0
A sijo is a traditional Korean form of poetry consisting of three lines with a pause near the middle. Each line has a specific syllable count—14 to 16 syllables in total—and the poem often focuses on nature, emotions, or daily life. It typically concludes with a twist or revelation in the final line.
What else can I help you with?
What has the author Chong-ch'an Im written?
Chong-ch'an Im has written: 'Sijo munhak t'amgu' -- subject(s): Korean poetry, History and criticism, Sijo 'Sijo e tamgin chuje wa sigak' -- subject(s): History and criticism, Sijo 'Sijo munhak t'amgu' -- subject(s): Korean poetry, History and criticism, Sijo
What is called DRV in HVAC system?
Sijo: Double Regulating Valve
Is audit compulsory for sole proprietorship?
Proprietorship which has turnover above 60 lacs wil have to compulsory Audit. Sijo
What is sijo and 3 examples?
Sijo is a traditional Korean form of poetry that typically consists of three lines, each containing 14-16 syllables, with a specific thematic structure. The first line introduces a theme, the second line develops it, and the third line provides a resolution or twist. Examples of sijo include themes such as the beauty of nature, the passage of time, and the complexities of love. An example might be: "In the quiet dawn, the cherry blossoms softly sway, / Memories of spring linger, a fleeting embrace, / Yet time drifts away, leaving only whispers behind."
What are the example of sijo all about Korea?
korean poetic it have a 14-16 syllable that it have also 3 lines for the 14-16 syllable that you have a sentence or poem in korean poetic
What has the author Tae Hung Ha written?
Tae Hung Ha has written: 'The life of a rainhat poet (drama)' -- subject(s): Drama 'Behind the scenes of royal palaces in Korea (Yi dynasty)' -- subject(s): History 'Tales from the Three Kingdoms' -- subject(s): Anecdotes, Anecdotes, facetiae, satire, History, Legends 'Poetry and music of the classic age' -- subject(s): Musical instruments, Sijo 'Folk customs and family life' -- subject(s): Family, Folklore, Social life and customs 'Korea' -- subject(s): Civilization, History 'Poetry and music of the classical age' -- subject(s): Musical instruments, Sijo
Who is known as high priest of sovereignty?
Rousseu is considered as the high priest of sovereignty....Some argue that it is J S Mill but as far as I concerned it is Rousseau. Sijo Mathew Vellikulam Pala
What are all the judo belt colors?
white, red, yellow, orange, green, blue, brown, black - that is the order of belts for a person aged between 8-16, which are called mon grades. below the age of 8 the grades are called Kai grades, after the age of 16 the grades are called kyu grades.
What are some features in Asian poetry?
1Quarter 3: Poetry Topic 1 The Nature, Features andElements of Afro-Asian PoetryTimeframe: 10 daysSTAGE 1Content Standard:The learner demonstrates understanding of the nature, features,and elements of Afro-Asian poetry to distinguish it from the poetryof other cultures.Performance Standard:The learner writes a cultural report that shows thedifferences between Afro-Asian poetry and the poetry of otherculturesEssential Understanding: The nature, special qualities, features,and elements of Afro-Asian poetry work together to set it apart fromthe poetry of other cultures.Essential Question/s:How different or similar is Afro Asian poetry from poetry of othercultures?Learners will know:• The basic features, elements and special qualities ofAfrican poetry• The basic features, elements and special qualities of Asianpoetry• The different rhetorical background culture, customs and othersocietal factors that helped shaped the Afro-Asian poetry• Imperatives in giving emphasis to one's feelings,actions, thoughts and observationsLearners will be able to:• describe the nature, features and elements of Africanpoetry• discuss the nature, features and elements of Asian poetry• relate the essence of Afro-Asian poetry to the presentcontext of Africa and Asia• emphasize one's feelings, actions, thoughts andobservations through the use of imperatives.2STAGE 2Evidence at the level ofProduct or Performance Task:Understanding PerformanceA Cultural Report on how Afro-Asian poemshighlight their culture, traditions, beliefs,attitudes and societies.The learner should be able to demonstrateunderstanding covering the six (6) facets ofunderstandingExplanationDiscuss the nature, special features andelements of Afro-Asian poetryInterpretationAnalyze the distinctqualities of Afro-Asian poetryApplicationPresent a Cultural Report onwhat shaped a specific Afro-Asian poem.PerspectiveCompare Afro Asian