Manchu moustache in the fifth verse? I'm hoping someone will come forward with a bright idea... 

As pointed out by another student, there is a sort of film theme going on through it. On rereading I feel it adds to the poem - perhaps this is is so awful that it could only be a movie. Or, on the converse, that it's just going through the motions, here we go, another film. Possibly a reference to never feeling totally included and being a part of the community, as one is merely a spectator at a film. JCC is a spectator here, but perhaps the inhabitants of Beasley Street are too - there's no community spirit, no camaraderie.

I also noticed a shift from general 'Beasley Street' to 'number 16' but I'm not sure this has particular significance.


I've really enjoyed reading this poem, and reading other people's responses too; I wasn't alive during this period, so it's been interesting to hear people's personal experiences. I was particularly interested in the possible allusion to Sid Viscous from the Sex Pistols (I love the Sex Pistols!), in the line 'Eyes dead as vicious fish.' It was really great to be able to come on the main forum and read other people's responses; it helps me build up a more complete picture in my own mind.

I found a quote from the man himself about this poem:

“To me it’s a very patchy piece, some of it works better than others,” Clarke revealed, “Yet I think it’s the one the people seem to think is a very important piece. The reason why people probably hold Beasley Street in such affection is down to the Beasley Streets that we all know,” he continued. “The fully furnished dustbins that lurk in provincial northern towns or London outskirts. With almost Dickensian colour and flare.”  (Jon Kutner (2014) 'Beasley Street (John Cooper Clarke)', accessed at http://www.jonkutner.com/beasley-street-john-cooper-clarke/ 16th November)


What great fun this has all been!

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Ellen-Arwen Tristram

Reflection on learning via ICT

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Edited by Ellen-Arwen Tristram, Thursday, 16 Nov 2017, 10:16


REFLECTION ON POETRY UNIT ONLINE

Is it just me or is this going by really quickly at the moment? I've been loving doing poetry so much; I'd forgotten how much fun it is to study as well as read poetry. In the time I've been doing this unit, we've bought a new bookcase to house all our poetry books, so in sorting them out I've rediscovered old favourites - it's been wonderful. It's also freed up about six foot of space on our bookshelves in the main room for all the books that were currently waiting in piles for a space. Unfortunately, in my bedroom, I STILL have a lot of books that there's no space for... We worked out that if each foot of bookshelf space holds approximately ten books, we have a thousand books or so in our downstairs room alone! That was a surprise! And I've got another 500-600 in my bedroom, more on the landing, the poetry in the spare room, cookbooks in the kitchen, craft books in the dining room, and a small bookcase in my parents' room! I think we might need to start donating some more... But it's so hard to give them away!


Anyway. Let's return to the point.


(a) How did you feel about going online to complete this unit? Not particularly keen as I really like working from real books (hence by random spiel about books above), rather than the rather personality lacking way of reading things online

(b) What obstacles did you face, and how were these overcome? I think my main obstacle was getting side-tracked, for example just listening to lots of poems on The Poetry Station (great website), and finding out lots more about the poets and their lives. I had to be quite strict with myself. I also have had a lot less time and became very stressed and just couldn't work at all at one point. I need to remind myself that I am still slightly ahead of schedule, and I can always work over the Christmas period to catch up if I fall behind.

(c) What did you enjoy or dislike about studying online? I loved The Poetry Station! Such a great website. And I really enjoyed the fact that more people were getting involved on the forums and bouncing ideas off each other, particularly for the 'Beasley Street' activity. I actually didn't miss having a textbook, but I did waste a lot of time being pedantic: writing it up in the boxes for the online activities and then copying it down by hand into my (physical) notebook. The main component of this that I enjoyed was the interaction with other OU students. I haven't posted much on my tutor group's forum as I don't want people to worry if they haven't got to this stage yet, but I think I'll post the same comments about 'Beasley Street' in a new thread to see if anyone is up for discussion.

(d) What ICT skills have you acquired this week that will be particularly useful to your studies, and which areas would you like to develop further? I don't think I learnt anything new ICT-wise; I'm fairly computer-savvy. Similarly, there's nothing I really want to develop further as I can't see anything that I don't know (yet). We'll see...

So, onto TMA02! (And hopefully a better grade). So sad to be leaving poetry behind after this.


