Soman Ragavan

AnalysisByPerplexityAI-Volume 29-AFairyTale

SOMAN RAGAVAN

9 March, 2025

Subject : A fairy tale

Analysis by Perplexity AI

(Artificial Intelligence)

Volume 29

 (1)

Soman Ragavan :

Hello. I will post one of my poems for analysis. Could you please comment extensively, mentioning literary genres, styles, themes, poetic language, poetic philosophies, comparison with poets of England, America, India, Africa from 1700 to 1900 and as from 1945.

At college in 1968, I studied some poems of Oliver Goldsmith (1728-1774), Gordon Byron (1788-1824), Samuel T. Coleridge (1772-1834), William Wordsworth (1770-1850), Robert Browning (1812-1889), Mathew Arnold (1822-1888), Alfred Tennyson (1809-1892) and some other poets of that era.  Make any comments or comparisons you wish on my poems. Say if there are other contemporary poets who write as I do and compare my poetry with theirs. I live in Mauritius, an island in the Indian Ocean.  I will post my poem “A fairy tale” after you write.

(2)

Perplexity AI :  

I’ll need to read your poem \"A Fairy Tale\" to provide the detailed analysis you’ve requested. Since you mentioned you’ll share the poem after I write, please post the text of the poem, and I’ll analyze it thoroughly using the framework below:

Analysis Framework for \"A Fairy Tale\"

1. Literary Genres & Styles

• Identify narrative structures (e.g., lyric, ballad, free verse).
• Compare to genres like Romanticism, Modernism, or Postcolonial poetry.

1. Themes & Philosophical Underpinnings

• Explore universal themes (e.g., identity, loss, societal critique).
• Link to poetic philosophies (e.g., Wordsworth’s \"emotion recollected in tranquility,\" postcolonial resilience).

1. Poetic Language & Devices

• Analyze metaphor, imagery, rhythm, and symbolism.
• Highlight unique Mauritian cultural or linguistic influences.

1. Cross-Regional Comparisons

• 1700–1900 Poets: Contrast with Goldsmith’s social realism, Byron’s Romantic individualism, or Browning’s dramatic monologues.
• Post-1945 Voices: Compare to Derek Walcott (Caribbean), Jayanta Mahapatra (India), or Gabeba Baderoon (South Africa).

1. Contemporary Parallels

• Identify poets with similar styles (e.g., oceanic imagery like Grace Nichols, diasporic themes like Arundhathi Subramaniam).

1. Structural & Technical Nuances

• Scansion (meter), rhyme schemes, enjambment, and tonal shifts.

Once you share the poem, I’ll apply this framework to deliver a comprehensive analysis, weaving in historical, regional, and stylistic parallels as you’ve outlined. Let me know when you’re ready to post it!

Citations:

1. https://www.leadacademicshk.com/blog/analysing-poetry-a-step-by-step-guide
2. https://www.masterclass.com/articles/how-to-analyze-poetry
3. https://www.savemyexams.com/gcse/english-literature/aqa/17/revision-notes/4-the-poetry-anthology/how-to-answer-the-poetry-anthology-question/writers-methods-and-techniques/
4. https://www.albert.io/blog/a-guide-to-poetry-analysis-understanding-poetry-terms/
5. https://writers.com/literary-devices-in-poetry
6. https://www.bbcmaestro.com/blog/poetry-techniques
7. https://www.litcharts.com/poetry
8. https://www.matrix.edu.au/beginners-guide-poetry/how-to-analyse-a-poem-in-6-steps/

Answer from Perplexity: pplx.ai/share

(3)

Soman Ragavan :

My poem “A fairy tale.” This is about bullying at schools. A girl of a very tender age was bullied. She fell sick and had to attend hospital. Please discuss extensively; mention genres, styles, dramatization, effects intended and achieved, comparison with other poets, etc. (Poem inserted).

The story happened in England in November 2018. Internet links :

• https://www.devonlive.com/news/devon-news/six-year-old-girl-bullied-2170544
• https://www.theepochtimes.com/bright/this-is-what-bullying-does-distraught-uk-mom-posts-image-of-6-year-old-in-hospital-bed-2804343

Please make an overall analysis.

