"Basking Shark" by Norman MacCaig: Poem Analysis and Nature Reflection
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Kelso High School
English Department
‘
Basking Shark’ by Norman MacCaig
‘
Basking Shark’ by Norman MacCaig
Learning Intentions
•
Familiarise ourselves with the idea of a basking shark
Familiarise ourselves with the idea of a basking shark
•
Familiarise ourselves with the poem
Familiarise ourselves with the poem
•
Develop our understanding of the form and structure of
Develop our understanding of the form and structure of
the poem
the poem
•
Develop our understanding of the poetic techniques used
Develop our understanding of the poetic techniques used
in the poem
in the poem
•
Develop our understanding of the themes in the poem and
Develop our understanding of the themes in the poem and
the way in which they are conveyed through an effective
the way in which they are conveyed through an effective
use of poetic techniques
use of poetic techniques
Basking Sharks
•
Every year, holidaymakers flock to the coastline in the hope of
Every year, holidaymakers flock to the coastline in the hope of
seeing these enigmatic sharks for themselves.
seeing these enigmatic sharks for themselves.
•
Reaching lengths of up to 10m, Basking Sharks are the largest
Reaching lengths of up to 10m, Basking Sharks are the largest
fish in British waters and the second largest in the world after the
fish in British waters and the second largest in the world after the
Whale Shark.
Whale Shark.
•
One of only three plankton-feeding shark species, these gentle
One of only three plankton-feeding shark species, these gentle
giants re-appear in our coastal waters each spring and summer.
giants re-appear in our coastal waters each spring and summer.
Where Basking Sharks
have been spotted
What is the poem about?
•
The poet encounters a basking shark.
The poet encounters a basking shark.
•
This is an unusual / noteworthy experience for him.
This is an unusual / noteworthy experience for him.
•
It causes him to think about his origins as a human being.
It causes him to think about his origins as a human being.
•
It causes him to think about what it is to be human/animal.
It causes him to think about what it is to be human/animal.
•
It causes him to consider a value judgment in a
It causes him to consider a value judgment in a
comparison between humans and creatures.
comparison between humans and creatures.
What is the poem about?
This poem teaches us to think about our
This poem teaches us to think about our
relationship with nature in a new way.
relationship with nature in a new way.
It may also cause us to question what we are
It may also cause us to question what we are
doing to our world and each other.
doing to our world and each other.
Are we really as intelligent and civilised as we like
Are we really as intelligent and civilised as we like
to think?
to think?
Listen…
Let’s read…Stanza One
To stub an oar on a rock where none should be,
To stub an oar on a rock where none should be,
To have it rise with a slounge out of the sea
To have it rise with a slounge out of the sea
Is a thing that happened once (too often) to me.
Is a thing that happened once (too often) to me.
Stanza Two
But not too often
But not too often
–
–
though enough. I count as gain
though enough. I count as gain
That once I met, on a sea tin-tacked with rain,
That once I met, on a sea tin-tacked with rain,
That roomsized monster with a matchbox brain.
That roomsized monster with a matchbox brain.
Stanza Three
He displaced more than water.
He displaced more than water.
H
H
e shoggled me
e shoggled me
Centuries back
Centuries back
–
–
this decadent townee
this decadent townee
Shook on a wrong branch of his family tree.
Shook on a wrong branch of his family tree.
Stanza Four
Swish up the dirt and, when it settles, a spring
Swish up the dirt and, when it settles, a spring
Is all the clearer. I saw me, in one fling,
Is all the clearer. I saw me, in one fling,
Emerging from the slime of everything.
Emerging from the slime of everything.
Stanza Five
So who’s the monster? The thought made me grow pale
So who’s the monster? The thought made me grow pale
For twenty seconds while, sail after sail,
For twenty seconds while, sail after sail,
The tall fin slid away and then the tail.
The tall fin slid away and then the tail.
Form and Structure
•
Split up into five stanzas,
Split up into five stanzas,
each consisting of three
each consisting of three
lines.
lines.
