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Rap's conscious response to the poverty and oppression of U.S. blacks is like some hideous parody of sixties black pride.

quote by David Foster Wallace
Added by Lucian Velea
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Short Rap

Short rap (echo)
Repeat x2
Short rap, is everything
Its what I think, its what I sing
Cause Im a rapper, who lets you know
When it comes to music, I will grow
Rap more raps than any mc
Your rap aint rap cause your rap aint me
Short rap, is what you find
The mastermind, short rap that rhyme
Too short baby, thats the name
When I rap my rap I rap that game
I tell it to you like you always knew
Short raps not fake, its always true
Its me, its you, short rap is life
Its everyday and every night
And I dont just say its this and that
Its everything, its what short raps
Short rap (echo)
Itz what?
Short rap(echo)
Fresh
Short rap(echo)
Short rap(echo)
Short rap(echo)
S-h-o-r-t-r-a-p
Short rap is what I call this beat
Rap that rap like no one else
Im sir too short all by myself
I make fresh raps without your help
And all I want is fame and wealth
Smooth in the game, just like that
And all you hear me say is rap
Short (echo)
Short rap, is way to hard
Every I stop, its time to start
Cause what you find, when I say rhymes
Is a non-stop rap, right on time
Im the kind of person you always thought
Couldnt make a record that would be bought
Sir too short, it couldnt be
Short rap, whats that, short rap is me
Short rap(echo)
Short rap(echo)
So so fresh
I like tenders, young and hot
You never hear short say baby why not?
Im sir too short, Im so down
Mc rapper from the oakland town
You better get up, short raps a song

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song performed by Too Short
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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Drawing a Purple Blank Verse after Gelett BURGESS Purple Cow

DRAWING A PURPLE BLANK VERSE
Kindly refer to notes

I've never cowed to purple prose
know now I'll never write it,
for anyhow true writer knows
hand stretched finds critics bite it.

I've never wowed, and goodness knows
hacks lack the knack of versing,
won't bow, kowtow to backhand blows,
preferring role reverse_sing.

Ah, yes, I wrote on purple prose,
yet can't regret I penned it,
one far prefers rhyme's timeless flows,
no blush need rush defend it.

10 February 2009
robi03_1856_burg01_0001 PWX_IXX

Parody Gelett BURGESS The Purple Cow

Author notes

For original and variations on a theme see bekiw
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIII
THE PURPLE COW

I never saw a Purple Cow,
I never hope to see one,
But I can tell you anyhow,
I’d rather see than be one.

Gelett BURGESS 1866_1951
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIII
CONFESSION

Ah, yes! I wrote the « Purple Cow » -
I’m Sorry, now, I Wrote it,
But I can Tell you Anyhow
I’ll Kill you if you Quote it.

Gelett BURGESS 1866_1951
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIII
A Perfect Woman

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poem by Jonathan Robin
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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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poem by Gert Strydom
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Rap It

Do you wanna rap?
'No, I don't wanna rap! '
Do you wanna rap?
'No, I don't wanna rap! '
Do you wanna rap?
'No, I don't wanna rap! '
Do you wanna rap?
'No, I don't wanna rap! '

Tell me why,
Do you camouflage that love.
And why...
Do you do it disguised in meaning.

Tell me why,
Do your eyes cry and fill with tears.
And deny with lies,
You want true love!

Do you wanna rap?
'No, I don't wanna rap! '
Do you wanna rap?
'No, I don't wanna rap! '
Do you wanna rap?
'No, I don't wanna rap! '
Do you wanna rap?
'No, I don't wanna rap! '

Tell me why,
Do you camouflage that love.
And why...
Do you do it disguised in meaning.

Do you wanna rap?
'No, I don't wanna rap! '
Do you wanna rap?
'No, I don't wanna rap! '
Do you wanna rap?
'No, I don't wanna rap!
Don't wanna rap but...

I'm so tired of giving up my heart.
I'm so tired of making new starts.
Like I've got nothing but love for sale.
To inhale pain with no gain to exhale.'