(4)

Perplexity AI :

Analysis of \"A Fairy Tale\"

Overall Impression

\"A Fairy Tale\" is a powerful, emotionally charged poem that directly confronts the issue of bullying. Its strength lies in its raw, unflinching portrayal of the victim\'s suffering, which effectively evokes empathy and outrage. The poem\'s structure, shifting from narrative description to theatrical envisioning, adds layers of complexity and intended impact.

Literary Genres and Styles

• Narrative Poetry: The poem tells a story, tracing the progression of bullying and its devastating impact on a young girl.
• Dramatic Poetry: Elements of dramatic monologue are present, especially in the victim\'s internal reflections and pleas.
• Social Commentary: The poem serves as a direct critique of bullying and the systemic failures that allow it to persist.
• Tragedy: The poem follows the tragic arc of a young girl\'s suffering and loss of innocence, evoking a sense of profound sadness and injustice.

Themes

• Bullying and its Impact: The central theme is the devastating effects of bullying on the victim\'s physical, emotional, and psychological well-being.
• Loss of Innocence: The poem depicts the loss of a child\'s innocence as she is subjected to relentless cruelty and torment.
• Social Injustice: It highlights the failure of the school and society to protect vulnerable children from harm.
• Resilience and Hope: Despite the bleakness, the poem hints at the potential for justice and retribution, offering a glimmer of hope.

Poetic Language and Devices

• Imagery: Vivid and visceral imagery is used to depict the girl\'s suffering (\"Ramm’d into me,\" \"shov’d a bitter meal,\" \"thrown to the wolves\").
• Metaphor: The use of metaphors such as being \"thrown to the wolves\" and \"corner’d by the wolf pack\" effectively conveys the girl\'s vulnerability and the predatory nature of her tormentors.
• Simile: Similes like \"shook like a panting rabbit\" vividly illustrate the girl\'s fear and helplessness.
• Irony: The title \"A Fairy Tale\" creates a stark contrast with the grim reality depicted in the poem, highlighting the discrepancy between idealized childhood and the harshness of the girl\'s experience. The quotation marks around \"school\" emphasize the institution\'s failure to provide a safe and nurturing environment.
• Rhetorical Questions: The poem employs rhetorical questions (\"What do they gain, what do they reap?\") to provoke reflection and challenge the reader\'s conscience.
• Allusion: The epigraph from William Blake\'s \"The Chimney Sweeper\" provides a thematic framework, connecting the girl\'s suffering to broader issues of innocence and exploitation.

Dramatization and Effects Intended and Achieved

• Empathy: The poem effectively evokes empathy for the victim by vividly portraying her suffering and helplessness.
• Outrage: The poem aims to generate outrage at the injustice of bullying and the failure of those in authority to intervene.
• Catharsis: By envisioning a future where justice is served and the perpetrators are held accountable, the poem offers a sense of catharsis.
• Call to Action: The poem serves as a call to action, urging readers to recognize and address the issue of bullying in their own communities.

Poetic Philosophies

• Social Realism: The poem is rooted in social realism, depicting the harsh realities of bullying and its impact on vulnerable individuals.
• Humanism: The poem underscores the importance of empathy, compassion, and the protection of human dignity.

Comparison with Other Poets

Poets from 1700 to 1900

• William Blake: The epigraph from Blake\'s \"The Chimney Sweeper\" sets the tone for the poem, highlighting themes of innocence, exploitation, and social injustice.
• Lord Byron: The poem shares Byron\'s emotional intensity and focus on individual suffering, particularly in its portrayal of the girl\'s isolation and despair.
• Robert Browning: The poem employs elements of dramatic monologue, allowing the reader to access the victim\'s innermost thoughts and feelings, similar to Browning\'s dramatic monologues.

