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2018 Neco Literature (Drama & Poetry) Questions And Answers Expo Runs

2018/2019 NECO Literature in English -Drama & Poetry question and answers [OBJ & Essay]

 

*Literature in English*

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LITERATURE IN ENGLISH

Analysis of the major themes in piano and drums

1.Theme of cultural conflict

Culture in Piano and Drums by Gabriel Okara In the poem “Piano and Drums” the poet Gabriel Okara depicts and contrasts two different cultures through symbolism of pianos and drums. The Poem is divided into four stanzas. The first two stanzas represent the “drum” culture and the second two stanzas show the “piano” culture. The description of the drums is in two stanzas, but is one sentence long. The first line of the first stanza: ‘When at break of day at a riverside’ Uses trochees to emphasize the deliberate broken rhythm. The stanza has savage words, “bleeding flesh,” “urgent raw,” “leopard snarling,” “spears poised,” to show that this is a primitive culture, one which has dependency on the environment, as is represented by the “hunters crouch with spears poised.” The environment in this culture is physically dangerous, surrounded by wild animals. Drums here are a way of communication, and “jungle drums telegraphing the mystic rhythm, urgent, raw…” shows the way of life in this culture. This is life which is simple, near the beginnings of man. The stanza … … middle of paper … …with one another, with Drums illustrating primitive behaviour, and a savage, dangerous culture. The connotations of the piano are complex and technical. The piano uses significantly different word sounds, showing that it is learnt, westernized and intricate compared to the drums which is instinctive and naturally acquired, and simple. The poem uses no set rhyme pattern which suits the poem as it has an undecided effect, emphasizing the confusion of the persona over his future. The Themes in Piano and Drum
2. Theme of innocence
The theme of innocence in the poem is explored in the poem is explored in the depiction of african culture, from the very first line of the poem where we are told that the events take place “at break of day”, the idea of innocence is already implied. This is because the day is fresh and uncontaminated by other activities or sounds. The sound heard from the jungle drums are therefore pure and not corrupt, the poem also invokes the idea of innocence. The Themes in Piano and Drums
3. Theme of dilemma
The theme of dilema is also features in the poem, while the poet speaks glowingly of african culture, he also finng european culture, despite its shortcomings, seductive. Thus he is unable to decide whether to let go of the inherited culture or embrace the new one this is the plight of many educated africans today . many have however resolved this delimma by taking from the two cultures in what has come to be know as cultual syncretism

No4

Maligu is the King’s chief
adviser who supports thea
coming of the White
stranger. He went ahead
to blackmail Soko to
misinform the people
that the coming of the
Whiteman will bring
good fortune and not
trouble.
A greedy fellow who
wants to get rich quick.
He wrongly advices the
King just to arrive at his
selfish needs. He is not in
any way reliable. He
betrays the king’s trust by
bringing in a stranger to
come and tap into their
natural resources
wrongly. He deceives
everyone include the
Whiteman himself.
Maligu represents the
greedy African who
supports the exploitation
of Africa and her
dehumanization, just to
have a large pocket.

No9

“Ambush”.
Metaphor is the direct
comparison of two unequal
objects. Unlike simile, it
doesn’t require the use of
‘like’ and ‘as’ in its
comparison. For example,
“Emeka is a lion on the
battlefield.” This is a good
example of metaphor as it
directly compares two
unequal objects (Emeka and
Lion) without the use of “like”
or “as.” The simile of it will be,
“Emeka is like a lion on the
battlefield”.
Well spiced with metaphor,
the Poem “Ambush” brings to
limelight the extent of
economic and social
devastation which the masses
have suffered in the hands of
political leaders. Gbemisola in
his poem compares the land
(which can be referred to our
selfish leaders) with evil
creatures of the sea (whale),
land (tiger) and air (hawk)
who launch unexpected
attacks on their preys just to
satisfy their hunger and
selfish interest.
In stanza one, the poet gives a
metaphorical description of
what our land has become:
The land is a giant whale
that swallows the sinker
with hook, line and bait
aborting dreams of a good
catch.
Through a metaphorical
description, the poet in this
stanza uses the “giant whale”
to represent all the
perpetrators of evil in the
land, especially those in the
corridors of power who use
their positions to destroy the
dreams of the helpless
masses. The poet saying that
the “giant whale” swallows
the sinker with hook, line and
bait, showcases the
desperation and
determination of our
politicians in suppressing the
masses and siphoning the
nation’s wealth with their
over-riding influence in the
society.
The land is also described as a
“sabre toothed tiger that cries
deep in the glade” in stanza
two of the poem.
Undoubtedly, a sabre toothed
tiger is very deadly, and when
hungry, cries deep in the
forest (glade), seriously
seeking for whom to feed on/
devour. The land is expected
to provide the masses with
shelter, food and safety but it
has been overtaken by sabre
toothed tigers (selfish political
leaders) who destroy others
in order to live. The activities
of these evil politicians in our
land have brought about
insecurity and terrorism (lines
11 – 13).
In the third stanza of the
poem, the poet compares the
land with a giant hawk that
causes disaster. A hawk is
seen as an evil and dangerous
bird because it feeds on other
birds in order to survive. The
poet compares our political
leaders with this evil bird. This
describes our politicians as
evil and dangerous beings
who unleash unceasing
disaster on the masses. The
unceasing disasters simply tell
on the incessant killings that
are taking place in our land
every day, caused by our
heartless political leaders:
The land is a giant hawk
that causes unceasing
disaster
as it hovers and hoots in
space.
Stating further how evil our
political leaders are, the poet
concludes his poem by stating
that:
The land lies patiently ahead
awaiting in ambush
those who point away from a
direction
where nothing happens
towards the shore of
possibilities (lines 17 -21).
This is a clear indication that
even the survivors of these
disasters unleashed by our
political leaders are not free as
the land (our political leaders)
still lays ambush against them.
In sum, one cannot deny the
fact that Gbemisola Adeoti’s
“Ambush” is a metaphor of
evil as it uses metaphor to
project the evil activities of
our political leaders in the
society.

