Life on the Deckle Edge
April 14, 2020
October 18, 2017
As I pack up for a week of school visits in the Atlanta area next week, I am SO excited to be tucking in a brand-new, soul-enriching resource, POEMS ARE TEACHERS – How Studying Poetry Strengthens Writing in All Genres, HOT off the press this week from Heinemann. It is the result of the passion, creativity and smarts of our own Amy Ludwig VanDerwater of The Poem Farm. A graduate of Teachers College, Columbia University, and a former 5th grade teacher, Amy is the author of picture books, professional works, and lots and lots of poems!
Each section of POEMS ARE TEACHERS includes a poem by a contemporary adult poet and two poems by students (grades 2 through 8). These are models exemplifying six topics: finding ideas, choosing perspective and point of view, structuring texts, playing with language, crafting beginnings and endings, and choosing titles. Of course, the poems are so rich that teachers and students will find cross-over examples of all kinds of techniques, leading to lively classroom discussions. And the book’s clear organization makes it easy to jump in and out according to specific objectives.
The quality of the poems by adults is a little breathtaking, with names you will surely recognize, including some familiar Poetry Friday contributors. I have to say, the student poems really choked me up (like “What Ifs” by Alex C., grade 8), or made me break out into helpless laughter (such as “A Bacteria Tragedy” by George M., grade 3). These and the other poems by young writers are honest and surprising and fully felt – terrific examples to share in any classroom. (Hats off to the teachers of these young writers.) Each student poem is presented in the author’s own handwriting, making the poetry personal and accessible.
Here’s a sample of a poem by a contemporary adult writer, Kristy Dempsey, in the “Writers Play with Language” section:
Rain taps out a rhythm,
a rapid skipping rhythm
a plitter-plinking, plopping,
hopping, bopping kind of beat.
It starts with just a drizzle,
a syncopated sizzle,
a sound that soon becomes a tune
as raindrops hit the street.
It sets my toes to tapping,
I’m twirling and I’m clapping,
Splashing, dashing, laughing
as I move my dancing feet.
Play the water music,
the thrilling, trilling music!
Spill the notes from every cloud,
DripDrop, PlipPlop. Repeat!
©Kristy Dempsey. All rights reserved. Used with permission. (Thanks for sharing, Kristy!)
Immediately following in “WORDS FROM THE POET,” Kristy says, …To me, all writing is made to be read out loud, to be heard and even performed! When I’m writing, both poetry and prose, you’ll find me tapping my hands or feet, dancing and jumping, and using my mouth and tongue to make sounds – almost like beatboxing – so I can listen to the rhythm of my words.
The book also offers a wonderful foreword by Katherine Bomer, and a heartfelt dedication to Lee Bennett Hopkins.
Ever Amy, the author encourages readers/users of this book to “fall in love first” with texts and poems, and then explore what techniques might be learned from the way those words are put together. The pages of this book are filled with play and with joy – I think lots of teachers will be falling in love! So happy Amy is joining us today for a behind-the-scenes peek.
Welcome, Amy! You are both an award-winning poet and a teacher of writing. How do your own poetic sensibilities inform your teaching?
Because I write and share regularly, I understand the terror associated with writing and sharing. So the more I write, the better I become at approaching young writers with gentleness. I know what it feels like to take a soul-risk, and so I work to listen carefully, to hear what is be most helpful to a writer now, be it encouragement or a tip.
How did the idea for this book come about? What is its own backstory?
Working in the Teachers College Reading and Writing Project office with Lucy Calkins back in the early ‘90s changed my life. During that time as a graduate student, I learned from many brilliant folks including Katie Wood Ray, Carl Anderson, Georgia Heard, and Isoke Nia. I got to carry Katherine Paterson’s backpack and listen in as great minds spoke to groups large and small. I heard gorgeous speeches and watched masterful teachers. Then, several years later, I met Lee Bennett Hopkins, my poetry teacher to whom this book is dedicated. My life changed again as I worked hard to write stronger, leaner poems. This book is a marriage of those two wonderful parts of my learning life.
No two students are the same, of course, but do you find students connect to poetry in a different way than they connect to other genres? (As readers and/or as writers.)
Poetry frees us. Many children and adults discover our beliefs and our voices through poems. Again and again, teachers share with me stories of students who did not connect - who even struggled - with other genres. But with poetry...their voices sang with rhythm, metaphor, and deep connection. Children know that poems are full of love.
What is an example of a bridge students can cross between poetry and fiction or nonfiction?
In poetry, we quickly see how repetition can tie stanzas and lines together. We speak often about repeating words and lines and sounds when we read poems. Yet we find repetition threading through narrative and information and opinion texts too: the recurring image, the last line echoing a first line, the surprising yet perfect alliterative phrase. Standing just on one page, a poem can illuminate all kinds of writing techniques. And once we understand, we can bring these techniques with us; we can welcome them to seep into our prose.
You’ve had lots of experience writing poetry and educational texts. What were some of the delights and challenges of being an anthologist of sorts, working with so many different poets, teachers and students?
It was a gift! To be in touch with so many fabulous poets of all ages and so many wise teachers...this whole thing was a gift for me. But difficult, as I am a disorganized person. And difficult, too, because I have read and admire mountains of professional books. I was scared to do this - What if it didn’t work out? Aside from that, the hardest part was knowing when to stop. How many poems? How many explorations? How many words for each? For there’s no end to the possibility. Fortunately, there was a deadline. My amazing editor, Katie Wood Ray, and everyone at Heinemann was marvelous, making extra space and bigger pages to fit so much goodness from so many talented people. POEMS ARE TEACHERS is: one third poetry anthology, one third professional book, and one third celebration of student writing. I can’t believe it’s out in the world.
Thank you, my friend Robyn, for having me at your place today. I am so happy to be able to share your clever poem “Word Wanted” in this new book...and now I think I’ll go celebrate by shopping at artsyletters!
[She really did, and she insisted on keeping that in there. Thank you, Amy!]
Here’s my poem; I’m beyond grateful to have it included in this treasure of a book:
POEM seeking just the right word.
Must dazzle when written, spoken or heard.
Slight words, trite words need not apply.
Precise and concise words, give us a try.
Regardless of your part of speech,
a noteworthy job could be within reach.
Endowed with sound second to none?
Potential for growth, if you are the one.
©Robyn Hood Black. All rights reserved.
But wait – there’s more! Heinemann has kindly offered to send a copy of POEMS ARE TEACHERS to one lucky reader of this post! Please leave a comment below by Tuesday, Oct. 31 (Boo!), and I’ll announce the random winner on that Poetry Friday. Many thanks to Heinemann, and bouquets of gratitude to Amy for visiting with us today.
Now, please enjoy ALL the instructive poetry this week over at A Day in the Life, where Teacher/Reader/Writer Leigh Ann has the Poetry Friday Roundup! (Thanks for hosting, Leigh Ann.)