Poetry and Poetic Speech
March 31st
– May 21st, 2014
MW 9:00-10:30 , Room 1
Shane Abrams
Course Texts
Note: the vast majority of course
texts will be provided in handouts by the instructor or by the students
themselves; a folder, binder, or other organizational system is highly
recommended.
The
following blog will also serve as a resource for disseminating materials and
texts:
Course Description
This
course will provide students a foundation in poetry and poetic performance
through the study of the written and spoken word. Each student will expand his
or her current relationship with poetry, no matter how broad or narrow it is at
the beginning of the course. Additionally, students will participate in
workshop and performance exercises which will develop appreciation of poetry
through a social lens. Each student will become more intimately familiar with the
art of poetry through the exploration of writing, speech, and music composed by
established artists, by peers, and by him or herself.
Learning Outcomes and
Essential Questions
During
this course, students will develop the ability to…
· engage in the analysis,
discussion, and interpretation of both written and spoken poetry.
· analyze and appreciate poetry
affectively and intellectually.
· recognize and articulate the
relevance of poetry both in the academic world and also in the broader global
community.
· write, revise, and share original
works of poetry.
· provide relevant and constructive
feedback in a peer writing workshop environment.
We will
aim to explore—perhaps even answer—some of the following questions:
· How do poets use language to
pursue personal and social truth?
· How are reading, writing, speaking,
and listening related and independent?
· What importance does poetry hold
in historical and contemporary society?
· What are the benefits to group
involvement and interaction in artistic expression?
Outcomes Assessment
The
following assignments will be used to assess students’ progress toward learning
outcomes: participation & attendance (graded daily); daily in-class
journals (graded twice per block); participation in Boulder Prep’s Annual
Poetry Jam; in-class and out-of-class assignments; and a cumulative final
portfolio. Additionally, other artistic or academic assignments will be
collected and assessed when the instructor sees appropriate.
Classroom Policy –
Grading, Attendance, and Comportment
*** My classroom is a place for
personal growth, be it intellectual, emotional, or otherwise. I expect all
students to help me maintain an environment conducive to such growth. All
students are entitled to the right to improve and evolve, and no person should
infringe upon this right in any manner. My classroom will be a safe and
respectful environment for my students to exercise their right to learn. ***
Attendance and Breaks
Students
should attend all classes as possible. There will be only 16 sessions of Poetry
and Poetic Speech; each absence is detrimental to learning potential. I will
not deduct points for absences, whether they are excused or unexcused.
Even though I will not
lose any points for being absent, I am responsible for any assignments I miss,
including journal entries.
If a
student misses class, I advise visiting the course blog – http://boulderpreppoetry.blogspot.com/—
to see what she or he missed and what she or he needs in order to catch up. If
you know in advance that you will miss a class, please consult with me
beforehand.
Students are expected to arrive to
class on time.
This means that each student should be sitting at a desk with all necessary
materials, including any assigned reading for the class, ready to begin working
at 9:00. This does not mean walking from the Commons to the classroom at 9:00; this
does not mean arriving at 8:59 and leaving to use the bathroom until 9:05. In regards to individual breaks, you
should think of yourselves as adults during this class:
I
will leave the classroom only when I must and only when it is appropriate.
Grades
Grades
for Poetry and Poetic Speech will be calculated on a points-based scale; i.e.,
each assignment, including long-term projects and daily participation grades,
will be valued at a certain number of points possible. Over the 8-week course,
points possible will amount to roughly 1000 points. At any time, a student may
request his or her grade, and I will do my best to provide a response in a
timely fashion.
Extra
credit will not be provided, barring
unforeseen, extenuating circumstances; therefore, students are expected to
complete each and every assignment to the best of their respective abilities.
Opportunity for success will not be withheld: each student will have the chance
to excel, in terms of grades and
personal
growth.
However, the
burden lies on me to optimize these opportunities.
Course Specific Grades:
Daily participation – 10 pts. / day
Daily journals – 160 pts.
