Creative Writing Genres (On Friday, May 30, you will pass in four annotated poems. Thanks Kathryn for that great phrase "annotated poems," which means that after each poem you should include a note that tells about the form--the rules, the ten words for the spontaneous poem, the work of art you're responding to, the sources of the five found lines...anything, including personal reflection on the form, you think might be helpful to your teacher. A field trip or absence is no excuse for not passing in your work.)
1. Spontaneous Poem (begin in class on Monday, May 19)
To activate your sub-conscious mind, do the following:
- free write about your topic for five minutes (stream of consciousness);
- pick the ten most vivid, interesting, revealing words from your stream of consciousness free-write;
- in just five minutes write a ten line poem in which each line contains at least one of the ten words and in which each of the ten words is used at least once;
- Make a title using a phrase from your stream of consciousness free-write;
- The point of this poem is to emphasize spontaneity, whimsy, seeming randomness, linguistic daring, absurdity, surreality, etc.
2. Visual-Found poem using your research (begin in class on Thursday, May 22)
- Take five sentences from your research.
- Make the sentences into a poem by using a title, arrangement, line breaks, spacing, and font size and type. The purpose of this activity is to emphasize the visual aspect of poetry.
- Create a title.
3. Ekphrastic-Formal Poem (begin in class on Friday, May 23)
- Choose a work of art (song, film, poem, story, painting, etc.) related to your topic.
- Choose a form (tanka, acrostic, sonnet, etc.) and revise the rules (at least three rules) or invent a form of your own (with at least three rules).
- Write a poem in response to this work of art. You might take a different point of view than the original art takes. You might attempt to describe sounds or sights in words. Your poem might attempt to capture your feelings or thoughts about the work of art.
- In the poem, in the title, or in a note, let the reader know to what work of art you are responding.
- In a note, write down the three rules which you have followed.
4. Someone Else’s Form (begin in class on Tuesday, May 27)
- See above. Check comments box below for forms invented by other students.
5. Extended Metaphor (begin in class on Wednesday, May 28)
- Start with your topic. Brainstorm aspects of the topic (Fitz Henry Lane = name change, schooners, house on Harbor Loop, paint, statue, sandals, apple-peru, etc.) as well as feelings and concepts associated with the topic (Fitz Henry Lane = disability, luminism, realism, embarrassment hidden beneath pompousness (of the scholars who got his name wrong), etc.)
- Then create metaphors for the aspects of your brainstorm. (Name change = The painter became a new person. Luminism = The paintings have a light bulb inside them. Embarrassment = A boy wearing the dunce cap proudly at the podium telling everyone who can hear him, “This dunce cap is not mine.”)
- String the metaphors together. Edit them. Revise them. Expand them. Contract them. Use your ear, your mind’s eye, and your sense of the language of images to guide your choices.
10 comments:
Alicia Unis
E Block
My rules are:
1. every line must have alliteration.
2. every other line must have 8 syllables.
3. every even stanza must rhyme. (A,A,B,B)
Alison Randazza
D Block
My Rules Are:
1. One line [a full sentence] must be found.
2. Last line must be a question.
3. No lines can rhyme.
(4. Must be 10 lines long)
Meghan Ciaramitaro
D Block
Rules:
1. Every two lines rhyme (A,A,B,B,C,C)
2. Must be acrostic, with a title that pertains to topic
3. Pick a word from each line and bold it. The words should form a sentence that makes sense.
example:
the sky is blue
i hate my shoes
look at that
this is pretty awesome
Brian Hand
E Block
1.Each poem must consist of 3 stanzas of 3 lines each
and a rhyming couplet at the end.
2. Each rhyming couplet must consist entirely of made up words.
3. Every poem must utilize at least 2 sets of homophones.
LUCY FOX
the poem is 3 stanzas.
--End the first two, five line stanzas with a question.
--The second stanza must follow the syllable pattern of a cinquain. (2-4-6-8-2)
--The final (3rd) stanza must end the poem with a rhyming couplet.
Rules: The rules were that it has to have two sets of 6 lines going in order like this: 9 5 3 – 3 5 9. Then the three syllable lines all have to have to one syllable words that are separated by “and.” For example, “red & white.” And the last rule is that each set has to be separated by three lines each with one syllable repeating a word over and over. Like “red & white…blue, blue, blue.”
Leah Palazola
D Block
1) Each stanza has to consist of four lines following the syllable pattern of 6-6-11-6
2) The second and fourth lines of each stanza have to rhyme
3) Each third line has to contain the same word or phrase that is significant to the poem as a whole (it can be located any where within the line)
Olivia Brown
D Block
My Rules Are:
(14 lines long)
1. At-least 6 lines must contain a punctuation. (period, exclamation point, question mark.)
2. The last word from the first line number in the pair, must be in the line of the second number.
1-14
2-5
3-1
4-13
5-9
6-2
7-11
8-12
9-7
10-4
11-6
12-3
13-10
14-8
3. All lines divisible by 3 must rhyme (3,6,9,12)
Sarah Johnson
E Block
And My Rules Are:
1) Each line must start with the last letter of the previous line(No letter can be repeated as a starting letter)
2) There must be a shift in the poem from observant to active
3) Alliteration must be found in every line (consonance or assonance)
Kyle Smith
E Block
1. Each line must contain the same number of words as the line number.
2. Each line must begin with the last letter of the previous line
3. It must end in a rhyming couplet
Post a Comment