New Poetry Exercises

from Daisy Fried on Amy King's blog:
http://amyking.wordpress.com/2008/04/02/daisy-frieds-poetry-exercises/

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Daisy Fried’s Poetry Exercises

Daisy Fried on Poetry:
* I’ve never found an explanation for why poetry, apparently alone among the art forms, is asked to do more than be itself.
* But poetry’s the High Art which is also democratic: inexpensive, portable, reproducible, quickly consumed (except for epic and very difficult poetry), requiring only literacy to participate. So maybe it’s good that poetry carries this extra burden, even if it means that the idea of poetry is more necessary to people than individual poems, and that people tend not to pay attention to what’s happening on the page. But this doesn’t explain why the superfluous demands are often made by educated poetry experts. I doubt most poets, good and bad, political or not, put these demands on their own work. Why should we make them of poetry in general?
* Words matter. Use is not function. War and Peace makes an excellent paperweight; I’ve used it that way myself, after reading it. The function of War and Peace is greater than its many uses. So too poetry. Bad poems are often more useful for healing, persuasion, and celebration than good ones. They lack that rich ambiguity which Keats called negative capability, and so fail as poems. Take, for example, bad 9/11 poems, at which I do “sniff the air.” There are good 9/11 poems. The degraded Romanticism of the mass of bad ones often amounts to decorative displays of the poet’s own sensibility. Such displays may be emotionally or politically useful, but who needs them? They seem to claim authenticity for individual experiences derived from watching TV—and fail to ask the question, why do these people want to kill us? Good 9/11 poems sustain the possibility that America was both victim and guilty. I believe 9/11 solace poetry has given support, however indirectly and unintentionally, to the Bush administration. Solace poetry is to serious poetry as pornography is to serious art. Sex pornography has its uses, even positive ones, but nobody confuses it with serious art about love. The difference between solace porn and sex porn is that solace pornographers seldom seem aware that they’re making pornography. Shame on them.* Poetry matters. Great poems don’t always fit categories of usage: Martial’s hilariously filthy invectives, Dickinson’s apolitical lyrics, and, despite their stupid fascism, Pound’s Cantos, all function as great poetry. Meanwhile, the four of us write poems. We might begin by intending to be merely useful (I never have). But at some point the poem takes over, makes requirements of us instead of vice versa. That’s the moment of poetry; poems exist to let readers share in that moment. So our focus on mere use strikes me as odd: is this really all we know about our poems? Why exclude ourselves from our own readership?
* Enjoyment matters. Poetry is fun! I mean this seriously. In “Lapis Lazuli,” Yeats insists on the gaiety of human existence alongside its tragedy. Yes, there is terrible suffering; we are all going to die. And when, on the carved lapis lazuli, a man “asks for mournful melodies;/Accomplished fingers begin to play;/…their eyes,/Their ancient, glittering eyes, are gay.” The gaiety of great poetry reinforces and deepens our humanity. That’s personal—and therefore social. Forget that, and we forget poetry’s true function.
–from “Does Poetry Have a Social Function” @ The Poetry Foundation

~~~

A POEM A DAY BY DAISY FRIED

1. Write a ten-line poem in which each line is a lie.

2. Write a poem that tells a story in 18 lines or less, and includes at least four proper nouns.

3. Write a poem that uses any of the senses EXCEPT SIGHT as its predominant imagery.

4. Write a poem inspired by a newspaper article you read this week.

5. Write a poem without adjectives.

6. Ask your roommate/neighbor/lover/friend/mother/anyone for a subject (as wild as they want to make it) for a ten-minute poem. Now write a poem about that subject in ten minutes; make it have a beginning, a middle and an end.

7. Write the worst poem you possibly can. Now edit it and make it even worse.

8. Poem subject: A wind blows something down. Or else it doesn’t. Write it in ten minutes.

9. Write a poem with each line, or at least many of the lines, filling in the blanks of “I used to________, but now I_________.”

11. Write a poem consisting entirely of things you’d like to say, but never would, to a parent, lover, sibling, child, teacher, roommate, best

friend, mayor, president, corporate CEO, etc.

12. Write a poem that uses as a starting point a conversation you overheard.

13. First line of today’s poem: “This is not a poem, but…”

14. Write a poem in the form of either a letter or a speech which uses at least six of the following words: horses, “no, duh,” adolescent, autumn

leaves, necklace, lamb chop, Tikrit, country rock, mother, scamper, zap, bankrupt. Take no more than 13 minutes to write it.

15. Write a poem which includes a list or lists-shopping list, things to do, lists of flowers or rocks, lists of colors, inventory lists,

lists of events, lists of names…

16. Poem subject: A person runs where no running is allowed. Write it in ten minutes.

17. Write a poem in the form of a personal ad.

18. Write a poem made up entirely of questions. Or write a poem made up entirely of directions.

19. Write a poem about the first time you did something.

20. Write a poem about falling out of love.

21. Make up a secret. Then write a poem about it. Or ask someone to give you a made-up or real secret, and write a poem about it.

22. Write a poem about a bird you don’t know the name of.

23. Write a hate poem.

24. Free-write for, say, 15 minutes, but start with the phrase “In the kitchen” and every time you get stuck, repeat the phrase “In the

kitchen.” Alternatively, use any part of a house you have lots of associations with-”In the garage,” “In the basement,” “In the bathroom,” “In the yard.”

25. Write down 5-10 words that sound ugly to you. Use them in a poem.

26. Write a poem in which a motorcycle and a ballerina appear.

27. Write a poem out of the worst part of your character.

28. Write a poem that involves modern technology-voice mail, or instant messaging, or video games, or… 29. Write a seduction poem in which somebody seduces you.

30. Radically revise a poem you wrote earlier this month.

Tanka/ Renga????

http://www.poets.org/viewmedia.php/prmMID/5793

Poetic Form: Tanka
The Japanese tanka is a thirty-one-syllable poem, traditionally written in a single unbroken line. A form of waka, Japanese song or verse, tanka translates as "short song," and is better known in its five-line, 5/7/5/7/7 syllable count form. One of the oldest Japanese forms, tanka originated in the seventh century, and quickly became the preferred verse form not only in the Japanese Imperial Court, where nobles competed in tanka contests, but for women and men engaged in courtship. Tanka’s economy and suitability for emotional expression made it ideal for intimate communication; lovers would often, after an evening spent together (often clandestinely), dash off a tanka to give to the other the next morning as a gift of gratitude. In many ways, the tanka resembles the sonnet, certainly in terms of treatment of subject. Like the sonnet, the tanka employs a turn, known as a pivotal image, which marks the transition from the examination of an image to the examination of the personal response. This turn is located within the third line, connecting the kami-no-ku, or upper poem, with the shimo-no-ku, or lower poem. Many of the great tanka poets were women, among them Lady Akazone Emon, Yosano Akiko, and Lady Murasaki Shikibu, who wrote The Tale of Genji, a foundational Japanese prose text that includes over 400 tanka. English-language writers have not taken to the tanka form in the same way they have the haiku, but there are several notable exceptions, including Amy Lowell, Kenneth Rexroth, Sam Hamill, Cid Corman, and Carolyn Kizer. There are many excellent anthologies of Japanese verse, most of which feature lengthy selections of tanka. Rexroth's translations, which include One Hundred Poems from the Japanese and One Hundred More Poems from the Japanese, are considered classics, and The Ink Dark Moon: Love Poems by Ono no Komachi & Izumi Shikibu, translated by Jane Hirshfield with Mariko Aratani, continues this tradition. Web site for tanka: http://www.tankaonline.com/  RENGA http://www.ahapoetry.com/renga.htm#start

Presentations

Mary
Molly
Nahoma
Kadisha

Workshop and work on new poems

The Prose Poem

ABOUT THE FORM
Excerpt from poets.org:
Though the name of the form may appear to be a contradiction, the prose poem essentially appears as prose, but reads like poetry. In the first issue of The Prose Poem: An International Journal, editor Peter Johnson explained, "Just as black humor straddles the fine line between comedy and tragedy, so the prose poem plants one foot in prose, the other in poetry, both heels resting precariously on banana peels."
