April 26th, 2013

4/26/13

In Class:
Journal--  Would you rather be constantly surrounded by the people you love, or alone at all times? Why?

Poetry for the sake of poetry: "How to Be Alone" by Tanya Davis.

Refreshed on performance techniques covered so far, then applied them to poems students brought in for homework: first, each student read the poem as "flatly" as possible; then, each student read the poem with marked dynamics and breathing points.

Exit Ticket: "If I do any one thing to be more successful in the second half of this block, it will be..."

Homework:
Revise, polish, and practice performing one poem that you are considering for the Poetry Jam. Catch up on any missing work.

April 25th, 2013

4/27/13

In Class:
Journal--  Describe one moment in your life that you've felt inadequate.

Poetry for the sake of poetry: "Flatland" by Sam Cook.

Reviewed the use of breath in performance, then studied the use of dynamic expression in performance, focusing on volume (ppp, pp, p, mp, mf, f, ff, fff), crescendo & decrescendo (< & >), and staccato & legato articulation. Instructor performed "For the Girl Who Reads Slam Poetry" to identify use of dynamics.

Students worked independently by catching up on missing work and revising poems for performance.

Exit Ticket: What is the next step you need to complete to prepare for the Poetry Jam (May 10th)?

Homework:
Revise, polish, and practice performing one poem that you are considering for the Poetry Jam.
Catch up on any missing work.

April 23rd, 2013

4/23/13

School canceled due to poor weather and driving conditions.

Consequently, Poetry and Poetic Speech will meet on Thursday (9:00-10:30) and Friday (during the first rotation of Life Skills).


Homework:
Review potential performance poems for Poetry Jam on May 10th.

April 18th, 2013

4/18/13

In Class:
Journal--  What skill(s) of yours do you value the most?

Discussion and definition of theme by contrasting two poems:

Thirty days have September,
April, June, and November,
All the rest have thirty-one,
Save February,
To which we assign
Twenty-eight days,
Until the leap year gives us
Twenty-nine.

                           vs.

"Somebody Has To" by Shel Silverstein

Somebody has to go polish the stars,
They’re looking a little bit dull.
Somebody has to go polish the stars,
For the eagles and starlings and gulls
Have all been complaining they’re tarnished and worn,
They say they want new ones we cannot afford.
So please get your rags
And your polishing jars,
Somebody has to go polish the stars. 

 
Used the analogy of an iceberg to conceptualize theme.

Explicated "Those Winter Sundays" by Robert Hayden, specifically identifying thematic construction.

 Students independently "tended seeds."

Exit Ticket: Where was the last place you experienced love, rage, or bliss?


Homework:
Find a poem of someone else's to bring to class on Tuesday.
By Tuesday, April 23rd, identify three poems that you could potentially perform at the Poetry Jam.

April 16th, 2013

4/16/13

In Class:
Journal--  Using haiku form, describe something that grows.

Poetry for the sake of poetry: "Summer Solstice" by Sharon Olds.

Refresher on the structure and use of metaphors. Then, using other students' blind suggestions, each student wrote a brief poem using a random article of clothing to convey a random emotion. For example, shoes and grief:
    The black leather seemed to constrict my arches like shackles
    As I staggered through the procession.
    That overwhelming stench of shoe-polish
    Assailed my nostrils with a heavy anguish.
    Black veils swept through the gathering. 
    The eulogy is devoid of meaning: 
    I bear the weight of her confession,
    And my shoes groan beneath its pressure.

Continuing with the seed metaphor from the first day of class, students sowed and tended their seeds using the following prompts:

    - “Proofs” by Richard Rodriguez
    - Snowfall outside the window
    - Ambient noise: Thunderstorm, then Crowded Pub.
    - Photo 1
    - Photo 2
    - Photo 3
    - Photo 4

Independently, students free-wrote, wrote, drew, or otherwise tended their seeds. 

Exit Ticket: Doodle an artistic interpretation of something you look forward to.

Homework:
Fill another two pages of your writing notebook.
By Tuesday, April 23rd, identify three poems that you could potentially perform at the Poetry Jam.

April 11th, 2013

4/11/13

In Class:
Journal--  Describe an addiction you have.

Discussed the concept of 'inventing' a voice in writing, as opposed to 'finding' or 'translating' using Nancy Mairs' essay "On Finding a Voice."

Practiced the performance technique of breathing by focusing on the significance of breathing, practicing using breath to convey emotion, and implementing stylistic breathing for performance.

Defined and discussed metaphors and their use in communication.

Exit Ticket: Use a metaphor to describe time.

Homework:
Fill three pages of your writing notebook by Tuesday.

April 9th, 2013

4/9/13

In Class:
Journal--  Write a narrative from the perspective of the last _______________ on Earth. [Choose whatever noun you please.]

Poetry for the sake of poetry: "To This Day" by Shane Koyczan.

Revisited imagery by explicating "Harlem" and "Juke Box Love Song" by Langston Hughes, specifically focusing on the use of imagery and sensory language.

As a class, we visually explicated a photo using the five senses. Independently, each student explicated his or her own photo, then began writing a poem which integrates some of the noted sensory perceptions.

Homework:
Finish the imagery poem you began in class.
Read "Nancy Mairs on Finding a Voice."
Consider the significance of breathing.