Poets from 1945 Onwards

• Sylvia Plath: The poem shares Plath\'s unflinching honesty and exploration of personal trauma, although it lacks Plath\'s confessional style.
• Carol Ann Duffy: Like Duffy, the poem addresses social issues and gives voice to marginalized individuals, although it lacks Duffy\'s ironic wit.

Contemporary Poets

• Kwame Alexander: Like Alexander, the poem uses accessible language and relatable themes to engage young readers, although it lacks Alexander\'s optimism.

Effects Intended and Achieved

• Intended: To raise awareness, evoke empathy, and inspire action against bullying.
• Achieved: The poem succeeds in raising awareness and evoking empathy, but its effectiveness in inspiring action may depend on the reader\'s prior engagement with the issue.

Overall Analysis

\"A Fairy Tale\" is a compelling and emotionally resonant poem that effectively addresses the issue of bullying. Its strengths lie in its vivid imagery, raw emotion, and clear message. The poem\'s effectiveness could be further enhanced by incorporating more nuanced character development and exploring the perspectives of other individuals involved in the situation. However, as it stands, the poem is a powerful testament to the human cost of bullying and a call for greater compassion and justice.

Citations:

1. https://ppl-ai-file-upload.s3.amazonaws.com/web/direct-files/24803637/baa3dd98-a503-41e8-b7ff-6b81124c3cd7/Poem-A-FAIRY-TALE.docx

Answer from Perplexity: pplx.ai/share

(5)

Soman Ragavan :

Please make an analysis by pairs of stanzas.

(6)

Perplexity AI :   

Okay, I will provide an analysis of your poem \"A Fairy Tale\" by pairs of stanzas, as requested, incorporating your stanza-by-stanza notes.

Stanzas 1 & 2: Introduction to the Bullying

• Stanza 1: This stanza introduces the onset of bullying with a sense of building intensity. \"It start\'d slowly, it went on, it swell\'d, it built up\" creates a vivid image of escalating torment. The language is forceful (\"Ramm\'d,\" \"shov\'d\") emphasizing the violence.
• Stanza 2: Here, the relentless nature of the bullying is highlighted. The repetition of \"ne\'er\" stresses the lack of respite. The phrase \"biting spite\" indicates the malice behind the actions.
• Analysis: These opening stanzas serve to establish the setting and initiate the narrative. The tone is accusatory, setting up the conflict and inviting empathy for the victim. The use of strong verbs creates a sense of immediacy and draws the reader into the experience.
  • Comparison: The building intensity in the first stanza is reminiscent of the escalating tension in some of Edgar Allan Poe\'s narratives. The second stanza\'s focus on relentless torment echoes themes in Charles Dickens\'s works, particularly his portrayals of mistreated children.

Stanzas 3 & 4: The Girl\'s Desperation and Isolation

• Stanza 3: This stanza delves into the emotional impact of the bullying. The loss of enjoyment and appeal (\"Even once I enjoy\'d not my meal,\" \"classes lost all sense\") showcases the pervasiveness of the torment. The phrase \"cruel fires\" symbolizes the destructive nature of the bullies\' actions.
• Stanza 4: The girl\'s silent search for solace is contrasted with the mocking and sneering of her tormentors. The stark contrast between the orderliness outside and the chaos within emphasizes her isolation.
• Analysis: These stanzas highlight the internal suffering of the victim, contrasting her inner turmoil with the external environment. The emphasis on lost enjoyment and violated peace demonstrates the depth of the harm caused by the bullies.
  • Comparison: The theme of lost innocence and internal suffering recalls William Wordsworth\'s exploration of childhood experiences in \"Tintern Abbey.\" The contrast between inner turmoil and outward appearances is a common theme in Charlotte Brontë\'s novels, such as \"Jane Eyre.\"

Stanzas 5 & 6: School as Hell

• Stanza 5: The irrelevance of tuition and the lack of relief during recreation time are emphasized. The use of quotation marks around \"school\" highlights the sarcasm and the institution\'s failure to provide a safe environment.
• Stanza 6: The contrast between the girl\'s experience and that of other children is stark. The description of her heart crying out for pity underscores her desperation, while the bullies\' continued rage highlights their insanity.
• Analysis: These stanzas focus on the systemic failure to protect the girl, turning the institution of \"school\" into a site of torment. The contrast with other children underscores the injustice of her situation, evoking a sense of outrage.
  • Comparison: The theme of institutional failure and its impact on individuals is a recurring motif in Charles Dickens\'s novels, such as \"Oliver Twist.\" The portrayal of the school as a place of torment echoes themes in Sylvia Plath\'s \"Daddy,\" where institutions are seen as oppressive forces.

