Wednesday, November 13, 2013

Poems: "At the Musee des Beaux-Arts" and "Landscape with the Fall of Icarus"

See? Two canonical poets followed my advice, which was to write about a piece of visual art, in this case, Brueghel's The Fall of Icarus.  Two poems about one piece of art. I love all three.

The Fall of Icarus by Pieter Brueghel


At the Musee des Beaux-Arts
W.H. Auden

About suffering they were never wrong,
The old Masters: how well they understood
Its human position: how it takes place
While someone else is eating or opening a window or just walking dully along;
How, when the aged are reverently, passionately waiting
For the miraculous birth, there always must be
Children who did not specially want it to happen, skating
On a pond at the edge of the wood:
They never forgot
That even the dreadful martyrdom must run its course
Anyhow in a corner, some untidy spot
Where the dogs go on with their doggy life and the torturer's horse
Scratches its innocent behind on a tree.
In Breughel's Icarus, for instance: how everything turns away
Quite leisurely from the disaster; the ploughman may
Have heard the splash, the forsaken cry,
But for him it was not an important failure; the sun shone
As it had to on the white legs disappearing into the green
Water, and the expensive delicate ship that must have seen
Something amazing, a boy falling out of the sky,
Had somewhere to get to and sailed calmly on.


Landscape with the Fall of Icarus
William Carlos Williams

According to Brueghel
when Icarus fell
it was spring

a farmer was ploughing
his field
the whole pageantry

of the year was
awake tingling
with itself

sweating in the sun
that melted
the wings' wax

unsignificantly
off the coast
there was

a splash quite unnoticed
this was
Icarus drowning

Tuesday, November 12, 2013

HuffPo: 6 Ways that Writing Can Improve Your Health

As if it weren't already a good thing.


Three More Ideas about How to Combine Visual Art and Writing

  • Write what would be in the imaginary speech bubbles coming out of people’s mouths. Would it be different from thought bubbles?
  • Choose one person in the piece and write from his or her perspective--what or whom is he looking at? what does he appear to be saying, thinking or feeling? what is he wearing or doing? What is his or her place in life? This could be a poem, a story, a diary entry...
  • Make or find a 1-inch picture frame, place it on the picture and describe only what can be seen through the frame. You can do this in writing or orally, or both. See if others can place the frame in the right position after describing your part, or reading your list/paragraph. Oooh--for an extra super hard challenge, try a Jackson Pollock painting!

Coming soon: Some poetry about art.

Monday, November 4, 2013

Poem: Homage to My Hips by Lucille Clifton

Homage to My Hips
Lucille Clifton

these hips are big hips
they need space to
move around in.
they don't fit into little
petty places. these hips
are free hips.
they don't like to be held back.
these hips have never been enslaved,   
they go where they want to go
they do what they want to do.
these hips are mighty hips.
these hips are magic hips.
i have known them
to put a spell on a man and
spin him like a top!


I don't think this poem really needs any comment, do you? I just love it.

Wednesday, October 30, 2013

Halloween Costumes and the Drug War

Feeling proud of myself because I made a snake costume for Kenzo today--I went to the store and bought fabric and everything. He was going to be a shadow until day before yesterday and then changed his mind. I kind of liked the shadow idea better because it's abstract and cool and original, plus he was going to use Tai's old Grim Reaper costume (I made that one too, because I'm just that good, natch). 

Tai is going to be a gangster. Sigh. We spray painted one of his Nerf guns black, and he's going to sag his pants, wear a wallet chain and a big hoodie and push his hat sideways. It's actually pretty funny. He's even going to wear striped boxer briefs because he figures if you can see his underwear over his pants, it should be interesting to look at. His hoodie covers his butt, though, so it doesn't really matter--it's just for authenticity's sake. I got him a big chain to wear around his neck, but he said no thanks.

He's also going to wear a bandana around his face--Old West bank robber style--that has the bottom of a skull on the outside. So much for authenticity. 

Why does the idea of a gangster costume bug me so much? More than, say, a cowboy with a gun or a Marine with a gun or a 1920's gangster with a gun? Because it's racist? Because it's violent and contemporary? I don't think he even understands what it means to be a real gangster.

