POETRY IN MOTION: Technology in art, music & P.E.
Poetry: Words in motion
Poetry seems tricky. Perhaps it's the fact that poems are so concise. Poets do not have a lot of time or space to get their ideas across to their audience. So ... they use special tools that help them deliver their message. Sometimes these techniques challenge the audience to think differently. It is like this: the poem is a mystery, and we (the audience) have to solve it. In order to do that we need to become code breakers--especially since poets speak in code all the time. They may use words we recognize; but they also like to use these words to paint images, replicate movement and cadence, and convey promises of agony and ecstasy. Because poets use words in a unique way their poetry challenges us go beyond the literal and embrace the figurative.
GLogster: poetry in motion Resource page:
Physical education: human machine vs body percussion
Poets use words to paint images in our minds ... when we read a poem, we should be able to picture these images in our minds. That's right, the poet wants our movie making mind to kick in ... to help jump start our movie mind today, we literally are going to make images come to life. First, we must become human machines ...
Activity 1: The Human Machine
To learn what a human machine is view the video Human Machine by Red Tie Mafia (found on the Glogster: Poetry in Motion page--stage left).
Now it's our turn ... turn to page 79 (Themes on a Journey). We are going bring the poem "The Pond" to life. Explore the poem with a partner (use either the SPICE or TPCASTT method). Pay attention to the sight and sound imagery. After exploring the poem ... we need to get moving ... find two more people and form a group of four (four and no more). Become a human machine and 'perform' the sight and sounds of the poem.
Activity 2: Body Percussion
Rhythm, movement & cadence ... poets use rhythmic patterns and tone to emphasize points or ideas. To explore how this works, we need to get moving ... seriously, it's time "to move it, move it!" Oops, first we need to view the video "Body Percussion" by Rhythmik.
Now you are ready to move ... we will use the poem "The Raven" by Edgar Allan Poe, because we studied this poem last year ... Using the text provided (the first two verses) explain how the poet establishes rhythm ... consider word choice and poetic devices. Discuss your findings with your "Human Machine" group. Next, map out the poem's first two verses (just like we do with Reader's Theatre). What needs emphasis? How will you emphasize these 'things'? What lines or phrases should be stressed? Develop a routine with your bodies as percussion instruments. Remember: we are going to mix in key words or lines from "The Raven" for our performance (eg. body percussion meets stomp). So practice "shouting" certain phrases or lines from the poem during the performance. Lastly, perform the text for the class.
Now that you know what a Human Machine is and what Body Percussion is ... Here's the real challenge ... the ELA/PE Department challenges you to a duel ... choose a poem from the lists provided (click the "crown" on the Glogster page) ... next, choose how you want to perform the poem. (FYI: Let the poem and the performance method decide how many team members you need.) Explore your poem fully using either the SPICE or TPCASTT method. Choose your method of delivery. Practice your performance. See you on the stage. P.S. Teachers rule; students drool!
If rhythm and meter still isn't clear, I recommend the tutorial "Finding Meter in Poetry" on the Glogster page. (Hint: Look for the TV.)
Activity 1: The Human Machine
To learn what a human machine is view the video Human Machine by Red Tie Mafia (found on the Glogster: Poetry in Motion page--stage left).
Now it's our turn ... turn to page 79 (Themes on a Journey). We are going bring the poem "The Pond" to life. Explore the poem with a partner (use either the SPICE or TPCASTT method). Pay attention to the sight and sound imagery. After exploring the poem ... we need to get moving ... find two more people and form a group of four (four and no more). Become a human machine and 'perform' the sight and sounds of the poem.
Activity 2: Body Percussion
Rhythm, movement & cadence ... poets use rhythmic patterns and tone to emphasize points or ideas. To explore how this works, we need to get moving ... seriously, it's time "to move it, move it!" Oops, first we need to view the video "Body Percussion" by Rhythmik.