*African poetry*

No.10..
The Theme of Dilemma

The theme of dile also features in the poem, while the poet speaks glowingly of african culture, he also finng european culture, despite its shortcomings, seductive. Thus he is unable to dwcide whether to let go of the inherited culture or embrace the new one this is the plight of many educated africans today . many have however resolved this delimma by taking from the two cultures in what has come to be know as cultual syncretism

The poem speaker concluded that he found himself/herself in dilemma “wandering in the mystic rhythm/of jungle drums and the concerto.”(line 28 & 29) because he didn’t know which culture to totally embrace. He preferred the simple rural life but it was also impossible to let go of the civilisation he had got unto despite it was complex and confusing.

11)

About the Poem
“The School Boy” is a 1789
poem by William Blake and
published as a part of his
poetry collection entitled
“Songs of Innocence.”
The poem is written in the
pastoral tradition that focuses
on the downsides of formal
learning. It considers how
going to school on a summer
day “drives all joy away”.The
boy in this poem is more
interested in escaping his
classroom.
The personae in this poem is a
happy boy who ‘loves to rise’
to the fresh and delightful
summer morning. The
cheeping of the birds
announces the day break. The
boy gets entertained by the
company of the hunter who
blows his clarion from a
distance field and sweet
lullabies of skylark.
He detests going to school on
a sweet summer morning
because ‘it drives all the joy’ he
wishes to enjoy the mirth of
summer. He is tired of being
placed ‘under a cruel
eye’which is the strict
supervision of his teacher.
Instead of enjoying the
pleasures of summer, the child
has to compulsory attended
the school where he spends
his day in boredom and
dismay.
The child expresses his
weariness. He sits ‘drooping’
in the sea of boredom. The
restrains the assault on him by
the oppressive personality of
the teacher and his ‘dreary
shower’ (tiresome lectures).
The learning’s bower refers to
a garden where the child can
be taught in a interesting way,
only if nature accompanies
him instead of the school
teacher.
A bird which is born happy
and free can never sing sweet
songs if caged. Similarly, a
child filled with annoying fear
and tension can never enjoy
the natural instincts of joy and
playfulness. A rigid world will
ruthlessly take away the
beautiful childhood day of a
person’s life.
The boy complains to the
father and mother, ‘if buds are
nipped, And blossoms blown
away’ where there is no one
to care for. If misery withers
the tender plants the beautiful
buds and the new born buds,
summer can never be joyful.
If care and concern rule over
the plants, flowers, birds, such
a summer will be dry and will
bear no fruit. The child
enquires his parents as to
how they can win back what
grieve has destroyed. If the
plants are withered due to the
canker of grief, no fruit will be
there in the season of autumn,
this implies that if childhood
pleasures and joys are
censored and truncated one
has to be very sure that the
adult life will be utterly dry and
unproductive.
==========

No. 12

Repetition:

This is the mentioning of a word or group of word twice or more times in a poem mainly for emphasizes. The poem hints more on the time, as such, the word “when” is repeated in the poem in the last lines of the third and last stanza. It emphasizes that death will surely come in time, though the time is often unknown to us. “May” is another word that is repeated in the poem in line 3 of the first stanza and line 3 of the third stanza. It is emphasized to hint the notion of no mourning when death comes. Also in the poem, the notion of death is repeatedly emphasized in all the stanzas.

