For Heidi With Blue Hair

Question 1

introduction

Answer 1

This poem tells the story of a girl who dyes her hair blue in an attempt to challenge the restriction and conformity of her school and is supported by her father. The whole poem is structured around the juxtaposing ideas of youth and age, freedom and restraint, rebellion and conformity and flexibility and rigidity but it is ultimately a poem about identity, which is significant to Heidi as she feels lost after the death of her mother.

Question 2

paragraphs

Answer 2

1) stanza 1 + 2 (situation)
2) stanza 3 + 4 (reaction)
3) stanza 5 (background)
4) stanza 6 (conclusion/resolution)

Question 3

paragraph on stanza 1 + 2 (situation)

Answer 3

1) “(or, at least ultramarine for the clipped sides, with a crest of jet-black spikes)” - Although the narrator begins with a very brisk, factual tone this is immediately undercut by the bracketed aside. She gives precise details of Heidi’s hairstyle, as though she is relishing the vibrancy of it.
2) The poet writes in free verse and this couples with the enjambment across stanza 1 and stanza 2, undermines the rigidity and formality of the six stratified and regular stanzas. This deliberately reinforces the idea of rebellion and freedom as the poet herself fights against the constraints of her poetic form.
3) “as the headmistress put it” - Headmistress is a symbol of order and restriction and the way the poet distances herself from her suggests she finds her views absurd.
4) “not done in the school colours” - They are later revealed to be grey, white and yellow so it therefore seems bizarre for someone to dye their hair that colour, revealing the absurdity and pointlessness of the rule. The school colours become a motif throughout the poem, representing the arbitrary nature of authority through the ludicrous of the teacher’s argument.

Question 4

paragraph on stanza 3 + 4 (reaction)

Answer 4

1) “tears in the kitchen, telephone-calls” - the double and parallel alliteration adds pace to these verbless phrases, as the story begins to escalate.
2) “freedom-loving father” - father is tied to the notion of freedom in direct opposition to the restrictive headmistress which creates conflict, making the poem seem like a battle of freedom against restriction.
3) “also not in the school colour” - this wry aside, reinforces the idea of the ridiculous nature of people perpetually conforming to a blanket set of rules, stressing the need for liberty and personal freedom.
4) Heidi and her father are given a voice as they battle against the school and crucially by contrast this is denied to the headmistress, meaning the institution does not have a voice, making its view seem insignificant.

Question 5

paragraph on stanza 5 (background)

Answer 5

1) “mother’s death” - the death of Heidi’s mother is revealed in this stanza. This changes the nature of the poem as as well as a poem about about fighting for freedom, this poem now is also about parental support, understanding and seeking identity after a life changing event.
2) There is not much figurative language or imagery throughout the poem, perhaps to reflect the ordinary and universal nature of Heidi’s struggle. This makes stanza five stand out.
3) “shimmered” - this powerful metaphorical verb is used in relation to the mother’s death. It suggests beauty and an ethereal presence as though the mother in spite of her death still supports her daughter.
4) “the teachers twittered” - teachers sound like birds, suggesting the idea that they are all homogeneous, silly and repetitive.

Question 6

paragraph on stanza 4 (conclusion)

Answer 6

1) “the school colours precisely” - Heidi’s friend’s attention to detail exposes the pedantic nature of the school.
2) “the battle was already won” - triumphant end to poem. Ultimately liberty prevail against restriction. Personal victory for Heidi as begins to rediscover herself and form her identity after death of mother.