Showing posts sorted by date for query ballads. Sort by relevance Show all posts
Showing posts sorted by date for query ballads. Sort by relevance Show all posts

Saturday, 25 April 2009

"The Lost Children of the Alleghenies"


Alison Krauss's moving ballad shows how the popular appeal of the ballad form still has resonance. As with older ballads the narrative is based on real events which resulted in a tragedy. The loss of the two young Cox brothers was felt by the wider community for many years. Fifty years after the tragedy a memorial was erected over the site in the Pennsylvania mountains where the bodies of the lost boys were found.
All the elements of ballads are here: tragedy, personal loss, the supernatural, striking images, leaping and lingering in the narrative, refrains, hardly any names,- and an abrupt start.






"Jacob's Dream", Lyrics by Alison Krauss

In the spring of 1856, with the snow still on the ground
Two little boys were lost in the mountains, above the town
The father went out hunting, the boys had stayed behind
While mother tended to her chores, they wandered from her side

The two had gone to follow him and lost their way instead
By dusk the boys had not been found and fear had turned to dread
Two-hundred men had gathered there to comb the mountain side
The fires were built on the highest peak in hopes they'd see the light

Oh, mommy and daddy why can't you hear our cries
The day is almost over, soon it will be night
We're so cold and hungry and our feet are tired and sore
We promise not to stray again from our cabin door

Now Jacob Dibert woke one night from a strange and eerie dream
He saw a path between two hills near a dark and swollen stream
He told his wife he saw the boys huddled close beside a log
For two more nights the dream returned this vision sent from God

Oh, mommy and daddy why can't you hear our cries
The day is almost over, soon it will be night
We're so cold and hungry and our feet are tired and sore
We promise not to stray again from our cabin door

A thousand men had searched in vain the west side of Bob's creek
But Jacob's wife knew of this place and said to travel east
With a guide to take him there, Jacob came upon the scene
And found the boys cold and still beneath the old birch tree

Oh, mommy and daddy, look past the tears you cry
We're both up in Heaven now, God is by our side
As you lay us down to rest, in the presence of the Lord
Know that we will meet you, here at Heaven's door

Oh, mommy and daddy, look past the tears you cry
We're both up in Heaven now, God is by our side
And as you lay us down to rest, in the presence of the Lord
Know that we will meet you, here at Heaven's door

Thursday, 25 September 2008

Scarborough Fair - the historical background

This poem is not included in Section 2 of the Edexcel Anthology, however it still fits in well with the other ballads and there are also some useful notes in this interesting rendition of this old ballad although it would be wise to question some points. In most versions it is the male who sets a series of impossible tasks as tests of love to be passed on by a third party to a female. In this version the female gives her list of impossible tasks in her tests of love. Both versions represent the medieval obsession with faithfulness in love and fear of cuckholdry. It was their equivalent of "the battle of the sexes".

Sunday, 21 September 2008

The Francis Child Ballad Collection

The main link for the Francis Child collection of ballads.

http://www.contemplator.com/child/index.html

Notes on the early Child ballads including "The Three Ravens" and "The Twa Corbies".

http://www.pbm.com/%7Elindahl/ballads/early_child/#tour

Tuesday, 4 September 2007

Advice on essay structure/paragraphs for writing up your presentations on ballads/other poems


Go over your exam board's assessment objectives to help you organise your paragraphs.

Introduce each paragraph with a clear topic sentence (a sentence that introduces and sums up your paragraph.)

Here is a suggested paragraph plan (although you can vary the order when writing).



1.  Give the title of your poem/ballad and sum up what it is about.


2.  Write about the point of view, symbolism, themes and ideas.


3.  Analyse the poem's language for imagery, use of adjectives, verbs, etc. where appropriate.


4.  Write about the poem's form and structure.


5.  Give various interpretations of the ballad/poem and explain how and why different versions of ballads changed over time.


6.  Give your interpretation of the ballad/poem and what you think of it.


7.  Write about the ballad/poem's literary, cultural and historical contexts. (This may lead you into linking them with the ballad/poem's themes.)


The advice above mostly relates to ballads.

Thursday, 5 July 2007

Today's presentations on ballads


In the unlikely event that my students ever read anything on my blog I'd still like to congratulate them on today's presentations on ballads.

I really enjoyed the ones I saw today. They were inventive, playful and analytical. There's no doubt that they were the result of thought and hard work. Very well done, Laura and Nathan, for "The Rime of the Ancient Mariner". Along with that powerpoint and your role-plays you produced degree level work, particularly for your points on form and structure. (Loved those props!)

Cressida's animated "Frankie and Johnny" was one of the most unusual and enjoyable presentations that I have ever witnessed! And Nina and Tom's on Keats's "La Belle Dame Sans Merci" was academic, spirited and downright interesting.