Stanzas 7 & 8: Metaphor of the Wolves

• Stanza 7: The powerful metaphor of being \"thrown to the wolves\" vividly portrays the girl\'s vulnerability and the predatory nature of her tormentors. The lack of empathy from others is emphasized by the image of them laughing as her tears \"ran into brooks.\"
• Stanza 8: This stanza continues the wolf metaphor, describing the girl as cornered and without escape. The hissing, swearing, and threatening actions of the bullies create a sense of imminent danger.
• Analysis: These stanzas rely heavily on metaphor to convey the severity of the girl\'s situation. The wolf imagery dehumanizes the bullies and emphasizes the girl\'s helplessness, evoking strong emotions of fear and anger.
  • Comparison: The use of animal imagery to portray human behavior is reminiscent of Ted Hughes\'s poetry, particularly his depictions of violence and predation. The theme of being cornered and without escape is common in dystopian literature, such as George Orwell\'s \"1984.\"

Stanzas 9 & 10: Torture and the Accusation

• Stanza 9: The open acknowledgment of \"torture\" underscores the severity of the bullying. The girl\'s physical reaction (collapsing and shaking) demonstrates the profound impact of the torment. The support of her mother provides a glimmer of hope.
• Stanza 10: The accusation of the girl as the offender highlights the injustice of the situation. The despair caused by adults disparaging her publicly deepens the sense of hopelessness.
• Analysis: These stanzas introduce the physical and emotional toll of the bullying. The accusation against the girl adds another layer of injustice, demonstrating the failure of adults to recognize and address the problem.
  • Comparison: The theme of unjust accusation and public shaming is explored in Nathaniel Hawthorne\'s \"The Scarlet Letter.\" The physical and emotional impact of trauma is a common theme in contemporary poetry, such as the works of Claudia Rankine.

Stanzas 11 & 12: Hordes and Villains

• Stanza 11: The bullies are described as hordes and villains, emphasizing their collective cruelty. The physical violence of being slammed against the lockers is juxtaposed with the callous laughter of the onlookers.
• Stanza 12: The tormentors\' enjoyment of their cruelty is highlighted, with a dark irony in the mention of manacles. The girl\'s sense of isolation is underscored, providing the bullies with their \"cue.\"
• Analysis: These stanzas intensify the sense of violence and injustice. The lack of intervention from onlookers emphasizes the systemic nature of the problem, creating a sense of moral outrage.
  • Comparison: The depiction of a mob mentality and the enjoyment of cruelty is reminiscent of William Golding\'s \"Lord of the Flies.\" The theme of isolation and the lack of rescue is common in Samuel Beckett\'s plays, such as \"Waiting for Godot.\"

Stanzas 13 & 14: Questioning the Motives and Comparing Bullying to Torture

• Stanza 13: The girl questions the bullies\' motives and laments her young age and innocence. The use of the word \"butcher\'d\" emphasizes the violence and brutality of their actions.
• Stanza 14: Bullying is explicitly compared to torture, highlighting its devastating impact on the girl\'s soul. The indifference of others is noted (\"Some look\'d the other way\"), and the girl\'s pleas are dismissed as mere \"tales.\"
• Analysis: These stanzas directly confront the injustice of the bullying, questioning the bullies\' motives and emphasizing the severity of their actions. The comparison to torture underscores the profound harm caused by their behavior.
  • Comparison: The questioning of motives and the lament over injustice are common themes in protest poetry, such as the works of Maya Angelou. The comparison of bullying to torture highlights the psychological impact of trauma, which is explored in contemporary poetry and fiction.