Rap it!
Rap it!
Rap it!
Rap it!

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poem by Lawrence S. Pertillar
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Mary had a Little Vamp and Other Parodies after Sarah Josepha HALE

Mary had a little vamp,
whose teeth glowed white as snow,
each night from sightly vent – no cramp -
the crimson droplets flow.

Some followed her from school one day;
though stalking's 'gainst the rules;
it made goose pimples grow and stay
to see them play at ghouls.

But they were caught, their tale remains
from history well hid,
though we discovered their remains
beneath oak coffin lid.

And so blood flowed from inside out,
none dared to lingered near
when shadows shiver, hang about
until Vamps disappear.

'Why does the Vamp love Mary so? '
the eager children cry;
'Why, Mary loves the Vamp, you know, '
the teacher did reply.

Sleep-overs followed, - little Vamp
A, B, AB, O, drew
by light of Mary’s lurid lamp
new haemoglobulu.

Thus vampire Vlad made Mary glad
hark! men well-read may read,
from kid school lad to college grad, -
mark then welt's red fey bead.

He wore a scarlet cape to match
sweet Mary’s ruddy lips,
attached thereto a cup to catch
the rhesus drips he sips.

No fly-by-night awed Mary’s Vamp,
he could fear blend at need,
though sky high flight soared scary champ -
we here end batty screed.

© Jonathan Robin parody written 3 May 2007 revised 3 September 2008 - for previous version see below

Mary had a little vamp,
whose teeth were white as snow,

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poem by Jonathan Robin
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I Dont Stop Rappin

Dont stop
Dont stop that rap
Too short
And I dont stop rappin
Just dont stop
Too short
I dont stop rappin
Dont stop that rap
Well Im sir too short
The true mc
Fresh again with the brand new beat
The big bank roller, I know whats happening
I get on the mike and I dont stop rappin
Dont stop
Dont stop that rap
Too short
I dont stop rappin
My rap dont stop, you know it cant
I get on the mic and I make big bank
Unlike some rappers that I know
Trying to get no, but that dont go
Im that rapper, sir too short
I know youve heard my name before
And if you havent, now you have
Sir too short dont stop that rap
Dont stop
I dont stop rappin
Too short
Dont stop that rap
Im so rough so tough when I talk my stuff
I dont stop rappin cuz Im too tough
Telling you rappers what its all about
Most mcs are played out
But not too short, Im the best
You know too short is so so fresh
If thats not short, your mind is snapping
The best is fresh cause I dont stop rappin
Dont stop
Dont stop rappin
Too short
I dont stop rappin
Im sir too short, the rapping man
Im a cold mc and I know I am
Im the big time rapper from east oakland
Into music and making fans
I love young ladies who love my rhymes
Cuz what they say is right on time
The only mc with fresh hits
Its sir too short, he never quits
Thats so so true, what they say

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song performed by Too Short
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Rap Song

[wyclef]
Wyclef on guitar.. with the black eyed peas
Here go the rap song, they wanna sing it to yall
[chorus one]
She like a rap song (she like a rap song)
She like a rap song (she like a rap song)
She like a rap song (she like a rap song)
She like a rap song (she like a rap song)
[verse one]
Youre like a hip-hop song yknow
I wanna be your buddy like de la soul
Let me rock +them+ bells like Im ll
I like you in a kangol and gazelles
Heres a ticket come and see me on my planet rock
Like the daddy kane, I can be your smooth op
But wait-uh every month youre the flavor
I wanna get a scoop - lat-uh!
[chorus two]
She like a rap song (she like a rap song)
She like a rap song ..
She make me clap (hows that) cause she a rap song
She like a rap song
She like a rap song (she like a rap song)
She like a rap song ..
She make me clap (hows that) cause she a rap song
She like a rap song
[verse two]
She was the, public enemy #1
She was my, mona lisa when we first begun
She got me, jump-in around like everlast
Singin a, rap life with help from tash
She be my, metronome rhythm to my feet
And when we, when we do it do it to the beat
She like, my melody done by eric b., and rakim
Cause she be rockin me steadily, yo
[chorus three]
Yo, she got hips to hops
And she aint goin pop
She like a record that I wanna rock
When Im rollin in my ride cruisin down my block
Yo, and if she was a rap song
Shed be bonita applebum
And I wanna put you on
Im puttin you on, youre my favorite song
[chorus two]
[verse three]
She makes me say ho but she aint a hoe!!
She got it made with special ed (? ? ) hoe!!
Her bass is everlasting like rodney os
She myself and I comin from the +soul+