Imagery:

This is when a word or group of words create(s) sound, image, smell, and taste in our mind. Audio and visual imagery can be found in line 1 of stanza three: “evening bell”. It creates sound in the reader’s mind and a picture of a bell too. In line 1 and 2 of stanza two, the poetic personae creates an audio image with the idea of the sound made when the sea tide moves. Words like, the dark, flood, boundless deep, pilot, bar and so on creates visual image. The reader is made to visualize them in his/her mind when reading the poem.

Metaphor:

This is the direct comparison of two phenomenon (things, persons etc.). The quality of the pilot as the one who directs the cause of an aero plane and the passengers is used metaphorically in the poem to refer to the quality/ability of the one who directs the cause of the universe and all the living things in it – God. More so, the act of crossing the bar is compared to the act of dying or transiting to the next world.

(12)

About the Poem
“The School Boy” is a 1789
poem by William Blake and
published as a part of his
poetry collection entitled
“Songs of Innocence.”
The poem is written in the
pastoral tradition that focuses
on the downsides of formal
learning. It considers how
going to school on a summer
day “drives all joy away”.The
boy in this poem is more
interested in escaping his
classroom.
The personae in this poem is a
happy boy who ‘loves to rise’
to the fresh and delightful
summer morning. The
cheeping of the birds
announces the day break. The
boy gets entertained by the
company of the hunter who
blows his clarion from a
distance field and sweet
lullabies of skylark.
He detests going to school on
a sweet summer morning
because ‘it drives all the joy’ he
wishes to enjoy the mirth of
summer. He is tired of being
placed ‘under a cruel
eye’which is the strict
supervision of his teacher.
Instead of enjoying the
pleasures of summer, the child
has to compulsory attended
the school where he spends
his day in boredom and
dismay.
The child expresses his
weariness. He sits ‘drooping’
in the sea of boredom. The
restrains the assault on him by
the oppressive personality of
the teacher and his ‘dreary
shower’ (tiresome lectures).
The learning’s bower refers to
a garden where the child can
be taught in a interesting way,
only if nature accompanies
him instead of the school
teacher.
A bird which is born happy
and free can never sing sweet
songs if caged. Similarly, a
child filled with annoying fear
and tension can never enjoy
the natural instincts of joy and
playfulness. A rigid world will
ruthlessly take away the
beautiful childhood day of a
person’s life.
The boy complains to the
father and mother, ‘if buds are
nipped, And blossoms blown
away’ where there is no one
to care for. If misery withers
the tender plants the beautiful
buds and the new born buds,
summer can never be joyful.
If care and concern rule over
the plants, flowers, birds, such
a summer will be dry and will
bear no fruit. The child
enquires his parents as to
how they can win back what
grieve has destroyed. If the
plants are withered due to the
canker of grief, no fruit will be
there in the season of autumn,
this implies that if childhood
pleasures and joys are
censored and truncated one
has to be very sure that the
adult life will be utterly dry and
unproductive.

[6/27, 9:28 AM] Chidiebere Scofield: (12)

About the Poem
“The School Boy” is a 1789
poem by William Blake and
published as a part of his
poetry collection entitled
“Songs of Innocence.”
The poem is written in the
pastoral tradition that focuses
on the downsides of formal
learning. It considers how
going to school on a summer
day “drives all joy away”.The
boy in this poem is more
interested in escaping his
classroom.
The personae in this poem is a
happy boy who ‘loves to rise’
to the fresh and delightful
summer morning. The
cheeping of the birds
announces the day break. The
boy gets entertained by the
company of the hunter who
blows his clarion from a
distance field and sweet
lullabies of skylark.
He detests going to school on
a sweet summer morning
because ‘it drives all the joy’ he
wishes to enjoy the mirth of
summer. He is tired of being
placed ‘under a cruel
eye’which is the strict
supervision of his teacher.
Instead of enjoying the
pleasures of summer, the child
has to compulsory attended
the school where he spends
his day in boredom and
dismay.
The child expresses his
weariness. He sits ‘drooping’
in the sea of boredom. The
restrains the assault on him by
the oppressive personality of
the teacher and his ‘dreary
shower’ (tiresome lectures).
The learning’s bower refers to
a garden where the child can
be taught in a interesting way,
only if nature accompanies
him instead of the school
teacher.
A bird which is born happy
and free can never sing sweet
songs if caged. Similarly, a
child filled with annoying fear
and tension can never enjoy
the natural instincts of joy and
playfulness. A rigid world will
ruthlessly take away the
beautiful childhood day of a
person’s life.
The boy complains to the
father and mother, ‘if buds are
nipped, And blossoms blown
away’ where there is no one
to care for. If misery withers
the tender plants the beautiful
buds and the new born buds,
summer can never be joyful.
If care and concern rule over
the plants, flowers, birds, such
a summer will be dry and will
bear no fruit. The child
enquires his parents as to
how they can win back what
grieve has destroyed. If the
plants are withered due to the
canker of grief, no fruit will be
there in the season of autumn,
this implies that if childhood
pleasures and joys are
censored and truncated one
has to be very sure that the
adult life will be utterly dry and
unproductive.
[6/27, 10:57 AM] Chidiebere Scofield: LITERATURE IN ENGLISH
*African poetry*

