Curriculum Connections
Rebel
Poets
Oddly, and for reasons forever being examined by sociologists and
psychologists, there is an innate human drive to BREAK THE RULES.
When teaching poetry, you have an excellent opportunity to tap into
this drive within your students and channel it into a constructive
and creative educational activity. Furthermore, if you are sneaky
enough, you can even get your students to understand the purposes
behind rules and, thus, make them better writers - and maybe even
better citizens!
Try this: Write a short paragraph on the board (or put it on paper
and make copies), but do not capitalize or punctuate the sentences.
Write some of the words upside down and some of the lines diagonally
or vertically. Badly misspell some of the words or spell them backwards,
and put some word combinations in an illogical order. Tell your
students you would like them to read and summarize the paragraph.
Allow them a few minutes to try to figure it out, then take responses,
allowing them to discuss and debate the content for a minute or
two. They might be able to report the general idea of the paragraph
and some of the details (depending on how mixed up you made it)
but it will take them a lot longer than normal to glean the meaning
and the overall picture will be a muddled one at best.
Ask your students what you could do to make the meaning of the paragraph
crystal clear and immediately understandable. Taking one part of
the paragraph at a time and guiding them to the correct conclusions
by playing devil's advocate ('Oh, you can understand what
I mean when I write happy as 'yppah,' can't you?'
'I don't need to make a pause after this word, do I?'),
use their suggestions to straighten out the paragraph, fix the spelling
errors, insert the proper punctuation, etc. Then, ask your students
to create a set of rules that would help a writer to avoid writing
such a garbled mess of words and letters. Again, guide them to the
rules you would like to emphasize ('What rule could we make
the writer follow so the reader will always know when one sentence
ends and the next one begins?' etc.) Ideally, your students
will tell you the rules of writing - instead of you telling them
- and they'll understand why those rules exist in the first
place and possibly be more inclined to use them.
Tip: You could do this activity on several different occasions,
emphasizing particular rules each time by fashioning your paragraph
to highlight them.
Still, your students will have that normal human drive to BREAK
THE RULES. So, let them write poetry! Before you actually begin
the writing, though, tell your students, 'In poetry, you may
break any writing rule you choose as long as your breaking of that
rule ENHANCES your poem.' This is the golden rule of poetic
rule-breaking: only purposeful rebelliousness allowed. To reinforce
this concept, examine the following poems for rule-breaking:
Nyani opens with a paradox - a situation that appears to 'break the
rules' (bald snout, hairy cheeks, bare bottom). The poem also
contains a word that does not appear in the dictionary. Can your
students tell which one? (It's frictious, altered to
play with the word vicious in the previous line.) In Duma II (see Bonus Poems),
the stretched out word, 'speed,' creates a visual reference
to the poem's action, eliciting the desired imagery (the blur
of a speeding cheetah) in the reader's imagination. How
would the imagery be enhanced if this poem were written with the
circular parts of the letters (d's, p's, o's, g's,
etc.) filled in.? (Cross Reference: See Formulaic
Poem Writing Activities, Connecting Your Safari to the Curriculum:
Science and Connecting
Your Safari to the Curriculum: Music.)
The poem Mbu stretches out the title word (and thereby badly misspells it) in
the first and last lines. What is the effect here? What about the
use of additional s'es in Chatu? Muhanga features sound effects and invented words that cannot be found in
the dictionary. See if your students can identify the 'new'
words.
Of course, all of the concrete poems also break the regular rules
of writing since the words are placed on the page in irregular ways.
Use the Index of Concrete Poems to locate and examine these poems for rule breaking.
Also, punctuation use in most of the poems does not always follow
conventional rules. Have students identify when it does and when
it doesn't in particular poems and posit theories for why the
deviations from the norm are OK. (Ask them, for example: If a line
doesn't end in a period, what tells the reader when the line
ends and the next one begins? What can a poet do to introduce a
pause without using a comma? etc.)
For each poem you examine, have your students pinpoint incidences
of rule-breaking that would not be appropriate in an essay, say,
or a report; and, for each example, challenge them to explain how
the rule-breaking enhances the poem.
When it's time to do their own poetry writing, your students
will enjoy the opportunity to break the rules in their poems - and
thus produce more creative and interesting poetry. But the golden
rule behind their freedom will encourage them to write with purpose
and consider the need of the reader to quickly and clearly comprehend
- and to enjoy the written words.
Tip: Another way to teach the concept of purposeful breaking of
the rules in poetry, especially with younger students, is to encourage
them to 'play with the words:'
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