While it lacks the line breaks associated with poetry, the prose poem maintains a poetic quality, often utilizing techniques common to poetry, such as fragmentation, compression, repetition, and rhyme. The prose poem can range in length from a few lines to several pages long, and it may explore a limitless array of styles and subjects.
The form quickly spread to innovative literary circles in other coutries: Rainer Maria Rilke and Franz Kafka in Germany; Jorge Luis Borges, Pablo Neruda, and Octavio Paz in Latin America; and William Carlos Williams and Gertrude Stein in the United States. Each group of writers adapted the form and developed their own rules and restrictions, ultimately expanding the definitions of the prose poem.
Among contemporary American writers, the form is widely popular and can be found in work by poets from a diverse range of movements and styles, including James Wright, Russell Edson, and Charles Simic. Campbell McGrath’s winding and descriptive "The Prose Poem" is a recent example of the form; it begins:

On the map it is precise and rectilinear as a chessboard, though driving past you would hardly notice it, this boundary line or ragged margin, a shallow swale that cups a simple trickle of water, less rill than rivulet, more gully than dell, a tangled ditch grown up throughout with a fearsome assortment of wildflowers and bracken. There is no fence, though here and there a weathered post asserts a former claim, strands of fallen wire taken by the dust. To the left a cornfield carries into the distance, dips and rises to the blue sky, a rolling plain of green and healthy plants aligned in close order, row upon row upon row.

There are several anthologies devoted to the prose poem, including Traffic: New and Selected Prose Poems and Great American Prose Poems: From Poe to the Present, as well as the study of the form in The American Prose Poem: Poetic Form and the Boundries of Genre.

http://www.poets.org/viewmedia.php/prmMID/16310

http://www.poets.org/viewmedia.php/prmMID/20957 

http://www.poets.org/viewmedia.php/prmMID/19111

Elegies and Odes

The Elegy
The elegy began as an ancient Greek metrical form and is traditionally written in response to the death of a person or group. Though similar in function, the elegy is distinct from the epitaph, ode, and eulogy: the epitaph is very brief; the ode solely exalts; and the eulogy is most often written in formal prose.
The elements of a traditional elegy mirror three stages of loss. First, there is a lament, where the speaker expresses grief and sorrow, then praise and admiration of the idealized dead, and finally consolation and solace. These three stages can be seen in W. H. Auden’s classic "In Memory of W. B. Yeats," written for the Irish master, which includes these stanzas:

With the farming of a verse
Make a vineyard of the curse,
Sing of human unsuccess
In a rapture of distress;

In the deserts of the heart
Let the healing fountain start,
In the prison of his days
Teach the free man how to praise.

Other well-known elegies include "Fugue of Death" by Paul Celan, written for victims of the Holocaust, and "O Captain! My Captain!" by Walt Whitman, written for President Abraham Lincoln.
Many modern elegies have been written not out of a sense of personal grief, but rather a broad feeling of loss and metaphysical sadness. A famous example is the mournful series of ten poems in Duino Elegies, by German poet Rainer Maria Rilke. The first poem begins:

If I cried out
           who would hear me up there
    among the angelic orders?
And suppose one suddenly 
           took me to his heart
           I would shrivel

Other works that can be considered elegiac in the broader sense are James Merrill’s monumental The Changing Light at Sandover, Robert Lowell’s "For the Union Dead," Seamus Heaney’s The Haw Lantern, and the work of Czeslaw Milosz, which often laments the modern cruelties he witnessed in Europe.

THE ODE

"Ode" comes from the Greek aeidein, meaning to sing or chant, and belongs to the long and varied tradition of lyric poetry. Originally accompanied by music and dance, and later reserved by the Romantic poets to convey their strongest sentiments, the ode can be generalized as a formal address to an event, a person, or a thing not present.
There are three typical types of odes: the Pindaric, Horatian, and Irregular. The Pindaric is named for the ancient Greek poet Pindar, who is credited with inventing the ode. Pindaric odes were performed with a chorus and dancers, and often composed to celebrate athletic victories. They contain a formal opening, or strophe, of complex metrical structure, followed by an antistrophe, which mirrors the opening, and an epode, the final closing section of a different length and composed with a different metrical structure. The William Wordsworth poem "Ode on Intimations of Immortality from Recollections of Early Childhood" is a very good example of an English language Pindaric ode. It begins:

There was a time when meadow, grove, and stream, 
The earth, and every common sight
                 To me did seem
            Apparelled in celestial light,
The glory and the freshness of a dream.
It is not now as it hath been of yore;--
             Turn wheresoe'er I may,
              By night or day,
The things which I have seen I now can see no more.

The Horatian ode, named for the Roman poet Horace, is generally more tranquil and contemplative than the Pindaric ode. Less formal, less ceremonious, and better suited to quiet reading than theatrical production, the Horatian ode typically uses a regular, recurrent stanza pattern. An example is the Allen Tate poem "Ode to the Confederate Dead," excerpted here:

Row after row with strict impunity
The headstones yield their names to the element,
The wind whirrs without recollection;
In the riven troughs the splayed leaves
Pile up, of nature the casual sacrament
To the seasonal eternity of death;
Then driven by the fierce scrutiny
Of heaven to their election in the vast breath,
They sough the rumour of mortality.

The Irregular ode has employed all manner of formal possibilities, while often retaining the tone and thematic elements of the classical ode. For example, "Ode on a Grecian Urn" by John Keats was written based on his experiments with the sonnet. Other well-known odes include Percy Bysshe Shelley's "Ode to the West Wind," Robert Creeley's "America," Bernadette Mayer's "Ode on Periods," and Robert Lowell's "Quaker Graveyard in Nantucket."

How to Write an Ode

Created by Pindar out of the traditional forms of Greek tragedy, the ode is generally defined as a rhymed poem of irregular meter that praises its subject. The English ode consists of an undefined number of 10-line stanzas.

1. 
   
   Consider the subject matter that you wish to write about, and remember that beauty can be found in the least expected places. Was watching "American Beauty" the first time you thought a plastic bag caught in the wind was beautiful?
   
2. Write a 10-line stanza of iambic verse using an ababcdecde rhyme scheme.
   
3. Proceed to write as many 10-line stanzas as desired. Use the same rhyme scheme pattern in the following stanzas, but with different rhymes. If you do this correctly, the "a" of a stanza will rhyme only with the "a" of that same stanza.
   
4. Revise as needed.

Exquisite Corpse

Here's a link:
http://www.exquisitecorpse.com/definition/About.html

3. Exquisite Corpse Round Two: Write your own poem or short story!

• Using the same directions as the first round, fold a sheet of lined paper into four rows.