April 4th, 2013

4/4/13

In Class:
Journal--  Respond to the following quotes:
"You can't wait for inspiration. You have to go after it with a club." - Jack London
"Genius is one percent inspiration and ninety-nine percent perspiration." - Thomas Edison

Discussed the concept of 'muse' vs. hard work as an artist.
Screened Sherman Alexie interview (12:59 - 16:03) and reviewed Ernest Hemingway's 99% idea: "I write one page of masterpiece to ninety-nine pages of shit. I try to put the shit in the wastebasket."

Found Poetry exercise using "Four Secretaries" by Ted Kooser, "The Lady in the Pink Mustang" by Louise Erdrich, and "My Papa's Waltz" by Theodore Roethke:
   1) Choose four lines (4 or more words) from selected poems.
   2) Partner up!
   3) Using all of your group's found lines and four original lines composed by your group, weave together one poem per group.

Defined imagery and practiced identifying it using: the scent of lemongrass hand lotion, the taste of a Hershey Kiss, the sound of "Never There" by Cake, and the texture of aluminum foil, sandpaper, and cloth.

Exit Ticket: Describe one place where you can find inspiration.

Homework:
Finalize your group's found poem.
Bring a photo on Tuesday.
Decorate your notebook by Tuesday.

April 2nd, 2013

4/2/13

In Class:
Instructor performed original slam poem.

Journal--   Picture one location in which you spent a significant amount of time during your break. Describe everything about this location.

Reviewed syllabus, class expectations, on-going assignments, and course structure.

Discussed the purpose of writing notebooks using the metaphor of gardens:
-->"…[J]ot it all down. Use your notebook as a kind of seedbed. Once you’ve learned to recognize the seeds, you’ll probably have more than you can use. With a little tending—sketching, adding, changing, seeing what moves you—some will sprout. Some will grow. Some will even make it to the harvest. How do you choose among them all? That’s simple. Eventually, one idea, properly tended, becomes irresistible and fills the mind." -Stephen Koch, The Modern Library Writer's Workshop
Read "How Planting a Seed Can Change Your Life" by Brianne Burrows.
Planted annual wildflower seeds to represent the beginning of the artistic writing process.

Reviewed on-going Poetic Devices assignment.

Homework:
Decorate your writing notebook by Tuesday.
Bring a photo to class next Tuesday.

Syllabus - Poetry and Poetic Speech

Poetry and Poetic Speech

April 2^nd – May 23^rd, 2013

TTh 9:00 - 10:30, Room 1

http://boulderpreppoetry.blogspot.com/

Shane Abrams

shaneabrams@boulderprep.org

Course Texts

Note: the vast majority of course texts will be provided in handouts by the instructor or provided 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: 

                  http://boulderpreppoetry.blogspot.com/

Course Description

This course is intended to provide students a foundation in poetry and poetic performance through the study of written and spoken word poetry. Each student will extend his or her current knowledge of poetry, no matter how broad or narrow. Additionally, students will participate in frequent exercises of workshop and performance in order to develop their appreciation of poetry through a social lens. Each student will become more intimately familiar with poetry and poetic speech through the exploration of writing, speech, and music composed by established artists, by his or her 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.

·       recognize and articulate the relevance of poetry in the culture of academia and 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, speech, 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 final portfolio. Additionally, other artistic or academic assignments will be collected and assessed when the instructor sees appropriate.

Classroom Policy – Grading, Attendance, and Comportment

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 800-1000 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 upon the student to optimize these opportunities.

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. However, students are always responsible for information, work, and cumulative assignments which they miss when absent: missing multiple classes will unforgivingly hinder a student’s academic success. 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 breaks: there will be no out-of-class breaks. You should think of yourselves as adults during this class: leave the classroom only when you must and only when it is appropriate. At the maximum, only one student should be out of the classroom at any given time.

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.

Course Specific Grades:

Daily participation – 10 pts. / day

Daily journals – 160 pts.

General assignments – approx. 250 pts.

In-class activities – approx. 250 pts.

Participation in Poetry Jam – 200 pts.

Final portfolio – 300 pts.

                  * see particular assignment sheets for specific breakdown and expectations

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 facilitate the development of a respectful and focused classroom environment, 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:

Writing materials (pen/pencil, paper)

Course texts (handouts, assignments, etc.)

Writing notebooks

Recommended: Binder, folder, or other organizational system for hand-out readings

Approximate Schedule of Study and Curriculum

This schedule is a rough estimate and is subject to change.

Week one (4/2 - 4/4) –	Introduction to poetic writing, speech, listening, and reading Inspiration, imagery, and word choice
Week two (4/9 - 4/11) –	Writing and re-writing Revision and metaphorical devices
Week three (4/16 - 4/18) –	Inspiration, imitation, and symbolism Metaphorical devices and poetic response
Week four (4/23 - 4/25) –	Poetry for social influence
Week five (4/30 - 5/2) –	Focus on performance technique and style Performance and revision
Week six (5/7 - 5/9) –	Jam preparation May 10th  – Poetry Jam Performance and revision
Week seven (5/14 - 5/16) –	Independent writing and portfolio compilation
Week eight (5/21 - 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.

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[Please detach and return this section.]

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 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)                                                                                                                                                   (date)

Welcome!

Welcome to Poetry and Poetic Speech!
Block IV -- 2012-13

This site will serve as a log of class reading, select notes, assignments, dates, and a hodge-podge of other important information. Each class period and major assignments will be documented here.