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Ellen-Arwen Tristram

Arthur Rimbaud

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A new week, and a new way of working. I have to say I prefer working from books, but that's just a personal preference (there's something about the feel of a book in your hands...); I know that any student will need to be able to assimilate information from many different sources.

Today, I completed the exercise about interpreting a poem in another language, in this case French. I could understand the majority of the poem without the translation as I have studied French, which is a bit of a shame, because it meant it was harder to just listen to the sounds. 

I enjoyed reading Rimbaud's poem 'Le dormer du val' and it's made me want to know more about him! He wrote this poem when he was only 16, and continued writing poetry until 20, becoming more experimental. This poem is clearly an early work; it is in the classic sonnet format. 



According to Wikipedia: "Rimbaud was known to have been a libertine and for being a restless soul, having engaged in an at times violent romantic relationship with fellow poet Paul Verlaine, which lasted nearly two years. After the end of his literary career, he traveled extensively on three continents as a merchant before his death from cancer just after his thirty-seventh birthday.[4] As a poet, Rimbaud is well known for his contributions to Symbolism and, among other works, A Season in Hell, which was a significant precursor to modernist literature."

He appears to have been very influential on a number of very well known artists, including: Dylan Thomas, Jack Kerouac, Henry Miller and Van Morrison. He has had a number of films made of his life from people of different nationalities, including 'Total Eclipse' featuring Leonardo DiCaprio as a lead role; he evidently made a huge impact. Many of his poems were published after his death. He also wrote a lot of letters which have been published, luckily for inquisitive people like me. At 16, he wrote:

"I'm now making myself as scummy as I can. Why? I want to be a poet, and I'm working at turning myself into a seer. You won't understand any of this, and I'm almost incapable of explaining it to you. The idea is to reach the unknown by the derangement of all the senses. It involves enormous suffering, but one must be strong and be a born poet. It's really not my fault."

Obviously, a very intelligent and thoughtful young man. I wonder if his violent relationship was the reason he stopped writing? He died young - probably of bone cancer. As his father left early, he would have spent time with his mother who is described as a "withdrawn, stubborn and taciturn" person, apparently the opposite of his father. She appeared to have been very strict with her sons, making them learn hundreds of Latin verses by heart with punishment for not completing this meaning she starved them. He excelled at school, but I can see why he wanted to run away so much... (Poor kids!) Apparently he ran away through boredom and search for adventure, but it seems to me that his home situation might have had more to do with it than is credited! He became openly hostile and drank, stole and cursed - nothing that normal teenagers don't do nowadays! His father had nothing to do with his three children: he wasn't present at their births or baptisms, and after the birth of the third child, Isabelle (Arthur was the second child), he left. The couple never divorced, but never regained contact.

His relationship with the American Paul Verlaine (also a poet) was short, but violent. Verlaine behaved like a madman in many ways, and ended up in prison. Rimbaud is later said to have regretted not continuing their relationship...

He completely changed careers to become a tradesman after leaving the poetic world. There are many speculations as to why, but I suppose no one will know the true reason, despite there being a deluge of autobiographical information about Rimbaud (mostly letters).

"I saw that all beings are fated to happiness: action is not life, but a way of wasting some force, an ennervation. Morality is the weakness of the brain.''

Clearly, a very troubled man, but he went on to inspire future generations. I'd like to look more at his later work.

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Ellen-Arwen Tristram

Reflection on Unit 2 so far

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Edited by Ellen-Arwen Tristram, Friday, 3 Nov 2017, 10:29

reflection on water


So, having made it through another week without a blog post (oops), I've reached the end of Unit 2 in the book format! The next step is entirely online, which will be an interesting change.

I'd forgotten how much fun study of literature is! Unit 2 has definitely been more enjoyable to me than Unit 1. Familiarising myself with the different terms relating to poetry has been easy, and I have really enjoyed the poems that I've read. I know most of them already, but I've only studied a few and it's such fun to delve further into them. Like with classical music, I find that poetry (well, good poetry at least) improves vastly with reading and rereading. The recordings were also really helpful in getting to grips with the poetry, particularly the dialect ones, and the ones that have a strong metre. (As well as 'Beasley Street' by John Cooper Clarke, which is a song, and I believe we will be studying in more detail in the online part of this module.)

I have loved studying poetry and not found this module a slog, although I know some other OU students have. I've become quite active in the forums and - I hope - offered some helpful thoughts to other students. I think I come at this module from a very fortunate background, having studied poetry in depth before (though a long time ago), and because I read a lot of poetry. Even with the poems I knew already, it has been genuinely enjoyable to learn more of the context and study them closely. 