language, oral traditionsand poems that reflect their customs, cultureand societies.EmpathyEvaluate own and others' oral deliveryof CulturalReports.Self-KnowledgeRecognize one's knowledge, strengths andvalues as effect of one's understanding andappreciation of Afro-Asian poem read.Performance assessment of A CulturalReport based on the following criteria:• Focus/ Content• Accuracy Organization• Visuals Relevance• Delivery• Appeal/ Impact• Voice 3STAGE 3Teaching/Learning Sequence:1. EXPLOREAt this stage, the teacher should be able to do the following:• Establish learners' awareness on the desired result that is for him or her to demonstrate literaryunderstanding of the nature, features and elements of Afro-Asian poetry to distinguish it from the poetryof other cultures.• Introduce the EQ, "How different or similar is Afro-Asian poetry to poetry of other cultures?"• Conduct a needs assessment to check learner's readiness and competence on the pre-requisite skills tothe task at hand (both in poetry and language readiness).• Let the learner share their knowledge on Afro-Asian Literature particularly poetry.• Inform the learners of their major output, that is, a cultural Report, and that they will be assessed basedon a given set of criteria. 4Suggested Activities:Activity 1: Spotlight1. Divide the class into two groups.2. Ask each group to come up with a name. The first group will use an African name and the second group will use an Asian name.3. Each group will select three (3) representatives who will sit in front of the class, before an imaginary spotlight, one at a time.4. The representative will wear a blind fold and will guess the word to be flashed by the teacher on the board.5. The representative will first guess the category from which the word belongs (e.g. person, place, etc) before guessing the word itself whilethe rest of the group members will just say "yes", "no" or "maybe".6. Group Africa will guess the magic words reflective of African culture. Do the same with Asian group. Make sure that the words are easy andfamiliar. Use photos if possible. The words below may be used:African AsianCoffee Elephant Pyramids of Egypt Buddha Siomai Taj Mahal7. Each representative will be given 2 minutes to guess the magic word.8. The group with the most number of guessed words wins the game.9. Process the activity by asking the following questions:a. How did you feel about the game?b. Are you familiar with all the words used flashed on the board? 5Activity 2: Fun with ProverbsBelow are African and Asian proverbs.1. Ask students to choose two (2) proverbs from each group and arrange the words to form a figure.2. Let them write their interpretation of the proverb they have chosen.Example:Meaning: One should strive on his own if he/she wants to succeed.African Proverbs Asian Proverbs1. "If you don't stand for something, you will fall for something".2. "A cutting word is worse than a bowstring, a cut may heal, but thecut of the tongue does not".3. "If you climb up a tree, you must climb down the same tree".4. "It is not what you are called, but what you answer to.A chattering bird builds no nest".5. "If you run after two hares you will catch neither".1. "In this world there exist no such impossible tasks, they fearonly those with perseverance."2. "A spark can start a fire that burns the entire prairie."3. "If the roots are not removed during weeding, the weeds willgrow again when the winds of Spring blows."4. "I hear and I forget; I see and I remember; I do and Iunderstand."5. "When something has been said, a team of four horsescannot overtake it." 6Activity 3: Border Lines1. Divide the students into two groups.2. Let the first group listen to the song "Reflection" from the animated movie "Mulan"3. The second group will listen to the song "Circle of Life" from the animated film "Lion King"4. The group members must write in meta strips the part of the song that strike them the most.5. Post all the meta strips on the board.6. Responses must be discussed through a short group discussion.7. A reporter will present the output to the class.8. Process the activity by asking the following questions:a. Why do you find the lines striking?b. How are these lines related to the culture of the place where the song has originated?c. What do these lines say about people, attitudes, culture, ideals, heritage and traditions in Asia (for "Reflection") and Africa (forCircle of Life)?d. Are there similarities in terms of the song's message in general?9. You may use the students' responses as springboard for the EQ.Activity 4: The Rain Song1. Below is the "Rain Song" an old song from Africa.2. Ask students to group into four.3. Give them a few minutes to come up with a melody they can use for the song.4. Ask each group to sing the song in front of the class5. Process the activity by asking the following questions:• How did you feel while singing the song?