Sunday, October 23, 2011

Poetry 102

I may have to change my description as a reluctant poet. Seems as though since I have been exploring poetry to teach it, I have been thinking in those terms, too. On Friday, the morning after I presented my teacher workshop Introduction to Slam Poetry, I was listening to a radio news story about a 2-year-old Chinese girl who was run over by two cars. Video of the accident created a furor because it shows 18 people driving or walking past without helping the girl. The latest news in the story was that she had died. Immediately, what flashed into my head were the lines: "She was only 2. They were 18." And I continued writing lines in my head as I drove.


Later that morning, I was in a workshop led by slam poet Taylor Mali. (See my interview with him in a future post.) I wanted to continue working on the piece, but he gave us a separate prompt. He wanted us to describe something that had happened to us, something true, and to write it as one sentence. Near the end of the 5-minute free write, he asked us to include three adjectives in a row. A minute later, he asked us to add a rhyme. I never thought I could write within those parameters, but I quickly decided that I could adapt some of the thoughts from my morning drive. Then I found myself wanting to share it when Taylor sought audience volunteers.

I thought the highlight was winning a rock-paper-scissors contest that Taylor made another male teacher and myself battle to be the last presenter. Or getting a critique of my poem/presentation from Taylor. But it was actually having people come up to me afterward saying how they liked it, how it touched them, and I had requests for a copy of the poem.

So here it is, the unedited rough version of the 5-minute free write, followed by the DVD extras of "Behind the Scenes" of the Poem and an Alternate Poem (or a rough draft of the original poem developed on the morning drive).


ROUGH CUT:
ODE TO TAYLOR MALI AND A TWO-YEAR-OLD FROM CHINA,
or HEY WORLD, WAKE THE F*** UP

This morning, before my wife and two little girls woke up
and I got to kiss them goodbye
and wish them a fantastic day,
as I went off to meet a poet who has inspired me –
me, an admitted non-poet
or a “reluctant poet” within the mixed company of my English teaching family –
and tell him how he’s gotten me to think in verse,
I heard a story on the radio
about a 2-year-old from China
who laid on the ground for several minutes
after getting run over by two cars
and 18 people drove or walked past her
not a single one stopping to help,
and she died today,
and all I could think was
how uncaring
how unseeing
how desperately oblivious
we – as a society –are today
to watch one single child die,
and we say goodbye
to a child
a future
an innocent life,
but hopefully we can use this as a lesson,
and I am glad I kissed my girls today
and wished them a fanstastic day.


DVD EXTRA #1
Behind the Scenes of the 5-minute Free Write Poem:

Phew! What may or may not be obvious to audience members at the workshop was how nervous I was, shaking in my chest and in my legs, even though I am used to being up in front of people. What no one there knew was that my use of profanity (the "F-bomb" in the title) is something that is part of the spirit of the piece, and not a word that I'm used to using. And what Taylor couldn't know, as he commented post-poem that he is not necessary in the piece, is that it wasn't a sucking-up or patronizing tactic, but rather was an actual part of the story, keeping it true.


DVD EXTRA #2
Alternate Poem

When I got home, I shared the story with my wife and kids. And then I went to finishing the original poem I was thinking in my car. So here is that one:


ROUGH CUT: 
SHE WAS ONLY TWO

She was only 2.
They were 18.
She lay bleeding and suffering on the sidewalk.
They drove or walked by, unblinking, unseeing, unhelping.

She was only 2.
They are 1.3 billion.
They are evolving to a fast-paced, consumer-driven economic power full of hope.
She was evolving into a beautiful life, as any toddler, full of hope.

She was only 2.
We are 7 billion.
She, like any child, looked at the world with searching eyes.
We race through life, seeing only the next thing we “need” to do, the next thing we “need” to buy, the last thing we did, the last person who screwed us, and a hundred million other pieces of f***ing nonsense.

Our children are our future.
But they are also our teachers, teaching us
how to slow down
how to enjoy,
if only we will watch and listen
with open eyes and a caring heart,
not pass them by
without a second look.

She was only 2.

Saturday, October 22, 2011

Poetry 101

I have always described myself as a reluctant poet. I never really thought about the actual words. I meant to call myself a non-poet, but the reluctant part implies that, subconsciously at least, believe there is something of the poet inside me. And after exploring this side of myself over the past couple weeks, and at the urging of a few people, I decided to publish some rough drafts of my own poetry.