• Decide whether you will write a poem or short story.
• Starting at the top, the first player has five minutes to write in the first row. Note: There should be enough space for a small paragraph or 4-5 lines of poetry. The player's last sentence or line of poetry should be written at the top of the next row. Fold the paper to hide all but the last line and give it to the second player. Players take turns—using as much paper as is necessary—until the short story or poem is complete.
• Read the poem or story aloud and experience the fruits of your collaboration!

Read more at Suite101: Exquisite Corpse - A Game for Writers: A Surrealist Writing Exercise for Groups http://www.suite101.com/content/exquisite-corpse-a58007#ixzz141ylI700

Library Computer Lab--New Ideas from Double Bloom

Today is a good day to get your poems typed up.

Your two week poetry portfolio is due on Monday.

Handout: More ideas from Double Bloom. 
American ghazal, Free Verse Villanelle, Bestiary, Ordinary Objects, Blooming Personae,  Everyday Objects
Chant Poems

Ghazals

Wikipedia: en.wikipedia.org/wiki/Ghazal

Poets.org:  Heather McHugh  www.poets.org/viewmedia.php/prmMID/15452

The Ghazal page:   www.ghazalpage.net/2010/fall_schmottlach.html

• A ghazal is a series of couplets. Each couplet is an independent poem, although a thematic continuity may develop. This feature leads to "jumps" between couplets, a discontinuity similar to the linking in a Japanese renga. According to Elizabeth T. Gray, Jr., what in English is a couplet is, in Persian, one long line with a strong caesura.
• Traditional themes that focus on romantic love and mysticism.
• Both lines of the first couplet (called the "matla") and the second line of each succeeding couplet have the same monorhyme ("qafia") and refrain ("radif").
• The refrain (radif) is the same word or short phrase (or even syllable, according to Ali).
• A. J. Arberry says that each couplet of the Persian ghazal ends in a monorhyme (words ending with the same vowel+consonant combination), but he does not mention the refrain.
• All the couplets are in the same meter. (Ali does not mention meter.)
• The poet "signs" the last couplet ("makhta") by including her/his name or pen name ("takhallus").

Ghazal (pronounced "ghuzzle") is an Arabic word that means "talking to women."

History.

The Ghazal was developed in Persia in the 10th century AD from the Arabic verse form qasida. It was brought to India with the Mogul invasion in the 12th century. The Ghazal tradition is currently practiced in Iran (Farsi), Pakistan (Urdu) and India (Urdu and Hindi). In India and Pakistan, Ghazals are set to music and have achieved commercial popularity as recordings and in movies. A number of American poets, including Adrienne Rich and W.S. Merwin, have written Ghazals, usually without the strict pattern of the traditional form.

Form.

A traditional Ghazal consists of five to fifteen couplets, typically seven. A refrain (a repeated word or phrase) appears at the end of both lines of the first couplet and at the end of the second line in each succeeding couplet. In addition, one or more words before the refrain are rhymes or partial rhymes. The lines should be of approximately the same length and meter. The poet may use the final couplet as a signature couplet, using his or her name in first, second or third person, and giving a more direct declaration of thought or feeling to the reader.

Style.

Each couplet should be a poem in itself, like a pearl in a necklace. There should not be continuous development of a subject from one couplet to the next through the poem. The refrain provides a link among the couplets, but they should be detachable, quotable, grammatical units. There should be an epigrammatic terseness, yet each couplet should be lyric and evocative.

For examples and more on Ghazals, see the anthology edited by Agha Shahid Ali: Ravishing Disunities: Real Ghazals in English (Wesleyan University Press, 2000). Included are seven lovely Ghazals by William Matthews and a number of other fine ones.

---

History: did the form of the Ghazal influence the form of the Sonnet?

Editor's Postscript [JZ]: While composing the essay on the Sonnet, I asked Len if he thought the form of the Ghazal influenced the form of the Sonnet. His reply is helpful: "I have my doubts. I would guess that many other rhyming forms were common in Italy and elsewhere in Europe in the centuries before the 13th century. The Sonnet would then be a new variant of rhyming poetry. The Ghazal employs a repeated refrain preceded by a rhyme, not just a rhyme." Len illustrates the Ghazal's form with this layout, where "1R" represents the repeated refrain preceded by a rhyme; the other lines end with non-rhyme words, represented by "A," "B," and so on:

1R 1R A 1R B 1R C 1R etc.

Presentations/Pantoums and Senryu

 Presentations

Reminder about Bennington and other contests.
Reminder about retreat Nov. 14 at Ellison Park.

Go to this link:
www.mcsweeneys.net/quarterly/senryuandpantoums.html

HMWK: Bring in Poetry Writing books for Tuesday

A Note to Jack about Songwriting/Presentatons

www.npr.org/programs/atc/features/2002/may/humphries/

ARTIST: Pat Humphries
TITLE: Swimming to the Other Side
Lyrics and Chords


[Capo 3]

{Refrain}
We are living 'neath the great Big Dipper
We are washed by the very same rain
We are swimming in the stream together
Some in power and some in pain
We can worship this ground we walk on
Cherishing the beings that we live beside
Loving spirits will live forever
We're all swimming to the other side

/ G D / Em G / C G / Em D / 1st, 2nd, 3rd / CD G D /

I am alone, and I am searching
Hungering for answers in my time
I am balanced at the brink of wisdom
I'm impatient to receive a sign
I move forward with my senses open
Imperfection, it be my crime
In humility I will listen
We're all swimming to the other side 

{Refrain}

On this journey through thoughts and feelings
Binding intuition, my head, my heart
I am gathering the tools together
I'm preparing to do my part
All of those who have come before me
Band together and be my guide
Loving lessons that I will follow
We're all swimming to the other side 

{Refrain}

When we get there we'll discover
All of the gifts we've been given to share
Have been with us since life's beginning
And we never noticed they were there
We can balance at the brink of wisdom
Never recognizing that we've arrived
Loving spirits will live together
We're all swimming to the other side 

{Refrain}

Villanelles

The form, according to Turco:

A1  (refrain)
b
A2 (refrain)

a
b
A1 (refrain)

a
b
A2 (refrain)

a
b
A1 (refrain)

a
b
A2 (refrain)

a
b
A1
A2 (refrain)

«

EXAMPLES:

Mad Girl's Love Song

I shut my eyes and all the world drops dead;
I lift my lids and all is born again.
(I think I made you up inside my head.)

The stars go waltzing out in blue and red,
And arbitrary darkness gallops in:
I shut my eyes and all the world drops dead.

I dreamed that you bewitched me into bed
And sung me moon-struck, kissed me quite insane.
(I think I made you up inside my head.)

God topples from the sky, hell's fires fade:
Exit seraphim and Satan's men:
I shut my eyes and all the world drops dead.

I fancied you'd return the way you said.
But I grow old and I forget your name.
(I think I made you up inside my head.)

I should have loved a thunderbird instead;
At least when spring comes they roar back again.
I shut my eyes and all the world drops dead.
(I think I made you up inside my head.)

--Sylvia Plath

«

The Waking

I wake to sleep and take my waking slow.
I feel my fate in what I cannot fear.
I learn by going where I have to go.

