Activities Role 3
ACTIVITY ONE
Investigate about Lorca in the biography sites and answer the questions
a) Lorca was a poet and dramatist but, in which other arts was he involved?
b) Where and when he was born?
c) He was a member of Generation of 27. Could you name some other authors of
this Generation?
d) Write 5 common characteristics of Generation of 27.
e) What is the name and date of publication of his first collection of poems?
f) In 1919 Lorca moved to the "Residencia de Estudiantes in Madrid" where he
met other famous artists that influenced his career. Who were they?
g) Name and date his first play. What is it about?
h) When and why Lorca moved to New York?
i) Lorca was appointed Director of the Student theatre company "La Barraca"
in 1931 when he returned to Spain. Then he wrote his best-known plays. Write
the name and date of publication.
j) What�s the story of "Bodas de Sangre"?
k) Which themes explore the play "La Casa de Bernarda Alba?
l) Make a list of Lorca�s major works of poetry.
m) How and when was he murdered?
ACTIVITY TWO
The Poet in New York and Cuba (from 1927 to 1930). Write a page
summary with the most relevant information of Lorca�s life, works and
historical context in this particular period. You will find the information
in the sites "The Poet in New York and Cuba (from 1927 to 1930)"
ACTIVITY THREE
1.- Choose one of the poems you can find in the Process, read it and check
the word meanings in the Oxford dictionary.
2.- Read and study the Process and Elements of analysis.
3.- Answer the checklist for the poem you have chosen.
CHECKLIST
1.- Title � appropriate to subject, tone and genre? Does it generate
interest, and hint at what your poem's about?
2.- Subject � what's the basic situation? Who is talking, and under what
circumstances?
3.- Shape � what is it appealing to: intellect or emotions of the reader?
4.- What structure is used? �comparisons, analogies, etc.? Are these aspects
satisfyingly integrated? Does structure support content?
5.- Tone � what's your attitude to the subject? Is it appropriate to content
and audience: assured, flexible, sensitive, etc.?
6.- Word choice � appropriate, economical, varied and energizing? Do you
understand each word properly, its common uses and associations? See if
listing the verbs truly pushes the poem along. Are words repeated? Do they
set mood, emotional rapport, distance?
7.- Rhythm and metre � subtle, natural, inevitable, integrate poem's
structure?
8.- Rhyme � fresh, pleasurable, unassuming but supportive?
9.- Overall impression � original, honest, coherent, expressive, significant?
ACTIVITY FOUR
- Read all the poems of this activity with your group, find the meaning of
the unknown words. Use the Oxford dictionary link.
- Discuss the theme and content of each poem in the Process Part within your
group and take notes on one poem discussion(a different poem for each member
of the group).
- Write a short paragraph (no more than 7 lines) summarizing what you have
discussed. Each paragraph must have at least four ideas, one from each
member.
ACTIVITY FIVE
Alliteration and Assonance
Alliteration is the repetition of consonant sounds. Alliteration in
poetry is pleasing to the ear and emphasizes the words in which it occurs.
And sings a solitary song
That whistles in the wind.
- Write a short serious poem using alliteration.
If too much alliteration is used, we get a ridiculous sound, as in a tongue
twister. Example:
Stuart Stevens rode astride his stallion down the sandy seashore.
Seeing surfers, sailors, sun bathers, and swimmers, he stopped.
Stuart stood and stared at the scene.
At sometime or another, all of us have stumbled over tongue twisters -
those tricky combinations of words that are very difficult to say.
ACTIVITY SIX
Write your own poem. Have imagination!
You will go through the following steps:
1. You imagine yourself someplace -- the beach, a mountain
top, a city street -- anywhere.
2. Write two lines beginning with the words "I see", and then
state what they see. (ex: I see traffic lights; I see taxis")
3. Then write two lines beginning with "I hear" (I hear sirens; I hear
engines); then two lines beginning "I smell".
Cover each of the five senses this way.
4. The last line should begin "I feel ...", and state how the scene makes
them feel. ("I feel lonely and afraid")
5. You now have an eleven line poem. Return to each line, delete the "I
see"s, the "I hear"s, etc. Add adjectives and adverbs.
6. Return to each line. Add similes and metaphors.
7. Return to each line. Add personification.
8. Add rhyme and meter. Add alliteration and assonance.
- Include an illustration that reflects the content of your poem. Lorca used
to illustrate his poems.
- Rehearse reading it aloud along with your group and in the classroom.
- By all means, post the poems of your group on the class�s wall.
Federico Garcia Lorca
Biography
http://en.wikipedia.org/wiki/Federico_Garc%EDa_Lorca
Biography
http://www.cyberspain.com/passion/lorca.htm
Biography
http://www.boppin.com/lorca/
The Poet in New York and Cuba (from 1927 to 1930)
http://www.geocities.com/Paris/Palais/2405/chron3.html
The Poet in New York and Cuba (from 1927 to 1930)
http://www.geocities.com/Paris/Palais/2405/chron3.html
The Poet in New York and Cuba (from 1927 to 1930)
http://en.wikipedia.org/wiki/Federico_Garc%EDa_Lorca
Dictionary on line
http://dictionary.cambridge.org/default.asp?dict=S
Read your poem aloud
http://www.loc.gov/poetry/180/p180-howtoread.html
Lorca�s affinity for music
http://www.geocities.com/s_andrewes/music.html
Lorca�s drawings
http://www.geocities.com/hispanofanaticos/lorca_dibujos
Other Resources