The origins of "How Long Does It Have To Be?" come from a writing prompt the first time I presented a teacher workshop on the non-poet's Introduction to Slam Poetry a few years ago.

I worked on it a little more before my latest workshop on it. Good thing, too. When my technology cut out on me at the end, leaving me without the slam poetry video clip I meant to end with, or even a secondary choice, I had to do something to avoid ending on such a down note. So I got out my notebook and read this poem. It's still rough, definitely needs some work, but I had a request to share it. So here it is:

 
Rough Cut:
“How Long Does It Have To Be?”

You know the feeling,
you work long and hard
developing a writing assignment that will challenge students
to think
to inquire
to reflect
to perspire.
Painstaking efforts go into drafting and describing it.
You are excited; you know the students will be excited.
And as you’re about to fire the figurative starting gun
to let them go off to the races,
a single innocent hand arises:

“How long does it have to be?”

The question stops you for just a second.
You recover with the well-prepared answer:

“As long as it takes.”

The expression of the students who owns the hand
turns from question to exasperation,
infecting a few faces around him.

 “Why does every freakin’ English teacher say that?”

A million thoughts flash through the teaching mind,
sorting through the chaff,
discarding the hugely inappropriate,
looking for that perfect “teaching moment” answer.

“Is that true? Does every English teacher say that?
Have I used that on this class before?
When’s the last time I used it?
Am I repeating myself?
Am I … gulp … unoriginal?

No! You’re the unoriginal one.
Every student asks that.

Why don’t you trust yourself,
Write til you’re done?
Why not avoid being lazy and ask the exact length
so you can write to the minimum word count and end exactly there,
sometimes in mid-sent…

Why does every freakin’ English teacher say that?

Could it be because it’s true?
Is it just a conspiracy designed to brainwash all students?
Is it in the text Everything You Wanted to Know About Teaching English, but Were Afraid Someone Would Ask?
Am I just pure evil?
Are you in hell?
Am I?
AYKM (Are you Kidding Me)?
OMG?!”

The agape mouths in the classroom audience tell me
as an expert reader of young minds
that what I though was a masterful display of teacher “wait time”
was not.
I withheld my last question for myself alone:
“Did I say that out loud?”

The original unoriginal student is the first to blink.
He slumps back into his desk, crosses his arms
and asks one final thing:

“Are you just gonna keep asking questions?”

I recover quickly.
“Of course. That’s what I do.
As long as it takes.”

Thursday, October 6, 2011

Stay Hungry, Stay Foolish


To be great is to be misunderstood.               
                                                                                   -- Ralph Waldo Emerson
_________________________________________________________________________________

Thank you, Steve Jobs.

I was driving to work today, puzzling over how to best help students navigate Ralph Waldo Emerson’s language to the themes in his 1841 essay on “Self Reliance,” when I heard a modern interpretation resonate clearly through my radio’s speakers.

An NPR story was memorializing the Apple founder, and included a valuable snippet of his 2005 commencement speech at Stanford University.

I had the answer I was seeking. So, in class, I stepped back from my usual talk and let Mr. Jobs explain Emerson to my students in his own words:

“Your time is limited, so don't waste it living someone else's life. Don't be trapped by dogma — which is living with the results of other people's thinking. Don't let the noise of others' opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition. They somehow already know what you truly want to become. Everything else is secondary.”

The message of trusting yourself, trusting your instincts and following up on them, seem to resonate through his speech and his life. It’s a message I want to instill in my own kids, which includes my students.

I had been following Jobs’ career for several years, especially his innovations and leadership that led to the resurgence of Apple. But that was just business news. I didn’t know about the challenges he overcame in his youth, and even the challenges he faced when being fired from the company he founded. And how he faced these challenges head on, never giving up, never giving in, but rather persevering and growing even stronger.

Unfortunately, it took his death to make me appreciate his life.

So thank you, Steve Jobs. Thank you for modeling the way we should face adversity, the way we should fight the tempting pulls of conformity and foolhardy consistency, the way we should rely on our selves to be great. Thank you for inspiring me to scrap my initial lesson plan in the face of something better. And thank you for passing on a message from your own youth: “Stay Hungry. Stay Foolish.”

I think I just gained a new screensaver message.

To check out the speech yourself or for your students, click on http://www.youtube.com/watch?v=D1R-jKKp3NA and you can get a text of the speech at http://news.stanford.edu/news/2005/june15/jobs-061505.html.

Listen, love it, live it.

-30-