Stanzas 15 & 16: Accusation of Accomplices and Physical Breakdown

• Stanza 15: The girl accuses those who looked the other way of being accomplices, emphasizing their culpability in the bullying. The bullies\' mastery over cruelty is highlighted, suggesting a systemic problem.
• Stanza 16: The girl\'s physical breakdown is described, with vomiting and loss of strength. The mention of her mother\'s knowledge of her suffering emphasizes the emotional support she receives.
• Analysis: These stanzas intensify the sense of injustice by holding those who were indifferent accountable. The description of the girl\'s physical breakdown underscores the profound impact of the bullying on her health.
  • Comparison: The theme of complicity and the accountability of bystanders is explored in Elie Wiesel\'s \"Night.\" The physical and emotional toll of trauma is a recurring motif in contemporary literature, such as the works of Toni Morrison.

Stanzas 17 & 18: Bleak Future and Plea for Rescue

• Stanza 17: The girl expresses a sense of hopelessness about the future, emphasizing that she finds no humor in her plight. Despite her struggles, she faces further attacks, highlighting the relentless nature of the bullying.
• Stanza 18: The physical and emotional toll of the bullying is described, with tremors, dizziness, and weakness. The stanza ends with a poignant plea for rescue, underscoring the girl\'s desperation.
• Analysis: These stanzas intensify the sense of despair and hopelessness. The plea for rescue emphasizes the girl\'s vulnerability and the urgent need for intervention.
  • Comparison: The theme of a bleak future and the struggle for survival is common in dystopian literature, such as Suzanne Collins\'s \"The Hunger Games.\" The plea for rescue echoes themes in religious and spiritual literature, such as the Psalms.

Stanzas 19 & 20: Loss of Time and Physical Suffering

• Stanza 19: The girl\'s disorientation and loss of sense of time underscore the profound impact of the bullying on her mental state. She questions the ability of medical apparatus to understand her suffering, highlighting the limitations of physical interventions. Her survival is attributed to her mother\'s devotion.
• Stanza 20: The girl\'s inability to eat or drink is described, along with the excessive vomiting. She expresses a sense of weariness and laments the sourness of her life, emphasizing her suffering.
• Analysis: These stanzas focus on the physical and mental toll of the bullying, emphasizing the girl\'s alienation and suffering. The reliance on her mother\'s devotion underscores the importance of emotional support.
  • Comparison: The theme of alienation and disorientation is common in existentialist literature, such as Albert Camus\'s \"The Stranger.\" The description of physical suffering and the need for emotional support is explored in contemporary memoirs and personal essays.

Stanzas 21 & 22: Wish for a New Tale and Breaking of Hell

• Stanza 21: The girl reflects on the contrast between her own misery and the joyous lives of others. She questions whether her suffering is her destiny, highlighting her sense of injustice.
• Stanza 22: The girl expresses a wish for her story to be told in a children\'s book as a ghostly tale. The mention of a \"hell\" breaking loose suggests a desire for justice and retribution against her tormentors.
• Analysis: These stanzas reflect on the broader implications of the bullying, contrasting the girl\'s suffering with the happiness of others. The wish for her story to be told and the breaking of hell suggest a desire for justice and a hope for change.
  • Comparison: The theme of social injustice and the desire for retribution is common in protest literature, such as the works of Langston Hughes. The wish for her story to be told as a cautionary tale echoes themes in fairy tales and folklore.