Form and Structure
•
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Form and Structure
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Form and Structure
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•
Rhyme Scheme = Rhyming Triplets AAA /
Rhyme Scheme = Rhyming Triplets AAA /
BBB/ CCC etc makes the poem more light-
BBB/ CCC etc makes the poem more light-
hearted
hearted
Form and Structure
•
In this poem the tightness of structure serves to
encapsulate the uniqueness of the experience, and
the regularity of rhythm and rhyme matches the
rhythmic quality of the rise and the fall of the sea
itself, and likewise the steady pulling of the oars.
•
The subject of the poem is never mentioned in the
body of the poem itself, instead we infer from the title
what the poet's small boat collided with that day.
To
stub
an oar on
a rock
where none should be,
To
have it rise with a
slounge
out of the sea
Is a thing that happened once (too often) to me.
Slow, steady rhythm
of these lines convey the gradual
surfacing movement of the shark
Poem opens with
unusual sentence
structure
(two
infinitive clauses)
which captures our
attention
immediately and
creates tension and
suspense.
Tension increased
with mention that
there is a rock
where “none should
be”.
Word choice
-
Suggests that the
boat's oar has hit on
something solid,
something that
refuses to give even
a little.
Metaphor
- we are
led to assume that
the shark, like a
rock, is hard and
immoveable
Neologism
(new word)
–
amalgamation
of ‘slouch’ and
‘lounge’.
Conveys slow,
lazy, ponderous
movement of
the surfacing
creature it
describes.
Immediately
suggests its
relaxed, non-
threatening
nature.
To stub an oar on a rock where none should be,
To
have it rise
with a slounge out of the sea
Is a thing that
happened once
(too often)
to me.
Word choice
–
‘have’
- tells us
that the shark is in
charge of the
meeting. The
shark is carrying
out the actions,
whereas the poet
has no choice in
what is
happening to
him.
Tone
- he has not
relished the encounter
at all but the brackets
indicate a slightly
humourous aside: the
poet was scared but is
trying to make light of it
now.
Tone
is informal /
conversational.
Word choice
–
make it
appear
significant as
the poet
seems to
have been
frightened by
the
encounter.
ANNOTATING THE
POEM – STANZA 2
But not too often
- though enough. I
count as gain
That once I
met
, on a sea tin-tacked with rain,
That roomsized monster with a matchbox brain.
Word Choice
-
initially puzzling: it
seems to
contradict what
he has said in
Stanza One.
Suggests that it
was indeed a
frightening
experience.
The use of the
dash
he
indicates that he is in
no rush to meet the
shark again.
Word Choice
–
although initially
frightening he nonetheless found
the experience worthwhile and
enriching. So important is this
meeting to him that he claims "I
count as gain" the experience.
He then concentrates on the
specific reasons he feels the
encounter was beneficial in the
rest of the poem.
Word choice ‘met’
conveys
a friendly, less serious tone
to the meeting.
ANNOTATING THE
POEM – STANZA 2
But not too often - though enough. I count as gain
That once I met, on a sea
tin-tacked
with rain,
That
roomsized
monster
with a
matchbox brain
.
Imagery
-
emphasises the
sheer size and
bulk of the shark.
Long vowels
in
‘roomsized
monster’
lengthen the
sound of the
expression to
reinforce size of
shark
Metaphor
- water isn't solid
but we can see the surface
of the water as it is pierced
by the raindrops like tacks
being hammered into a tin
plate. The
alliteration
of the
hard ‘t’ sound in "tin-
tacked" also reminds us of
the noise the raindrops will
be making.
Contrast
of size of body with its tiny
brain. Initially suggests very little
intelligence.
Short clipped vowels
reinforce small size.
Some aspects
of the shark are huge and
impressive, some are not. Humans
may not be as large as basking
sharks, bu
t
we have bigger brains.
ANNOTATING THE
POEM – STANZA 3
He
displaced
more than water. He
shoggled
me
Centuries back - this decadent townee
Shook on a wrong branch of his family tree.
Turning Point
in relation to poet’s
reflection on the experience.
