OBJECTIVE
With this reading, you will employ the techniques
explored through the snippets to bring poems to life:
responding to its imagery vocally, and
using body language and staging to augment and make its meaning
immediate. Students will do this for two poems; one
for a K - 3 audience and one for a 4 - 6 audience.
SELECTION
Above all, choose poems you like and want to share with an audience.
Make sure the selections have a high degree of imagery (sensory,
literary and/or tone color) that can be vocalized, physicalized or
characterized. Be sure they are appropriate for the intended grade.
Reading poems that move you will help you place the emphasis on the
literature and the audience rather than on yourself. Be sure your two
selections differ substantially in tone and quality. For example, do
not do two poems by Shel Silverstein, or two by John Ciardi, or one
by Shel and one by John...they will not be "substantially different
in tone and quality." Stretch your audience; being condescending is
much worse than being too sophisticated.
TIMING & INTRODUCTION
Aim to keep your readings and introduction to within a 3 to 5 minute
limit. Time your reading carefully before performing it in class.
Your brief introduction should make us receptive to listen to your
reading but should never explain or condense it. Try to connect the
experience of the literature to your own experience or to the
experience of the audience. A good introduction interfaces the
literature to the audience. You may introduce both poems at once as a
suite (especially if they are linked thematically) or you should
compose a different introduction for each poem.
REHEARSAL
Rehearse your selection for at least one listener so that you can
experiment with audience contact and visualization of the imagery.
Become familiar enough with your piece to be able to keep your eyes
off the page at least 75% of the time.
WRITTEN JUSTIFICATIONS
Provide me with a copy of your poems with major imagery identified.
Describe (1) what type of imagery it is: sensory, literary or tone
color; (2) the intended effects of the imagery upon the audience and
(3) how you intend to evoke it vocally and physically in your
performance. You can do this in longhand, as an outline, or diagrammed
on a copy of the poem. In a concise paragraph, state
the purpose of the poem: to delight, instruct, evoke emotions,
generate ideas and/or establish a mood, etc. and your overall reason
for selection and your general emphasis in performance.
PERFORMANCE DAYS
You will be assigned a randomly selected day for your performance
that will be posted well in advance. You must be prepared to perform
on that day. You may trade days with a classmate, provided you both
initial the posted schedule. If you do not perform on your assigned
day, the highest grade achievable will be a "B." Only substantiated
medical excuses will obviate this rule.
GRADING
You will receive one grade for the reading that is 20% of your
semester grade. It will be based on your selections, your physical
and vocal responsiveness to them, and your justification of choices.
Get the Evaluation Form
here.
You may make an appointment to reread your selections to improve your
grade (in class if time permits, or by appointment).