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song performed by Black Eyed Peas
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Rap Song (feat. Wycleaf Jean)

Wyclef]
Wyclef on guitar.. with the Black Eyed Peas
Here go the rap song, they wanna sing it to y'all
[Chorus One]
She like a rap song (she like a rap song)
She like a rap song (she like a rap song)
She like a rap song (she like a rap song)
She like a rap song (she like a rap song)
[Verse One]
You're like a hip-hop song y'know
I wanna be your "Buddy" like De La Soul
Let me "Rock +them+ Bells" like I'm LL
I like you in a Kangol and Gazelles
Here's a ticket come and see me on my "Planet Rock"
Like the Daddy Kane, I can be your "Smooth Op'"
But wait-uh every month you're the flavor
I wanna get a scoop - lat-uh!
[Chorus Two]
She like a rap song (she like a rap song)
She like a rap song ..
She make me clap (how's that) cause she a rap song
She like a rap song
She like a rap song (she like a rap song)
She like a rap song ..
She make me clap (how's that) cause she a rap song
She like a rap song
[Verse Two]
She was the, "Public Enemy #1"
She was my, "Mona Lisa" when we first begun
She got me, "Jump-in' Around" like Everlast
Singin a, "Rap Life" with help from Tash
She be my, metronome rhythm to my feet
And when we, when we do it do it to the beat
She like, "My Melody" done by Eric B., and Rakim
cause she be rockin me steadily, yo
[Chorus Three]
Yo, she got hips to hops
and she ain't goin pop
She like a record that I wanna rock
when I'm rollin in my ride cruisin down my block
Yo, and if she was a rap song
She'd be "Bonita Applebum"
And I wanna put you on
I'm puttin you on, you're my favorite song
[Chorus Two]
[Verse Three]
She makes me say 'ho' but she ain't a "HOE!!"
She "Got it Made" with Special Ed (??) "HOE!!"
Her bass is everlasting like Rodney O's
She "Myself and I" comin from the +Soul+

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song performed by Black Eyed Peas
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The Pillage Hangman - Parody LONGFELLOW - The Village Blacksmith

Under a spreading chestnut tree
The village smithy stands;
The Smith, a mighty man is he,
With large and sinewy hands;
And the muscles of his brawny arms
Are strong as iron bands.

His hair is crisp, and black, and long,
His face is like the tan;
His brow is wet with honest sweat,
He earns whate'er he can
And looks the whole world in the face
For he owes not any man.

Week in, week out, from morn till night,
You can hear his bellows blow;
You can hear him swing his heavy sledge,
With measured beat and slow,
Like a sexton ringing the village bell,
When the evening sun is low.

And children coming home from school
Look in at the open door;
They love to see the flaming furge,
And hear the bellows roar,
And catch the burning sparks that fly
Like chaff from a threshing floor.

He goes on Sunday to the church
and sits among his boys;
He hears the parson pray and preach.
He hears his daughter's voice
singing in the village choir,
And it makes his heart rejoice.

It sounds to him like her mother's voice,
Singing in Paradise!
He needs must think of her once more,
How in the grave she lies;
And with his hard, rough hand he wipes
A tear out of his eyes.