Moves
from OBSERVATIONAL TO REFLECTIVE.
Word Choice
–
shark has moved and
upset both water and poet. The
sighting of the shark has prompted
poet to think about our own origins
as human beings. Shark has
displaced poet’s thought.
Short
simple sentence
makes it stand out
more.
Enjambment
of the lines draws
our attention to the word and
suggests the gap in time the
poet is talki
ng
about
"
Centuries
", emphasising how
long it took humans to evolve
but the poet is travelling quickly
back in his mind.
Word Choice
‘shoggled’
means ‘shook’ or
‘cause to move’.
Suggests that
MacCaig has
been unnerved
by his encounter
with the shark.
ANNOTATING THE
POEM – STANZA 3
He
displaced
more than water. He
shoggled
me
Centuries back - this
decadent
townee
Shook on a
wrong branch
of his
family tree.
I
magery
- discovering
our ancestors, the
people we have been
related to down the
years. Here, MacCaig
is reminding us that
the shark too, is part of
our "family tree", that
we are related to all of
nature in the process
of evolution.
Ambiguity
–
is it wrong because
of our inherent sense of
intellectual superiority over
these creatures that we are
unwilling to recognise that we
are in any way related OR is it
humans who have gone wrong
in the evolutionary path? Is it
humankind rather than the
shark who is the monster?
Word Choice
–
‘decadent’. Suggests
someone who has no worthwhile purpose
to their life and that they only live for
luxury and enjoyment. Suggestion that in
poet’s decision to remove himself from
the natural world to an urban setting, he
has lost his sense of purpose in life.
Although both part of the natural world,
the shark has less interest in ‘luxuries’.
Word Choice
– ‘shook’
reminds us that he is
both literally and metaphorically shaken by
the experience.
ANNOTATING THE
POEM – STANZA 4
Swish
up the dirt and, when it
settles, a spring
Is all the clearer
. I saw me, in one fling,
Emerging
from the slime of everything.
Idea of dirt in our origins continues with
Word Choice
of ‘slime’- the primeval slime from
which we and all other living organisms were
created
–
linking the evolution of humanity once
more with that of the shark. Emphasises the basicness of
our beginnings.
I
magery
- swirling has stopped, we
can see the spring of water more
clearly from the dust having
settled.
Analogy
made as poet
suggests it is the same with our
thoughts. Stir them up from time to
time and they become clearer.
Image prepares us for conclusion
of poem. Suddenly, he sees his
position in evolution much more
clearly.
MacCaig now has an image of
himself crawling out of the slime
and returning to the beginnings
of human existence.
Word
Choice
of ‘ emerging’
reinforces this new sense of
clarity of ‘coming
out of the
dark into light.
Word Choice
of
‘everything’ reinforces our
similarity with every other
species at the start of the
process.
Onomatopoeia
-suggests
the noise of moving
water. It also describes
the swirling movement of
water and dirt
.
Word
Choice ‘dirt’
–
murky
thought of how humans
evolved into what they
are now.
ANNOTATING THE
POEM – STANZA 5
So who's the monster?
The thought made me grow pale -
Word Choice
‘ pale’ suggests experience/reflection has shaken the poet
For
twenty seconds
while,
sail after sail
,
The
tall fin slid
away and then the tail.
Word Choice
–
emphasises size
of shark as it takes shark twenty
seconds to swim past poet. Also
suggests that experience
happened quickly BUT had a
lasting effect on him. Poem is
about a quick, unexpected
experience that he has
recorded for us.
Rhetorical question
-
at the start of the poem, the poet is
almost insulting the shark, dismissing it as a brainless monster.
However, now he is not so sure of himself, not so confident that
he is the superior being. Now he questions himself. Is he a
monster, an intelligent being who has failed to use that
intelligence usefully? Do monsters always have to come from
the animal kingdom, can humans not be monsters too?
Stanza begins with a
rhetorical question.
Draws the
reader into the poem and
makes them consider the
question themselves.