We think by feeling. What is there to know?
I hear my being dance from ear to ear.
I wake to sleep and take my waking slow.

Of those so close beside me, which are you?
God bless the Ground! I shall walk softly there,
And learn by going where I have to go.

Light takes the Tree; but who can tell us how?
The lowly worm climbs up a winding stair;
I wake to sleep and take my waking slow.

Great Nature has another thing to do
To you and me; so take the lively air,
And, lovely, learn by going where to go.

This shaking keeps me steady. I should know.
What falls away is always. And is near.
I wake to sleep, and take my waking slow.
I learn by going where I have to go.

--Theodore Roethke

«

One Art

The art of losing isn't hard to master;
so many things seem filled with the intent
to be lost that their loss is no disaster.

Lose something everyday. Accept the fluster
of lost door keys, the hour badly spent.
The art of losing isn't hard to master.

Then practice losing further, losing faster:
places and names, and where it was you meant
to travel. None of these will bring disaster.

I lost my mother's watch. And look! my last, or
next-to-last, of three loved houses went.
The art of losing isn't hard to master.

I lost two cities, lovely ones. And, vaster,
some realms I owned, two rivers, a continent.
I miss them, but it wasn't a disaster.

--Even losing you (the joking voice, a gesture
I love) I shan't have lied. It's evident
the art of losing's not too hard to master
though it may look like (Write it!) like disaster.

--Elizabeth Bishop

«

Villanelle for D.G.B.

Every day our bodies separate,
exploded torn and dazed.
Not understanding what we celebrate

we grope through languages and hesitate
and touch each other, speechless and amazed;
and every day our bodies separate

us farther from our planned, deliberate
ironic lives. I am afraid, disphased,
not understanding what we celebrate

when our fused limbs and lips communicate
the unlettered power we have raised.
Every day our bodies' separate

routines are harder to perpetuate.
In wordless darkness we learn wordless praise,
not understanding what we celebrate;

wake to ourselves, exhausted, in the late
morning as the wind tears off the haze,
not understanding how we celebrate
our bodies. Every day we separate.

--Marilyn Hacker

Presentations today and Thurs.

Student presentations for workshop.

Tuesday--Nautica, Lauren, Kadisha

Thursday--Meredith, Rachel, Amanda

With the remaining time, work on your final portfolio of poems, conference, workshop with peer, etc.

Jamilah/Molly Present/ Group workshops

2nd packet of poems due today.

Final portfolio due Thursday, Oct. 14

10 poems--at least 5 poems in final, typed, revised form;  other poems may be works in progress or "finished" poems, but should show attempts at exercises and prompts from class assignments and handouts.

Don't forget the textbook for more ideas for poems.

Sestinas

KNOW THE PATTERN. A sestina consists of six sestets (6-line stanzas) and one tercet (3-line stanzas). Each sestet contains the same 6 end-words, but in different a order for each stanza. The final stanza, the tercet, contains 2 "end-words" per line. Following is the pattern for the sestina ==> stanza 1: 1,2,3,4,5,6; stanza 2: 6,1,5,2,4,3; stanza 3: 3,6,4,1,2,5; stanza 4: 5,3,2,6,1,4; stanza 5: 4,5,1,3,6,2; stanza 6: 2,4,6,5,3,1; final stanza: 1&2,3&4,5&6.

2

CHOOSE YOUR 6 WORDS. When deciding on your 6 words, focus on versatility in terms of parts of speech, meaning, and usage. For example, the word "hand" can be a verb or a noun (as in the sentences "Hand me the towel" and "We shook hands," respectively.) "Hand" can be used in idioms (e.g. give me a hand, on the other hand). And finally, "hand" just has a plethora of definitions (e.g. a poker player's cards, a worker).

3

REVIEW & REVISE YOUR 6 WORDS. Are all of your words nouns? Are they all verbs? Do they seem to point to one specific subject matter you're planning to write about? If so, I'd suggest diversifying. Throw some adjectives in there; open a magazine or book, put your finger on the page, and write whatever word it lands on; or add a word that seems completely unrelated to the others.

4

ORGANIZE. Although it might seem tedious to organize ahead of time, it will save you from the grief that comes when realizing you've finally perfected your sestina, but you accidentally messed up the pattern in the third stanza, making the patterns in stanzas 4, 5, 6, and 7, also incorrect. So, on a piece of paper, make 3 columns. The first column is for the number pattern, the second is for the end-words, and the third is for your lines of poetry. If you are staring at a blank computer screen, make a table with 3 columns and 7 rows. Go to your TABLE panel or dropdown, click "Insert Table," and enter the number or columns and rows. (READ STEP 5 before writing the end-words down.)

5

WRITE. There are many ways to start a sestina, so experiment and find what is right for you. As for me, I like starting the first stanza without a particular order in mind for my 6 words. I just make sure one of the 6 words is at the end of each line. Only after writing that first stanza do I fill in my end-word column.

6

USE OTHER DEVICES. Don't let the end-words fool you; they are not necessarily the most important part of the sestina. Don't be afraid to repeat other words, too. This can actually draw some attention away from the end-words, adding a different type of rhythm and also warding off the dreaded monotony that can result from a sestina gone wrong. Enjambment can also create this effect.

7

BE FLEXIBLE. If you are accustomed to writing free verse, the sestina's constraints may seem to take away from what you want to say or what you're trying to do in your poem. However, I suggest that instead of not quite writing the poem you wanted to write, allow yourself to write a different poem than what you'd imagined when you began. There are many surprises to be found when writing in forms.

/

Morning News

by Marilyn Hacker

Marilyn Hacker

Spring wafts up the smell of bus exhaust, of bread   

and fried potatoes, tips green on the branches,

repeats old news: arrogance, ignorance, war.

A cinder-block wall shared by two houses

is new rubble. On one side was a kitchen

sink and a cupboard, on the other was

a bed, a bookshelf, three framed photographs.

Glass is shattered across the photographs;

two half-circles of hardened pocket bread

sit on the cupboard. There provisionally was

shelter, a plastic truck under the branches

of a fig tree. A knife flashed in the kitchen,

merely dicing garlic. Engines of war

move inexorably toward certain houses

while citizens sit safe in other houses

reading the newspaper, whose photographs

make sanitized excuses for the war.

There are innumerable kinds of bread

brought up from bakeries, baked in the kitchen:

the date, the latitude, tell which one was

dropped by a child beneath the bloodied branches.

The uncontrolled and multifurcate branches

of possibility infiltrate houses’

walls, windowframes, ceilings. Where there was

a tower, a town: ash and burnt wires, a graph

on a distant computer screen. Elsewhere, a kitchen

table’s setting gapes, where children bred

to branch into new lives were culled for war.

Who wore this starched smocked cotton dress? Who wore

this jersey blazoned for the local branch

of the district soccer team? Who left this black bread

and this flat gold bread in their abandoned houses?

Whose father begged for mercy in the kitchen?

Whose memory will frame the photograph

and use the memory for what it was

never meant for by this girl, that old man, who was

caught on a ball field, near a window: war,

exhorted through the grief a photograph

revives. (Or was the team a covert branch

of a banned group; were maps drawn in the kitchen,

a bomb thrust in a hollowed loaf of bread?)