No.10..
The Theme of Dilemma

The theme of dile also features in the poem, while the poet speaks glowingly of african culture, he also finng european culture, despite its shortcomings, seductive. Thus he is unable to dwcide whether to let go of the inherited culture or embrace the new one this is the plight of many educated africans today . many have however resolved this delimma by taking from the two cultures in what has come to be know as cultual syncretism

The poem speaker concluded that he found himself/herself in dilemma “wandering in the mystic rhythm/of jungle drums and the concerto.”(line 28 & 29) because he didn’t know which culture to totally embrace. He preferred the simple rural life but it was also impossible to let go of the civilisation he had got unto despite it was complex and confusing.
[6/27, 10:57 AM] Chidiebere Scofield: *Literature in English*

*Non African poem*

No. 12

Repetition:

This is the mentioning of a word or group of word twice or more times in a poem mainly for emphasizes. The poem hints more on the time, as such, the word “when” is repeated in the poem in the last lines of the third and last stanza. It emphasizes that death will surely come in time, though the time is often unknown to us. “May” is another word that is repeated in the poem in line 3 of the first stanza and line 3 of the third stanza. It is emphasized to hint the notion of no mourning when death comes. Also in the poem, the notion of death is repeatedly emphasized in all the stanzas.

Imagery:

This is when a word or group of words create(s) sound, image, smell, and taste in our mind. Audio and visual imagery can be found in line 1 of stanza three: “evening bell”. It creates sound in the reader’s mind and a picture of a bell too. In line 1 and 2 of stanza two, the poetic personae creates an audio image with the idea of the sound made when the sea tide moves. Words like, the dark, flood, boundless deep, pilot, bar and so on creates visual image. The reader is made to visualize them in his/her mind when reading the poem.

Metaphor:

This is the direct comparison of two phenomenon (things, persons etc.). The quality of the pilot as the one who directs the cause of an aero plane and the passengers is used metaphorically in the poem to refer to the quality/ability of the one who directs the cause of the universe and all the living things in it – God. More so, the act of crossing the bar is compared to the act of dying or transiting to the next world.
[6/27, 10:57 AM] Chidiebere Scofield: 11)

About the Poem
“The School Boy” is a 1789
poem by William Blake and
published as a part of his
poetry collection entitled
“Songs of Innocence.”
The poem is written in the
pastoral tradition that focuses
on the downsides of formal
learning. It considers how
going to school on a summer
day “drives all joy away”.The
boy in this poem is more
interested in escaping his
classroom.
The personae in this poem is a
happy boy who ‘loves to rise’
to the fresh and delightful
summer morning. The
cheeping of the birds
announces the day break. The
boy gets entertained by the
company of the hunter who
blows his clarion from a
distance field and sweet
lullabies of skylark.
He detests going to school on
a sweet summer morning
because ‘it drives all the joy’ he
wishes to enjoy the mirth of
summer. He is tired of being
placed ‘under a cruel
eye’which is the strict
supervision of his teacher.
Instead of enjoying the
pleasures of summer, the child
has to compulsory attended
the school where he spends
his day in boredom and
dismay.
The child expresses his
weariness. He sits ‘drooping’
in the sea of boredom. The
restrains the assault on him by
the oppressive personality of
the teacher and his ‘dreary
shower’ (tiresome lectures).
The learning’s bower refers to
a garden where the child can
be taught in a interesting way,
only if nature accompanies
him instead of the school
teacher.
A bird which is born happy
and free can never sing sweet
songs if caged. Similarly, a
child filled with annoying fear
and tension can never enjoy
the natural instincts of joy and
playfulness. A rigid world will
ruthlessly take away the
beautiful childhood day of a
person’s life.
The boy complains to the
father and mother, ‘if buds are
nipped, And blossoms blown
away’ where there is no one
to care for. If misery withers
the tender plants the beautiful
buds and the new born buds,
summer can never be joyful.
If care and concern rule over
the plants, flowers, birds, such
a summer will be dry and will
bear no fruit. The child
enquires his parents as to
how they can win back what
grieve has destroyed. If the
plants are withered due to the
canker of grief, no fruit will be
there in the season of autumn,
this implies that if childhood
pleasures and joys are
censored and truncated one
has to be very sure that the
adult life will be utterly dry and
unproductive.
==========
(12)

