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Tag Archives: Literature

Poetry as Journaling

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One of the unexpected side benefits of my poem-a-day month has been that I have found myself using the poem prompts almost as I would journal prompts. You can look back over the 22 poems I’ve written (yes, I’m a little behind) and get a pretty good sense of my emotional state in the past few weeks, the days when I’ve been down and the days when I’ve been up.

Blogging has been a wonderful tool and definitely made me a better writer, but for me, it’s never been a confessional-style journaling tool. I’m not a blood-and-guts kind of blogger, preferring to save my most revealing moments for longer-form work. I’ve published poems and essays about my life, but that’s not what blogging has ever been about for me, even though I knew it would limit me as far as popularity. I don’t see this as “emotionally shut down,” but simply as self-awareness about what I want blogging to be, and how I want to function as a writer. I want you, my readers, to feel like you know me, but not like you know all of me.

So the poems I’ve been writing, which are all attempts to capture certain moments or emotions, have really been valuable to me, personally and as a writer. As a poet, I like some of what I’m coming up with, but even more, I’m finding some of that release that every diarist knows, when we hit upon the exact right word that expresses what we’re feeling, and our soul feels a little lighter. It’s a nice combination, and I’m trying to think of ways to keep it going after my month is over. I know Poetic Asides does a Wednesday Poetry Prompt, and I’m wondering what else I might be able to find.

National Poetry Month!

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Pathside poetry in Abriachan Woods

Pathside poetry in Abriachan Woods (Photo credit: Wikipedia)

Hooray, it’s that time of year again when we join together to celebrate poetry! Welcome to National Poetry Month!

Over the past two years, my own efforts personally and professionally have been growing steadily, and this year I’m really happy with where I am. I’m doing a modified version of March Madness poetry brackets tournament with my students again; watch for an upcoming post on how I changed it up this year, though so far last year’s winner, “Still I Rise,” is still a strong contender. My students are also working already on their public poetry projects, which have been a big hit the past few years. So far, the one I’m most excited to see is one using Oscar Wilde’s “Les Ballons” and actual balloons! Personally, I’ll be tackling the Poem-A-Day Challenge again at Poetic Asides. I completed the challenge successfully two years ago and then flamed out terribly last year, so I’m aiming for another success this year.

My free National Poetry Month poster is already hanging on my wall, and I’ve signed up for a few daily-delivery-poems by email or Twitter also. I’m ready to spend the month celebrating poetry, enjoying the excitement with my students, and seeing what fruits come of my own poetic labors.

Teaching Literature and Music

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mixtape

mixtape (Photo credit: miss_rogue)

The sweet spot between literature and music has always fascinated me, as both are among the primary forces that shape my life and how I see my place in the world. In teaching, I’ve tried to weave them together whenever I can, using music to introduce elements of tone and theme when discussing novels, and sometimes sharing songs with my students that I think connect to our texts. So far, I’ve seen three major ways to connect music and literature, all of which could have great implications in the classroom.

Type One: Literary Mixtapes

The major source for Literary Mixtapes I’ve found is at Flavorwire, a real treasure trove for book and music lovers. They’ve done mixtapes for characters from Holly Golightly to Harriet the Spy and tons in between, and the newer ones connect to Spotify playlists, which is even better for me.

My friend Dana Huff also made mixtapes on Spotify for Holden, Gatsby, Harry Potter, Lady Macbeth. This could be a great assignment for teaching characterization, especially for these kinds of complex characters, really encouraging students to delve deep into that character’s identity and the forces that have shaped it.

Type Two: Music Mentioned Explicitly in Book

This is a fun project for books that are built around certain musical forms or that mention music explicitly in the book. I’ve subscribed to a playlist on Spotify that compiles all the opera mentioned in Bel Canto , for example. This is great especially if you are unfamiliar with the style of music or with certain songs, and can really enrich your reading experience. As far as the classroom goes, I would see this more as an extra credit project, as it doesn’t really address literary elements, but it could prove that a student did a close enough reading of the book to catch every song reference. One recent popular YA novel, The Perks of Being a Wallflower, would lend itself really well to an assignment like this.

As a book-and-music nerd, there are a few playlists I’d like to tackle myself. The first would be a pair inspired by a great book I read recently, This Is a Call: The Life and Times of Dave Grohl (review coming soon). One playlist would be of the songs that are mentioned as inspiring Dave Grohl as a musician, which run the gamut from the Beatles to Metallica to Fugazi, and others might be songs by Dave himself in his assorted bands: Nirvana, Foo Fighters, Them Crooked Vultures, Queens of the Stone Age, etc. The other would be a playlist of all the songs mentioned in High Fidelity, which would be a massive undertaking, but such fun!