Toiling, -rejoicing, -sorrowing,
Onward through life he goes;
Each morning sees some task begin,
Each evening sees it close;
Something attempted, something done,
Has earned a night's repose.

Thanks, thanks to thee, my worthy friend

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poem by Jonathan Robin
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How do I parody? after Elizabeth Barrett Browning Sonnet XLIII How do I love thee?

How Do I Parody?

How true I parody! Let me count the ways.
I parody in depth, taste copy paste insight
My mind can reach into your writing quite
Through APing Ways and Means, through rhyme’s mainstays.
I parody to the level of everyday's
post hosting feed, by sun, electric light.
In vers libres freely, sonnet set to right;
I pastiche purely, rarely spurning praise.
Reparody with passion put to use
through griefs, beliefs, rehearsed, though wanting faith.
I parody love’s theme, who dreams accuse.
Newfangled paints b[l]end colour bending brea[d]th,
Smiles, tears, [p]rune poem’s life! - and, if judge choose,
gold goblets garner, googled after death.

Parody Elizabeth Barrett Browning Sonnet XLIII How Do I Love Thee

12 February 2007 revised 10 June 2008 and 30 September 2009
for previous versions see below robi3_1323_brow7_0001 PSX_IXX

________________

How do I Parody?

How do I parody? Let me count the ways.
I parody in depth, with taste and with insight,
my mind may reach into your writing quite
through APing Ways and Means, through rhyme’s mainstays.
I parody to the level of everyday's
intimate grace, by sun, electric light.
in vers libres freely, sonnet set to right.
I pastiche purely, rarely turn from Praise,
reparody with passion put to use
through your old griefs, beliefs, though wanting faith.
I parody with love I’d never lose,
use paints newfangled, shading E.B.B.ing breath,
still showing your life's smiles, tears, for, should judge choose,
my golden goblet fame lives loved past death.

Parody Elizabeth Barrett Browning Sonnet XLIII How Do I Love Thee
[c] Jonathan Robin - 2 February 2007 revised 10 June 2008 robi3_1611_brow7_0001 PSX_IXX for previous version see below
_____________

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poem by Jonathan Robin
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Rode to a Knight Impale - after John Keats - Ode to a Nightingale

. :) kindly refer to notes. :)

My part aches and a rousing stiffness pains
my whole as though viagra I had drank,
or loosened up some pheronomic chains
split seconds past, endorphined, anticipating prank.
'Tis not through envy that I ask a lot,
but seeking through your image happiness,
love-lipped epitome of all that please
amused muse stays aware that what you've got
conjurs wet dreams, streams’ ready eddies numberless,
straw hollow swallows spring in full-throated ease.

O, for a draught of vintage! that hath been
fat vat prime time cocked, erect in deep pelvic berth,
tasting of horny fauna’s jelly beans,
dancing tandem to tambourine song since sunny birth!
O for a beaker full of the warm south,
filled to whet winking brink noways obscene,
with beaded bubbles oozing at the brim,
of purple-hooded mouth;

That I might drink, and leave the world unseen,
and with thee knock on doors quite in the swim:
ride far away, knot solve, and quite forget
what you senses leaves had never known,
no weariness, no fever, and no fret.
Here, men lose wit to hear each other groan
as palsy shakes a few, sad, beardless chins,
where youth grows pale, and spectre-thin, and sighs;
where but to think of size baits rod with sorrow
and leaden-eyed despairs,
No, Beauty, none may mime your lustrous eyes,
where new Love pines, fears un-orgasmic morrow.

Away! away! for I will fly to thee,
not roped in by vile censors, critics’ pards,
but on untrammelled wings of intimacy,
though most dull brains perplex, their sloth retards.
Already with thee! tender is the night,
and tenderness my motto ‘tis well known
to massage tissues starry nights, sun days,
without the which love’s light
moons absence of reflection, breezes blown
through tortuous gameplays, inexperienced ways.