About the Poem
“The School Boy” is a 1789
poem by William Blake and
published as a part of his
poetry collection entitled
“Songs of Innocence.”
The poem is written in the
pastoral tradition that focuses
on the downsides of formal
learning. It considers how
going to school on a summer
day “drives all joy away”.The
boy in this poem is more
interested in escaping his
classroom.
The personae in this poem is a
happy boy who ‘loves to rise’
to the fresh and delightful
summer morning. The
cheeping of the birds
announces the day break. The
boy gets entertained by the
company of the hunter who
blows his clarion from a
distance field and sweet
lullabies of skylark.
He detests going to school on
a sweet summer morning
because ‘it drives all the joy’ he
wishes to enjoy the mirth of
summer. He is tired of being
placed ‘under a cruel
eye’which is the strict
supervision of his teacher.
Instead of enjoying the
pleasures of summer, the child
has to compulsory attended
the school where he spends
his day in boredom and
dismay.
The child expresses his
weariness. He sits ‘drooping’
in the sea of boredom. The
restrains the assault on him by
the oppressive personality of
the teacher and his ‘dreary
shower’ (tiresome lectures).
The learning’s bower refers to
a garden where the child can
be taught in a interesting way,
only if nature accompanies
him instead of the school
teacher.
A bird which is born happy
and free can never sing sweet
songs if caged. Similarly, a
child filled with annoying fear
and tension can never enjoy
the natural instincts of joy and
playfulness. A rigid world will
ruthlessly take away the
beautiful childhood day of a
person’s life.
The boy complains to the
father and mother, ‘if buds are
nipped, And blossoms blown
away’ where there is no one
to care for. If misery withers
the tender plants the beautiful
buds and the new born buds,
summer can never be joyful.
If care and concern rule over
the plants, flowers, birds, such
a summer will be dry and will
bear no fruit. The child
enquires his parents as to
how they can win back what
grieve has destroyed. If the
plants are withered due to the
canker of grief, no fruit will be
there in the season of autumn,
this implies that if childhood
pleasures and joys are
censored and truncated one
has to be very sure that the
adult life will be utterly dry and
unproductive.
[6/27, 10:57 AM] Chidiebere Scofield: Analysis of the major themes in piano and drums

1.Theme of cultural conflict

Culture in Piano and Drums by Gabriel Okara In the poem “Piano and Drums” the poet Gabriel Okara depicts and contrasts two different cultures through symbolism of pianos and drums. The Poem is divided into four stanzas. The first two stanzas represent the “drum” culture and the second two stanzas show the “piano” culture. The description of the drums is in two stanzas, but is one sentence long. The first line of the first stanza: ‘When at break of day at a riverside’ Uses trochees to emphasize the deliberate broken rhythm. The stanza has savage words, “bleeding flesh,” “urgent raw,” “leopard snarling,” “spears poised,” to show that this is a primitive culture, one which has dependency on the environment, as is represented by the “hunters crouch with spears poised.” The environment in this culture is physically dangerous, surrounded by wild animals. Drums here are a way of communication, and “jungle drums telegraphing the mystic rhythm, urgent, raw…” shows the way of life in this culture. This is life which is simple, near the beginnings of man. The stanza … … middle of paper … …with one another, with Drums illustrating primitive behaviour, and a savage, dangerous culture. The connotations of the piano are complex and technical. The piano uses significantly different word sounds, showing that it is learnt, westernized and intricate compared to the drums which is instinctive and naturally acquired, and simple. The poem uses no set rhyme pattern which suits the poem as it has an undecided effect, emphasizing the confusion of the persona over his future. The Themes in Piano and Drum
2. Theme of innocence
The theme of innocence in the poem is explored in the poem is explored in the depiction of african culture, from the very first line of the poem where we are told that the events take place “at break of day”, the idea of innocence is already implied. This is because the day is fresh and uncontaminated by other activities or sounds. The sound heard from the jungle drums are therefore pure and not corrupt, the poem also invokes the idea of innocence. The Themes in Piano and Drums
3. Theme of dilemma
The theme of dilema is also features in the poem, while the poet speaks glowingly of african culture, he also finng european culture, despite its shortcomings, seductive. Thus he is unable to decide whether to let go of the inherited culture or embrace the new one this is the plight of many educated africans today . many have however resolved this delimma by taking from the two cultures in what has come to be know as cultual syncretism
[6/27, 10:57 AM] Chidiebere Scofield: No9