With some of the activities I found myself looking at the 'discussion' section at the same time as writing my own answers. Although this isn't the intended way to study it, I still came up with original ideas, so I'm not too worried. As I move forwards, I'm going to try harder to be more confident in my own ideas and therefore not use the 'pre-made' answers as a crutch

There were three opportunities for further self-guided study on the poems: Owen's 'Dulce et Decorum Est', and 'Strange Meeting', and Nichols' 'Where I Hang.' I studied two: 'Strange Meeting' and 'Where I Hang.' I felt more trepidicious going into these, knowing there was no 'discussion' afterward to compare my thoughts to, but I'm glad I did both of these; it showed me I can actually come up with my own ideas, although I did find a brilliant online analysis of 'Strange Meeting' as this poem was more opaque to me (despite knowing it off by heart!). With 'Wherever I Hang', I only used my own ideas and was pleased that I actually had a lot to say. I may have missed some specific points, but I think that I made valid observations. I also wrote a little about John Agard in this section; although the poem I was referring to was not a 'protest poem', it fit very well: Agard and Nichols both have similar ethnic backgrounds. 'Joining the dots', so to speak, was very satisfactory.

The final activity of the non-online part of this section asked us to consider 'Which was the most effective protest poem?' Well, I protest! I don't think this is a possible question to answer, nor do I believe that it is helpful to compare such different poems. The four key poems we studied were so different that to say one was 'better' than another felt meaningless to me. Instead, I used this exercise to write a sort of summary of why each poem was effective in its different ways.

The study diamond was introduced to us at the beginning of this module:



I have to say I didn't consciously use the study diamond when I made my own analyses of the poems, and maybe I should have; however, it felt too formulaic to me. I covered all of these points, but I didn't necessarily label them and say: 'now I am going to talk about techniques...' etc. I'm also unsure why starting with 'effects' is the advised way to go forward; in academic writing, it is usually the techniques that are focused on, as you are not writing from a first-person point of view. I will come back to the study diamond and give it another go. I suppose I felt it was a little patronising - I hope arrogance will not be my downfall! In general, I lack confidence, so that would be a strange anomaly...

At some point before I finish the poetry module, I would like to go back and study 'Dulce et Decorum Est' by Wilfred Owen, and perhaps utilise the study diamond to guide my writing. 

So, onwards and upwards! TMA01 is handed in, and the next section awaits... 


(I wonder whether other OU students are using their blogs. I might ask on the forum.)

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Ellen-Arwen Tristram

Unit 2: Beginnings of Poetry

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Edited by Ellen-Arwen Tristram, Friday, 3 Nov 2017, 10:32

Having put aside TMA01 for the time being, I've got stuck into poetry! (Had yesterday off as I had a meeting with my local MP, John Penrose, on behalf of the lobby group Thirty Eight Degrees.)

I must say: it's rather wonderful to listen and read poetry and for it to be called 'working!' I know a lot of the poems already, which works in my favour and some of them off by heart. I always read poetry aloud if I can, so I didn't really need this pointing out to me but it was great fun listening to all the recordings. I took longer than the specified hour because I re-listened to some of them, and did a little background reading on some of the poets that I didn't know.

I particularly enjoyed 'Beasley Street' by John Cooper Clarke, and thought it was immensely powerful. Apparently they had to cut out the line referencing Keith Joseph on the BBC which I guess makes sense - it was in the middle of Thatcher's reign of terror, and he was supposedly the man behind the scenes with power. Really powerful poem.

I hadn't read the Sylvia Plath 'You're' poem before, but I enjoyed it. Both of Grace Nichols' poems I know and enjoy - particularly having them read to me; ditto John Agard and Benjamin Zephaniah (who I have heard speak aloud at an event when I was in year nine - what a long time ago!) Paradise Lost is a little more opaque to me; Milton is always going to be a struggle I think. 

Anyway, I could rabbit on about the poems - but basically, I listened to them and had fun.

In case anyone reads this, my idea for a definition of a poem was this: 'Poems are a type of text that, unlike prose, do not have to adhere to conventional 'correct' language usage. They may have metre or rhyme; likewise they may not. They are generally not written as a block of text, and tend to feature strong imagery and other literary devices.'


So - what do you think a poem is? (Imaginary person reading this)


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