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Chapter 6 ~ Celebrating Poetry
Transcript of Chapter 6 ~ Celebrating Poetry
"Poetry last because it gives the ambiguous and ever changing pleasure of being both a statement and a song" - Koch(1998)
Chapter 6 ~ Celebrating Poetry
Search and Discovery
-listening, talking, reading and writing
-verbal, spatial, musical and Kinesthetic
-awaken students to the everyday
-to expose in it unexpected realities and significances
-to discover how poetry uses words and images to startle into uncovering and recognizing meaning
-to introduce the unique language of poetry
-to move to more traditional forms of poetry with a new degree of attachment and understanding
-non literary prose
-even less expected places
Non Literary Prose
-Straightforward informational writing, such as textbooks, newspaper articles etc.
-What distinguishes poetry from prose?
Finding Poetry is...
- letting students find poems in the world around them
"Found poetry is an ideal tool or starting point for teaching poetic response. It lets students connect to what excites, outrages, inspires, and provokes them in a real world. It starts where they are and lets them respond with passion." - Gorrell
-division of lines
-the use of spaces
-the variations of metrical and rhyme schemes
"Most poems are more memorable than most ordinary speech, and when music is combined with poetry the result is more memorable still" - Kenney(1976)
A close scrutiny of advertising can heighten
student's consciousness of the power of visual
and verbal imagery to evoke, a person, a
situation, or an idea.
Students recognize how sharp, vivid, images
are essential for success of the poetic as well as the commercial enterprise
-Figurative (non literal) language
-creation of poetry
Poet derives from the Greek
poietes, which means "one
"the information about how to write a poem is less important than the atmosphere of the room. There are places that give me an excited urge to write, places that feel rich and warm, where time slows down and whatever I want to do is possible - Georgia Heard
- Prepare the soil
- Let students decide what they want to write about
- create an open trust environment
- spend enough time
- you don't have to be an expert
Keep in Mind...
- Poems start with a feeling and an image is one powerful way to convey feeling
-Poets write about what they can't help writing about...
- crucial not to censor, especially at the beginning
- Fixed Forms
- Open Forms
- Wild Cards
is a mold or pattern from which
a new pattern, from which a new
object or idea, is formed. A form
into which students pour their
Bio Poem - they have been effected for teachers with students of all abilities. They are a good way of getting to know your students
Rock Music provides many types of templates
- Paul Simon's "The Boy in the Bubble"
-Billy Bragg's "A New England"
The limerick and sonnet are the most
common fixed forms in English poetry
- The Ode
They were once called free verse.
- do not use traditional meter,
rhyme, and stanzas
- rely on use of language, word choice, repetition and rhythm, and line arrangement
They are shape poem designs made from the arrangement of letters and words. What they try to achieve is an "eye pun".
Magnetic poetry provides some
structure for student poetry
Robert Hass calls magnetic poetry
"one man scrabble and the prize is
Ballads, Composers and Poets
Ben Johnson - "To Celia
Scottish ballad - "Bonny Barbara Allan"
Kentucky Mountain Song - "On Top of Old Smokey
Benjamin Britten - Hymn to St. Cecilia - W.H Auden
Fredrick Brzewski - De Profundis - Oscar Wilde
Ralph Vaughan Williams - Jerusalem - William Blake
"It is better to present one image in a lifetime than produce voluminous works" - Ezra Pound
"Poetry teaches the enormous force of a few words."
- Radiant images
- Figurative language
- Compressed language
-ironies - to arrest our split second vision
Example - "Give Peace a Chance"
"Preserve Your Right to Bear Arms"
Unexpected Places are...
-student literary magazines
-other non canonical sources
The limerick is the most popular fixed form because of its association with playfulness and bawdiness
The two forms are...
- Shakespearean form - With its 3 quatrains and concluding couplet
- Petrarch - with its 8 and 6 line division
In its Japanese origins, it consisted of 3 lines of 5, 7, and 5 sounds
Its structure is straightforward and manageable and the content calls for simple, stark, sensory images
The cinquain and the diamante are far more obscure than limericks, sonnets, and haiku. They provide an accessible, somewhat flexible form for the student writer.
Cinquains and Diamante
- strong story line
- simple language
The folk ballad is an inviting form because it is a simple narrative now limited by either length or rhyme scheme.
- Echo Poems
- Lyric Poem
Other Verse Formulas
Which descriptor best embodies your personal reaction to poetry?
Keenly interested in it?
Mildly interested in it?
Does poetry make you uneasy?
Do you dislike poetry?
• Oral reading?
• Historical context?
• Authorial biography?
• Analysis of form?
• Discussion of ideas?
• Connections with personal experience?
“Poetry has two outstanding characteristics. One is that it is indefinable. The other is that it is eventually unmistakable.” – Edwin Arlington Robinson
On selecting amongst poems
• As teachers, we can present a set of short poems by an individual poet and ask student volunteers to read them aloud; we can then ask students to state their individualistic preferences and the reasoning for their choice.
On choosing between poets
• Once students have become familiar with choosing between poems by the same author, we can begin to offer poems by varying authors.
On anthologizing poems
• As teachers, we can provide choices in an extended poetry assignment; if we provide students with a safe space to anthologize their favourite poems, they become free to engage with poems in a variety of ways, including visual modes.
The “Personal Response” methodology
• Read a poem;
• Write a brief statement;
• Critically re-read both the poem and brief statement they had previously made;
• Re-write their first impression of the poem, and finally;
• Free-write about the poem
Practically all poems have a dramatic tension that students can enact; whether the enactment remains bound by or freed from the text, the properties of drama bring the poems to life.
• Art as Inspiration for Student Writers;
• Art as Muse for Published Poets, and;
• Art as a Response to Poetry.
We can ask students to listen to poems, and then listen for echoes amongst the poems. Once students become comfortable with this synergistic approach, we can challenge them to find other poems that converge.
On Probing Poetry
What is the best way to talk about, and probe poetry?
Poets’ Advice on How to Teach Poetry
• Expose students to beautiful, powerful language;
• Allow time for multiple oral readings of a poem;
• Lead discussions that encourage a personal relationship with a poem;
• Teach contemporary poetry first; then work your way backwards;
• Teach poems you don’t fully understand;
• Teach poems that are accessible to students;
• Allow students to sometimes choose their own poems, and;
• Provide students with an opportunity to write poetry
On Placing Poetry
• Poetry can be a superb vehicle of other literature and language.
• There are natural linkages between novels, novelettes,
or drama; poetry can highlight, enrich and enlarge ideas.
According to the Bridging English text, no literary genre has more resources available for the teacher than poetry.