Showing posts with label poetry. Show all posts
Showing posts with label poetry. Show all posts

Thursday, December 12, 2013

Domination of Black

My class is having a Week of Poetry right now, and I've asked them to both find, share, and explain some poetry with us for our Friday Seminar. This is our weekly conversation where half the class circles around some core ideas from recent lessons for an hour, the other half works on independent projects, then we switch for the second hour. I'm not sure I'll have time to present "my poem" so I've flipped it over here for the students, and also as an exercise for myself.

Here's a reading of the poem I put together a couple of years ago:


I came across the poem Domination of Black by Wallace Stevens in two ways. First, it was in a book of poems that belonged to my dad (the book now belongs to me!).  My dad connected with a number of poets while in university in the 1960s, including Stevens, T.S. Eliot, Dylan Thomas, William Carlos Williams, and the Romantics.  Books of these poets dwelt in our house when I as young, at first collecting dust in the basement, but slowly making their way onto my bookshelf. Thought the lens of these books, the smell and sparse artwork on the book, the poems and marginalia inside, I developed a sense that they were keys to unlock a portrait of my dad as a young man. And, as this kind of work goes, they were small signs of what I might be, pointing towards questions that I might ask about life, faith, love, purpose, and truth.  That's what poems should do... kick you in the existential ass and beg questions. I also prefer that they tell some kind of story. I can't remember if Domination of Black was one of the poems I stumbled across during this time of discovery, but other poems from Wallace Stevens stand out in my memory, particularly "The Man With The Blue Guitar." I wish I would have known more about jazz back then... the poetry would have made much more sense.

My second, more deliberate introduction to the poem occurred in university. My good friend Derk had heard his prof, Grove Powell, recite the poem in class and was particularly stirred by the experience. I planned to take Dr. Powell's class one day, but in the mean time we read the poem together and talked about a central idea: proliferation of resemblances, the notion that under examination, under poetic scrutiny, many things in life come together as one and it is possible to derive similar meaning from any subject if it is turned the right way. This was so important to us in our early 20s -- what did the world want from us, what did it all mean? Our close and intense observations of nature -- what was this telling us, what were we to believe if everything could be made into anything? The poem was a touchstone for memorable conversations over a number of years. Eventually the use of the word "turn" and the title itself became keys to the questions we were asking. The "turning" that occurs was a comment on poetic craft, on the act of using language to carefully consider separate images, like turning them over in one's hand, but also turning them into something, into each other, or something new (like a woodturner makes a bowl out of a burl).  Of course this led me back to the original dilemma, if "this" is like "that," and "that" is like" this," what has meaning?  Is the grand connection of all things, the ecology of meanings, the point of life? Or is the act of turning, of crafting images, or making poetic leaps, a necessary step for an "aware" person to make sense of the world?  This is where the title helped.  If all things can be made to seem like all others (through a proliferation of resemblances), what stands out?  In art, this would be the negative space, sometimes called the black space. Imagine a swirling jazz song, at times simple and melodious, at times raucous and doubling back on itself. How do we make sense of something complex. It is the small breaks in the music, or the line turns in poetry, or the background on an artwork, the things left out, the ideas we have yet to encounter or recoil from, the domination of black, that give shape and meaning to the main subject or set of images, to the part of life that is currently in focus. This still leaves me with many questions about the poem and also the topic of "resemblances," but that's where my thinking left off last time I delved into it.

I have deliberately avoided much on the topic of Domination of Black, i,e, literary criticism and interpretations.  I have such clear and meaningful connections with this poem and its meaning that I don't want to cloud it with what the experts have to say.  Not forever, mind you... I don't think my understanding of this poem is complete, nor am I satisfied with what I know now.

So that's the long way of saying that this poem has left a mark on my identity. To be a person that takes things seriously, that brings everything they know to almost everything that happens, is to be a person that is haunted by unturned stones from the past, present, and future, a person who is dominated by black.  I find respite in a poem that allows me to know this about myself, and at the same time gives me a sense of calm in making lyrically, emotionally, and intellectually elegant connections between the phenomena in my life.