Well done everyone! You belted the life out of those assessment objectives and are on the way to achieving very high grades. I'm looking forward to next week's presentations.

I'll post again when I've finished with the music video group projects.

Monday, 25 June 2007

Research, presentation and written tasks for the AS-A2 transition classes on ballads

This will be my last post on ballads. Guidance on the set reading for the Summer on "Captain Corelli's Mandolin" and Chaucer's "The Merchant's Tale" will follow.






Briefing Sheet for the AS/2 Transition Tasks for English Literature.

These task(s) are anchored to specific assessment objectives that should enable you to acquire key skills for A2: AO1,  AO2, AO3, AO4. (Look the A.O.s up in the A2 Course Booklet if you need to clarify what they mean.)

To succeed next year you will need to develop skills in independent learning. Your tasks will enable you to do this and you will receive a grade for your work: the presentation and the written piece(s) that follow up.)

Main Task
Individual/paired to present a ballad and produce a written appreciation of it.

1. Select a ballad: from the Year 13 Intranet folders: “Ballads”, “Ballads for Research”. The other folders also have information to help you with your task.
2. Research the literary traditions and historical contexts surrounding your ballad and analyse it. Use my mind-map, “Ballads – aspects of form” to help you make points on your choice of ballad: a traditional folk ballad, broadside or literary ballad.
3. Prepare a presentation of your ballad. To interest your audience you could:
• perform your ballad as a piece of drama, sing it, or as a silent movie with help from a narrator to speak the main scenes or speeches..
• show a Powerpoint with appropriate images and music
• Show extracts from films that illustrate a theme or idea from your ballad.
• Use paintings or photographs to illustrate key points and ideas.
• Select just few points to focus on if presenting a literary ballad (a longer, more complex poem by a named poet.)
• Film and present your ballad with accompanying music.
If you’ve chosen a literary ballad you could work in pairs. Otherwise it’s got to be a ballad each. Of course, in presentations you can get a friend to help you with your presentation and repay the favour when they present their ballad.

4. Write a critical commentary on your chosen ballad in which you analyse the poem and discuss the historical traditions surrounding it.
5. Write a broadside ballad of your own in four and three stresses (eight syllables and six) on a sensational event from the news. Use rhyme and rhyme schemes (e.g. ABCB, refrains, speech, etc. using the points mentioned in mind-map on aspects of the ballad form to make your ballad authentic. See also the Intranet Sources for Ballads if you need murders from the past, etc. Events from our time are fine, too.

Deadlines: the presentation – Mon. 9th of July – written commentary Fri. 13th July. ( See Patty or Me for the appropriateness of ballad choices, etc.)

Saturday, 23 June 2007

"The Mummer's Dance" by Loreena McKennit

Around the time(s) of the early ballads another expression of folk art was mummers' plays or folk plays. Loreena gives a good visual impression of what they may have looked like.

"The Ballad of Lucy Jordan" sung by Marianne Faithfull



Ballads are still being written. It's a living form in which many of the old ballads are still being modernised or updated. In this modern ballad a 37 year old disillusioned housewife from "A white surburban town" leaves her home to seek the life she might have had. This ballad features in the film, "Thelma and Louise" which has a similar theme. The ballad ends in an ambiguous way.

Thursday, 21 June 2007

The History of Ballads


Found this on the Net but it's good stuff. It will help with contextualising your work on ballads.

A Short History of the Traditional Ballad

The Child ballad is a late-period phenomenon, by SCA standards. Such ballads may or may not have been sung as far back as the fifteenth century. They were certainly being sung by the sixteenth century, but not many of them were being recorded. Our good records don't begin until the seventeenth and eighteenth centuries, and the ballads that are popular today are usually nineteenth- or twentieth-century variants. If you want to fit your favorite ballads to SCA use, you will probably have to peel off several centuries of accretions.

a) Precursors and early forms
Were songs that we would call ballads being sung in the England and Scotland of the fifteenth (or even fourteenth) century? It's possible, but we can't prove it The popular metrical romances of the day, such as "The Marriage of Sir Gawain" (which survived to become Child ballad #31), have marked resemblance to ballads, but it is not clear that they existed as popular song, as opposed to the repertoire of minstrels. There is some evidence that the Child ballads that do date to this time were being recited - possibly to some musical accompaniment - rather than sung.
Consider the Robin Hood ballads, for instance. There are thirty-eight in Child's collection (Child #117-154), but we possess almost no music for them, and that little is from the eighteenth century or later. Our oldest reference to these ballads is in "Piers Plowman", in the late fourteenth century, where they are referred to as "rymes of Robyn Hood". One of the earliest surviving `rymes', -- "Robin Hood and the Monk" (Child #119), from about 1450 AD -- refers to itself as a `talking', rather than a song, which makes it plausible that, at least originally, it was meant to be spoken. The last verse of "Robin Hood and the Monk" is:
"Thus endys the talkyng of the munkeAnd Robyn Hode i-wysse;God, that is euer a crowned kyng,Bryng us al to his blisse! "