You should not care what flowers are at your feet,
for all is incense garland, and endows

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poem by Jonathan Robin
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Come Dance with Me - Parody Christopher Marlowe - Come Live with Me and be My Love

Come dance with me and find release,
howl to the moon, with wild wolves run,
no nightmares now as heart finds peace, -
a stellar future crowned with fun
shall underwrite harvest increase
two reap together, story spun
from morn to night as worries cease,
while one and one at last make one.

Come dance we'll circumnavigate
the seven seas as zephyr’s breeze
anticipates and may translate
past cares to luck which soul strings frees.
Harp, Terpsichore shall play as Fate
unwinds past phantom_mime banshees,
life’s letter stamps ‘reciprocate’
inventing new realities.

Come dance with me, unlearn life’s woe
owe only to your inner voice
as chivalry and honour flow -
no need to justify your choice.
Slow motion – Time stood still – will throw
away wait’s weights as both rejoice
in unexpected overthrow
of anchors as trim sails we hoist.

Come dance with me, no strings attached –
except of harp or violin -
devotion, eloquence unmatched,
will shed all lies of ties that sin.
Thus inner doors may be unlatched,
as new dimensions open in
embracing wave which saves unscratched
soul stirred from hibernation’s bin.

Come dance with me, endearing smile
will echo caring, sharing, joy,
while Lara’s theme will reconcile
true love to trust, no wiles employ.
Tiara crowned Princess no guile
may meet who, sweet, greets verse employ
as an expression timed to dial
away Time’s hands all else destroy.

Come dance with me, no judgment blind
will claim, will, blame, will shame, reject, -
all icicles soon left behind
Spring’s robin sings you’re soul elect.

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poem by Jonathan Robin
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Ozymandias Ever Rising through the Winds of Time

Ozymandias Ever Rising through the Winds of Time

I met a poet from an online site
who said: 'Two vast and trunkless legs of stone
stand in my mind, yet find description quite
inadequate, half sunk beneath time flown.'
I answered: 'He whose sneer rei[g]ned cold command,
his sculptor too, are both to Lethe blown,
his passions mocked by who'd today demand
a résumé for tourists who bemoan
a lack of facts to show their pseudo friends
to back up their vacation time well spent,
and yet, and yet, so similar their ends
whose works turn sand when's finished sojourn lent.'
He came, he ruled, time fooled and conquered him,
trunk packed away museumwards on whim.

Nosy man dies as day draws down dark night,
knows he has but a finite span to moan
upon this Earth until, denied the right
of an extension to his lifelong loan.
Foreclosure comes whatever cash on hand
must crash to dust, call harvested; seeds sown
perhaps survive, migrate to other land,
there to engender likeness, throwback clone.
Thus who’d seek Ozymandias’ tale lends
an ear to fable, tables on hints sent
through centuries whose key stones make amends
for missing trunk, lost headstone’s argument.
When dunes into oases are restored,
may reader find true answer mind may hoard.

1 February 2009
Parody Ozymandias - Percy Bysshe SHELLEY 1792_1822 shel1_0001

Ozymandias

I met a traveller from an antique land
Who said: Two vast and trunkless legs of stone
Stand in the desert... Near them, on the sand,
Half sunk, a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them, and the heart that fed.

And on the pedestal these words appear:

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poem by Jonathan Robin
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Primer For Blacks

Blackness
is a title,
is a preoccupation,
is a commitment Blacks
are to comprehend—
and in which you are
to perceive your Glory.

The conscious shout
of all that is white is
“It’s Great to be white.”
The conscious shout
of the slack in Black is
'It's Great to be white.'
Thus all that is white
has white strength and yours.

The word Black
has geographic power,
pulls everybody in:
Blacks here—
Blacks there—
Blacks wherever they may be.
And remember, you Blacks, what they told you—
remember your Education:
“one Drop—one Drop
maketh a brand new Black.”
Oh mighty Drop.
______And because they have given us kindly
so many more of our people

Blackness
stretches over the land.
Blackness—
the Black of it,
the rust-red of it,
the milk and cream of it,
the tan and yellow-tan of it,
the deep-brown middle-brown high-brown of it,
the “olive” and ochre of it—
Blackness
marches on.

