Tag Archives: poetry

It’s Time to Get to Know Patrick Lane

Posted by Pamela Richardson

Washita by Patrick Lane
Harbour Publishing, Madeira Park, BC. 2014

If you are looking for new poems from a BC writer that are both masterful yet accessible for adolescent readers and writers then Patrick Lane’s more recent collection, Washita, is a wonderful selection. His imagery, often drawn from the natural world of BC and Western Canada is relatable and evocative, and his language is powerful, often direct and not overly obscure (“I woke up on Six Mile Creek, a willow grouse falling from the sky”) helping us to get to the emotional truth of a moment. He generously provides a glossary at the end to give context for more obscure references, which adds an interesting historical and linguistic layer and commentary. In this glossary we learn that a washita is a sharpening stone fashioned out of white quartz rock from the Ouachita Mountains of Arkansas.

The collection itself was fashioned extremely slowly, as Lane explains in the afterwards to the book. Due to a frozen right shoulder he could not raise his right hand to the keyboard. Lane, a right-handed, one-fingered typist, painstakingly crafted each poem using his non-dominant left index finger. Moreover, his left hand (and right side of his brain) did not know, as his right-hand did, where the letters on the keyboard were and so he had to search out each letter, each time, for each word: T—h—e…. Even simple little words took a while. This gave him lots of time to consider what he wanted to say and how. This writing process brings a stillness and meditative quality to the work and a sense of the poems being utterly balanced.

I had the chance to hear Patrick Lane read from this collection at the book’s launch in the Fall of 2014 in Victoria. Lane is a superb reader of his own work. While I don’t have a clip from Washita, I recommend clips such as this one to hear him read his work.

Place-Making with Poetry

Posted by Celia Brogan

We are halfway through Poetry Month! In a change from last year, this April we are focusing on specifically BC literatures in support of the ABPBC’s Read Local BC campaign but luckily, when we look around poetry features prominently in the local cannon.

Today I would like to continue a thread started yesterday and share another iten created by the intersection of Local + Maps + Story.

A Verse Map of Vancouver  ed. George McWhirter (photographs by Derek Von Essen) is a beautiful volume of poetry and photographs whose aim is to celebrate and “represent the city’s places and principal features in poetry.” (from the introduction) It’s not meant to be exhaustive, but a snapshot of the city (so to speak: the actual photographs often are more portrait-like than snapshot.)

I love the idea of a verse map. Should you be inspired by this idea, the breadth of topography might vary: from covering a region or your entire town, to remaining on within the bounds of the school property.

Another book that could fall within the Local + Maps + Story thread, and is simultaneously smaller and larger in scope, is Gulf Islands Alphabet by Bronwyn Preece (Illustrated by Alex Walton). This picture book is a poetic description of the Gulf Islands and the Salish Sea, featuring an alphabetic sequence of alliterative passages accompanied by rich watercolour illustrations. It differs from A Verse Map of Vancouver in that it covers a wider area, but does so with a single text. It’s another option to inspire a way for students to engage with their geography through poetry.
(One drawback of this text for me is the minimal mention of First Nations’ current and historical use of the area as well as not enough information about marine life. These two aspects can serve as entry points for a critical reading.)

If you have a local resource of this sort for your town or area in BC, please share it in the comments!

Homegrown, and still growing

Posted by Celia Brogan

What writing is more homegrown BC writing than that of our students? The BCTELA Student Writing Contest is more than a great way for students to give their writing a broader audience, the published pieces, Voices Visible, is also a useful resource to show our students what their peers are writing.

BCTELA members receive a copy of Voices Visible free, and you can order additional copies to make up a lit circle/text set group, or enough for a whole class set.

BC features as a setting in many of the pieces in Voices Visible, either completely or sometimes as a juxtaposition to an immigrant’s home of origin. Students can find their home in these pieces written by their peers in a way that may be different than from pieces written by adults. Do you have back issues of Voices Visible? Try it: copy a piece or two and see what your students think, or try including a book or two in a poetry text set.

This year’s submissions are due at the end of this month. Click here for the application form and contest rules. You must be a current BCTELA member to submit your students’ work.

Poetry Month: day 20

Well, this April has been pretty good, poetry-wise.  I will finish this series by telling you about a poetry month initiative I run in my school.  The idea was shared with me by a colleague and I’ve modified it a bit.  I wouldn’t be surprised if other schools do it too.  It’s called Poem in my Pocket and my version is simple:
To participate in Poem in my Pocket students must

  1. find a poem they like (in a book, online, on a bus, anywhere!), or write one of their own
  2. copy that poem onto a piece of paper.
  3. carry that piece of paper in their pocket a while.
  4. bring the poem to me and read it aloud to me.
  5. repeat.

I then take their poem and post it on my “poetry wall” until the end of the month, at which time I put all the poems in a bin and draw a winner for a poetry-related prize.  Students may carry/read/enter as many poems as they like.  This year I have a grade three student who has entered approximately twelve poems–she shows up every few days with two or three new ones to read to me; a few years ago I had a student who entered between 20-30 poems, all authored by her.  I love how this ‘event’ brings out the poetry bugs in my students.

This year the prize is two tickets to the Poetry in Voice finals.  I thought it would be the perfect prize to go hear older students reciting poetry when that’s what these students have been doing for me.

Thank you for celebrating Poetry Month with us here at BCTELA.
I will leave you with a simile one of my grade five students wrote today:

The apple blossoms sway like swings carrying the wind.

 

Poetry Month: day 19

Well, April is almost over.  There has been lots of poetry at my school this month, I hope there has been at yours too.

Yesterday I sat down to have an informal book club meeting with a colleague (we’ve been trying to read a professional text on teaching creative writing and it’s been a sporadic endeavour) and our conversation went from creative writing, to chatting about a collaborative social studies project we’re doing together,  to having a SUPER AWESOME poetry brainwave!

My colleague, Kelly, and I were discussing how we might build a short poetry piece into her class’ creative writing for term three, when we got of topic talking abut some struggles her students were having with the big social studies project they’re doing.

The SS project is called Historica.  You may have something like it at your school: students choose a historical event, within their grade-based time period, to research and produce a variety of products to show their understanding.  All the intermediate students participate and there is a big celebration at the end.

What we ended up with was a great solution to both these issues: we have decided to teach her students a simplified version of epic, or narrative, poetry.   I teach Kelly’s prep time so we have lots of class time to work with.  We will start with a review of basic figurative language (simile, metaphor, personification, alliteration.)  I will practice those with the class until the students have a general facility with them.  Kelly will focus on voice and word choice in the non-fiction writing they’re doing for their research project.  Soon I will start to read some story-poems and tell them about epic poetry.  We will talk about narrators in prose texts (fiction and non-fiction) and in poetry.  They will write their own story poems, on topics of their own choice (or maybe we’ll do the stories of movies they already know, like Frozen) and I will ask them to use at least one each of the basic devices so I can check their understanding.  Eventually we will hand out story/poetry frames that Kelly and I have written, tailored to each of their Historica topics (such as “the last spike,” “the potlatch ban,” and “the war of 1812.”)  For instance, for the group researching the potlatch ban, the frame might start with a narrative voice explaining the significance of the potlatch to the Haida people, followed by the voice/perspective of an enforcing Indian Agent, followed by the voice/perspective of a Haida chief or other member of the community, finished by the effect of the ban.  The frame is simple, but it provides the two grade 4 students a guide with some of the basic aspects of their topic (which is challenging for them).  They will have to write a four-section narrative poem, based on their research, and using figurative language appropriate to the form.

I’m looking forward to seeing if this works, and what kind of results we get (in products, and in students’ enduring understandings.)