Exhibition Statement

Though poetry can be the universal groan of English classes, this workshop shifted the emphasis from banal conversations surrounding meter and rhyme to discussion about how these poems speak to our sense of self as we navigate young adulthood. Indeed, poetic traditions have allowed people to express themselves in relation to (and in spite of) the events occurring around them for centuries (Montague et. al). Maya Angelou and Langston Hughes used poetry to describe resilience in the midst of systemic oppression. Robert Frost and W. B. Yeats used poetry to describe the realistic simplicities of their country. And Shakespeare and Wendy Cope used poetry to describe the beauty and the complications associated with life and love (DiYanni, Sieghart). Though each approached the genre from different literary movements, each of them used poetry as a tool to make sense of the world around them and express their emotions in artistic ways. This is the very foundation of the workshop: understanding why poetry is relevant in our modern lives (Sieghart).

 

Though it was initially difficult to engage students virtually, once the workshop established itself as a safe space for students to share their interpretations and personal experience, the virtual classroom exploded with passion and excitement for each poem we read. Weekly lessons were structured by a specific topic of exploration. By organizing class thematically, we were able to approach the broad topic of poetry through a few key concepts (Basler). You can find instances of these concepts throughout the portfolios. Some students chose to write golden shovels and cinquains which we learned about during our week on closed form poetry. Other portfolios seek to describe seemingly indescribable feelings and experiences. We discussed how poets do this during our week on materializing abstract emotions. In addition to the original poems they wrote, each student selected a poem written by another author to supplement their portfolio. In this way, they became a part of the broader poetic community and engaged in the timeless tradition of interacting with other poets and their works. After all, poetry does not exist in a vacuum. It is meant to be shared.

 

The audience of this workshop were naturally Arts students within the College Park Scholars program. Throughout the semester, students reimagined their understanding of how poetry can be an indispensable tool for inspiration and healing (Sieghart, Montague). It was a privilege to work with such an eager group of students who helped me reimagine poems I thought I knew. Throughout this process, we learned how art is dynamic and can change when given a different lens to view it through. Workshop participants were particularly gifted in offering each other their various lenses.

 

I would like to thank Harold, Heather, Gabi, and Judy for their consistent support throughout the process of designing a workshop. My former English teachers, Mr. Terry Davis, Ms. Brenda Haupt, and Mr. John Connelly for inspiring a love of literature in me. And, of course, my parents who eagerly awaited my call every Monday evening to let them know how my lesson went.

 

 

References

Basler, Roy P. “Teaching Poetry.” South Atlantic Bulletin, vol. 5, no. 4, 1940, pp. 11–13.

DiYanni, Robert. Literature: Reading Fiction, Poetry, and Drama. VI ed., McGraw-Hill, 2007.

Montague, Sarah, et al. “The Power of Poetry.” Intelligence Squared, Intelligence Squared, 8 Mar. 2018,                                www.intelligencesquared.com/events/the-power-of-poetry/.

Sieghart, William. The Poetry Remedy: Prescriptions for the Heart, Mind, and Soul. Viking, 2017.