• Was it difficult to create your own melody for an unfamiliar song written in unfamiliar language?• Do you think that your melody fits the lyrics?• What does the song reveal about Africa?• What commonalities between the Philippines and Africa did you discover through this activity?• Which relationship was identified between this song and Afro-Asian poetry? 7Rain SongZulu LanguageImvula, Imvula (eem-voo'-lah)Chapha, chapha, chapha (c=click sound with tongue in back ofChapha,chapha, chapha front teeth,like the sound of exasperation) (cah'-pah)Imanz'impahla yam'Imanz'impahla yam' (ee-mahn'zeem pah'hla yahm)Gqum, Gqum, LiyadudumaImanz'impahla yam'Imanz'impahla yam'English Translation"It's raining, it's rainingChapha, chapha, chaphaChapha, chapha, chapha (sound of the rain falling)My clothes are getting wet,My clothes are getting wet.Gqum, Gqum (sound of the thunder)There's the thunder!Gqum, gqum,There's the thunder!My clothes are getting wet,My clothes are getting wet!Activity 5: If God is a Poet1. Ask the students to listen to the song "Heal Our Land" by Jamie Rivera.2. Post a copy of the lyrics on the board.3. Process the activity by asking the following questions:• Did you enjoy the song?• How did you feel while listening to it?• In what particular situations would you like to sing the song?• Who do you think are talking in the song?• Describe the persona of the ones talking in the song?• What does the other person like the other one to do?• Go over the lyrics and comment on the highlighted words.• What do these words tell you? 8HEAL OUR LANDBy Jamie RiveraHumble your selves and pray!Turn from your wicked waysHeal our land.Hear our cry.Turn our nation back to you.Hear us Oh Lord!Forgive our sins.Heal our broken land.Turn us from our wicked ways.Come, heal our land!2. FIRM UPActivity 6: The Tale of the Two Poems1. Divide the class into two groups.2. Provide the first group with a copy of the poem "Africa" by David Diop and "Africa's Plea" by Roland Tombekai Dempster for the secondgroup.3. Ask each group to analyze the poems and highlight the words, lines and stanzas that strike them the most.4. Process the activity by asking the following questions:• What African qualities do these lines express?• Do you think there is a way of liberating themselves from slavery?• What do you think they are all craving for? Why?• Do you feel the same way? Why do you say so?• Would you say that discrimination exists in African society? Single out lines fromthe poems that prove this claim.• What kind of discrimination exists in African society?At this stage, the teacher should be able to the following:• Make the learner understand the nature, features and elements of African poetry; Asian poetry through the variety ofauthentic activities.• Engage them on the following meaningful and challenging activities to analyze, generate and test their understanding• Provide feedback to check for understanding. 9AFRICADavid DiopAfrica of proud warriors in ancestralsavannahsAfrica of whom my grandmother singsOn the banks of the distant riverI have never known youBut your blood flows in my veinsYour beautiful black blood that irrigates thefieldsThe blood of your sweatThe sweat of your workThe work of your slaveryAfrica, tell me AfricaIs this your back that is unbentThis back that never breaks under theweight of humiliationThis back trembling with red scarsAnd saying no to the whip under the middaysunBut a grave voice answers meImpetuous child that tree, young and strongThat tree over thereSplendidly alone amidst white and fadedflowersThat is your Africa springing up anewSpringing up patiently, obstinatelyWhose fruit bit by bit acquiresThe bitter taste of liberty.AFRICA'S PLEARoland Tombekai DempsterI am not you -But you will notGive me a chance,Will not let me be me."If I were you"but you knowI am not you,Yet you will notLet me be me.You meddle, interfereIn my affairsAs if they were yoursAnd you were me.You are unfair, unwise,Foolish to thinkThat I can be you,Talk, actAnd think like you.God made me me.He made you you.For God's sakeLet me be me.10Activity 7: The Heart of the Poem1. Ask the students to work in groups of four (4) and assign each group an African/Asian poem to read.2. Tell them to find out how the author expresses real-life experience through the following questions:• What is the poem about?