What did the old men pray for in their houses

of prayer, the teachers teach in schoolhouses

between blackouts and blasts, when each word was

flensed by new censure, books exchanged for bread,

both hostage to the happenstance of war?

Sometimes the only schoolroom is a kitchen.

Outside the window, black strokes on a graph

of broken glass, birds line up on bare branches.

“This letter curves, this one spreads its branches

like friends holding hands outside their houses.”

Was the lesson stopped by gunfire? Was

there panic, silence? Does a torn photograph

still gather children in the teacher’s kitchen?

Are they there meticulously learning war-

time lessons with the signs for house, book, bread?

Nahoma/Mary Presentations/power of the word--Lucille Clifton

1st period--Presentations, and video Lucille Clifton

Contests: Bennington,  NFAA, Blue Pencil Online, VSA, Scholastic

2nd Period: Work on poems for handing in on Thurs. 10/7  2-5 revised poems from exercises

15 words/Power of the Word

Ask Me

User Rating: 8.3 /10 (37 votes) - vote - 1 2 3 4 5 6 7 8 9 10 Print friendly version E-mail this poem to e friend Send this poem as eCard Add this poem to MyPoemList

Some time when the river is ice ask me mistakes I have made. Ask me whether what I have done is my life. Others have come in their slow way into my thought, and some have tried to help or to hurt: ask me what difference their strongest love or hate has made. I will listen to what you say. You and I can turn and look at the silent river and wait. We know the current is there, hidden; and there are comings and goings from miles away that hold the stillness exactly before us. What the river says, that is what I say. William Stafford  I Go Back to May 1937 (from The Gold Cell) I see them standing at the formal gates of their colleges, I see my father strolling out under the ochre sandstone arch, the red tiles glinting like bent plates of blood behind his head, I see my mother with a few light books at her hip standing at the pillar made of tiny bricks with the wrought-iron gate still open behind her, its sword-tips black in the May air, they are about to graduate, they are about to get married, they are kids, they are dumb, all they know is they are innocent, they would never hurt anybody. I want to go up to them and say Stop, don't do it--she's the wrong woman, he's the wrong man, you are going to do things you cannot imagine you would ever do, you are going to do bad things to children, you are going to suffer in ways you never heard of, you are going to want to die. I want to go up to them there in the late May sunlight and say it, her hungry pretty blank face turning to me, her pitiful beautiful untouched body, his arrogant handsome blind face turning to me, his pitiful beautiful untouched body, but I don't do it. I want to live. I take them up like the male and female paper dolls and bang them together at the hips like chips of flint as if to strike sparks from them, I say Do what you are going to do, and I will tell about it. SHARON OLDS

Poetry Writing Exercises from The Poetry Resource Page www.poetryresourcepage.com/teach/pex.html

WRITING EXERCISES: POETRY

Alliteration Exercise Make a list of twenty phrases that use alliteration, such as the sun settled on the south hill with sudden color. Pick two or three of these phrases and try to build images around them. Use at least one of these images in a poem. Body Exercise Make a list of fifteen physical experiences that you’ve had, such as falling out of a tree, riding a roller coaster, or jumping on a trampoline. Choose one from your list and use images to create a lyric poem about the experience. (by Jay Klokker, from The Practice of Poetry, Robin Behn and Chase Twichell, eds.) Body Part Exercise Write a poem addressed to a particular body part. Make sure you maintain a consistent tone and focus. Childhood Exercise Try to remember everything you can about a particular event that occurred when you were a child. In can be any type of experience, now matter how insignificant. Make a list of all the details you can remember. Once you’ve finished your list, build a narrative poem around it. Keep in mind that you don’t have to be faithful to the past. You can change details, descriptions, or actions if the change will make the poem work better. Circular Poem Write a short poem that begins and ends with the same line. The reader should feel differently about the line the second time around because of what has happened in the poem. Confession Exercise Write a poem in which you confess to a crime you didn’t commit. You can create the circumstances – perhaps you’re talking to a priest, or you’re being interrogated by police. Turn your confession into a narrative poem in which you describe the events leading up to your crime. Construction Exercise Write a poem in which you literally build or take apart something for the reader. Describe each step of the process for the reader, incorporating technical terms and descriptions of materials. Create a lyric or narrative poem that “shows” the reader how it’s done. (by Deborah Digges, from The Practice of Poetry, Robin Behn and Chase Twichell, eds.) Crime Exercise Write a “confession” poem detailing an emotional crime and how you committed it. OR Write a poem in the voice of a murderer. Make the reader sympathetic to the murderer. Death Exercise Freewrite about the first experience with death you can remember, whether it involved a person or an animal. Then freewrite about your most recent experience with death. Combine the details, memories, and images from the two into a lyric or narrative poem. Dream Exercise Many people have recurring dreams – of flying, of being chased, of being in a particular location or situation. Write a poem about such a dream that uses repetition to capture its obsessive nature. Try to repeat fragments rather than simply initial words or complete sentences; let the repetition interrupt the flow of the dream-story. Dying Exercise Write a poem in which you speak after your own death. In it, describe what death looks and feels like. Describe how it feels to be conscious at the time of death, what your emotions are. Give advice to the living about how they should face death. Elegy Exercise Using the third person, write an elegy poem for yourself, imaging that you’ve just died at the age of ninety. Include a description of yourself, and things that you would like to be remembered for/by. You may want to include places you’ve been, inventions you’ve created, famous people you’ve met, your talent for singing or dancing or cooking, your favorite book or movie or color, where you had your first kiss, what you did for a living, how many times you were married, how many children you had, all the states or countries you’ve lived in, etc. Endless Exercise Write a poem of about thirty lines that consists of a single sentence. Experiment with clauses and phrases and parallel structure. Try to keep the sentence moving forward, enjambing it across lines in different ways, while making sure it is grammatically correct. This type of exercise will help you develop flexibility as a writer, teaching you new ways to phrase things and new ways to play with the syntax of a line. (by Richard Jackson, from The Practice of Poetry, Robin Behn and Chase Twichell, eds.) Erotic Exercise Brainstorm a list of everyday activities, such as washing the dishes, chopping vegetables, mowing the lawn, going grocery shopping, etc. Choose one and describe it in precise detail, focusing on every action it requires, all the little sensory moments involved. Take all of these details and images and use them to write a lyric poem in which you make some everyday experience sound erotic. OR Choose a landscape to describe. It can be any kind of landscape, but try something nontraditional – a junkyard or an empty parking lot. Use your descriptions and images to write a lyric poem in which you make the landscape seem erotic. Good and Evil Exercise The traditional imagery for good and evil is light and dark, white and black. Brainstorm a list of images called up by the two opposites. Then write a poem that reverses traditional expectations. In other words, write a poem about what is beautiful or inspiring about the dark, or a poem about what is awful or terrifying about the daylight. Fairy Tale Exercise Write a lyric poem in which you adopt the persona of a character from a fairy tale. For example, you could describe the way Snow White feels while she sleeps inside her coffin, or how the Prince feels as he holds Cinderella’s glass slipper in his hand. False Memory Exercise Write a poem in which you “remember” something that never happened. Use strong sensory images to convince the reader it really happened. Family Exercise Write a poem in which you adopt the persona of a parent or grandparent. Write the poem in the form of a letter addressed to your significant other. Describe your feelings for this person, the way they look and smell, memories that