Now you are ready to move ... we will use the poem "The Raven" by Edgar Allan Poe, because we studied this poem last year ... Using the text provided (the first two verses) explain how the poet establishes rhythm ... consider word choice and poetic devices. Discuss your findings with your "Human Machine" group. Next, map out the poem's first two verses (just like we do with Reader's Theatre). What needs emphasis? How will you emphasize these 'things'? What lines or phrases should be stressed? Develop a routine with your bodies as percussion instruments. Remember: we are going to mix in key words or lines from "The Raven" for our performance (eg. body percussion meets stomp). So practice "shouting" certain phrases or lines from the poem during the performance. Lastly, perform the text for the class.
Now that you know what a Human Machine is and what Body Percussion is ... Here's the real challenge ... the ELA/PE Department challenges you to a duel ... choose a poem from the lists provided (click the "crown" on the Glogster page) ... next, choose how you want to perform the poem. (FYI: Let the poem and the performance method decide how many team members you need.) Explore your poem fully using either the SPICE or TPCASTT method. Choose your method of delivery. Practice your performance. See you on the stage. P.S. Teachers rule; students drool!
If rhythm and meter still isn't clear, I recommend the tutorial "Finding Meter in Poetry" on the Glogster page. (Hint: Look for the TV.)
Music: ARe Lyrics poetry?
Focus Question: Are lyrics poetry?
Persuasive Argument Exercise
Read the brief on-line article on Jay-Z; afterwards, view the video "RAP is Poetry" (see the Glogster page). Examine Jay-Z's lyrics "Meet the Parents". Is it poetry or not? Build your case. Be prepared to present and defend your position.
Persuasive writing ... it hasn't been that long has it? If so, visit this web page. It will refresh your memory on what persuasive writing involves and provide tips on "how to build" a strong case for your position.
Persuasive Argument Exercise
Read the brief on-line article on Jay-Z; afterwards, view the video "RAP is Poetry" (see the Glogster page). Examine Jay-Z's lyrics "Meet the Parents". Is it poetry or not? Build your case. Be prepared to present and defend your position.
Persuasive writing ... it hasn't been that long has it? If so, visit this web page. It will refresh your memory on what persuasive writing involves and provide tips on "how to build" a strong case for your position.
ART: Ekphrasis
Where do some poets get their ideas from? What muse gives them a helping hand? Well, some poets look to ART for inspiration, especially paintings. Brueghel's painting The Fall of Icarus inspired Auden's poem "Musée des Beaux Arts". Some of Goya's paintings The Colossus, The Third of May 1808, and Saturn Devouring His Son inspired Ferlinghetti's poem "In Goya's Greatest Scenes". Explore an artist's work and the poem it inspired. How do you know for sure the painting(s) inspired the poem? Find evidence that supports your findings. Also explore whether or not the painter and the poem express the same ideas or not. Compare and contrast the two works' similarities and differences. Use an appropriate graphic organizer to help you get the job done!
visual/oral REPRESENTATION of a poem assignment
Assignment: Create a work of art that is your visual and oral representation of a poem.
Remember how Auden took Brueghel’s painting The Fall of Icarus and wrote a poem expressing his view of the painting (or Ferlinghetti's interpretation of Goya’s works); well, you are doing something similar. Except you are doing the reverse—you are taking a poem that has been written already and creating a visual / oral representation of it; this visual/oral representation reflects your interpretation of the poem!
Read the assignment and rubric posted below to learn more about the project.
Remember how Auden took Brueghel’s painting The Fall of Icarus and wrote a poem expressing his view of the painting (or Ferlinghetti's interpretation of Goya’s works); well, you are doing something similar. Except you are doing the reverse—you are taking a poem that has been written already and creating a visual / oral representation of it; this visual/oral representation reflects your interpretation of the poem!
Read the assignment and rubric posted below to learn more about the project.
poetry_in_motion_visual_representation.pdf | |
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