Limbo

1
Limbo Kamau Brathwaite
2
Slide Contents

• Author
• Social Historical Context
• What is it About?
• Structure
• Language
• Examination Preparation
• Links

3
The Author
4
Kamau Brathwaite

• Kamau Brathwaite is a West Indian writer who
  explores the theme of colonisation in many of his
  poems. The West Indies were colonised by
  stronger, developed, industrialised European
  countries in the C18th eager to exploit the
  natural resources of the islands such as sugar.
• Slaves were brought from Africa to work in the
  fields .

5
Social Historical Context
6
The Triangular Trade
Slaves were transported in ships across the
Atlantic ocean and kept in dreadful conditions.
Shackled in chains they were packed into the
lower decks of the ship in dark, squalid
conditions for the length of the unbearably long
journey. The triangular trade was a three part
journey. Ships would be loaded with manufactured
goods made in the new factories of Europe and
taken to Africa where they would be traded for
African captives.
These captives would be taken across the Atlantic
to the Caribbean and South Western states of
America where they would be exchanged for sugar,
tobacco, rum, rice, cotton and other goods which
would be shipped back to Europe where such items
would sell for a good profit.
7
Plan of a Slave Ship
8
Conditions below deck
9
Slaves being taken onboard ship in Africa and
forced below deck for the long journey ahead to
the Americas
10
Shackles worn by slaves
11
Slave Auction
12
Child Slavery
13
Starvation, disease and death
14
Slave Ship
The Slaves Experience http//www.youtube.com/wat
ch?vVo-JejTp7O4
15
Check Your Understanding

• From what you have discovered so far try to
  answer the following questions
• What country is the poet from?
• What is colonisation?
• Why was it easy for European countries to
  colonise others in the C18th?
• Explain the three stages of the Triangular
  Trade?
• What type of conditions did the slaves suffer on
  board the ships?

16
What is it About?
17
Limbo
The word limbo has a number of meanings. How
many can you think of?
18
Limbo

• The word limbo has a number of meanings and
  connotations
• A state in which somebody or something is
  neglected or is simply left in oblivion.
• 2. In Roman Catholic theology, the place that is
  believed to be home to the souls of children who
  died before baptism. Although they are barred
  from entry to heaven, they are not condemned to
  the eternal suffering of hell.

19
Limbo

• The word limbo has a number of meanings and
  connotations
• 3. A state of uncertainty or of being kept
  waiting.
• 4. A Caribbean dance in which the body is bent
  backwards from the knees and moved under a
  horizontal boundary that is placed progressively
  lower. An expert at this dance needs very little
  clearance between the bar or rope and the floor.

20
Limbo

• Explain how these different meanings are
  relevant to the poem in different ways

21
Limbo

• The poem uses the limbo dance as an extended
  metaphor. The poet uses it to describe the story
  of the African people being transported to the
  West Indies to work as slaves.
• The actions of the dance replicate the journey
  of the slaves. The dancer approaches the limbo
  stick, goes underneath and comes out the other
  side just as the slaves go down into the lower
  deck, journey across the Atlantic Ocean then
  remerge into daylight in the Caribbean as slaves
  to be auctioned.

22
Limbo
The poem is divided into three sections. Read
through each section and discuss with a partner
what you think is happening. Write down your
ideas in a table.
23
Limbo
The poem is divided into three sections. Read
through each section and discuss with a partner
what you think is happening. Write down your
ideas in a table.
24
Limbo

• Two narratives are going on in the poem
• The actions of the dance
• The history of the people re-enacted
• History suggest the dance was created as exercise
  on the cramped slave ships

25
Structure
26
The limbo dancer and the slave

• The poem describes a limbo dance and the
  experience of a slave on board a slave ship.
  Explain how the words from each section of the
  poem relate to the dancer and the slave.

27
Analysis of Structure

• There are descriptions of sound in the poem from
  silence to drumming. Where in the poem does
  the music begin? What stage is this in the
  journey?
• 2. The slave on the ship and the limbo dancer
  have a similar journey. At which line in the
  poem does the dancer
• Reach the lowest point of the dance
• Start to raise himself up
• Stand up straight again?

3. There is a lot of repetition in the
poem. Write down as many examples as you can
find. Which words are repeated the most? Why
has the writer repeated these particular words or
phrases? 4. Why does the poet use the words
up and down in vertical lines? 5. Why do
you think the refrain limbo, limbo like me
stops at line 39?
28
Language
29
Word choice

• Many images in the poem suggest violence and
  misery. Find examples of each and jot them down
  on the columns below.

