An Investigation of Internal Music in Folk Poems for Children and Adolescents

Abstract

Children’s and adolescents’ poetry, as a form of lyrical literature, plays a significant role in the development of language, imagination, and emotions in young readers. One of the fundamental components in attracting young audiences is the use of internal music within the structure of the poem—music that emerges through techniques such as repetition, paronomasia (pun), alliteration, and assonance. This study aims to examine the function of internal music in folk poems for children and adolescents and to analyze the aesthetic strategies employed in this genre. The research method is descriptive-analytical, based on textual analysis of selected poems by contemporary poets in the field of children’s and adolescents’ literature. Data were collected through purposive sampling and analyzed with a focus on phonetic elements and rhetorical devices. The findings of the study revealed that free repetition and phonetic repetition had the highest frequency in the poems analyzed and contributed significantly to the creation of rhythm, euphony, and conceptual retention in the audience’s mind. Moreover, the widespread use of paronomasia and alliteration led to the creation of linguistic playfulness, enhanced auditory appeal, and stimulated children’s creativity. Assonance was also frequently used as a technique to reinforce the resonance and fluidity of the poem. The results of this study indicate that internal music not only enhances the aesthetic dimension of children’s poetry but also serves as an effective factor in strengthening language skills, facilitating the learning process, and fostering emotional connection with the audience. These findings underscore the importance of children’s poets paying attention to musical techniques and employing them consciously in the composition of poems.