• Who is speaking in the poem?• What emotion does it communicate?• Are there lines which you oppose?• How do you feel about the poem?• What is the intention of the author in writing the poem?• How does the message of the poem appeal to you as a person?• What does the poem tell about the way of life in the place where it originated?• How do rhyme and sounds shape the meaning of the poem?Activity 8: One with Japan1. Group the class into four (4).2. Provide them with a copy of the poem "A Japanese Song from Aomori".3. Let them work on one stanza per group.4. Process the activity by asking the following questions:• What is the theme of the stanza assigned to you?• What does the change of season bring about?• What does this imply about Japan as a country?• How does this change affect the Japanese?• Do you think such change affects your life too? In what way?• Which of the two seasons in the Philippines do you like better? Why?• If you were in Japan, which season would you like the most and why?5. Ask them to accomplish the table below:JapanPhilippinesSimilarities Differences 11Activity 9: Lines and Rhymes1. Have the students read the poem "The Free Bird and the Cage Bird" by Rabindranath Tagore.2. Ask them to single out the lines that express a command or request.3. Explain to them that these lines are called imperatives.4. Process the activity by asking the following questions:• What are the lines that express command or request?• How important are they in the poem "The Free Bird and the Cage Bird"?• How could imperatives be of great help to us?Activity 10: Empire-ratives Work!1. Group the students into four (4) representing four (4) empires.2. Ask them that each group must come up with a name. Two groups for African Empire and another two for Asian empire.3. Each empire will draft a list of laws and rules to be followed by them as they establish their kingdom.4. Make sure that imperatives are used in drafting the list.3. DEEPENActivity 11: Songs are Poems Too!1. Invite students to work in groups of five (5), and give them lyrics of the following songs "Lead Me Lord" by Gary Valenciano, "Sing Me YourSong Again Daddy" by Cherry Gil, "Lift Up Your Hands to God" by Basil Valdez, and "Please Be Careful With My Heart" by Sarah Geronimoand Christian Bautista.2. Ask them to single out all the imperatives used in the poem.3. Encourage them to share with the class their personal experiences when they have to say these imperatives/lines.4. Allow them to connect, compare and reflect on these experiences.5. Process students' answers.At this stage, the teacher should be able to do the following• Provide learners with thought provoking questions that will make them reflect, revisit, rethink and revise their earlier assumptionsabout African poetry; Asian poetry.• Address the learner's uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed.• Engage them in meaningful and challenging activities that prompt cooperative learning and reinforce what they have learned.• Engage them in meaningful self-evaluation• Provide feedback to check their mastery of Essential Understanding and Content Standard. 12Activity 12: Plot in a Map1. Group students into five (5)2. Provide each group with a copy of a geographical map of Africa and Asia3. Using pre-researched Afro-Asian poems, plot a dot in each country where these poems originated. Then draw a line to connect the dots.4. Process the activity by asking the following questions:• How did you feel while doing the activity?• What do the dots and lines reveal about Afro-Asian poetry?• What does this imply?• What commonalities are established by your dotted map?• What does this mean to you as part of the continent?AFRICA ASIA 13Activity 13: Poems everywhere!1. Encourage the students to design a poster and decorate it with selected lines from their favorite Afro-Asian poems.2. Underline the imperatives used, if there are any, and post them on the school areas where they are applicable (e.g canteen, library, garden).Activity 14: School Tour1. Ask the students to go to the canteen, library, garden, shops, learning centers.2. Encourage them to observe interlocutors' behaviors and record them in their notebooks.3. Relate these recorded behaviors in any of the theme in a chosen Afro-Asian poem.4. Process students' answers.Activity 15: Imperatives in Student Handbook1. Ask students to go over the student handbook.2. Look up rules and regulations for student discipline.3. Single out imperatives used in the document.Activity 16: My Afro-Asian Poem Uniqueness Checklist1. Divide the class into five (5) groups.2. Ask them to choose an Afro-Asian poem to evaluate.3. Recall the nature of all the poems discussed in this topic.4. Accomplish the checklist below.Characteristics Prevalent SomehowprevalentNot prevalent1.2.3.4.5.Comments and Suggestions:Conclusions:• Provide feedback to check standard and essential understanding. 