General Assignments – approx. 150 pts.
Participation in Poetry Jam – 200 pts.
Final portfolio – 300 pts.
* See particular assignment sheets for specific breakdown and
expectations.
Miscellaneous
Academic
Honesty
Plagiarism
and cheating, whether intentional or unintentional, shall not be tolerated.
Every student is expected to follow any and all codes of academic honesty
endorsed by Boulder Preparatory High School.
Electronic
Devices
In order
to contribute to a classroom environment which respects everyone’s educational
opportunities, students are asked to refrain from the use of cell phones and
other unnecessary and/or distracting devices during class time. When you are in
class, regardless of the nature of the activity, your cell phone should be put
away, your music device shut off, and any other devices out of sight. Devices
that seem to be distracting any student will be impounded for the remainder of
the period.
Materials Needed
Please
bring these things to class every day:
Poetry journal Writing materials (pen/pencil, paper) Course
texts Binder, folder, or other
organizational system for hand-outs
Approximate Schedule of
Study and Curriculum
This
schedule is a rough estimate and is subject to change.
|
|
|
|
Week one (3/31 - 4/4) –
|
Introduction
to poetic writing, speech, listening, and reading
Inspiration, imagery,
and word choice
|
|
|
|
|
Week two (4/7 - 4/11) –
|
Writing
and re-writing
Revision and
metaphorical devices
|
|
|
|
|
Week three (4/14 - 4/18) –
|
Inspiration,
imitation, and symbolism
Metaphorical
devices and poetic response
|
|
|
|
|
Week four (4/21 - 4/25) –
|
Poetry
for social influence
|
|
|
|
|
Week five (4/28 - 5/2) –
|
Focus
on performance technique and style
Performance and
revision
|
|
|
|
|
Week six (5/5 - 5/9) –
|
Jam
preparation
May 9th – Poetry Jam
Performance and
revision
|
|
|
|
|
Week seven (5/12 - 5/16) –
|
Independent
writing and portfolio compilation
|
|
|
|
|
Week eight (5/19 - 5/23) –
|
In-class
portfolio work
|
|
|
|
Miscellaneous
I reserve
the right to amend or alter this syllabus; please note that any changes are
made in an effort to create the best possible academic environment. I will
notify students of any such changes as promptly as possible.
I wholeheartedly
welcome feedback. Please do not hesitate to provide response to my teaching
practices, assignments, etc.—but please provide this feedback while class is
not in session.
[Please complete and return
this section.]
During
the course of this block, I hope to:
|
Ex.: earn an 85 or higher in this course.
attend every one of my
classes.
|
Identify at least two concrete, measurable academic goals.
|
|
Ex.: become a more critical reader.
be a more supportive sister.
|
Identify at least two abstract, subjective, and/or personal goals.
|
I think
my biggest asset as a student is:
I believe
my greatest struggle as a student is:
I do best
on assignments which:
What
experiences have you had with reading, writing, or performing poetry? (Consider
music, too!)
I,
_______________________________, hereby acknowledge that I have received and
reviewed this
(print
name)
syllabus.
Any questions or concerns that have arisen have been addressed adequately.
I
recognize that I am a student: I am capable of anything I encounter in this
course, though it may be challenging—and it should be challenging. I will not
state that I “can’t” do something, but that I “can’t yet.” I will ask for help
when I need it, whether assistance is from Shane, from my peers, or from
another responsible individual.
I will
contribute to a classroom environment which is healthy, fun, welcoming,
intellectual, emotional, and safe, among other things.
I will
read things all the way through before signing them; if not, I will give Shane
a candy bar of his choosing.
I will
respect everyone’s educational opportunities; I will respect our building; I
will respect my peers’ and instructors’ belongings; I will respect everyone’s
right to make amends.
I will be
the best person—intellectually, socially, and otherwise—that I can be.
_____________________________________ __________________
(signature)
No comments:
Post a Comment