Imagery
–
refers to its tail and fin
above the water. Sequence
l
ong
vowels in
‘sail’, ‘tail’, ‘slid away’,
‘tail’ combine to suggest the
gradual exit of this vast animal.
The clumsy, bulky creature of the
first stanza has been replaced by
an elegant, graceful shark,
which the poet compares to a
ship sailing away. Emphasised
by
repetition
of ‘sail’.
OVERVIEW: just as the poet
has seen himself and
mankind in a new light, he
has also had to think about
the shark in a new way. It is
now something graceful and
elegant. The poet is much
more humble now, not so
sure of his own superiority
over the rest of nature. The
shark is monstrous simply
because of its relative size.
Metaphorically, the poet now
considers humanity to be the
true monster.
BASKING SHARK
Themes: Nature and Man’s connection to Nature
Man’s position within evolution
BASKING SHARK
Themes connect with : ‘Aunt Julia’ , ‘Memorial’,
‘Sounds of the Day
Success Criteria:
•
We understand and can explain what a
basking shark is.
•
We are comfortable with the poem.
•
We can explain the form and structure of the
poem.
•
We can identify and explain the effectiveness
of the poetic techniques used in the poem.
•
We can identify the themes in the poem and
explain the way in which poetic techniques are
used to convey these themes.
•
We understand the way in which the themes of
this poem link to other poems by MacCaig
Discover the intriguing poem "Basking Shark" by Norman MacCaig that reflects on a unique encounter with a basking shark. Dive into themes of human-animal connection, nature's magnificence, and self-reflection. Explore the poet's contemplations on humanity, intelligence, and our impact on the world. Uncover how this poem challenges perceptions and prompts introspection about our place in the natural world.
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Presentation Transcript
Learning Intentions Familiarise ourselves with the idea of a basking shark Familiarise ourselves with the poem Develop our understanding of the form and structure of the poem Develop our understanding of the poetic techniques used in the poem Develop our understanding of the themes in the poem and the way in which they are conveyed through an effective use of poetic techniques
Basking Sharks Every year, holidaymakers flock to the coastline in the hope of seeing these enigmatic sharks for themselves. Reaching lengths of up to 10m, Basking Sharks are the largest fish in British waters and the second largest in the world after the Whale Shark. One of only three plankton-feeding shark species, these gentle giants re-appear in our coastal waters each spring and summer.
Where Basking Sharks have been spotted
What is the poem about? The poet encounters a basking shark. This is an unusual / noteworthy experience for him. It causes him to think about his origins as a human being. It causes him to think about what it is to be human/animal. It causes him to consider a value judgment in a comparison between humans and creatures.
What is the poem about? This poem teaches us to think about our relationship with nature in a new way. It may also cause us to question what we are doing to our world and each other. Are we really as intelligent and civilised as we like to think?
Lets readStanza One To stub an oar on a rock where none should be, To have it rise with a slounge out of the sea Is a thing that happened once (too often) to me.
Stanza Two But not too often though enough. I count as gain That once I met, on a sea tin-tacked with rain, That roomsized monster with a matchbox brain.
Stanza Three He displaced more than water. He shoggled me Centuries back this decadent townee Shook on a wrong branch of his family tree.
Stanza Four Swish up the dirt and, when it settles, a spring Is all the clearer. I saw me, in one fling, Emerging from the slime of everything.
Stanza Five So who s the monster? The thought made me grow pale For twenty seconds while, sail after sail, The tall fin slid away and then the tail.
Form and Structure Split up into five stanzas, each consisting of three lines.
Form and Structure Stanza One Stanza One MacCaig chance meeting with the shark and chance meeting with the shark and makes it clear it has happened makes it clear it has happened before. before. Stanza Two Stanza Two the meetings have had the meetings have had an effect on him and he thinks back to an effect on him and he thinks back to one particular meeting. one particular meeting. MacCaig describes the describes the
Form and Structure Stanza Three Stanza Three he begins to question he begins to question his position in the evolutionary his position in the evolutionary process. process. Stanza Four Stanza Four explains how indistinct explains how indistinct humans were from other species at humans were from other species at the beginning of the evolutionary the beginning of the evolutionary process. process.