I did end up taking Grosvenor Powell's English class in 1990 or 1991, but he did not read Domination of Black. He read a great deal many other things, though, and I think I still lean back on my chair and speak slowly with a deep register when reading poetry largely because he did. O to be that impressionable again!

Here's the text of the poem:




Friday, June 07, 2013

Ekphrasis

Last week my friend, poet and PGSS teacher Al Rempel, helped put together a night of EKPHRASIS at the local Groop Gallery.

I'm no Stephen Lewis, but I think my vocabulary has some depth -- I know perfidious from penniferous for example (if you were both, you'd be untrustworthy and covered in feathers). Ekphrasis, however, was Greek to me... literally.

It is a word on that "Greek side of life's lexicon" that I tend to avoid. Words of singular or archaic use strike me as pompous or overly abstract, but are nonetheless puzzles that beg solving. The almighty Google tells me it is a description of a experience, the naming of a thing, or a "calling out" of what is being observed. Ekphrasis is used more commonly to refer to a work of art that evokes the essence of another work of art for an audience. Typically, this means writing or image-making applied to a specimen of the visual arts.  A photo exhibit on architecture could fulfill this definition, as could a poem about a dance performance.

In the case of the Groop Gallery, Ekphrasis was both the name of the exhibit and the nature of the closing night for a successful show that featured local artists and sculptors (see right column). The result was both dialectic and synergistic: "local visual artists present their works of art to invoke inspiration from some of Prince George's finest poets and literary artists. A closing night scheduled for May 31st will feature poems and literary interpretations based on the exhibited works."  The poets had visited the gallery at the exhibit's opening, picked a piece to "unpack," and spent a few weeks crafting a response.

On May 31st, A relatively large crowd packed into the tiny gallery on PG's eccentric 3rd Avenue. We had a half hour or so to study the artworks, and then a bevy of poets standing an arms length from us and a work that had inspired some writing, let loose with some spectacular verse. This experiment was a bullseye shot for my learning style or whatever it is that throws my brain into the focused-frenzy that I associate with learning.  When I had been observing the artwork, I posited my own silent verse and free associations onto the pieces. I imagined the sorts of things that the writers, particularly my friend Al, would be thinking, cringing at certain possibilities, excited for others (I must admit that I have a love/hate relationship with poetry).

When the poets spoke, I could feel a few of my predictions and personal viewer-responses burn up and float off into the crowd. What grew back in their place were the quirky, compelling, and insightful observations from some talented writers. Some seemed honest, straightforward, even vulnerable -- clear image making inspired by evocative art. Others seemed contrived, not in a bad way, but in the sense that the poet's voice was so strong they had a hard time giving/opening up to the power of the artwork. I could sense that the normally confident poets had soft hearts for the most part, quite cognizant of the fact they were commenting on someone else's work and that most of the visual artist were in the room.

I was immediately stunned at the possibilities for my students. What kinds of experiences or evidence can I present to them, or can they find for themselves, that compels this kind of synergy? How can students feel safe to explore their voice along the full range from simple "opening up" through to sanguine expression?  I happen to have a single class of English 11 next year after solid Social Studies for many years. I suppose as a basic start, I could take my students to an art exhibit (in our school or out in the community) and try some ekphrasis.  I think I'll try that, but I also want to capture the process somehow, and find other ways to employ the rich engagement that came from one practitioner valuing the work of another. This ain't a new topic for me, I've been preaching "identity" as the basis for student (and educator) engagement for as long as it has seemed obvious to me, but I've often ignored or forgotten the power of direct connections between a Self and a complex Other.

When the Other is both a person (in the room), with their identity as artist in the fore, and a work of art that conceals and reveals a variety of meaning, the possibilities are gorgeous. Ekphrasis is a great way of looking at how learning takes place, part imitation, part inspiration, requiring of discipline and motivated by the lifework that we do to affirm or develop identity.