Once the ballad form became popular, it began to borrow freely from the carols, riddle songs, popular stories, and romances of this time. There is no doubt that many of our ballads have elements that can be traced back to the fourteen-hundreds, or earlier. There is no song we can point to, however, saying "This ballad was being sung in the fifteenth century."

b) Sixteenth- and seventeenth-century ballads
The sixteenth century saw the gradual disappearance of the old-style romances, along with the minstrels who used to sing or recite them. Concurrently, increasing numbers of songs and ballads were being recorded, registered, and printed for sale. This was not just a British phenomenon: Ballads were popular throughout Europe, and the English-language ballad tradition shows considerable borrowing from other lands.

By the end of the sixteenth century, we begin to accumulate a reasonable body of documentable balladry: Most of the Child ballads that we can trace to the SCA's period will be traceable to the very end of the period.
The ballad form remained popular through the seventeenth and into the eighteenth century. What we now call the ballad had established itself as a popular genre, and appeared in broadsides, books (eg, collections of Robin Hood ballads, known as `garlands'), and plays (eg, ballad operas, which were plays in which the actors would periodically break into song for little reason or none -- as they have tended to do in musical productions ever since).

Popular ballad tunes also become easier to locate, as they tended to appear in music collections, dance manuals, song books, instrumental instruction manuals, and broadsides. (This was the age of the broadside ballad. Most broadside ballads are not considered ballads, as we are using the term, but they frequently named the popular tunes to which they should be sung - and sometimes even provided the music - so they are valuable for what they tell us about the popular music of the day.)

c) Eighteenth-century balladry
The eighteenth century saw two major ballad revivals. One came in mid-century, and was marked by Bishop Thomas Percy's collection and publication (in his 1765 "Reliques of Ancient English Poetry") of many of the old ballads he was able to acquire. The other came at the end of the century, through the efforts of Sir Walter Scott and his circle. Most of our obviously-Scottish ballads date to this time or later. (These revivals are a mixed blessing from our perspective. We are indebted to them for a great deal of our current ballad repertoire. On the other hand, people like Thomas Percy were both eager to impute great antiquity to their ballads, and happy to `improve' them. The combination tends to muddy the historical record.)

Most magical and supernatural ballad themes also tend to enter ballads at this time. If a ballad has ghosts, or people returning from the dead, or magicians casting spells, it is most likely (thought not certain) to have come from the eighteenth century or later. In earlier ballads, supernatural influences are largely restricted to the devil and the occasional elf. (The latter tended to be unnatural minions of evil, not Tolkien-type elves.)

d) The modern `rediscovery' of the ballad
By Child's day, in the latter part of the nineteenth century, many considered the ballad a literary form, only incidentally connected to song. Late in the century, however, scholars began to realize that an oral ballad tradition still survived in both England and the United States. Most of the traditional tunes we know were gathered in the frenzy of ballad collection that followed this realization, and most ballad performances with which people are familiar today are reworkings and updatings of that material.

Conclusion
Take a theme with broad appeal - a love triangle, a killing, an elopement, a haunting, a long-lost lover returned, a sea battle, a land battle, a rejected wooer grieving, a villain outwitted, a husband won, a monster defeated, or any of a hundred others. Set it to a easily-remembered verse form and a singable melody. Modify it as desired to suit the tastes of your audience, to fit a popular new tune, or maybe just to fill in gaps where you don't quite remember the lyrics you originally learned. This is a formula for a song that can survive in the popular domain for centuries.

At least, the idea of the song can survive for centuries through changes in lyrics, changes in melody, loss of old plot elements, and introduction of new ones. The bad news is that the versions of ancient ballads that survive to modern times tend to survive because they have been adapted to modern tastes. Sometimes we are lucky, and can find records of earlier versions of the same ballads, but usually what we have to work with is a relatively modern song in a very old tradition.

The good news is that when we are lucky, we have a song that - possibly with a bit of modification - is likely to appeal to modern listeners. The very factors that kept the ballad tradition alive work in our favor.

Need some ideas to write a ballad of your own?

Click on the ballad to see it full size.

Try this website. It has authentic material with transcriptions of ballads, etc. It's hard to beat those murder ballads!

This is also an excellent website for understanding the background to broadside ballads.

Tuesday, 19 June 2007

Monday, 18 June 2007

For Year 13 Transition - a beginner's guide to ballads


This a very woof-ful starting point for your work on ballads. You may also find an example for your presentation here.

Very woof-ful for sources and background information

About Me

I teach Film, Media and English Lit.