Form and Structure Stanza Five Stanza Five his opinion of the shark his opinion of the shark changes and the poet reveals that he is changes and the poet reveals that he is not so sure of his own superiority over not so sure of his own superiority over the rest of nature. the rest of nature. Rhyme Scheme = Rhyming Triplets AAA / BBB/ CCC etc makes the poem more light- hearted
Form and Structure In this poem the tightness of structure serves to encapsulate the uniqueness of the experience, and the regularity of rhythm and rhyme matches the rhythmic quality of the rise and the fall of the sea itself, and likewise the steady pulling of the oars. The subject of the poem is never mentioned in the body of the poem itself, instead we infer from the title what the poet's small boat collided with that day.
Slow, steady rhythm of these lines convey the gradual surfacing movement of the shark To stub an oar on a rock where none should be, Neologism (new word) amalgamation of slouch and lounge . Conveys slow, lazy, ponderous movement of the surfacing creature it describes. Immediately suggests its relaxed, non- threatening nature. To have it rise with a slounge out of the sea Is a thing that happened once (too often) to me. Word choice - Suggests that the boat's oar has hit on something solid, something that refuses to give even a little. Poem opens with unusual sentence structure (two infinitive clauses) which captures our attention immediately and creates tension and suspense. Tension increased with mention that there is a rock where none should be . Metaphor - we are led to assume that the shark, like a rock, is hard and immoveable
To stub an oar on a rock where none should be, To have it rise with a slounge out of the sea Is a thing that happened once (too often) to me. Word choice have - tells us that the shark is in charge of the meeting. The shark is carrying out the actions, whereas the poet has no choice in what is happening to him. encounter. Tone - he has not relished the encounter at all but the brackets indicate a slightly humourous aside: the poet was scared but is trying to make light of it now. Tone is informal / conversational. Word choice make it appear significant as the poet seems to have been frightened by the
Word Choice - initially puzzling: it seems to contradict what he has said in Stanza One. Suggests that it was indeed a frightening experience. The use of the dash he indicates that he is in no rush to meet the shark again. ANNOTATING THE POEM STANZA 2 But not too often - though enough. I count as gain That once I met, on a sea tin-tacked with rain, That roomsized monster with a matchbox brain. Word Choice although initially frightening he nonetheless found the experience worthwhile and enriching. So important is this meeting to him that he claims "I count as gain" the experience. He then concentrates on the specific reasons he feels the encounter was beneficial in the rest of the poem. Word choice met conveys a friendly, less serious tone to the meeting.
ANNOTATING THE POEM STANZA 2 But not too often - though enough. I count as gain That once I met, on a sea tin-tacked with rain, That roomsized monster with a matchbox brain. Metaphor - water isn't solid but we can see the surface of the water as it is pierced by the raindrops like tacks being hammered into a tin plate. The alliteration of the hard t sound in "tin- tacked" also reminds us of the noise the raindrops will be making. Imagery - emphasises the sheer size and bulk of the shark. Long vowels in roomsized monster lengthen the sound of the expression to reinforce size of shark Contrast of size of body with its tiny brain. Initially suggests very little intelligence. Short clipped vowels reinforce small size. Some aspects of the shark are huge and impressive, some are not. Humans may not be as large as basking sharks, but we have bigger brains.
Word Choice shoggled means shook or cause to move . Suggests that MacCaig has been unnerved by his encounter with the shark. Turning Point in relation to poet s reflection on the experience. Moves from OBSERVATIONAL TO REFLECTIVE. Word Choice shark has moved and upset both water and poet. The sighting of the shark has prompted poet to think about our own origins as human beings. Shark has displaced poet s thought. Short simple sentence makes it stand out more. ANNOTATING THE POEM STANZA 3 He displaced more than water. He shoggled me Centuries back - this decadent townee Shook on a wrong branch of his family tree. Enjambment of the lines draws our attention to the word and suggests the gap in time the poet is talking about "Centuries", emphasising how long it took humans to evolve but the poet is travelling quickly back in his mind.
