DYLAN AS POET
How did Bob Dylan merge poetry with popular music?
“I consider myself a poet first and a musician second. I live like a poet and I'll die like a poet.”
-- Bob Dylan
"I'll never be able to write like Dylan. He thinks of these fantastic word combinations. It doesn't matter if you get lost in one of his compositions, you can get hung up on just two words – the man is a poet."
-- Paul McCartney
“Dylan has merged poetry, myth, and song, with an unsurpassed artistic ambition. Dylan’s fusions…can also be understood as a fulfillment of what the Modernist Ezra Pound foresaw as Modernism’s future, reincarnating the spirit of Homer’s epics and classical Greek drama in their mixture of words and music.”
-- Dylan biographer Sean Wilentz
No investigation of Bob Dylan’s influence on popular culture is complete without careful attention to the highly poetic nature of his lyrics, which are widely considered among the finest in the history of popular song. Dylan’s work bears the deep influence of poets who came before him, particularly those of the postwar Beat Generation, such as Allen Ginsberg and Jack Kerouac. His own compositions in turn transformed the possibilities of what Rock and Pop could do not simply as music, but as a literary force. Almost singlehandedly, Dylan expanded the parameters of what subject matter, language and tone were suitable for a Rock song. To consider, for example, the shift, from the Beatles’ “I Want to Hold Your Hand” (1964) to “A Day in the Life” (1967) is to see the influence of Dylan, who inspired a generation of songwriters to think of lyric writing as not just a craft but an art form.
In this lesson, students will investigate Dylan as poet by comparing the literary structure of “Subterranean Homesick Blues” and Allen Ginsberg’s poem “Howl.” They will investigate the differences between poetry and song and examine the similarities between the two in terms of textual structure and style, using their analyses to write original extensions of the poem or song.
Upon completion of this lesson, students will:
Return to the quote from Robert Christgau at the beginning of the lesson: “Poems are read or said. Songs are sung ... Dylan is a songwriter, not a poet.” Briefly discuss:
Based on what you have seen in this lesson, how would you characterize Dylan? As a poet, a songwriter, or as someone who straddled the line between the two? Use details, examples, and quotes from the lesson to support your position.
College and Career Readiness Reading Anchor Standards for Grades 6-12 for Literature and Informational Text
Reading 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
College and Career Readiness Writing Anchor Standards for Grades 6-12 in English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
College and Career Readiness Anchor Standards for Language for Grades 6-12
Core Music Standard: Responding
Analyze: Analyze how the structure and context of varied musical works inform the response.
Interpret: Support interpretations of musical works that reflect creators' and/or performers' expressive intent.
Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.
Core Music Standard: Connecting
Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.