Please complete the following tasks before the end of the period. Post your final product as a comment to this post. Please number your responses according to the order below. I have jury duty today- if you have any questions or get stuck, you can email me- I may or may not be able to use my phone to respond.
1. Be sure that your URL link list is complete. Confirm that you have successfully linked your classmates. If your link is faulty, or does not appear on Mr. Kefor's blog, please write it, along with your name, neatly on the board. Your classmates can then include you in their lists.
2. Revisit our song from last week, “Little Green” by Joni Mitchell. If you were absent or if you've misplaced the lyrics, you may locate them online. You can also locate your thesis under the comments to the post below. For each of your 3 devices or elements, complete a what-how-why progression. Consider what device or tool is being used, how it is being used, and why it is being used. This is the type of thinking that should pervade a successful analysis. Here is a random example (for a different song); mimic this format for each of your 3 devices:
WHAT: "Song #1," by the Kefor Jazz Trio, is infused with celestial imagery pertaining to the cosmos and the seemingly infinite world beyond our earthly limits.
HOW: These images are largely visual, and are repeatedly paired or juxtaposed with their earthly or homebound counterparts, which inhabit the opening of each stanza.
WHY: This infusion of celestial images, carefully balanced against the limits of the speaker's terrestrial limitations, serves as a conveyance of the infinite and suggests that our inner voices and emotions can transcend our surroundings and have effects far beyond our comprehension.
Be particular; be specific. Pinpoint the nuances between and among the tools. Adverbs (repeatedly, intermittently, pervasively, sparingly, subtly, etc.) are particularly helpful for the "how" sections. The "why" sections should convey the means by which each element supports the universal idea in its own unique way. There should be little to no duplicates- in other words, imagery is likely serving the song in a different way than, say, symbolism. They are performing different functions. This is as much (or more) about thinking as it is about writing.
3. Select an album from your theme-genre to review. Your review will be graded as a quiz on the 0-9 Song Analysis rubric. Type the album title and artist here. In class, we will go over the methods of approach for this, as it differs from the thesis-driven mode of the song analysis. Set up an outline document into which you should paste the track losing (in order) and the lyrics to all of the songs. Spend the remainder of the class listening to (if you have headphones) and annotating the lyrics in the document. Color coding this may be wise, in order to separate the lyrics from your observations. You may not finish this process, which is okay, but please work until the end of the period.