Friday, February 22, 2013

Koyczan and the Pork Chops

Our school has a special memory of Shane Koyczan -- he came to D.P. Todd a couple of years ago in the wake of his performance at the 2010 Olympics opening ceremonies. He was funny, edgy, personable, and provocative. I loved that he gave us a raw outpouring of his art, from the stuff he was experimenting with to the finished work that he has published online. This was a great contrast to the slick productions and "heartstring" speeches we sometimes get for full-school performances. To each their own, but I found Koyczan and his unique slam-prose/poem style delightful because so many students were inspired to keep struggling through their creative writing process, keep struggling through their "being" and place in the school and world. Many students were affirmed in their belief that being different or original was something to celebrate, and that their unique qualities were something to develop, to get better at, not make slave to the ordinary. The personal appeal for me is not so much the style but the honed storytelling and Koyczan's focus on identity... both national/communal and individual/personal. This is a theme, or theme device, that I try to place at the core of curriculum and instructional design in Social Studies.

I am excited to see that Shane Koyczan has made a beautiful new piece called TO THIS DAY PROJECT. I found it difficult to watch -- so much to process, to weigh and judge. I'm not sure yet what I take from it, but it has stuck with me since I watched it last night and I'm thinking about the challenge embedded in the video-poem. Isn't that what at should do?  Great fit as an anti-bullying message and for use in a secondary Planning, Leadership, English, or Social Studies class: http://www.youtube.com/watch?v=ltun92DfnPY


or you can see the video with a bit of context:

http://www.theglobeandmail.com/life/the-hot-button/is-this-the-most-powerful-anti-bullying-message-youve-ever-seen/article8945123/

http://www.theprovince.com/Video+Shane+Koyczan+This/7994081/story.html

I think the discussion questions will arise on their own... feel free to leave a comment about how this video went over with a class.  I'd like to think more about how bullying fits into the larger social justice contexts we wrestle with as teachers.  There are definitely some connections to be made between how kids are treated in school and the culture of narcissism, violence, and porn that lurks on the edge of the student experience at all times.

Another good video I watched recently that challenged my thinking and relates to the anti-bullying and diversity week at our school (Feb. 25 - Mar 1) was "50 Shades of Gay"
http://www.ted.com/talks/io_tillett_wright_fifty_shades_of_gay.html

Monday, November 05, 2012

staff mtg course presentation


It's official... time to let my staff know where this is going. What started as a set of ideas about course combination and imaginative content, and became a project in curriculum and learning design is ready for the next level.

This course proposal for D.P. Todd Secondary will see English 11 and Geography 12 combined in a blended learning environment. Students enroll for two blocks of course work, half of it class-room based and half of it outside of class with individual, group,and seminar work. The "blend" refers to both the mix of traditional lessons with flipped or flexible learning, and the mix of in-school with distributed (e.g. online) content and coursework.

We will emphasize self-reliant learning, developing personal learning networks for students, cross-curricular themes, performance-based assessment, interactive technology, social learning, and exploring horizons of significance and authenticity.

In short, a new way for Grade 11 students to complete two courses with compelling curriculum in a two-block program that blends different approaches to teaching and learning.

Space permitting, this program will also allow Grade 12 students to audit parts of the double-course offering and complete a single grad credit board-authorized course: Middle Earth 12.

Comments and feedback welcome. An open planning site for this course can be found at http://dpts.sd57.bc.ca/~gthielmann/middleearth or at http://landspeak.blogspot.com

Saturday, February 18, 2012

lost in translation

My 7-yr-old daughter is in French Immersion, and is finally getting around to sorting out the difference between written English and French.  I can't imagine how difficult this must be, being quite solidly unilingual myself.  Cleaning up the mess on the floor tonight I came across one of her poems or songs that she writes in between all the other stuff 7-yr-olds do to keep busy.  See if you can figure it out:

I love you mom
I love you wene I wase bone
I lade mi ise ane you
you were the feste pesene vete I lade mi ise on
mom I love you
cate you see I love mom
cane you seye ete on mi frrte mom

The semantics are cute, the diction I can live with, there is a historical inaccuracy in line four, but it is the spelling that I find both exhilarating and terrifying.  I think it holds the clue to the sheer possibility of the human imagination and also the threats to the very survival of human culture.  I have a glimpse of the hoal werlt in a grayne of snad, and a hevin in a wide flore.

My kids are both at awesome ages where we don't really want them to grow up for a while.  It seemed like forever to get here (and it couldn't come fast enough), but now we want things to slow down a bit.  Just the right mix of self-sufficiency and need for love.

Check comments for the translation.