1. What is your inquiry question? What initially drew you to this question? Did your question stay the same, or did it change overtime? Why?
My inquiry question is “To what extent does the poem type affect the understanding of the motifs for the reader?” The reason why I pursued the answer to this question is because I noticed that many poems have a preferred or primary motif. For example, odes are used to celebrate and haikus are used to portray nature. This discovery made me wonder if these poem types were created with the motif in mind or was there a motif they had in mind and the respective poem type was the best way to represent it. The question confounded me since the difference between a haiku and an ode wasn’t just the primary motif. Both poem types had their own rules to follow that seemed unrelated to the motif.
Although my idea for what my final artifact was molded and changed throughout my zip project, the essence of the question stayed the same. You may notice that my inquiry question comes in different variants throughout my DOLs, but the meaning stays consistent. The reason why it stayed the same is because I never found an answer. I did learn specific concepts like why a haiku would be a good poem type to use for nature, but I lack evidence of a rule that fits into every poem type and motif.
2. What skills have you expanded on / learned during the inquiry process? How are these skills applicable to your success as a student?
Unexpectedly, the skill I really built on and learned was refinement. This came as a shock to me since I didn’t even intend to learn this skill as forementioned in my zip proposal. The skill of refinement was very difficult to learn and even harder to master. I have barely even scratched the surface of the essence of refinement. However, this skill is still an essential skill to my success as a student because no matter what sort of work I am doing, refinement is critical. The power of turning a raw and messy idea into a finished project is a very powerful tool to wield. Refinement can be applied to anything from essay writing to presentation designing.
Another skill I expanded on was my poetry-writing skills. I anticipated growth in this department, but I am still pleased with my growth. The chance to focus on poetry as my zip gave me a chance to research more into poetic concepts and ideas instead of just writing raw garbage on a piece of paper. This is also where the skill of refinement came in. I used refinement and my newfound poetic knowledge to deepen my understanding of poetry and literature. Although poetry-writing may seem like a skill only useful in writing poetry, I believe it may add more spice to my writing as I have a deeper sense of literary tools like metaphors now.
Another obvious skill I have improved on is my ability to find the right words in the right situation to convey the proper meaning. In essence, it would be an improvement in my vocabulary, so it may not be considered a skill. However, I do believe the ability to find the right word amidst a vast vocabulary is a unique and undeniable skill. This vague, yet useful skill may find a use in almost any writing scenario or even vocal presentation as it helps build a richer literary environment for the viewer.
The final skill I expanded on is very similar to refinement, but it is more towards expressing ideas through different avenues. Instead of refining a piece of writing into a more concise and clear version, this skill allows me to take my raw idea and present it in a new format. I have built on this skill by creating my zip artifact. I have taken all my knowledge and research on poetry and represented it in a visual art that displays my understandings as well as a poetry notebook that shows my learning process and growth. The skill of transferring ideas into different forms is applicable in almost any situation from performances to essay writing.
3. What did you learn about / what is your answer to this inquiry question? Remember to be specific and provide direct evidence from your research.
To be perfectly candid, there is no answer to my question other than it does matter. To find a more specific answer, you must explore each individual poem type as well as their most common motif. For example, haikus are usually portrayals of nature but I explored how a nature motif would feel in a limerick and there is a substantial difference. The limerick takes away the feeling of cutting and juxtaposition with its rhyming and lack of seriousness. For someone trying to paint a serene scene of nature, it is far more difficult using a limerick.
I also tried writing an elegy in the form of a limerick and once again it turned the supposedly sad vibes into a seemingly cheerful event with its rhyming scheme and short syllable pattern. The limerick I wrote with the motif of death was far less sorrowful and mourning than one written as an elegy. Here is the limerick I wrote with the essence of an elegy:
Oh, divine muses provide me advice
My king, a defiant and brave device
His presence turns gears
His disappearance pulls tears
Life without him is a fool’s paradise
I noticed that the lack of lines and syllables makes it seem as there is not much care for the person it is written about as well as the rhyming makes it seem like the subject’s death is a joke. It ruins the poetic beauty of an elegy as well as its most common motif. This is direct evidence of my research. I do have a lot more examples as well as comparisons, but I would like to save that for my presentation.