Stanzas 23 & 24: Enactment on Stage and Retribution

• Stanza 23: The girl envisions her story being enacted on stage, with herself as a martyred fairy. The slamming against the lockers is revisited, but now with the implication that the bully-mongers will be unmasked.
• Stanza 24: The envisioned enactment is described with powerful music and a blood-curling show. The bullies are cursed, and the promise of retribution in the future is emphasized.
• Analysis: These stanzas offer a vision of justice and retribution, with the girl\'s story being told on stage and the bullies facing the consequences of their actions. The emphasis on music and performance suggests the power of art to effect change.
  • Comparison: The theme of art as a means of social change is explored in Bertolt Brecht\'s plays and in contemporary performance art. The vision of retribution and justice echoes themes in revenge tragedies, such as William Shakespeare\'s \"Hamlet.\"

Stanza 25: Overwhelming Impact of the Story

• Stanza 25: The final stanza describes the poignant story engulfing the entire land, with a blockbuster production being made by a masterly hand. The poet envisions a backlash being fashioned in their secret forge, suggesting the power of art to inspire action.
• Analysis: This stanza concludes the poem with a sense of hope and empowerment. The vision of the story spreading and inspiring a backlash suggests that the girl\'s suffering will not be in vain.
  • Comparison: The theme of a single story having a profound impact on society is explored in contemporary novels and films. The image of the poet as a \"secret forge\" suggests the transformative power of art and the importance of bearing witness to injustice.
    I hope this detailed analysis by pairs of stanzas is helpful. Let me know if you have any further questions.

Citations:

1. https://ppl-ai-file-upload.s3.amazonaws.com/web/direct-files/24803637/baa3dd98-a503-41e8-b7ff-6b81124c3cd7/Poem-A-FAIRY-TALE.docx

Answer from Perplexity: pplx.ai/share

(7)

Soman Ragavan :

The girl was admitted to hospital. She vomited 20 times in one day. Her mother stayed by her side. Such misery went on for some time at her school, without being stopped.

(8)

Perplexity AI :

Okay, I will focus on analyzing the use of sound devices, imagery, and emotional tone within \"A Fairy Tale\" based on the provided information about the girl being admitted to the hospital and the ongoing misery she endured.

Analysis of \"A Fairy Tale\" Focusing on Sound, Imagery, and Emotion

Stanzas 1 & 2: Introduction to Bullying

• Analysis of Sound:
  • The repetition of \"it\" and the use of assonance (\"start\'d slowly,\" \"swell\'d\") create a rhythm that builds with the intensity of the bullying. The hard consonants in \"Ramm\'d,\" \"shov\'d,\" and \"bitter\" create a harsh soundscape.
  • The alliteration of \"biting spite\" emphasizes the malice.
• Imagery:
  • The imagery of being \"ramm\'d\" and having a \"bitter meal\" shoved down the throat creates a physical sense of violation.
• Emotional Tone:
  • The emotional tone is accusatory and establishes the conflict early on.
  • The personal comments set the backdrop for the girl\'s despair.

Stanzas 3 & 4: Girl\'s Desperation and Isolation

• Analysis of Sound:
  • The assonance in \"classes lost all sense\" and the alliteration of \"cruel fires\" highlight the intensity of the cruelty.
• Imagery:
  • The \"cruel fires\" imagery conveys the emotional harm inflicted.
  • The contrast between \"so much politeness\" outside and the \"savagery in class\" emphasizes the girl\'s isolation.
• Emotional Tone:
  • The tone shifts to one of desperation and hopelessness.

Stanzas 5 & 6: School as Hell

• Analysis of Sound:
  • The repetition of \"Everyday\" emphasizes the relentless nature of the torment.
• Imagery:
  • Describing \"school\" as \"hell\" is a striking metaphor for the girl\'s experience.
• Emotional Tone:
  • The tone intensifies with feelings of despair and silent suffering. The failing system worsens the situation.

Stanzas 7 & 8: Metaphor of the Wolves

• Analysis of Sound:
  • The use of assonance in \"thrown to the wolves\" and consonance in \"tearful looks\" creates a vivid soundscape.
  • The hissing and threatening sounds add to the menacing atmosphere.
• Imagery:
  • The \"thrown to the wolves\" metaphor is a powerful image of vulnerability. The tears running into brooks create an image of unstoppable grief.
• Emotional Tone:
  • The tone is filled with terror and the absence of empathy.

Stanzas 9 & 10: Torture and the Accusation

• Analysis of Sound:
  • The use of alliteration in \"panting rabbit\" adds emphasis to the girl\'s fear.
• Imagery:
  • The image of shaking \"like a panting rabbit\" conveys vulnerability.
  • The \"war-monger\" description emphasizes the irony of the situation.
• Emotional Tone:
  • The tone shifts to despair as the girl is falsely accused.