you have of them, where or how you met, etc. Fear Exercise Think of something you were afraid of as a child. Write a poem in which you describe what it was and how it made you feel. You can write from the point of view of an older person looking back on it, or you can write from the point of view of the child you once were. Field Guide Exercise Read the descriptions in a book of natural history or a field guide, such as a guide to birds, mushrooms, or wildflowers. Write a poem about a plant, bird, rock, animal, or fish from the book. Incorporate information from the book in the poem to help the reader identify your subject. First Line Exercise Take one line from a poem of your own that is unfinished or a poem by another poet. It does not matter where the line occurs in the poem, but you want to select the best line from the poem. Use this line as the first line of a new poem. Try to maintain the same quality of sound, language and thought that the first line presents. (by Stephen Dunn, from The Practice of Poetry, Robin Behn and Chase Twichell, eds.) Foreign Objects Exercise Many poems arise out of everyday life – something you may have walked or driven by a hundred times and suddenly noticed for the first time. Part of learning to write poetry is learning to look around and observe both the ordinary and the unusual. Exercise: Spend half an hour walking around outside (on campus or in a parking lot, for example). Pay attention to the objects you see. Make a list of five “foreign objects” (such as a Band-aid stuck to a stop sign or a scarf hanging from a tree). Once you’ve made your list, try to imagine the story behind the object – how it ended up where you found it. Build a narrative poem around the object. OR Describe the scene in great detail – the landscape surrounding the object, then the object itself. Build a lyric poem around the object. Function Exercise Choose one object in your room and make a list of all of the ways you could use it, or all of the things you could do with it. For example, a glass can be used to drink from, to pour from, to collect rain water, to turn upside town and catch a fly under, etc. Turn your list of functions into a lyric poem, using the object as the title. (by Jack Myers, from The Practice of Poetry, Robin Behn and Chase Twichell, eds.) Gesture Exercise Spend twenty minutes observing people in a public place. Make a list of the gestures that people make, no matter how subtle. For example, the way a child twirls her hair around a finger, or the way a woman tucks loose strands of hair behind one ear. Choose one gesture and describe its motions in great detail. Build a poem around this moment and what you think it tells you about the person. God Exercise Write a poem to God. Make it a tirade, a complaint, a request. OR Write a poem as God. Let God explain, refute, deny, defend. OR Write a poem in which God is a traffic cop, a new anchor, a porn star, a grocery clerk. Hands-on Exercise Choose half a dozen small objects from around the house (like a fork, a toothbrush, or a stapler). Close your eyes and run your hands over each object. Write a description of what the object feels like, and how you think it looks. Use metaphor and simile to compare the feel or shape of the object to something else. When you have written descriptions for each of the objects, choose one to write a poem about. Describe the poem in such a way that a blind person could tell what it looks like. History Exercise The poet James Merrill wrote “we understand history through the family around the table.” Think about ways your own family’s story overlaps with the story of others – a historical event, an ethnic group, a social issue. Write a poem about someone in your family and how his or her story is related to history. (based on an exercise by David Wojahn, from The Practice of Poetry, Robin Behn and Chase Twichell, eds.) Home Exercise Think about your childhood home, recalling the inside (hallways, rooms, closets, etc.) and the outside (the front yard, back yard, trees, swing sets, etc.). Focus on a place inside or out that was special to you. Describe the time you spent there, the things you did, the discoveries you made, the emotions you felt, why you went there, etc. Imitation Exercise Find a contemporary poem that you admire. Write a poem in which you imitate the style, tone, theme, sentence structure, etc. of the original poem. You may want to borrow the poem’s first line and use it to write a poem of your own. You may want to write on a similar topic – a childhood memory, describing an everyday object, providing a narrative for a photograph, etc. Inanimate Object Exercise Choose one inanimate object in your room. Describe what it looks like, and describe the room around it. When you’ve finished your descriptions, write a poem in which you adopt the persona of the inanimate object: what does it think, what does it feel, what does it look out at day after day after day, etc. Interior Monologue Exercise Write a poem in which you adopt the persona of someone famous (they can be dead or alive). Imagine this person sitting alone, looking out over the Grand Canyon at sunrise, reflecting on his or her life. Write a poem in which you convey this person’s character through his or her internal thoughts. Isolation Exercise Write a description pf one particular element of a set. For example, you can describe one book on a shelf, one face in a crowd, one bird on a telephone line, etc. Try to describe both the characteristics of the group/set, and to distinguish what makes the one member you’re focusing on different from the others. Turn your description into a lyric poem. (by Michael Pettit, from The Practice of Poetry, Robin Behn and Chase Twichell, eds.) Landscape Exercise Go somewhere scenic – to a park or a lake, for example. Describe the landscape that surrounds you using sight, sound, smell, and tactile images. Build a lyric poem out of these images. OR Go somewhere urban – downtown Chicago or St. Louis, for example. Describe the landscape of the city using sight, sound, smell, and tactile images. Build a lyric poem out of these images. Letter Exercise Write a poem in the form of a letter to someone who is dead. In it, make a confession about something you did to them when they were still alive. OR Write a poem in the form of a letter imagining that you are dead. In it, tell them something you meant to tell them while you were still alive. (based on an exercise by Robin Behn, from The Practice of Poetry, Robin Behn and Chase Twichell, eds.) Life or Death Exercise Write a lyric poem in which you describe yourself being born. Describe what it feels like inside the birth canal, what it feels like as you push your way out, what you see, smell, hear or taste, etc. OR Write a lyric poem in which you describe the moment of your death. Describe how you feel as you take your last breath. Describe the last thing you see, hear, touch, taste, smell or feel. Describe who is with you, where you’re at, etc. Metaphor Exercise Take something negative about yourself – an abstract concept, like fear, depression, hatred, loneliness, or cruelty – and find a concrete image for what it feels like. Maybe it feels like a weight pressing down on your, like walking down a dark street at night, or waking up in an abandoned house. Once you decide on a topic and an image, draw out the image in a lyric poem with the topic as your title. Newspaper Exercise Read the newspaper. Pick one story from the paper, and write a poem in which you take on the persona of someone involved in the story. Write a narrative poem in which you tell the story from that person’s point of view. (based on an exercise by Mary Swander, from The Practice of Poetry, Robin Behn and Chase Twichell, eds.) Opening Lines Exercise Below are the opening lines from some short stories and novels. Pick one that interests you and see what kind of poem it generates: Come into my cell. Make yourself at home. Night fell. The darkness was thin, like some sleazy dress that has been worn and worn. There is an evil moment on awakening when all things seem to pause. It was a pleasure to burn. It was a special pleasure to see things eaten, to see things blackened and changed. “Notice the sensuous curve of the breast.” God help me. She lay in the dark and cried. The big house was still, almost empty. (from Writing Poems , Robert Wallace and Michelle Boisseau, eds.) Personals Exercise Write a persona poem in which you take on the personality of an older, single adult of the opposite gender. Write a poem in the form of a personals ad in which you describe yourself and your interests, and then describe the type of man or woman you would be interested in dating. Personification Exercise Look around your bedroom, kitchen, living room, or bathroom. Make a list of objects that seem to have moods or personalities. Choose five of them and create a description of each one’s personality or mood. Pick one of your descriptions and build a poem around it. Pet