The Similarities Between Multidimensional Imagery in ‎Children’s Poetry of Mohammad Kazem Mazinani ‎and Suleiman Al-Issa

Document Type : Research Paper

Author

Faculty member of Allameh Tabataba'i University

Abstract

Imagination is the basis of images and observation is the basis of imagination. The poet looks at natural phenomena, delves in them and by combining reality and imagination, presents a new understanding of them. In fact, the poet reaches an imaginative understanding of the outside and tangible things and creates images. When these images acquire an emotional dimension, they become poetic images. The more imaginative and emotional the imagery is in a poem, the deeper and richer the poem becomes. Therefore, if we take imagery away from children’s poetry, we have taken away its communicative feature and have cut away children’s relationship with the sources of imagination. Imagery is the agent for reflecting and highlighting the content and the theme of the poem.
Another important factor which should be taken into account is that children’s and adolescents’ poetry is centered on its audience. Poets should use a limited vocabulary suitable for the mental development of children and adolescents and create simple and understandable images which, at the same time, challenge the abilities and creativity of these age groups and help them create similar images in their minds.
The relationship between images and emotional beats is another element which makes children’s poetry remarkable. In other words, using images for expressing a meaning and giving it an emotional color makes the poem so attractive that it lingers in the mind and soul of the child like a beautiful painting.

Keywords

References

Aflaki, A. (2005). An essay on the aesthetics of the relationship between image and fiction. Scientific Journal of Bagh-e Nazar, 3, 21-26 (in Persian).
Al-Issa, S. (2005). Children’s divan. Ketab fi Jarideh Magazine, 84 (in Persian).
Al-Issa, S. (2014). Recent works. Alheiat-e Al’ammeh (in Persian).
Fotouhi, M. (2002). The picture of Imagination. Journal of the Department of Literature and Human Sciences, Tabriz University, 45(185), 103-133 (in Persian).
Homaei, J. (1985). Rhetorical and literary devices. Toos (in Persian).
Homaei, J. (1991). Meanings of Rhetoric. Nashr-e Homa (in Persian).
Mazinani, M. K. (1995). Only the pomegranate laughed. The Institute for the Intellectual Development of Children and Adolescents (in Persian).
Mazinani, M. K. (1995). Bread and dew. Qadyani (in Persian).
Mazinani, M. K. (1996). Simple like the sky. Rooyesh (in Persian).
Meqdadi, B. (1999). Dictionary of literary criticism terms. Fekr-e Rooz (in Persian).
Musapour, N. & Talebian, Y. (2001). Hidden relations between children’s Animatism and poetic imagination. Journal of the Department of Literature and Human Sciences, Shahid Bahonar Kerman University, 8 & 9, 119-133 (in Persian).
Pournamdarian, N. (1995). Travel in the fog. Zemestan (in Persian).
Sadeqian, M. A. (2009). The ornaments of speech in Persian rhetoric. Yazd University Press (in Persian).
Sadeqzadeh, M. & Zare-Bidaki, M. (2014). A study of the most important linguistic and image-making characteristics in Mostafa Rahmandoost’s poems. Journal of Children’s Literature Studies, 5(2), 75-106 (in Persian).
Shafiei-Kadkani, M. R. (2001). Periods of Persian poetry. Sokhan (in Persian).
Salajeqeh, P. (2006). From this eastern garden. The Institute for the Intellectual Development of Children and Adolescents (in Persian).
Sharifi-nasab, M. (2002). Language and image-making in children’s and adolescents’ poetry. Research Journal of Children’s and Adolescents’ Literature, 30, 78-90 (in Persian).
Iranian Children's Literature Studies
Volume 14, Issue 1 - Serial Number 27
September 2023
Pages 163-188

Files

History

  • Receive Date: 08 June 2021
  • Revise Date: 27 May 2022
  • Accept Date: 31 May 2022

Share

How to cite

Statistics