For the past six years, I have been conducting ekphrastic poetry workshops in classrooms throughout western Kentucky, guiding students in grades 3 – 12 to write original poems inspired by works of art that are recorded and broadcast on our public radio station, WKMS-FM, every weekday in April to celebrate National Poetry Month. Response to the program has been overwhelmingly positive, not only as stimulus to writing and listening to poetry, but also as motivation to appreciate public radio and its role in the cultural life of the region.
Typically, one class period is all the time available for the workshops. Because of time limitations, I use short poems by William Carlos Williams as structural models, and images from “Picturing America,” a program of the National Endowment for the Humanities, to inspire the writers. In 2011-12, we used images from the Smithsonian Institution’s Museum on Main Street program, “Journey Stories.”
Williams’ short works (most notably “the red wheelbarrow” and “this is just to say“) offer permission to break some rules and focus on economy of language without sacrificing meaning. Especially with younger students in grades 3 – 6, the short poems are useful to review common core poetry concepts regarding stanzas, line breaks, word choices, imagery, etc. Between the images and the model poems, students of all levels are able to complete the assignment: to write a minimum of one poem before the end of the class.
A simple organizer guides writers in the number of stanzas and words per line of the poem. Students are urged to write, not to ponder too long over any aspect of their poems. Once they have a draft, it is easier for them to see where adjustments are needed. We dive right in and work fast, but there is always time allotted for students to read their poems aloud, with emphasis on reading loud and clear. Feedback focuses on specific strong points in each poem. (There is always something positive to say, now isn’t there?)
Some sophisticated concepts that are readily discussed in relation to the work include things like word choice, imagery, near rhyme, rhythm, line breaks, stanza breaks, point of view and parallel structure. Grammatical concepts sometimes arise — verb tense, subject-verb agreement, active voice — and, all are discussed within context. Kids beg to write more, and even after the bell has rung, they clamor to share their work.
Here are a couple of my favorites from this year’s batch:
Constance Alexander, faculty scholar, college of education, Murray State University, firstname.lastname@example.org.