The huge, the pungent object of our prime out-ride
is to Comprehend,
to salute and to Love the fact that we are Black,
which is our “ultimate Reality,”
which is the lone ground
from which our meaningful metamorphosis,
from which our prosperous staccato,

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poem by Gwendolyn Brooks
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I remember, I remember - Past and Present after Thomas Hood and William Wordsworth - Lucy

I remember, I remember
the house where I was born
before foreclosure took away
the homestead I had sworn
in good faith, all attest 'tis true,
to leave grandchildren three: -
times change, leave little rest, I rue
that difference to me!

It seems so very long ago
the liberating Yanks
found welcome everywhere they'd go -
though some were pita swanks,
but since the Shah announced 'I ran'
our bearings all at sea
became - time reeled again would ban
all difference for me!

I remember, I remember
the sun porch, now in pawn,
proud flag a flying red, white, blue,
which now hangs so forlorn
Sun, moon spun round each priceless day,
or so I seemed to see,
four bucks a gallon gas I pay -
what difference to me!

My mind thought then nostalgic ease
eternally could last,
all my desires, priorities
seemed sated very fast,
The fever on my brow shoots higher
now Sheiks of Araby,
up ante for crude imports, tire -
what difference to me!

I remember, I remember
before Alaskan oil
had spilled upon once pristine shore,
polluting fauna, soil.
With climate change I'm feeling sore,
note each commodity
continues rising more and more -
what difference to me!

Back then I'd travel aimlessly,
cared not I ran Iraq,
from dawn till dark, from sea to sea
could, rising with the lark,
ignore the cost of gasoline

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poem by Jonathan Robin
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Not at a Loss Chord - after Adelaide Anne Procter – A Lost Chord

Not at a Loss Chord

Playing one day with my organ,
I was blissful – not ill at ease -
while five fingers wandered wildly
web-cams recording each wheeze.

I know the spot vibrating,
less what I was dreaming then,
but I strummed with both will and spirit
and an “Oh My God! Amen! ”

Adrenaline flowed not vainly
from heart to crimson palm,
as it coursed both veins and spirit
with little akin to calm.

It quieted pain and sorrow,
like love overcoming strife;
it seem[en]ed orgasmic echo
to tune discordant life.

It linked all perplexèd meanings
into one perfect peace,
and trembled away into silence
although I was loth to cease.

I have sought, and I seek not vainly,
that one G spot divine,
which linked my soul to the organ
so manifestly mine.

La petite morte delightful
strikes shivering molten core,
as this little verse insightful
calls for en corps encore!

It may be that Death's bright angel
will speak in that chord again,
for it’s surely in seventh Heaven
one sings “Oh My God! Amen! ”

Parody Adelaide Anne PROCTER – A Lost Chord
8 April 2007

ROBIN Jonathan 1947_2006 robi3_1338_proc1_0001 PXY_MXX Not at a Loss Chord_Playing one day with my organ
A Lost Chord

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poem by Jonathan Robin
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Black History

Boom, boom, boom!
That was in 1530 to the Slave Trade;
My Mama told me so,
My Papa told me so,
In the name of our ancestors gone by;
Slaves for arms,
Slaves for powder,
Slaves for hardware,
Slaves for spirits;
Boom, boom, boom! !
All over the West Coast of Africa!
Today, i am a Blackman to tell you a story.

Black History, the Black African, the Black Race;
Of my ancestors gone by,
Boom, boom, boom!
Black head, black sugar, black coffee;
Where are the true identities of the Blacks?
That was in 1530 to the Slave trade.

Black History, black love;
A Black Race to a call.
Tap your fingers and do think about it,
My Mama told me so;
Bllack shoes, black phones;
With the Black History gone too soon,
My Papa told me so.
Black hair, black eyes;
The black coal to steam up the engines!
In the name of my ancestors gone by;
But, where are the black pens of love to share?