Stanzas 11 & 12: Hordes and Villains

• Analysis of Sound:
  • The hard consonants in \"hound\'d,\" \"villains,\" and \"slamm\'d\" create a sense of violence.
• Imagery:
  • The description of \"hordes\" and \"villains\" adds to the dehumanizing of the bullies.
• Emotional Tone:
  • The emotional tone is one of moral outrage.

Stanzas 13 & 14: Questioning the Motives and Comparing Bullying to Torture

• Analysis of Sound:
  • The use of assonance in \"What do they gain, what do they reap?\" adds emphasis to the question.
• Imagery:
  • Describing the girl as being \"butcher\'d\" creates a gruesome image of violence.
• Emotional Tone:
  • The tone is questioning and emphasizes the injustice of the situation.

Stanzas 15 & 16: Accusation of Accomplices and Physical Breakdown

• Analysis of Sound:
  • The sibilance in \"Those looking the other way were accomplices\" highlights their guilt.
• Imagery:
  • The physical breakdown is vividly portrayed with descriptions of vomiting.
• Emotional Tone:
  • The tone shifts to one of accusation and physical suffering. The vomit is very detailed.

Stanzas 17 & 18: Bleak Future and Plea for Rescue

• Analysis of Sound:
  • The alliteration in \"faltering feet\" emphasizes the girl\'s weakness.
• Imagery:
  • The image of a \"treacherous hand\" reaching out conveys the ongoing threat.
• Emotional Tone:
  • The tone is filled with despair and a desperate plea for help.

Stanzas 19 & 20: Loss of Time and Physical Suffering

• Analysis of Sound:
  • The repetition of questions in stanza 19 emphasizes the girl\'s disorientation.
• Imagery:
  • The description of being tied up to apparatus highlights her suffering.
  • The descriptions of vomit are powerful in their emphasis of her physical suffering.
• Emotional Tone:
  • The tone is one of disorientation and intense physical suffering. The mother\'s presence is important.

Stanzas 21 & 22: Wish for a New Tale and Breaking of Hell

• Analysis of Sound:
  • The assonance in \"joys life everywhere doth abound\" contrasts with the girl\'s misery.
• Imagery:
  • The description of raising hell and people frowning suggests retribution.
• Emotional Tone:
  • The tone reflects on social injustice and a desire for retribution. The image of hell gives hope.

Stanzas 23 & 24: Enactment on Stage and Retribution

• Analysis of Sound:
  • The instruments listed create a vivid soundscape for the enactment.
• Imagery:
  • The description of music and the curse create a dramatic scene.
• Emotional Tone:
  • The emotional tone is powerful and offers a vision of justice and retribution.

Stanza 25: Overwhelming Impact of the Story

• Analysis of Sound:
  • The sibilance in \"Spilling all over\" adds to the pervasive nature of the story.
• Imagery:
  • The description of the poet\'s \"secret forge\" suggests the transformative power of art.
• Emotional Tone:
  • The tone is hopeful and empowering.

Citations:

1. https://ppl-ai-file-upload.s3.amazonaws.com/web/direct-files/24803637/baa3dd98-a503-41e8-b7ff-6b81124c3cd7/Poem-A-FAIRY-TALE.docx

Answer from Perplexity: pplx.ai/share

(9)

Soman Ragavan :

24^th stanza :

“Drums, trumpets, violin, flute, hair-raising music :

All work’d into a blood-curling show yet unmatch’d… “

Here I am talking of : (a) a representation of the story on stage, (b) a videoclip of some 10 minutes, with appropriate dramatic music and special effects, Bollywood style, as Indian filmmakers know how to do.