4. In what ways does your final learning artifact demonstrate your learning / answer to your inquiry question? How does it connect to your chosen curricular competencies? Consider listing your competencies and including images, links, or excerpts from your work to demonstrate this.
My final artifact demonstrates by learning by showing the rigorous excavating and exploration of knowledge I have done over the course of zip as well as displaying those discoveries in an aesthetically pleasing way. My artifact can be divided into those two components.
I have the journals that I worked with throughout my whole zip experience that shows my learning as well as my poetry skills slowly being tempered. The first journal contains all the knowledge that I learned as well as the notes I have taken about poetry writing. The second journal contains the actual writing of poetry. The second journal is the component that took the most time as each piece of poetry has been through rigorous refinement and contemplation. The journal includes revisions as well as ideas splayed in a messy way. This portion of the project is correlated with my second core competency “Transform ideas and information to create original texts ” as I wrote my own poetry.
It is exactly the fact that I noticed how messy and disorganized my adventure journal is that I have invested in part two of my final artifact. It is a trifold that simplifies and demonstrates my findings in a visually easing way. It is quite simplistic with a connection drawn between my research. Of course, I will be explaining the artifact to simplify matters further. The main purpose of the trifold is to quickly and succinctly answer the inquiry question and provide knowledge to my peers whilst the journals exemplify my journey and learning process. This portion of the artifact represents my first core competency “Recognize and appreciate how different forms, formats, structures, and features of text enhance and shape meaning and impact ” as I display my findings on the effect of poem types on the understanding of a motif.
I like to believe that my third core competency “Think critically, creatively, and reflectively to explore ideas within, between and beyond texts ” is displayed in both portions of the final artifact because I explore many ideas critically and creatively while writing poetry and taking notes on how to write poetry and also because I use that information to build a finished project that displays those thoughts creatively.
5. What resources did you find useful during your inquiry and why were they useful? (Cite at least four resources you consulted, with links, and write a brief 50-100 response as to was important to your learning).
Both of these resources share tips on haiku writing as well as the essence between haikus. It taught me about juxtaposition and the idea of “cutting” words. It also taught me about “moras” which are similar to syllables but slightly different.
The first source taught me a lot of tips about writing limericks and how to make them roll right off the tongue. For exmaple, making the limerick “bounce.” The second source showed me examples so I could truly understand what the first source is saying.
Epic Poetry: Invocation of the Muse Prompt
The first source teaches me about writing an elegy as well the steps and conventions. It covered the idea of lament, praise, and solace which are the three general steps which can be further divided into many smaller steps. The second source taught me about the invocation of muses which is a part of both epics and elegies.
Dodoitsu: Poetic Forms
The source outlines the style of dodoitsu as well as the most common motif which is work or love. It provides the poetic structure as well as the proper usage of the poem type.
Poetry Writing: 10 Tips on How to Write a Poem
This has been a really useful source since it covers a 10 tip program that helps me write poetry in general. The site provides many good tips like avoid cliches and avoid sentimentality.
6. What new questions do you have about your inquiry? What motivates you or excites you about these questions?
A big question that I have is “Why is it that only some poetry types have a preferred motif?” Poems like terza rima don’t seem to have any most common motif (as far as I can tell) so it is strange to me that only some poems have a most common motif. This question motivates me to dig deeper into poetry and learn more.
This also brings up another question I have. “Are poem types made with a motif in mind or are there poem types waiting for a perfect motif to click with them?” This question excites me because if the answer is the latter, that means there are hundreds of poem types just waiting for someone to find a perfect motif for them to open up a whole new world of poetry.