Type Three: Music That Accompanies the Book

This is the category I’ve had the most luck with as far as classroom assignments. In a senior elective I taught last year, I gave them the option of making a soundtrack for King Lear and got a few really outstanding examples, where the students clearly put a lot of thought and care into matching up the songs with different characters, tones, themes and plot points. Inspired by that success, this year I gave my freshmen the option of making a soundtrack for The Catcher in the Rye, and the examples I’ve gotten so far show a real understanding of the novel. Coincidentally, as I was working on this post, Dana did a blog post about theme songs for books, which would be a great shorter assignment as well.

I find this to be a wonderful assignment because while it usually produces high levels of student engagement, it also encourages them to make connections between the novel and their own lives, which is one of the key reasons I think it’s important to teach literature at all. Music is a big deal for many teenagers, and so this meets them on their own turf, but as a music fan myself, it gives me a chance to connect with them and the choices they make.

 

 

In the future, I’d like to try some lessons built around music and song analysis, connected to literature. The Experience Music Project in Seattle has some great resources on its website for lesson plans, oral histories, and multimedia timelines, and I’ve thought a lot about their free distance learning courses for teachers. Also, it’s just an amazing place to visit, if you’ve never been. The Rock and Roll Hall of Fame in Cleveland also has some great resources on its website, including lessons and units and information about a summer teacher institute, which has just earned a spot on my professional development dream list!

Published!

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The new issue of the light ekphrastic is up, and happens to be the issue in which my work is featured! Come read the poem I submitted, as well as the poem I wrote, inspired by a painting, and see the painting inspired by my work!

This is a really beautiful project, and I’m thrilled with the results; definitely a great place to publish, or keep checking in on if you are intrigued by ekphrastic art (or really, if you like poetry or visual art at all!).

The Light Ekphrastic

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Discovering my voice as a poet is an ongoing evolution for me, but in recent years, one aspect of my poetic practice that has become more and more clear is that I am often and fruitfully inspired by the works of other literary and visual artists. I’ve so enjoyed ekphrastic work and have felt such pride in the results of my work in this genre, and I’ve continued to mine this vein; one of the poems in my notebook uses The World According to Garp as jumping-off point, and another speaks of a three-cornered hat.  Someday, I’d love to try writing in response to music.

Higher Ground: A Century of the Visual Arts in...

Image by Knoxville Museum of Art via Flickr

This fall, a friend said I should check out the light ekphrastic, an online journal that pairs visual artists and poets, each creating a piece inspired by the work of the other, publishing the results in each edition. What a fantastic idea, right? So, I dug out three poems, had the same friend give me some helpful feedback, polished them up and sent them to the editor, Jenny O’Grady, a poet and book artist here in Baltimore.

Reader, she accepted them. Right now I’ve got several digital images of paintings from a talented artist and will be writing a piece inspired by one of them, while that artist works on a painting inspired by one of my pieces. The entire enterprise is so stimulating and exciting to me; what will I see in her work, and what will she see in mine? The potential is so rich, and I can’t wait to see the final pieces.

The issue with my work in it goes live in February–watch this space!

Review: Fresh Takes on Teaching Literary Elements

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I know I promised almost two months ago that I would review this book, but the past few weeks have been full of orientations and back-to-school craziness, so while I read the book in August, I am only getting around to the review now.

Excuses past, Fresh Takes on Teaching Literary Elements: How to Teach What Really Matters About Character, Setting, Point of View, and Theme was an incredibly useful book for me, and I’m so glad I kept it on my list after reading I Read It, But I Don’t Get It. On my last post about this book, I was heartened to see how many of my friends (all learned scholars and teachers) felt the same amount of discomfort or puzzlement when it came to teaching these elements, how to define them usefully for our students as tools for understanding literature.

The book is structured so that for each of the titular elements, there is a chapter discussing the term, with research and theory as accompaniments, followed by two practical chapters on teaching the concept, both in isolation and with specific texts and units. This structure makes the book valuable for a variety of teachers, but also, it’s easier to take the ideas one element at a time if you feel you don’t have the time to digest the book as a whole. Having the practical sections in their own chapters also makes the book easy to use as a reference, and the size of the book and pages make it very easy to scribble notes in the margins.

I’ll use the material on “setting” as an example of how the approach is both meaningful and practical. When discussing setting with students, it can be difficult to move them beyond a phrase like “Jackson, Mississippi in the 1960s” into thinking about what that means and why it matters. In Fresh Takes, the authors develop a definition of setting that includes understanding it on a micro, meso and macro-level, while also thinking of the social, psychological, temporal and physical elements of that text’s particular setting. While this expansion alone is a useful one (with handy organizing chart included, ready for student input), the authors also include an array of activities to use in engaging the students on this concept, include activities centered on visual arts, dramatic staging, textual excerpts, writing prompts and more. I’m doing a seventy-minute period’s worth of activities on setting as one of my first classes, using our summer reading books as our texts to focus on, and I think we will be able to refer back to these concepts throughout the school year.