“Ambush”.
Metaphor is the direct
comparison of two unequal
objects. Unlike simile, it
doesn’t require the use of
‘like’ and ‘as’ in its
comparison. For example,
“Emeka is a lion on the
battlefield.” This is a good
example of metaphor as it
directly compares two
unequal objects (Emeka and
Lion) without the use of “like”
or “as.” The simile of it will be,
“Emeka is like a lion on the
battlefield”.
Well spiced with metaphor,
the Poem “Ambush” brings to
limelight the extent of
economic and social
devastation which the masses
have suffered in the hands of
political leaders. Gbemisola in
his poem compares the land
(which can be referred to our
selfish leaders) with evil
creatures of the sea (whale),
land (tiger) and air (hawk)
who launch unexpected
attacks on their preys just to
satisfy their hunger and
selfish interest.
In stanza one, the poet gives a
metaphorical description of
what our land has become:
The land is a giant whale
that swallows the sinker
with hook, line and bait
aborting dreams of a good
catch.
Through a metaphorical
description, the poet in this
stanza uses the “giant whale”
to represent all the
perpetrators of evil in the
land, especially those in the
corridors of power who use
their positions to destroy the
dreams of the helpless
masses. The poet saying that
the “giant whale” swallows
the sinker with hook, line and
bait, showcases the
desperation and
determination of our
politicians in suppressing the
masses and siphoning the
nation’s wealth with their
over-riding influence in the
society.
The land is also described as a
“sabre toothed tiger that cries
deep in the glade” in stanza
two of the poem.
Undoubtedly, a sabre toothed
tiger is very deadly, and when
hungry, cries deep in the
forest (glade), seriously
seeking for whom to feed on/
devour. The land is expected
to provide the masses with
shelter, food and safety but it
has been overtaken by sabre
toothed tigers (selfish political
leaders) who destroy others
in order to live. The activities
of these evil politicians in our
land have brought about
insecurity and terrorism (lines
11 – 13).
In the third stanza of the
poem, the poet compares the
land with a giant hawk that
causes disaster. A hawk is
seen as an evil and dangerous
bird because it feeds on other
birds in order to survive. The
poet compares our political
leaders with this evil bird. This
describes our politicians as
evil and dangerous beings
who unleash unceasing
disaster on the masses. The
unceasing disasters simply tell
on the incessant killings that
are taking place in our land
every day, caused by our
heartless political leaders:
The land is a giant hawk
that causes unceasing
disaster
as it hovers and hoots in
space.
Stating further how evil our
political leaders are, the poet
concludes his poem by stating
that:
The land lies patiently ahead
awaiting in ambush
those who point away from a
direction
where nothing happens
towards the shore of
possibilities (lines 17 -21).
This is a clear indication that
even the survivors of these
disasters unleashed by our
political leaders are not free as
the land (our political leaders)
still lays ambush against them.
In sum, one cannot deny the
fact that Gbemisola Adeoti’s
“Ambush” is a metaphor of
evil as it uses metaphor to
project the evil activities of
our political leaders in the
society.
[6/27, 10:57 AM] Chidiebere Scofield: LITERATURE IN ENGLISH
*African poetry*

No.10..
The Theme of Dilemma

The theme of dile also features in the poem, while the poet speaks glowingly of african culture, he also finng european culture, despite its shortcomings, seductive. Thus he is unable to dwcide whether to let go of the inherited culture or embrace the new one this is the plight of many educated africans today . many have however resolved this delimma by taking from the two cultures in what has come to be know as cultual syncretism

The poem speaker concluded that he found himself/herself in dilemma “wandering in the mystic rhythm/of jungle drums and the concerto.”(line 28 & 29) because he didn’t know which culture to totally embrace. He preferred the simple rural life but it was also impossible to let go of the civilisation he had got unto despite it was complex and confusing.
[6/27, 10:57 AM] Chidiebere Scofield: LITERATURE IN ENGLISH
*African poetry*

No.10..
The Theme of Dilemma

The theme of dile also features in the poem, while the poet speaks glowingly of african culture, he also finng european culture, despite its shortcomings, seductive. Thus he is unable to dwcide whether to let go of the inherited culture or embrace the new one this is the plight of many educated africans today . many have however resolved this delimma by taking from the two cultures in what has come to be know as cultual syncretism

The poem speaker concluded that he found himself/herself in dilemma “wandering in the mystic rhythm/of jungle drums and the concerto.”(line 28 & 29) because he didn’t know which culture to totally embrace. He preferred the simple rural life but it was also impossible to let go of the civilisation he had got unto despite it was complex and confusing.
[6/27, 10:57 AM] Chidiebere Scofield: LITERATURE IN ENGLISH
*African poetry*

No.10..
The Theme of Dilemma

The theme of dile also features in the poem, while the poet speaks glowingly of african culture, he also finng european culture, despite its shortcomings, seductive. Thus he is unable to dwcide whether to let go of the inherited culture or embrace the new one this is the plight of many educated africans today . many have however resolved this delimma by taking from the two cultures in what has come to be know as cultual syncretism

The poem speaker concluded that he found himself/herself in dilemma “wandering in the mystic rhythm/of jungle drums and the concerto.”(line 28 & 29) because he didn’t know which culture to totally embrace. He preferred the simple rural life but it was also impossible to let go of the civilisation he had got unto despite it was complex and confusing.
[6/27, 10:57 AM] Chidiebere Scofield: No4

