Poetry
Workshops:
Here we explore how to think in `IMAGES` and brain-storm WHY a poet writes a poem. Their `drive` to put into words a particular experience and the feelings it evoked. I read a few examples, and maybe some of my own, to illustrate this and we choose one and `take it apart`. Why was that PARTICULAR word chosen? Could another word have been used and if so, do they feel it is better or not.
Does the other word, although correct in many ways, change the strength of the poem? I like to choose a poem to suit the Year Group then show how they can individually write their own poems by using this as a `template`. My two favourites are “CAT BEGAN” by Andrew Matthews and “THE MAGIC BOX” by Kit Wright. I personally try to discourage use of rhyme.
The children strive so hard for the rhyme that they `loose` the poem. However, Rhythm is absolutely essential. The problem that crops up almost always is in understanding the difference between simple narrative and a poem. However, I find that by showing how to `break` the poem into lines, the process begins. Then by encouraging them to `cut` and `cut ` again, the poem emerges.
It can be hard work but immensely rewarding. The greatest moment is when the child who was absolutely anti-poetry produces a few wonderful lines and reads them proudly to the class. I did a workshop at Burrington C. of E. Primary in Devon where the children wrote poems based on a picture in The National Gallery, as part of the National Gallery annual `Take One Picture` scheme. One of the poems was selected by the National Gallery to be displayed in their selection of `chosen best works` from all primary Schools submissions.
“Dear Don. Enclosed are some of the poems and a booklet about the painting you asked for and we are delighted that they will be of some use to you.
Have a great Christmas and New Year and I am sure we will be in touch in January. Kind regards. Pam.”
Pam Dawson, Headteacher at Burrington C. of E. Primary.
