Writing poetry and writing about poetry are so different to me, because when you’re writing about poetry, you’re free to say whatever you want, and go on, and on, for as long as you’d like. But when you’re actually writing poetry the beauty is in the short concise lines. They’re so telling, and aside from free verse poems (most of the time) and list poems, most poetry is full of short truncated, yet magnificently flourishing visuals. I can certainly say that I like writing poetry more than I like writing about it. I like talking about poetry in class, or in front of a group, but I’m not too big a fan of composing long essays about poetry. While I do see the important and I kind of enjoy it, I like composing my own poetry more, no matter how awful it is. I used to be mortified in high school when the idea of poetry was first introduced to me, as mortified as waking up and going to school in my boxers in middle school –when even thinking about poetry or writing about it. Now, it doesn’t scare me anymore because I’ve learned a lot poetry, and the subtle nuances that make it so amazing and so beautiful to see and read. I appreciate the greats like Shakespeare that can so candidly and artistically mimic everyday speech, yet evoke such divine images. For my future experiences in teaching I’m definitely going to be using the “putting all of our poems on the wall and having a spoken word jam session in class.” THAT was ridiculously fantastic, and I think it fosters creativity.
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First of all, "Come Beach", was a masterpiece.
ReplyDeleteAhem... question. You mentioned that you've read a lot of poetry and appreciate it all (nothing scares us anymore, we've made it this far!), but you only mentioned utilized the anonymous poem exercise, but would you consider teaching poetry in class? More importantly, would you have your students write a composition on a particular piece? Regardless you sparked my thoughts on TEACHING poetry.
In a classroom, I think I would definitely do some sort of poetry explication but not in the form of an essay. Perhaps a group exercise (like wrecking the poem) would aid students in understanding the poem, or a group or individual presentation. Explicating a poem on paper is tedious, even for a CSU senior.
Thanks for sparking something new! And keep writing, you rock.
utilized.. utilizing.
ReplyDeleteHey Deon, great piece you have here. Only one thing that hit me though, is when you're writing "about" poetry, you're free to say anything you want and on. Actually, I thought the opposite. Maybe if this applies to the likes of a Poet Laureate, I suppose that could work because they seem to have all the tools to piss us off by letting them butt into our businesses or something.
ReplyDeleteThe reason why I said I thought the opposite is this: what about the common person? As a common person, think they'll have the tools to say anything they'd want? If they have access to these tools, then it's possible, but considering it's a big world out there with nearly 7 billion people out there... how would you make it easier for them to analyze the poem? How do you tell a kid in high school to say whatever they want about it when it is isn't really the poet's true purpose of the writing?
I mean, to me, out of respect for our great poets out there, I think talking about their poem is truly one of the greatest challenges we'll ever have. There's no way I'm free to say whatever I want about the poem because then I'd be looking like a singing donkey in the middle of a busy highway (doesn't make sense, but my point is I'd look like a jackass roaming free on a dangerous path in front of people). Glad you brought up the comment though. :-)
Deon!
ReplyDeleteI completely agree with your post. I do find it a lot easier and more enjoyable to write poetry, than to write about poetry. Writing about poetry, especially in essay form, can be so daunting. As I said in my own post, I would definitely concentrate on arming my students with the basic knowledge and strong understanding of what the different types of poems where and what was needed to categorize them as such. That way they will not be so scared, anxious or apprehensive when it comes to reading and analyzing poetry.
I think having a platform or safe haven where students are able to display their talents, feelings, emotions in poetry and be comfortable to present them to their class is really important. This is why I also like your idea, Deon, of the use of spoken word jam sessions during class as well as using Professor Baxter’s technique of effacing poems in order to gain a greater meaning.