He remembers hearing naming songs and praises as a child. He remembers his own naming song that tells of his birth and ancestry. His memories form the beginning of an idea for his class. Mr Onyina collects some praise poems and songs and devises questions about them. He plans to do a lesson on praise poems beginning with a familiar song. Next he encourages his class to produce and perform their own praise poems and songs about their friends.
See Resource 4: Praise singing for more background information. Before this activity, look at Resource 5: Pupil praise songs. For further information, take a look at our frequently asked questions which may give you the support you need. Have a question? If you have any concerns about anything on this site please get in contact with us here. Report a concern. Skip to main content. Explore OpenLearn. Home Get started Create a course Free courses Collections. Search for free courses and collections.
Sign in. Get started Create a course Free courses. Material content View material content. Section 1: Exploring the visual arts 1. Using brainstorming to think about local art 2. Studying and making masks 3. Creating an informative exhibition Resource 1: A homework list of local artefacts Resource 2: Categories for organising types of artworks and artefacts Resource 3: An African mask Section 2: Organising practical craft activities 1.
Exploring local crafts in groups 2. Ironically, I have been writing Praise Poems since I was 12, but I had no idea that by doing so I was linking myself to one of my places of origin. Unbeknownst to me, as a teen, I was already writing in the vein of my ancestors. Praise poetry is a poem form that I am thoroughly connected to on many levels. I have been teaching others how to write Praise Poems for 19 years, helping them to affirm themselves through this form. When I enter a classroom, I always begin with praise—a Praise Poem, that is—an introductory poem of origin, because it is an accessible poem form for students and teachers to begin writing.
It also allows me to assess where students are developmentally. In addition, I start the class with praise because in my opinion, there is not enough positivity going around in the world today. These poems are made up of metaphors and similes—forms of comparison relating the writer to an object, a person, a color, or a feature in nature.
Each line is a celebratory declaration, an invocation that acts as a cathartic affirmation as the poet places him or herself on the continuum of his or her ancestry. It is also an awesome way to work with metaphor and simile while enhancing writing skills and strengthening voice.
A Praise Poem is not to be written in a linear fashion—the goal is more than ticking items off the list from one to seven. The student must enter where their imaginations call the loudest.
Yet, all seven guidelines should be included in the poem, but not limited to the list. I lead students in a brainstorming session with questions about their top favorites—that is, favorite animals or magical creatures, jewels, and parts of nature.
I also ask them about some of their favorite places rooted to the state in which they live or where they were born. Every answer is written on the board.
I consider every response valid, so long as it is school appropriate. When done prompting, I demonstrate how to use the brainstorm box. I show students how to link together words that happen to be close to each other and how pick the ones that create emotional or creative resonance—for example: Sapphire Creeks or Sweet Tea History. The term refers to the form of poetic expression that defines and names an individual, and is characterized by bold imagery expressed in carefully selected language.
The individual works are sometimes referred to as Praise songs. This type of poetry applies to the personal set of praise names of individuals, comprising cumulative series of praises and epithets bestowed on them by their associates, from childhood onwards, interspersed with narrative passages or comments.
These praises, composed and recited by professional bards, often embody concise allusions to historical incidents and memorable achievements or characteristics connected with each family, and may amount to verses of considerable length and excellence. Among the Nguni linguistic groups, the characteristically colorful heroic praise poetry has a rich body of collected literature dating back four hundred years, and such poetry is treasured by people in this subregion as their highest form of literary expression.
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