Exercise Write a persona poem from the point-of-view of your pet. Describe your environment, your day-to-day activities, the food you eat, where you sleep, where you use the restroom, the toys you play with, what you think about, the way your owner behaves, etc. Photograph Exercise Look through an old family album. Find a picture that you’re not in and write a lyric poem that describes the person and/or scene. OR Look through a book of historical photographs. Write a lyric or narrative poem based on the person and/or scene. Picturing Exercise Think of someone in your family, imagining them doing something they typically do – like, your mother gardening or your brother sketching pictures under a tree. Freeze them there in your mind in an “imaginary” photograph. Describe the photograph as if it were real, using the details to reveal something about this person’s character. Piece by Piece Exercise Write a poem in which you describe an object – not in its entirety – but piece by piece. Do not say what the object is. Let the individual parts explain the whole. Language Play Exercise Make a list of twenty phrases in which you use words as different parts of speech, such as he turned to me with a shadowing stare or her kisses purpled his flesh. Once you’ve made your list, choose one phrase to build a lyric or narrative poem around. Reflection Exercise Look at yourself in a mirror for as long as you can stand it. Describe yourself in as much detail as possible. Build a poem around your own reflection: the way your body changes over time, the small details of your face that no one notices, the reality of “facing” yourself, etc. Repulsion Exercise Make a list of things you find repulsive – the smell of garbage, fast food employees, people who never shut up, etc. Choose one and write a poem in which you describe that person, place or thing in such a way that it becomes beautiful. Sandwich Exercise Find a short lyric poem you really like and type it on your computer, leaving three blank lines between each line of the poem. Print it out. In the spaces between each line, fill in a new line of your own that seems like it would sound right following the line original line before it. Once you have filled in all the spaces with lines of your own, cross out all the typed lines from the original poem. Revise the poem using only the lines that you have written. (by J. D. McClatchy, from The Practice of Poetry, Robin Behn and Chase Twichell, eds.) Scene Exercise Sit in one place for fifteen minutes and write down everything you observe about the place: sights, sounds, smells, feelings, colors, temperature, lighting, etc. Once you have a complete description, create a poem that develops a scene through a series of images. Scissors Exercise Take a poem that you’ve been working on but have been unable to get “to work.” Type it up, double-spaced, and print it out. Cut it into pieces – cutting so that phrases and chunks of sound or sense stay together. Throw away any extra parts, then take all of the “pieces” and try rearranging them in different orders. Add whatever you need, and keep moving things around until it “works.” (by Chase Twichell, from The Practice of Poetry, Robin Behn and Chase Twichell, eds.) Secondhand Memory Exercise Talk with your parents or someone else who would know about your childhood. Try to find out something you didn’t know about yourself and then write about it as if you remembered it. Sexual Metaphor Exercise THE GROUNDFALL PEAR Jane Hirshfield It is the one he chooses, yellow, plump, a little bruised on one side from falling. That place he takes first. Using Hirshfield’s poem as a model, write a short (4-5 line) lyric poem that is a metaphor for sex, desire, or love. Shame Exercise Write a poem about an experience that caused you to feel a sense of shame. Shape Exercise Sit in one room and make a list of descriptions of various objects and their shapes. Try to be as exact as possible, and to make the description of the different shapes distinct. Meditate on the shape and form of objects. Try to build a poem around one or the objects, a particular shape, or the idea of form. Suspense Exercise Write a poem in which you withhold the subject and verb for as long as possible; begin with a preposition or adverb, then pile up the phrases and clauses. Syllabic Exercise Write a poem that is composed of only one-syllable words, or a poem that alternates between one and two-syllable words. Voice Exercise Write a poem in which you take on the voice of one of the following: A used napkin A scalpel A turtle turned upside down by a group of children A washing machine A framed photograph A ceiling fan An unopened letter A remote control Widow Exercise Write a poem in the voice of a widow whose husband has drowned. Invent any story you like about how this happened – he was a fisherman who was washed overboard in a storm or he was in a boat that capsized. Imagine that the widow, who now hates water, is forced to confront it due to circumstances beyond her control. Perhaps she goes to visit a friend who lives by a lake, or she must jump in a pool to save a child who has fallen in. Write a poem in which you adopt the persona of the widow. In her voice, describe what you see and feel as you look out at the water. (by Maura Stanton, from The Practice of Poetry, Robin Behn and Chase Twichell, eds.) Window Exercise Write a poem describing a scene outside your window. Do this even if your window faces a brick wall or a boring landscape; use your imagination to make it interesting. Word List Exercise Writing poetry teaches you to experience language in new ways, and the most important thing that you can do as a writer is to develop a relationship with words – to look at them individually, to learn how to see and hear and taste and feel the different textures of each word, and then to learn ways to weave words together into poems. Exercise: Make a list of twenty-five of the most beautiful/sensual/or poetic words you can think of. (For example, some of my favorite words are: obsidian, wisp, hollow, trickle, iridescent, and flicker.) If you can’t think of any off the top of your head, flip through the dictionary. Once you have your list of words, pick one to try to build a poem around. The word can be the title of your poem, part of an image, central to a narrative, or just a word in a line.

Ekphrastic Poetry/Savannah Presentation

Friday, 9/17--Writing circle and workshop



Ekphrasis: writing that comments upon another art form, for instance a poem about a photograph or a novel about a film.  Keats' "Ode on a Grecian Urn" is a prime example of this type of writing, since the entire poem concerns the appearance and meaning of an ancient piece of pottery.

Thou still unravish'd bride of quietness,
    Thou foster-child of silence and slow time,
Sylvan historian, who canst thus express
    A flowery tale more sweetly than our rhyme:
What leaf-fring'd legend haunt about thy shape
    Of deities or mortals, or of both,
        In Tempe or the dales of Arcady?
    What men or gods are these?  What maidens loth?
What mad pursuit?  What struggle to escape?
        What pipes and timbrels?  What wild ecstasy?

Heard melodies are sweet, but those unheard
    Are sweeter: therefore, ye soft pipes, play on;
Not to the sensual ear, but, more endear'd,
    Pipe to the spirit ditties of no tone:
Fair youth, beneath the trees, thou canst not leave
    Thy song, nor ever can those trees be bare;
        Bold lover, never, never canst thou kiss,
Though winning near the goal - yet, do not grieve;
        She cannot fade, though thou hast not thy bliss,
    For ever wilt thou love, and she be fair!

Ah, happy, happy boughs! that cannot shed
    Your leaves, nor ever bid the spring adieu;
And, happy melodist, unwearied,
    For ever piping songs for ever new;
More happy love! more happy, happy love!
    For ever warm and still to be enjoy'd,
        For ever panting, and for ever young;
All breathing human passion far above,
    That leaves a heart high-sorrowful and cloy'd,
        A burning forehead, and a parching tongue.

Who are these coming to the sacrifice?
    To what green altar, O mysterious priest,
Lead'st thou that heifer lowing at the skies,
    And all her silken flanks with garlands drest?
What little town by river or sea shore,
    Or mountain-built with peaceful citadel,
        Is emptied of this folk, this pious morn?
And, little town, thy streets for evermore
    Will silent be; and not a soul to tell
        Why thou art desolate, can e'er return.

O Attic shape!  Fair attitude! with brede
    Of marble men and maidens overwrought,
With forest branches and the trodden weed;
    Thou, silent form, dost tease us out of thought
As doth eternity: Cold Pastoral!
    When old age shall this generation waste,
        Thou shalt remain, in midst of other woe
    Than ours, a friend to man, to whom thou say'st,
"Beauty is truth, truth beauty," - that is all
        Ye know on earth, and all ye need to know.