Maligu is the King’s chief
adviser who supports thea
coming of the White
stranger. He went ahead
to blackmail Soko to
misinform the people
that the coming of the
Whiteman will bring
good fortune and not
trouble.
A greedy fellow who
wants to get rich quick.
He wrongly advices the
King just to arrive at his
selfish needs. He is not in
any way reliable. He
betrays the king’s trust by
bringing in a stranger to
come and tap into their
natural resources
wrongly. He deceives
everyone include the
Whiteman himself.
Maligu represents the
greedy African who
supports the exploitation
of Africa and her
dehumanization, just to
have a large pocket.
[6/27, 10:57 AM] Chidiebere Scofield: No9

“Ambush”.
Metaphor is the direct
comparison of two unequal
objects. Unlike simile, it
doesn’t require the use of
‘like’ and ‘as’ in its
comparison. For example,
“Emeka is a lion on the
battlefield.” This is a good
example of metaphor as it
directly compares two
unequal objects (Emeka and
Lion) without the use of “like”
or “as.” The simile of it will be,
“Emeka is like a lion on the
battlefield”.
Well spiced with metaphor,
the Poem “Ambush” brings to
limelight the extent of
economic and social
devastation which the masses
have suffered in the hands of
political leaders. Gbemisola in
his poem compares the land
(which can be referred to our
selfish leaders) with evil
creatures of the sea (whale),
land (tiger) and air (hawk)
who launch unexpected
attacks on their preys just to
satisfy their hunger and
selfish interest.
In stanza one, the poet gives a
metaphorical description of
what our land has become:
The land is a giant whale
that swallows the sinker
with hook, line and bait
aborting dreams of a good
catch.
Through a metaphorical
description, the poet in this
stanza uses the “giant whale”
to represent all the
perpetrators of evil in the
land, especially those in the
corridors of power who use
their positions to destroy the
dreams of the helpless
masses. The poet saying that
the “giant whale” swallows
the sinker with hook, line and
bait, showcases the
desperation and
determination of our
politicians in suppressing the
masses and siphoning the
nation’s wealth with their
over-riding influence in the
society.
The land is also described as a
“sabre toothed tiger that cries
deep in the glade” in stanza
two of the poem.
Undoubtedly, a sabre toothed
tiger is very deadly, and when
hungry, cries deep in the
forest (glade), seriously
seeking for whom to feed on/
devour. The land is expected
to provide the masses with
shelter, food and safety but it
has been overtaken by sabre
toothed tigers (selfish political
leaders) who destroy others
in order to live. The activities
of these evil politicians in our
land have brought about
insecurity and terrorism (lines
11 – 13).
In the third stanza of the
poem, the poet compares the
land with a giant hawk that
causes disaster. A hawk is
seen as an evil and dangerous
bird because it feeds on other
birds in order to survive. The
poet compares our political
leaders with this evil bird. This
describes our politicians as
evil and dangerous beings
who unleash unceasing
disaster on the masses. The
unceasing disasters simply tell
on the incessant killings that
are taking place in our land
every day, caused by our
heartless political leaders:
The land is a giant hawk
that causes unceasing
disaster
as it hovers and hoots in
space.
Stating further how evil our
political leaders are, the poet
concludes his poem by stating
that:
The land lies patiently ahead
awaiting in ambush
those who point away from a
direction
where nothing happens
towards the shore of
possibilities (lines 17 -21).
This is a clear indication that
even the survivors of these
disasters unleashed by our
political leaders are not free as
the land (our political leaders)
still lays ambush against them.
In sum, one cannot deny the
fact that Gbemisola Adeoti’s
“Ambush” is a metaphor of
evil as it uses metaphor to
project the evil activities of
our political leaders in the
society.
[6/27, 10:57 AM] Chidiebere Scofield: No4

Maligu is the King’s chief
adviser who supports thea
coming of the White
stranger. He went ahead
to blackmail Soko to
misinform the people
that the coming of the
Whiteman will bring
good fortune and not
trouble.
A greedy fellow who
wants to get rich quick.
He wrongly advices the
King just to arrive at his
selfish needs. He is not in
any way reliable. He
betrays the king’s trust by
bringing in a stranger to
come and tap into their
natural resources
wrongly. He deceives
everyone include the
Whiteman himself.
Maligu represents the
greedy African who
supports the exploitation
of Africa and her
dehumanization, just to
have a large pocket.
[6/27, 10:57 AM] Chidiebere Scofield: No9

