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Survivor testimony and found poetry
Transcript of Survivor testimony and found poetry
Using Survivor testimony to create found poems invites students to extend the analysis and meaning making of testimony, while also challenging them to consider how tending to the particularities of crafting a poem can result in a piece that will help them bear witness to the Atrocity. In The English teacher’s companion, Jim Burke (2008) notes that poems “give us a different way of thinking about things” (p. 203).
Found poems, then, can be employed as a teaching and learning tool that will help students express their testimony analysis in a form that pays attention to both function and aesthetics. Moreover, the poetic form—, when using Survivor testimony—, can be used as an artistic way to bear witness. Differentiate between prose and poetic forms•
Extend analysis of the testimony by questioning, interpreting, and evaluating how their authorial decisions impact the text’s original, intended meaning
Create a factual, interpretive, and original found poem using testimony
Purposefully use line breaks, punctuation, and diction to convey a Survivor’s original words Rationale Write a brief, informal response to the following question:
What are some of the different ways that Survivor testimony can be shared with varied audiences?
Can the forms/methods used for sharing testimony impact the way audiences respond? How so?
Prepare to share with class. Focus: Objectives What are found poems?
What images or associations come to mind? Zooming In A found poem is a poem “created by using phrases, words, and passages from other sources paying attention to spacing and/or line breaks” (Faulkner, 2008, p. 32). What it is Used to alter the original speaker’s message
A poem to which the poet adds his/her own words It is not Why do you think someone might use found poems to remix a particular text (i.e. Survivor testimony). We will listen to/view/read Survivor testimony.
I will model the creation of a found poem.
I will highlight words that are particularly powerful. How Agnes Kun I will make a separate list of the highlighted words
I will think-aloud about why certain words will/will not be kept. How What do you think about my authorial choices:
Do the words chosen for inclusion stay true to the Survivor’s original testimony?
Are they powerful enough to stand on their own and evoke an emotional response from the reader? Reflection We will listen to/view/read Survivor testimony.
You will highlight words that are particularly powerful & should be chosen for inclusion in the found poem.
You will share the thought-process behind your choices. You Try the "How" Esther Bem Use either the pre-selected portions of Survivor testimony; or, select your own portion of testimony to work with.
Refer to the assignment checklist/rubric to help ensure that you attend to the found poem framework. Create Independently → Sharing References Burke, J. (2008). The English teacher’s companion: A complete guide to classroom, curriculum, and the profession (3rd ed.). Portsmouth, NH: Heinemann.
Faulkner, S. (2009). Poetry as method: Reporting research through verse. Walnut Creek, CA: Left Coast Press. Creating Found Poetry