Imagery - discovering our ancestors, the people we have been related to down the years. Here, MacCaig is reminding us that the shark too, is part of our "family tree", that we are related to all of nature in the process of evolution. ANNOTATING THE POEM STANZA 3 Word Choice shook reminds us that he is both literally and metaphorically shaken by the experience. He displaced more than water. He shoggled me Centuries back - this decadent townee Shook on a wrong branch of his family tree. Word Choice decadent . Suggests someone who has no worthwhile purpose to their life and that they only live for luxury and enjoyment. Suggestion that in poet s decision to remove himself from the natural world to an urban setting, he has lost his sense of purpose in life. Although both part of the natural world, the shark has less interest in luxuries . Ambiguity is it wrong because of our inherent sense of intellectual superiority over these creatures that we are unwilling to recognise that we are in any way related OR is it humans who have gone wrong in the evolutionary path? Is it humankind rather than the shark who is the monster?
Imagery - swirling has stopped, we can see the spring of water more clearly from the dust having settled. Analogy made as poet suggests it is the same with our thoughts. Stir them up from time to time and they become clearer. Image prepares us for conclusion of poem. Suddenly, he sees his position in evolution much more clearly. Onomatopoeia -suggests the noise of moving water. It also describes the swirling movement of water and dirt. Word Choice dirt murky thought of how humans evolved into what they are now. ANNOTATING THE POEM STANZA 4 Swish up the dirt and, when it settles, a spring Is all the clearer. I saw me, in one fling, Emerging from the slime of everything. MacCaig now has an image of himself crawling out of the slime and returning to the beginnings of human existence. Word Choice of emerging reinforces this new sense of clarity of coming out of the dark into light. Word Choice of Idea of dirt in our origins continues with Word Choice of slime - the primeval slime from which we and all other living organisms were created linking the evolution of humanity once more with that of the shark. Emphasises the basicness of our beginnings. everything reinforces our similarity with every other species at the start of the process.
Rhetorical question - at the start of the poem, the poet is almost insulting the shark, dismissing it as a brainless monster. However, now he is not so sure of himself, not so confident that he is the superior being. Now he questions himself. Is he a monster, an intelligent being who has failed to use that intelligence usefully? Do monsters always have to come from the animal kingdom, can humans not be monsters too? Stanza begins with a rhetorical question. Draws the ANNOTATING THE POEM STANZA 5 reader into the poem and makes them consider the question themselves. So who's the monster? The thought made me grow pale - Word Choice pale suggests experience/reflection has shaken the poet For twenty seconds while, sail after sail, The tall fin slid away and then the tail. OVERVIEW: just as the poet has seen himself and mankind in a new light, he has also had to think about the shark in a new way. It is now something graceful and elegant. The poet is much more humble now, not so sure of his own superiority over the rest of nature. The shark is monstrous simply because of its relative size. Metaphorically, the poet now considers humanity to be the true monster. Word Choice emphasises size of shark as it takes shark twenty seconds to swim past poet. Also suggests that experience happened quickly BUT had a lasting effect on him. Poem is about a quick, unexpected experience that he has recorded for us. Imagery refers to its tail and fin above the water. Sequence long vowels in sail , tail , slid away , tail combine to suggest the gradual exit of this vast animal. The clumsy, bulky creature of the first stanza has been replaced by an elegant, graceful shark, which the poet compares to a ship sailing away. Emphasised by repetition of sail .
BASKING SHARK Themes: Nature and Man s connection to Nature Man s position within evolution
BASKING SHARK Themes connect with : Aunt Julia , Memorial , Sounds of the Day
Success Criteria: We understand and can explain what a basking shark is. We are comfortable with the poem. We can explain the form and structure of the poem. We can identify and explain the effectiveness of the poetic techniques used in the poem. We can identify the themes in the poem and explain the way in which poetic techniques are used to convey these themes. We understand the way in which the themes of this poem link to other poems by MacCaig
