While reading chapter 2 "Music", I was very fascinated how many details of a poem can be referred to as music. In the very first line it leaves us thinking if " music of poetry creates the emotion in a poem, or if it is the poet's emotion that creates the music?" I personally think the poets emotion creates the music of the poem because emotion and how the writer is feeling sets the vibe and tone of the poem, creating the music.
Some things I learned from reading this chapter was how to identify or look closer at the words being said because the sounds that words have are almost always hidden and can lose the message being said. Realizing the stresses of the word or the syllable being emphasized is easier for the rhythm to be heard and to think a little closer on the meanings in the poem. Also I learned poems can be metrical and non-metrical in rhythm that a poem can have. Metrical in a poem is a pattern set and waiting for the poet to be used, with stressed and unstressed syllables. In all this chapter basically talks about the different assets that poems can have in music and how it is set up. For instance a poem is written in a meter, which the poet can choose what pattern it should be in and then stays in it. Meters are classified by two characteristics which are the stress of a pattern you choose and the number of times the pattern is repeated in each line. Also I realized that understanding repetition and rhythm is easier to understand when you know that every word in the language has its own rhythm and repetition, which goes along with line division because line division is part of the rhythm.
Reading this chapter helped my knowledge of better understanding the main aspects that are in a poem. Just knowing the basic elements a poem can have, can defiantly help you recognize differences and meanings the poem is trying to say or is saying. Recognizing and understanding the musical pattern that are in the lines of a poem will improve the chance of reading them right getting the sense and music within the poem.
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