If you find yourself struggling to clearly express how to define these elements and use them as meaningful tools, then I would highly recommend picking up a copy of Fresh Takes on Teaching Literary Elements: How to Teach What Really Matters About Character, Setting, Point of View, and Theme, which has certainly become a key part of my teaching library.

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We Are the Champions

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Cover of "And Still I Rise"

Cover of And Still I Rise

With over 50% of the vote, “Still I Rise” triumphed over “Funeral Blues” and “Mid-Term Break” in my first annual March Madness Poetry Tournament!

I have to say, I’m surprised at the results. Sure, I had pegged “Still I Rise” to be a serious contender, but I truly did not expect two such sad poems to be the other entries in the finals. I was surprised that no love poems ended up in the final three as well; is this a testament to my own romantic spirit, or the cynicism of my young students, or my poor choices of love poetry? Definitely an intriguing question, and one I’ll ponder next year when I am beginning my second tournament.  Also, I am really proud of the three students who read the finalists at our Morning Meeting, in front of about 350 people, and thrilled that over 100 of those people voted to choose a winner.

In other poetry news, I entered the National Poetry Month Cento Contest. The cento is a form I first encountered two years ago, when I completed the poem-a-day challenge run by Poetic Asides, and it’s a form I really enjoyed. It was a pleasure to return to, and I am pleased with my result, whether it succeeds in the contest or not. Just like with the menu-poems, I’m stretching myself and sending my work out, even if I don’t feel it’s perfect, and that feels really good.  Wish me luck!

Poetry Update

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Cover of "And Still I Rise"

Cover of And Still I Rise

On the teaching front:

  • Only once has a class voted differently than the other two, which is a little surprising. They have enjoyed the love poems the most, which the early brackets are heavy on, but I’m curious to see how they’ll do with the non-love poems.
  • I think I’ve chosen poems well, and I’m excited about some of the match-ups to come. The scheduling is tough, though–since we have a block schedule, I’m going to have to double up sooner than I thought to get it all done in April in time to have our public finale. I think we lose some momentum by not being able to keep it going every day too, but there’s nothing I can do about that.

On the personal front, I’m making solid headway on my self-imposed menupoems challenge. I did indeed dig back through my notebooks and find a poem from a waitress’s point of view, and I have polished it up enough that I think it’s ready to go. I also started a new one that I’m pretty happy with; once I make some crucial punctuation decisions, that one will be ready to go as well. I’m hoping to start and “finish” a third as well; both I have so far are written from restaurant worker point of views, so I’d like to challenge myself to write from a diner’s perspective.  Since you are only allowed to send three, writing a third would really mean I was finished, but if I don’t, I have these two, ready to leave the nest. I’m feeling really good about it too, not only because I’m finally accomplishing a long-held goal, but because I think it’s a healthy step towards letting go of my fear of rejection, which will help move me forward as a writer.

Final Project: Windows and Mirrors

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Recently Mrs. Chili posted in full the final project assignment for her freshmen after reading Something Wicked This Way Comes. I am wrapping up my senior elective this week, and so I thought I would post the final assignment I gave them (feel free to use or adapt if you like):

In your assignment for our last novel, I wrote that “great literature can serve both as windows and mirrors: providing us ways to see into our greater world, different cultures, times or personalities, while also giving us a new way to see and understand ourselves.” The common thread that united our experience this semester is, of course, generations: within countries, within societies, and within families, and considering always the impact of each on the individual. How did these works allow you to see our country or society more clearly, or perhaps, look more deeply and clearly at the struggles facing your own generation? What effect did they have on your own sense of identity, or place in your own family’s traditions and hierarchies?

In your final assignment for this semester, you will be producing a piece of work, either artistic or literary, that shows how one or more of the works we read together served either as a window or mirror for you as we thought, talked and wrote about generations. This might be a personal essay, a single long-form or series of poems, a literary work stemming from one of your response entries, or a piece of visual or performing art inspired by the novel. Literary responses must be at least 4-5 pages, and you must be prepared to share part of your work with your classmates, whether artistic or literary. Artistic pieces must be accompanied by a 1-2 page artists’ statement.

So far, I’ve gotten some really beautiful pieces as well as some really thoughtful essays, including a collage of family photographs mounted on a canvas, interspersed with shards of broken mirror. “When I look into the mirrors,” the student said, “I see pieces of myself, but I also see my family, and that’s how it should be.”

I was really nervous about teaching this class when it was first assigned to me, but I have truly and deeply enjoyed it, both because I got to teach some beautiful literature, and also because I’ve been lucky enough to teach some amazing students.

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