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The Elizabethan poet Samuel Daniel was popular in his day, producing lyric, dramatic, and narrative poems. Contemporary anthologies, however, memorialize him primarily as a lyric poet, one that usually gets few entries. My thesis shows how Daniel had a minor reputation as a lyric poet by the 1960’s, despite having high-profile admirers. These well-known poet-critics who engaged with his work are essential to analyzing his lyric reputation: owing to the Romantic emphasis on the lyric, I begin with William Wordsworth and Samuel Taylor Coleridge’s reception of his lyrics in the 19th century. I then analyze the turn of the century poet A.E. Housman’s glowing praise and end with the lukewarm reception of two 20th century Modernists, T.S. Eliot and Yvor Winters. I argue that, despite the enthusiasm of Coleridge and Housman, his lyrics failed to attract enough admirers, in part contributing to the current status of these poems.

This bachelor’s thesis investigates the transformation of a musical composition when its lyrics are translated from the written original language into another. It examines how creating a new composition based on the translated lyrics, aspiring to maintain the language’s natural melodic flow, impacts the character of the composition.  Utilizing diverse composition methods and techniques revolving around lyrics, I have composed a series of six compositions. This collection consists of an equal distribution of lyrics in the Swedish and the English languages, allowing for a comparative analysis of how the choice of language influences the harmonic, melodic, and emotional dimensions of each piece, despite the lyrics having the same content. The culmination of this venture was presented at my Bachelor’s recital held at the University of North Texas. / <p>When Sunny Gets Blue (musik: Marvin Fisher text: Jack Segal)</p><p>När sol går i moln (Märta Dahlsytöm)</p><p>You’re A Ten (Märta Dahlström)</p><p>Du är en tia (Märta Dahlström)</p><p>Skynda långsamt (Märta Dahlström)</p><p>Hurry Slowly (Märta Dahlström)</p><p>Ellen (Märta Dahlström)</p><p>Medverkande musiker: Märta Dahlström, sång och komposition, Isaiah Nygard, Piano Paul Briggs, Bas, Michael Rodenkirch, trummor.</p><p></p><p>Märta Dahlström Senior Recital / Examenskonsert:</p><p>https://www.youtube.com/watch?v=KWgnq49MyIs</p>

This study examines how an analysis of lyrics can be used as a didactic tool when teaching religion at upper secondary school and some pros and cons that may arise. Because this study considers and analyses the experiences and reflections from both teachers and students, qualitative interviews were conducted with five teachers and six students. The result of the study shows that using lyric analysis as a didactic tool in religious studies is a somewhat unexplored field among teachers in northern Sweden. The interviewed teachers and students have positive attitudes towards lyric analysis in religious education. There are some negative aspects that can be seen, for example teachers’ knowledge about music. However, there seems to be more advantages with lyric analysis in religious education, such as viewing religion from different viewpoints and being an enjoyable and enriching way to teach with the interests of students in mind. The study therefore concludes that with flexibility and exploration, there are numerous ways to include lyric analysis in religious education that will broaden students understanding of the complexity and individuality of religion in practice.

How we approach a poem changes it. Recently, it has been suggested that one readerly approach - a bodily orientation characterised by distance, suspicion, and resistance - risks becoming reflexive, pre-conscious, and predominant. This use-oriented reading allows us to destabilise, denaturalise, dissect, defend, and define poetic texts through its manifestation in contemporary literary critique, yet it is coming to be regarded as the sole manner and mood of intelligent, intellectual engagement. In this thesis, I demonstrate the need to pluralise this attentive orientation, particularly when it comes to contemporary lyric poetry. I suggest how an overlooked mode of response might foster a more receptive mode of approach: the 'co-creative' response. Lyric poems mean to move us, and they come to mean by moving us. Recent 'simulation theories of language comprehension', from the field of cognitive neuroscience, provide empirical evidence that language processing is not a product of a-modal symbol manipulation but rather involves 'simulations' by certain classes of neurons in areas used for real-world action and perception. As habituation and abstraction increase, however, these embodied simulations 'streamline', becoming narrow schematic 'shadows' of once broad, qualitatively rich simulations. Poems, I suggest, seek to reverse this process by situationally novel variations of language, coming to mean in the broadly embodied sense in which real-world experiences 'mean'. Readers are asked to 'enact' the poem, to 'co-create' its meaning. Where critique traditionally requires that readers resist enactive participation in the aim of objective analysis, the co-creative response - a response 'in kind' by imitation, versioning, or hommage - asks readers to receive and carry forward the enactive unfolding of a poem with a composition of their own. I assert that, by thus responding with - rather than to - poems, we might foster an attentive stance of active receptivity, thereby coming to understand poems as the enactive phenomena they are.

<p>Abstract</p><p>Title: When book becomes film... – a comparative analysis of the book and film Catch me if you can (När bok blir till film…En jämförande analys av boken och filmen Catch me if you can)</p><p>Number of pages: 46</p><p>Author: Majlinda Juniku</p><p>Tutor: Amelie Hössjer</p><p>Course: Media and Communication Studies C</p><p>Period: Autumn term 2007</p><p>University: Division of Media and Communication, Department of Information Science, Uppsala University.</p><p>Purpose/Aim: To study what model of dramaturgy belongs to the film Catch me if you can and to see what has been crossed out, altered and added from the book so the narrative will fit this model.</p><p>Material/Method: The film Catch me if you can and the book with the same name has been used to analyze the differences between them. I have divided the differences into three categories: Crossed out, Altered and Added. In the analysis section these have been presented in each section of the film.</p><p>Main results: Catch me if you can is definetly a film made with the design of the Anglosaxon model, mostly because of its timestructure and that it portrays an action and not just a condition which is normal in the epic-lyric model. Big parts of the story have been crossed out, altered and added to make the film more acceptabel to the audience. Most of the changeshad been done to make the story shorter to fit the timeframe of a film. Events had been joinedtogether to save time but not miss anything. A character, Hanratty, has been reinforced to create a cat-and-mouse story and add excitement to the film. Other changes have been made to make the main character seem more likeable to the audience.</p><p>Keywords: book, film, dramaturgy, Catch me if you can, anglo-saxon, epic-lyric</p>

Lyric analysis is one of the most commonly used music therapy interventions with the mental health population, yet there is a gap in the research literature regarding song selection. The primary purpose of this study was to determine distinguishing linguistic characteristics of song lyrics most commonly used for lyric analysis with mental health consumers, as measured by LIWC2015 software. A secondary purpose was to provide an updated song list resource for music therapists and music therapy students working with the mental health population. The researcher emailed a survey to 6,757 board-certified music therapists, 316 of whom completed the survey. Respondents contributed 700 different songs that they deemed most effective for lyric analysis with mental health consumers. The researcher used the LIWC2015 software to analyze the 48 songs that were listed by five or more music therapists. Song lyrics contained linguistic indicators of self-focused attention, present-focused attention, poor social relationships, and high cognitive processing. Lyrics were written in an informal, personal, and authentic style. Some lyrics were more emotionally positive, while others were more emotionally negative. While results must be interpreted with caution, it may be helpful to consider linguistic elements when choosing songs for lyric analysis with mental health consumers.