The irony is that it's Red Ribbon Week (Say No to Drugs!) at his school this week. It's so awful. Each day has a theme: 
  • Do the Macarena during lunch on Monday because Heey, Macarena! (Ay!)
  • Wear boots to school on Tuesday to Give Drugs the Boot! or was it Stomp Out Drugs! or Kick the Cocaine Habit! or maybe it was Who Cares! 
  • Wear you clothes backwards on Wednesday to show that Drugs Eff You Up So Much You Can't Put Your Clothes On Right! 
  • Scare Away Drugs! on Halloween and wrap a teacher up in toilet paper at recess to make her into a mummy because Drugs Are Afraid of Mummies! Also, Dead People Don't Do Drugs!
  • Wear Red on Friday because Bloods not Crips!

 Or whatever. Who knows. How this is supposed to help kids not do drugs is totally beyond me. Tai's sweatshirt was on backwards after school today and I asked him if he knew why everyone was supposed to wear their clothes backwards. He said no. I don't think anyone knew, actually. 

School has its benefits, but this ridiculosity is one thing I could do without.

Note: 
In case you're wondering, they were supposed to Dance Away Drugs! by doing the Macarena. Seriously. And they were supposed to Turn Their Backs On Drugs! by wearing their clothes backwards. Ugh. It makes me want to tear my hair out. Now I'm glad that Tai is going as a gangsta. I should have found him a hoodie with a big marijuana leaf on the back.

Addendum (11/3): Come to think of it, if I were drugs, I'd definitely run away from a crowd of people doing the Macarena on a Monday afternoon. 

Friday, October 25, 2013

Playing with Art, Writing, and Thinking: See-Think-Wonder

You can do this with details in a picture, or with the picture as a whole. It works for “stand-alone” individual pieces of art, or for art as a way into a larger concept such as perspectives on a historical event or social issue (see below)...lots of possibilities.

1. Describe what you see--and only what you see--not what you think is happening: The girl is on the ground with her feet in the air. Her mouth and eyes are wide open. = Seeing; The boy tripped the girl. She’s surprised. = Thinking
2. Based on your descriptions, describe what you think: I think that the girl is surprised. I think the boy tripped her because her feet are still in the air, his foot is extended near her feet, and he’s pointing and laughing at her.
3. Start wondering: I wonder why he tripped her? I wonder if they’re friends or enemies? 

This is a great way to get kids to separate observation from opinion. Asking, “What do you see that makes you think that?” during the “Think” stage helps them practice backing up their claims with evidence.

If possible, the “Wonder” stage should really push beyond what’s already in front of them. “I wonder if he tripped her?” is really  more of a “think” question, especially if there’s evidence in the picture to support an answer. “I wonder why he tripped her?” pushes beyond.

Play See-Think-Wonder with photos of the civil rights movement:




While we’re on the subject, here are links to more photos:
 and a fascinating site about the visual coverage of the civil rights movement:

If you're on the un-schooling side of the spectrum, this could be a great way to find a path to follow. You don't have to know much as the parent--just google images of whatever subject you want to learn about, play the game, and wander with the wonder (forgive the silly wordplay).

I used to use this technique when I taught Zora Neale Hurston's Their Eyes Were Watching God (historical context: Harlem Renaissance), as well as Tim O'Brien's The Things They Carried (historical context: Vietnam War). Two of my favorite books, by the way. But because I used these resources each year, I could get elaborate: kids listened to music, examined photographs, read poetry, looked at lists of period slang/jargon, saw clips of movies and newsreels. Such a great way to make deductions, use evidence, learn about a time period, and enrich your experience of a book.

The name of this "game" (See-Think-Wonder) comes from a terrific book called Making Thinking Visible (Ritchart, Church, and Morrison) which is full of ways to, well, make thinking visible--to really help kids understand how they think, and how to think. It's for classroom teachers, but it takes a close look at what thinking is, and how it happens and I highly, highly recommend it.


Well, this post ended up being kind of a rabbit hole for me. But a good one.

Thursday, October 24, 2013

Quote of the Week: Mark Twain

Even the best writers don't always trust their talents:

"I like it only tolerably well, as far as I have gone, and may possibly pigeonhole or burn the manuscript when I am done."
- Mark Twain, to his editor, while writing The Adventures of Huckleberry Finn