144. TRANSFERActivity 17: Dear FriendBook (FB)1. Ask the students to bring a short bond paper.2. Each student must build a web page entitled "FRIENDBOOK" or FB3. Encourage them to post a "shout out" on their FB (FriendBook) Home Page.4. The "shout out" must contain their personal reflection about Afro-Asian Poetry and how they are to promote it.5. Let them roam around the room to ask their classmates to either "like", "tag" or "comment" on their "shout out".6. You may refer to the example below:FRIENDBOOKAt this stage the teacher must be able to do the following:• Have the learners make independent applications of their understanding of Afro-Asian Poetry as well as the language forms.• Make learners orally recite selected poem.• Make learners orally interpret selected poems.• Have them see the connections/links of the poem recited with the real world.• Give feedback for understanding.Paste your primaryphoto here!Write your "shout out" here! 15Comments:Activity 18: Afro-AsianWall1. Group students into four (4).2. Ask them to make a collage using photos of Africa and Asia- people, lifestyle, culture etc.3. Use a whole cartolina sheet for this output.4. Post the output on the wall.5. Ask a representative to present the group's work. 16Activity 19: SK Chairman for a Day1. Ask the students to assume the role of a newly elected SK Chairman2. Using a short bond paper, ask them to list a set of rules for youth of their age.3. Use imperatives in writing the rules.Activity 20: Cultural Report1. Write a report on Afro-Asian culture.2. Tell them that the report will be assessed based on the following rubrics:• Focus/ Content• Accuracy• Organization• Visuals• Relevance• Delivery• Appeal/ Impact• Voice3. Present the Cultural Report to the class.Note: The teacher will assign weights or indicators to each criterion.Set of Rules1.2.3.4.5.6.7.8.9.10. 17RESOURCES (Website, Software, etc.)1. "The Free Bird and the Cage Bird" by Rabindranath Tagore2. "Reflection" by Lea Salonga from the animated film "Mulan"3. "When you believe" from the animated film "Prince of Egypt"4. "Lead Me Lord" by Gary Valenciano5. "Sing Me Your Song Again Daddy" by Cherry Gil6. "Lift Up Your Hands to God" by Basil Valdez7. "Please Be Careful With My Heart" by Sarah Geronimo and Christian Bautista.MATERIALSSample Afro-Asian poemsComputerCD/DVDInternetGraphic aidPicturesArt materialsSample rubricsHome | What's New | Help | Sign InSijo Email a friendManager:Books and Writing > PoetryA community for those who read, write and enjoy Sijo, the most popular of Korean poetry forms. Sijo share a common history with haiku and other Japanese forms. Sijo is a modern term for a Korean style of lyrical poetry, originally called tanga (literally, "short song"). The sijo strongly resembles Japanese haiku in having a strong foundation in nature in a short profound structure. Bucolic, metaphysical and astronomical themes are often explored. The lines average 14-16 syllables, for a total of 44-46. There is a pause in the middle of each line, so in English they are sometimes printed in six lines instead of three. Most poets follow these guidelines very closely although there are longer examples. From Wikipedia.What you can do:Discuss Sijo.Browse member websites below.Add your website or blog and get traffic.See what others are saying.Invite others.Survey August 2011How did you learn about WebRing?Only members who are logged in may register a vote. You are either not logged in or not a WebRing member. Use the Sign In link at top to log in or register for a WebRing User ID.Google search brought me here.Followed WebRing navigtion code links.Yahoo search.Friend recommendation.Not sure.Other.HubMember SitesForumQuick Site Preview:Asian Poetry: The Korean Sijoowner: tishang144The Sijo is explained and illustrated with many poems from ancient masters as well as contemporary poets. These are the homepages of SIJO WEST, the English-language journal featuring this Korean poetry form.Add your site to WebRingTanka-Sijo Cupboard Preview - Go - Flagthis site contains tanka, sijo, haiku, renku, free verse, microfiction, links, markets,books and fine art.under construction animated gifs Preview - Go - FlagDownload these cute little moving signs for your website. FREE.
What are some types of fiction?
Non fiction
What are the kinds of poetry and their meanings?