The Poet Speaks of Art

Introductory Remarks by Harry Rusche on Poets and Paintings

Ever since the Roman poet Horace set down in his Ars Poetica (c. 13 BC) the dictum "ut pictura poesis"--"as is painting, so is poetry"--the two arts have been wedded in the critical mind. Poets and painters sometimes turn to one another for inspiration, and the dialogue has been mutually beneficial. Painters and illustrators have often been inspired by literature, especially in the eighteenth and nineteenth centuries. The critic Richard Altick says, for example, that between 1760 and 1900 there existed around 2,300 paintings based on Shakespeare's plays alone. These Shakespeare paintings are only one-fifth of the 11,500 paintings on subjects and scenes from literature--and we are talking only about paintings done in England during those years! Sheer numbers indicate the influence of authors on artists. Listed in the section on additional readings are several books that discuss the relationships between art and literature.
The road runs both ways, of course, and writers turn as well to paintings for their inspiration. In the small anthology of poems and paintings exhibited here, some interesting questions arise as we contemplate the relationship between the poem and the picture. Is the poem simply an objective verbal description of the work of art, or does the poet make conclusions about what the painting means? Could you reconstruct the painting from the poem without actually seeing it? Why does the poet dwell on some features of the the painting and ignore other aspects of the picture? Do you agree with the meaning the poet "reads" in the painting, or do you think the writer misreads it or warps the scene depicted to personal ends?


Go to link:
homepage.mac.com/mseffie/assignments/paintings&poems/titlepage.html

Wednesday Poem Sketching / Words/Savannah

Warm-up writing:
Poem Sketching

Presentation Workshop:  Savannah

Computer time?

Remember:  Poems due Friday for grade and Reading Circle/Group Workshop
2-5 polished, revised poems or 2 poems plus early drafts of others

HMWK: For next Tuesday, Read Ch. 1 in Poetry Writing, bring textbook to class

Synchronicity/3 meditations--Zach and Jahmal present

Go over synchronicity exercise (Georgia Heard) and Addonizio's 3 Meditations
Workshop Zach and Jahmal
Writing time


HMWK:  2-5 typed polished poems for Friday (for grade)

Starlight


Philip Levine



My father stands in the warm evening

on the porch of my first house.

I am four years old and growing tired.

I see his head among the stars,

the glow of his cigarette, redder

than the summer moon riding

low over the old neighborhood. We

are alone, and he asks me if I am happy.

``Are you happy?'' I cannot answer.

I do not really understand the word,

and the voice, my father's voice, is not

his voice, but somehow thick and choked,

a voice I have not heard before, but

heard often since. He bends and passes

a thumb beneath each of my eyes.

The cigarette is gone, but I can smell

the tiredness than hangs on his breath.

He has found nothing, and he smiles

and holds my head with both his hands.

Then he lifts me to his shoulder,

and now I too am among the stars,

as tall as he. Are you happy? I say.

He nods in answer, Yes! oh yes! oh yes!

And in that new voice he says nothing,

holding my head tight against his head,

his eyes clsoed up against the starlight,

as though those tiny blinking eyes

of light might find a tall, gaunt child

holding his child against the promises

of autumn, until the boy slept

never to waken in that world again.

Sept. 9

Sept. 7 12th grade Rights and Responsibilities assembly

Sept. 9  Workshop:  Jahmal and Jack present poems
Class breaks into smaller groups to go over summer writing or The Mind's Eye exercises from handout

Review    CHARACTERISTICS OF A POEM:

1. Lineation--line length and division

2. Sound/Music--the effects of rhyme, repetitions of various sorts, and the effects produced by specific word combinations

3. Rhythm--recurrent patterns of sound, pitch, stress, accent, etc. including both formal metrics and less formal repetitive syntactical, grammatical, andt hematic patterns

4. Compression--the art of folding into the poem more meaning than a literal reading produces; this might include not only removing linguistic deadwood but also strengthening image and symbol
(Michael Collins,  The Art and Craft of Poetry)

Advanced Poetry Course Syllabus

Course Description

This semester  course is for senior Creative Writing students interested in studying the craft of poetry and writing original poetry. An open mind and supportive attitude will be essential as we workshop each other’s poems. We will be exploring several approaches to the art of writing poetry through a variety of different exercises to generate poems in open and closed forms.  Students will publish their best work in a class-produced literary publication. Other projects include recording our own spoken-word poetry CD, researching a modern-day poet to research and briefly presenting his/her findings. Students will organize their best original work into a final portfolio project, and as a class, we will seek contest and other publication opportunities.

Course Focus

This course is designed into two equal parts:

1. Poetry reading, studying, and discussion

• your reactions to poets and their work

• overall messages and tones of poems

• poetic elements’ connection to poets’ purpose

2. Writing and publishing original poems

• personal choice; individual inspiration from people, art, and the world in general; and reflection on others’ work will be used to inspire your poet’s pen

• approaches to writing and composing / how to draft then write poems

• different poetic formats and layouts, as well as lining and titling poems

• work-shop approach to writing poems: drafting, revising, peer-editing,

teacher/student conference time, and then sharing

Major Sections of the Course

• Daily writing time

• End of week read-arounds: students share their own polished, original work

• Weekly time to peruse poems and poets of your own choice from any era, classical to modern

• Weekly assignments relating to the poet’s craft and literary techniques

• Weekly work within a writing workshop group for peer feedback, support, revision, and editing

• Conference time with teacher to get feedback on poems and projects in progress

• Handouts pertinent to the course of study

Major Assignments

• Writing of two to five original, polished poems every two weeks

• Sincere writing workshop participation

• Preparation for class discussion of poems

• Modern Poet Presentation

·         Spoken Word CD Project

• Final Portfolio Project

Course Outline (subject to changes and tweaks ☺)

Key Concepts

• Why poetry?

• When and how poems resonate

• Guidelines for reading poems

• Finding topics and suggestions—Poem Ideas List

• Models for approaching writing

• Writing Territories

• Lining and titling

• Format and layout; rhythm and rhyme; free and blank verse;

• Poetic elements

• TPCASTT

• How to choose a workshop group

• How to be an effective workshop participant

Weekly units (based on Kevin Clark’s The Mind’s Eye)

Unit 1  Words That Paint, Colors That Speak

Unit 2  The Lively Image vs. The Deadly Cliché

Unit 3  The Sound of Contemporary Poetry

Unit 4  Conflict and Transformation

Unit 5  Do Poems Have Plot?

Unit 6 Empathy and Creativity

Unit 7 Leaping Through Time and Space

Unit 8 Frames and Forms

Unit 9 Stanzas, Prose, and the Field of the Page

Unit 10 Surrealism

Unit 11 Writing About Sadness

Unit 12 Poetry and Eros

Unit 13 The Poetry of Witness

Unit 14 Stretching the Imagination

Unit 15 Breaking the Rules, Nurturing the Weird

End of 3^rd Marking Period—Focus on class anthology, final portfolios, and spoken poetry CD recording

• EXAM PORTFOLIO=25% of final MP grade