Do think about this and learn from it,
Boom, boom, boom!
A Blackman in the house to tell us a story;
Where is William Wilberforce?
Where is Thomas Buxton?
Where is Granville Sharp?
What about the Slaves? !
These men need to tell us more;
They killed my ancestors softly without compensations!
Black love, black stream, a black home to live in;
Like 'Naughty By Nature',
I've got 'Queen Latifah' to tell us more.

Of the Black Songs,
Of the Black race,
With a Black-Limo to keep us going;
This Slave Trade was a Black History to us all.
Boom, boom, boom!

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poem by Edward Kofi Louis
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02-04-2012 Brother I give you my answer for Black People African Sahara it mesmerizes the wise largest desert it is asked of we What is Africa is to me 3.3 million miles of grea

Brother I give you my answer
for Black People

African Sahara
it mesmerizes the wise
largest desert
it is asked of we
What is Africa is to me
3.3 million miles
of great desert
once a forest
once a great sea
once an empty hole
in space just waiting
to be that it can
birth the blackness
of who my mothers be
3.3 millions
you can not see it all
Trans Saharan trade
is but a child
weather selling slaves
or selling salt
and always
brought and sold
the black man's art, gold
the paintings
was still for the walls
to surround us
a representation of the thing
that be, the God that
rose Africa from the sea
man got his
walking feet
on Africa's soil
Africa Moors
salt caravans
Africa the salt
of the land
what more did Africa
give to man
gold first mimed
found its glow
in the hands of
a black child
oldest gold jewelry
in Queen Zer's tomb
being as old as this
there is nothing
that we can not do

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poem by David E. Patton
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The Four Seasons : Autumn

Crown'd with the sickle and the wheaten sheaf,
While Autumn, nodding o'er the yellow plain,
Comes jovial on; the Doric reed once more,
Well pleased, I tune. Whate'er the wintry frost
Nitrous prepared; the various blossom'd Spring
Put in white promise forth; and Summer-suns
Concocted strong, rush boundless now to view,
Full, perfect all, and swell my glorious theme.
Onslow! the Muse, ambitious of thy name,
To grace, inspire, and dignify her song,
Would from the public voice thy gentle ear
A while engage. Thy noble cares she knows,
The patriot virtues that distend thy thought,
Spread on thy front, and in thy bosom glow;
While listening senates hang upon thy tongue,
Devolving through the maze of eloquence
A roll of periods, sweeter than her song.
But she too pants for public virtue, she,
Though weak of power, yet strong in ardent will,
Whene'er her country rushes on her heart,
Assumes a bolder note, and fondly tries
To mix the patriot's with the poet's flame.
When the bright Virgin gives the beauteous days,
And Libra weighs in equal scales the year;
From Heaven's high cope the fierce effulgence shook
Of parting Summer, a serener blue,
With golden light enliven'd, wide invests
The happy world. Attemper'd suns arise,
Sweet-beam'd, and shedding oft through lucid clouds
A pleasing calm; while broad, and brown, below
Extensive harvests hang the heavy head.
Rich, silent, deep, they stand; for not a gale
Rolls its light billows o'er the bending plain:
A calm of plenty! till the ruffled air
Falls from its poise, and gives the breeze to blow.
Rent is the fleecy mantle of the sky;
The clouds fly different; and the sudden sun
By fits effulgent gilds the illumined field,
And black by fits the shadows sweep along.
A gaily chequer'd heart-expanding view,
Far as the circling eye can shoot around,
Unbounded tossing in a flood of corn.
These are thy blessings, Industry! rough power!
Whom labour still attends, and sweat, and pain;
Yet the kind source of every gentle art,
And all the soft civility of life:
Raiser of human kind! by Nature cast,
Naked, and helpless, out amid the woods
And wilds, to rude inclement elements;
With various seeds of art deep in the mind

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poem by James Thomson
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