Acrostic: In acrostic poems, the first letters of each line of the poem are aligned vertically to form a word. Generally, the word formed thus, is the subject of the poem. Ballad: Ballads are narrative poems that are supposed to be sung. The narrator usually starts with a dramatic scene and relates the narrative with dialog and actions. Canzone: The word canzone, which means, a song, signifies any simple song-like composition. It is an Italian song or ballad. Cinquain: Cinquain poems are five lines long. They do not rhyme. Concrete: In this kind of poetry, the topographical arrangement of words supports the meaning conveyed by the poem. The poems form a picture of the topic on which they are centered. Couplet: It is a very simple form of a verse, which contains two rhyming lines. Diamante: This type of poetry is one of the simplest ones to write. The first line of a diamante is a single word; the second line consists of two adjectives describing that word, third line contains three words about the subject while the fourth line contains four. The fifth line and the lines that follow consist of a similar pattern of words describing the idea opposite to the subject of the poem. It seems this kind of poetry writing is simple and interesting. Doesn't it? Dramatic Poetry: A drama that is written in the form of verses to be recited or sung refers to the dramatic genre of poetry. This form of poetry has evolved from Greek and Sanskrit literature. Epic Poetry: This genre of poetry is a type of narrative literature that narrates stories of mythological heroes. Homer's Iliad and Odyssey and the great Indian epics of Mahabharata and Ramayana are a few of the noteworthy examples of epic poetry. Free Verse: Free verses refer to the different styles of poetry, wherein the poems do not carry a specific meter. Free verses are a poet's expressions, which are free from any rules or restrictions pertaining to the rhyme schemes of the poem. Ghazal: This form of poetry is popular in the Arabic, Persian, Urdu and Bengali literature. It is characterized by five to fifteen couplets that have a refrain at the end of every second line. Each couplet of a ghazal can stand individually as each represents a distinct thought. Haiku: It is an unrhymed form of poetry that is native to Japan. It contains three sections that can be written in a single line, but are written in three lines instead. The way it is broken into, is in essence the poetic effect of this poetic form. This kind of poetry contains a cutting word, which is known as a kireji and a season word, known as a kigo. Iambic Pentameter: It is a relatively complex form of poetry that uses syllables to bring in a musical element to the poems. Jintishi: Native to China, Jintishi is a poetic form based on tonal patterns consisting of the four tones of the classical Chinese language in every couplet. Jintishi is composed of eight lines in four couplets, wherein two couplets depict contrasting ideas but similar grammatical patterns. Du Fu, a poet of the 8th century was an important name in the world of Jintishi. Limerick: Limerick is one of the very popular kinds of poetry. A limerick is a funny little poem with a rhyme scheme of 'aabba'. Lyric Poetry: Lyric poetry is of a personal nature, wherein a poet expresses his/her perceptions and ideas through poetry. Lyric poems deal with subjects like love, peace, loss and grief. T. S. Eliot is one of the prominent names in lyric poetry. Minnesang: It refers to the German tradition of writing lyrics and songs. It became widely popular in the 12th century and continued until the 14th century. The poems belonging to this kind of poetry revolve around the subject of love. Narrative Poetry: This is a genre of poetry that involves story-telling and is one of the very old forms of poetry. The content of these types of poems is intended to appeal the masses. Ovid, William Langland, Alexander Pope and Shakespeare are some of the notable figures in the field of narrative poetry. Nursery Rhymes: It is one of the most popular types of poetry, especially a favorite of most of the kids. Nursery rhymes are short poems written for children and are usually handed over from one generation to another. Ode: Originally developed by the Greek and Latin poets, Odes soon began to appear in different cultures across the world. Odes possess a formal poetic diction and deal with a variety of different subjects. Pantoum: It is composed of quatrains, where the second and fourth lines of each verse are repeated as the first and third lines of the next stanza. Pastourelle: It refers to an old French lyrical form. The poems in this category have the romance of a shepherdess as their central idea. Prose Poetry: This genre of poetry blends prose and poetry. It is very similar to a short story. However, its concise nature and the use of metaphor in it are sufficient to classify it as a poetical form. Rondeau: It consists of fifteen lines, which make use of two rhymes. It was a French form of poetry. Ruba'i: This form of poetry is written as a four-line verse. It is written by the poets in Arabia and Persia. Satirical Poetry: Sarcasm serves as a very powerful means of expressing criticism. An insult can most strongly be expressed through poetry. Romans have been using satirical poetry for political purposes. Sestina: In this kind of poetry, there are six stanzas, each consisting of six lines without an element of rhyme. The words that appear at the end of the lines in the first stanza are repeated in other stanzas. A concluding