• Violence
• Stick hit
• The whip

• Misery
• Silence in front of me

30
Analysis of Language

• The poet uses words of one syllable in the poem
  and removes articles such as a and the in
  lines 10, 12 and 26. What effect is the writer
  trying to achieve?
• Why does the poet repeat the ck sound through
  out the poem? Is it a harsh or soft sound? What
  sound could it replicate that would have been
  made as the chained slaves went down below deck?
• Which words and phrases suggest a feeling of hope
  and a new beginning in the final section of the
  poem?
• Select words or phrases that suggest a sense of
  fear or uncertainty of what the future holds?

31
Poetic Techniques

• Match the technique with the correct definition.

• Technique Definition
• Metaphor the repetition of two or more
  consonant sounds in words that are close
  together in a poem.
• Assonance A figure of speech not meant
  literally
• Onomatopoeia several words that begin with the
  same or similar consonants
• Alliteration A word which imitates the sound
  it represents

32
Poetic Techniques

• Match the technique with the correct definition.

• Technique Definition
• Metaphor the repetition of two or more
  consonant sounds in words that are close
  together in a poem.
• Assonance A figure of speech not meant
  literally
• Onomatopoeia several words that begin with the
  same or similar consonants
• Alliteration A word which imitates the sound
  it represents

33
Poetic Techniques

• Think about the poetic techniques discussed on
  the last slide. Copy down the chart below. Find
  examples in the poem and write down the effect
  created.

34
Check Understanding

• Using the notes you have
• made so far answer this
• question
• Explain how Kamau Brathwaite uses description to
  convey a sense of place in Limbo.

35
ExaminationPreparation
36
The Examination Paper

• You will have 45 minutes to answer the question.
• You will be asked to compare two poems.
• You should begin by annotating the question for
  the key words. This will help you to understand
  what you are being asked to do.
• E.g. Compare Limbo with one other poem, to
  show how the poets protest against inhumanity.

37
Planning

• Spend between 5 and 10 minutes making a plan.
  This will help you to order your essay logically.
• Make a note of any key ideas you are going to
  include.
• Leave at least 5 minutes at the end to read
  through your work and check for any basic errors.

38
Structure

• A good answer should
• Write in paragraphs.
• Dont forget to P.E.E! Using a range of quotes
  that are properly embedded within your answer.
• Begin with an introduction and end with a
  conclusion.
• There main body of the essay should follow these
  five steps to make a good answer
• Write a bit about the theme
• Compare the structures of each poem
• Compare the use of language in each poem
• Compare the feelings of the poets
• Write about how the poems make you feel.

39
Making Connections
Use a series of comparisons, using connectives to
link ideas, both within paragraphs and between
paragraphs.

• Similarity Connectives
• Equally
• In the same way
• Similarly
• Likewise
• Just asalso

• Contrast Connectives
• In contrast
• However
• Whereas (best used in the middle of a sentence)
• On the other hand

Refer back to the question repeating the key
words from it.
40
Analysis

• Use the following words to link your Point -gt
  Evidence -gt Explain sentences. The use of these
  words will also help to ensure that your response
  is analytical.
• suggests
• implies
• gives the impression that
• shows
• highlights
• indicates
• To make the same point using a different
  example, try one of these
• furthers
• emphasises
• reinforces

41
Recap

• When you are comparing poems you will be asked to
  look for the similarities and the differences.
• You should comment on the language they use.
  What poetic devices are present? Imagery,
  similes, metaphors, alliteration, onomatopoeia,
  personification, rhyme etc. What effect do they
  have on the reader?
• You will need to comment on the structure of the
  poems. How are they set out? Does this add to
  their overall effect/meaning?
• Consider the tone of the poems. What mood has
  the author created?

42
Links
43
Useful Stuff

• Short film about the slave experience
• http//www.youtube.com/watch?vVo-JejTp7O4
• Copy of the poem and a few other resources
• http//www.ashcombe.surrey.sch.uk/curriculum/engli
  sh/GCSE/Y11/Paper20220English/Cluster201/Limbo/
  Limbo.ppt
• Phil Beadles master class on Limbo from
  Teachers TV
• http//www.teachers.tv/video/21930