“Ambush”.
Metaphor is the direct
comparison of two unequal
objects. Unlike simile, it
doesn’t require the use of
‘like’ and ‘as’ in its
comparison. For example,
“Emeka is a lion on the
battlefield.” This is a good
example of metaphor as it
directly compares two
unequal objects (Emeka and
Lion) without the use of “like”
or “as.” The simile of it will be,
“Emeka is like a lion on the
battlefield”.
Well spiced with metaphor,
the Poem “Ambush” brings to
limelight the extent of
economic and social
devastation which the masses
have suffered in the hands of
political leaders. Gbemisola in
his poem compares the land
(which can be referred to our
selfish leaders) with evil
creatures of the sea (whale),
land (tiger) and air (hawk)
who launch unexpected
attacks on their preys just to
satisfy their hunger and
selfish interest.
In stanza one, the poet gives a
metaphorical description of
what our land has become:
The land is a giant whale
that swallows the sinker
with hook, line and bait
aborting dreams of a good
catch.
Through a metaphorical
description, the poet in this
stanza uses the “giant whale”
to represent all the
perpetrators of evil in the
land, especially those in the
corridors of power who use
their positions to destroy the
dreams of the helpless
masses. The poet saying that
the “giant whale” swallows
the sinker with hook, line and
bait, showcases the
desperation and
determination of our
politicians in suppressing the
masses and siphoning the
nation’s wealth with their
over-riding influence in the
society.
The land is also described as a
“sabre toothed tiger that cries
deep in the glade” in stanza
two of the poem.
Undoubtedly, a sabre toothed
tiger is very deadly, and when
hungry, cries deep in the
forest (glade), seriously
seeking for whom to feed on/
devour. The land is expected
to provide the masses with
shelter, food and safety but it
has been overtaken by sabre
toothed tigers (selfish political
leaders) who destroy others
in order to live. The activities
of these evil politicians in our
land have brought about
insecurity and terrorism (lines
11 – 13).
In the third stanza of the
poem, the poet compares the
land with a giant hawk that
causes disaster. A hawk is
seen as an evil and dangerous
bird because it feeds on other
birds in order to survive. The
poet compares our political
leaders with this evil bird. This
describes our politicians as
evil and dangerous beings
who unleash unceasing
disaster on the masses. The
unceasing disasters simply tell
on the incessant killings that
are taking place in our land
every day, caused by our
heartless political leaders:
The land is a giant hawk
that causes unceasing
disaster
as it hovers and hoots in
space.
Stating further how evil our
political leaders are, the poet
concludes his poem by stating
that:
The land lies patiently ahead
awaiting in ambush
those who point away from a
direction
where nothing happens
towards the shore of
possibilities (lines 17 -21).
This is a clear indication that
even the survivors of these
disasters unleashed by our
political leaders are not free as
the land (our political leaders)
still lays ambush against them.
In sum, one cannot deny the
fact that Gbemisola Adeoti’s
“Ambush” is a metaphor of
evil as it uses metaphor to
project the evil activities of
our political leaders in the
society.
[6/27, 10:57 AM] Chidiebere Scofield: Analysis of the major themes in piano and drums

1.Theme of cultural conflict

Culture in Piano and Drums by Gabriel Okara In the poem “Piano and Drums” the poet Gabriel Okara depicts and contrasts two different cultures through symbolism of pianos and drums. The Poem is divided into four stanzas. The first two stanzas represent the “drum” culture and the second two stanzas show the “piano” culture. The description of the drums is in two stanzas, but is one sentence long. The first line of the first stanza: ‘When at break of day at a riverside’ Uses trochees to emphasize the deliberate broken rhythm. The stanza has savage words, “bleeding flesh,” “urgent raw,” “leopard snarling,” “spears poised,” to show that this is a primitive culture, one which has dependency on the environment, as is represented by the “hunters crouch with spears poised.” The environment in this culture is physically dangerous, surrounded by wild animals. Drums here are a way of communication, and “jungle drums telegraphing the mystic rhythm, urgent, raw…” shows the way of life in this culture. This is life which is simple, near the beginnings of man. The stanza … … middle of paper … …with one another, with Drums illustrating primitive behaviour, and a savage, dangerous culture. The connotations of the piano are complex and technical. The piano uses significantly different word sounds, showing that it is learnt, westernized and intricate compared to the drums which is instinctive and naturally acquired, and simple. The poem uses no set rhyme pattern which suits the poem as it has an undecided effect, emphasizing the confusion of the persona over his future. The Themes in Piano and Drum
2. Theme of innocence
The theme of innocence in the poem is explored in the poem is explored in the depiction of african culture, from the very first line of the poem where we are told that the events take place “at break of day”, the idea of innocence is already implied. This is because the day is fresh and uncontaminated by other activities or sounds. The sound heard from the jungle drums are therefore pure and not corrupt, the poem also invokes the idea of innocence. The Themes in Piano and Drums
3. Theme of dilemma
The theme of dilema is also features in the poem, while the poet speaks glowingly of african culture, he also finng european culture, despite its shortcomings, seductive. Thus he is unable to decide whether to let go of the inherited culture or embrace the new one this is the plight of many educated africans today . many have however resolved this delimma by taking from the two cultures in what has come to be know as cultual syncretism

 

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