stanza of three lines wherein the repeating words reappear in a peculiar way is an important characteristic of Sestina. Sijo: It is a musical lyric popular among the Korean poets. It is written in three lines with a pause in the middle of every line. Sonnet: Derived from Occitan and Italian words meaning 'a little song', Sonnet was originally a fourteen-line song that was based on a strict rhyme scheme and structure. Shakespeare, who wrote 154 sonnets, was one of the most important figures in the field of sonnets. Stave: see Stev Stev: It is a form of lyrical poetry that is prominent in Scandinavia. Stave is the English version of this kind of poetry. Tanka: It is an unrhymed kind of poetry that originated in Japan. It came up as a shorter version of the Japanese formal poetry and the poems of this type were primarily based on personal themes. The emergence of Tanka dates back to the Nara period. It became popular in the 13th century and is continues being practiced till today. Verse Fable: The poems that belong to this genre of poetry consist of stories set into verses. Fables involving natural elements and inanimate objects carrying a moral or message for the masses are expressed through verses. Verse fables use different types of rhyming schemes. Villanelle: The poems of this type consist of nineteen lines made up by five triplets and a concluding quatrain. This form of poetry has received impetus since the late 19th century, giving rise to poets like Elizabeth Bishop and Dylan Thomas. With this, we covered a detailed list of the different kind of poetry as also the various genres of poetry. Let us now have a glimpse of the different types of poetry categorized on the basis of the subjects they deal with. Baby Poems: Babies are the sweetest creations of nature. Buzzle brings you a collection of baby poems. Poems on Birth and Death: Birth signifies a beginning while death marks the end of life; the end of everything. Break Up Poems: Breaking a relationship is always painful. It takes moments to say "hello" but ages to bid goodbye. Here are some break up experiences some poets have shared through their break up poems. Children and Teen Poetry: For you kids and teenagers out there, here are separate sections of poems just for you all! Go through the children's poems and teen poetry. Dark Poetry: Life is beautiful. But the negative feelings like hatred, loneliness, depression and pain eclipse life's beauty. Here are some portraits of dark emotions, which poets from around the world have sketched through their dark poetry. Dream Poetry: Poets are dreamers. They compose poems from their world of dreams. Dream poetry revolves around this dream-word that creative people like to live in. After all that's where their poetic creations come from. Family Poems: Your family means the world to you. Doesn't it? Go through some family poems by some budding poets from the different parts of the world. Funeral Poems: Here is a collection of funeral poems and articles about funeral poetry. Death ends life, leaving behind memories of the dead. See the poets on Buzzle put across this emotion through their poems in loving memory. Funny Poems: Tickle your funny bone by going through the funny poems. Laughs are good for health! Goodbye Poems: Take a look at the collection of goodbye poems. Love Poems: Love is one of the most wonderful feelings. It's often expressed in poetry. Be it a lasting love realtionship or lost love, this emotion has always been depicted through poems. Love poems, as their name suggests, are those about love in its various forms. Nature Poems: The beauties of nature have always interested poets. The endlessly stretching sky, the mystically blue seas, the rising and setting sun, the mountains, the trees, the clouds, the breeze - everything in nature has its own charm and it never fails to inspire a poet. He words his understanding of what nature has to say, through nature poems. Poems about Life: Some say that life is a journey while others call it an adventure. Some call it a dream, others a cruel reality. Poems on life say everything that life has to offer - joy, sorrow, surprise, just everything life is about. Poems for Special Occasions: Here is Buzzle's collection of some beautiful poems for those special occasions in life. I am sure you will enjoy reading these birthday poems as well as these wedding poems. Here is a collection of some poetic expressions on Christmas. Go through Christmas poems. Poems on War and Peace: Wars personify grief and destruction. Peace is what we yearn for. Listen to what these poets have to say through their poems on war and peace. Relationship Poems: Relationships form a crucial aspect of life. It is these relationships that make life worth living. Here is a collection of some relationship poems. Friendship is one of the most beautiful relationships in life. Friendship Poems are worth a read! When it comes to relationships, how can you forget Valentine's Day poems? Rite of Passage and Identity Poems: Life is a continuous process of learning. Life is about learning to live and knowing yourself. The discussion about poetry can never end. There's so much written by so many great poets, that life won't be enough to read poetry in its different forms. You can go back to the poems section on this website. You'll find some good works by budding poets there. Literature hosts a huge collection of exquisite kinds of poetry and has a legacy of brilliant poets who enlivened the different poetic forms. Hats off to all of them!