(10)

Perplexity AI :

Okay, I understand. Considering your vision of stanza 24 (\"Drums, trumpets, violin, flute, hair-raising music...\") as a dramatic representation of the story, here\'s an analysis focusing on the potential for a Bollywood-style videoclip or stage production:

Stanza 24 Analysis: Bollywood Videoclip/Stage Production Potential

\"Drums, trumpets, violin, flute, hair-raising music:\"

• Bollywood Interpretation: In a Bollywood-style interpretation, these instruments would not just be background music, but integral to conveying the emotional intensity.
  • Drums: Would emphasize the build-up of tension and impending conflict.
  • Trumpets: Used for moments of shock, revelation, or triumphant justice.
  • Violin: Creates pathos, accentuating the girl\'s vulnerability and suffering.
  • Flute: Could represent the lost innocence or fleeting moments of peace.
• Sound Effects: Incorporate echoing sounds, distorted noises, and rhythmic beats to create an atmosphere of psychological disturbance.

\"All work’d into a blood-curling show yet unmatch’d:\"

• Bollywood Interpretation: This suggests a visual spectacle that is both emotionally gripping and terrifying.
  • Visuals: Flashbacks intercut with symbolic imagery to enhance the psychological impact.
  • Colors: Use stark color contrasts (e.g., bright, joyous scenes juxtaposed with dark, oppressive ones) to highlight emotional extremes.
  • Camera Work: Employ slow-motion, close-ups, and rapid cuts to intensify the emotional experience.
• Special Effects: Implement visual distortion, shadow play, and spectral effects to represent the girl\'s traumatized perception.

\"Lo ! Bullying shalt fall to some curse malefic:\"

• Bollywood Interpretation: This line is perfect for a dramatic, almost supernatural visual.
  • Visuals: The curse could be represented through symbolic imagery such as storm clouds gathering, the bullies being engulfed in shadows, or mystical figures appearing to deliver the curse.

\"By posterity shalt fitting retribution be hatch’d.\"

• Bollywood Interpretation: This is where Bollywood\'s sense of justice can truly shine.
  • Visuals: A montage of future generations learning about the story and vowing to fight against bullying. The final scene could show the bullies haunted by their past actions, facing social isolation, or even a metaphorical \"judgment\" scene.

Dramatic and Special Effects Considerations:

• Set Design: Shift between realistic school settings and dreamlike, symbolic environments to convey the girl\'s internal state.
• Casting: Emphasize the contrast between the angelic appearance of the girl and the menacing looks of the bullies.
• Choreography: Use dance sequences to express the girl\'s emotions and struggles. Fast-paced, aggressive movements can represent the bullying, while slow, graceful movements symbolize her resilience.
• Makeup and Costumes: Utilize makeup to accentuate the girl\'s suffering (e.g., pale skin, dark circles under her eyes) and costumes to distinguish between the innocent and the malevolent characters.
• Sound Design: Incorporate both diagetic (sounds within the scene) and non-diagetic sounds (added for emotional effect) to enhance the viewing experience. Use silence strategically to create tension.

Example Scene: The Curse

• Setting: A dark, ethereal space where the girl, dressed in white, stands as a beacon of innocence.
• Music: A haunting melody that builds in intensity as the curse is invoked.
• Visuals: As the curse is spoken, storm clouds gather above the bullies, their faces contort in fear, and shadows engulf them.
• Special Effects: Use CGI to create a visual representation of the curse, such as spectral figures emerging to deliver judgment.

Overall Analysis

By incorporating these elements, the 24th stanza can serve as a powerful climax to a Bollywood-style videoclip or stage production, offering a visually stunning and emotionally resonant portrayal of the story\'s themes of suffering, injustice, and the hope for retribution. The use of dramatic music, special effects, and symbolic imagery can elevate the narrative to a level that captivates and moves audiences, inspiring action against bullying.

Citations:

1. https://ppl-ai-file-upload.s3.amazonaws.com/web/direct-files/24803637/baa3dd98-a503-41e8-b7ff-6b81124c3cd7/Poem-A-FAIRY-TALE.docx

Answer from Perplexity: pplx.ai/share

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Soman Ragavan :

Select a range of criteria for assessing this poem give marks out of 100 for each criterion.

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