| I believe that one of the most important concepts | | | | Image |
| about poetry is that, "Like a song, poetry is meant to | | | | Of some |
| be heard" (Larrick, 1987, p. 20). While good prose can | | | | Small fish; |
| either be read aloud or silently, poetry nearly always | | | | Opened, it snaps |
| needs to be read aloud. That poetry needs to be | | | | Its tail out |
| heard can be attributed to the characteristics of | | | | Like a thin |
| poetry that distinguish poetry from prose, i.e., rhythm, | | | | Shrimp, and looks |
| sound patterns, figurativeness, compactness, and | | | | At the sharp |
| emotional intensity (Lukens, 1990). I will explore each of | | | | Point with a |
| these in more depth, below: | | | | Surprised eye. |
| An example that I often use when I am first teaching | | | | So much image...so few words! |
| the attribute of rhythm to students is Carl Sandburg's | | | | ....Which leads to the next characteristic that children |
| poem, "Was Ever a Dream A Drum?" [Be sure to | | | | need to know about poetry--its compactness. I once |
| read this aloud!] | | | | heard Virginia Hamilton, the author of young adult |
| Was ever a dream a drumor a drum a dream? | | | | novels, exchanging views with her husband, poet |
| Can a drummer drum a dreamor a dreamer dream a | | | | Arnold Adoff, about which one of them had to work |
| drum? | | | | harder. The issue was whether it was more difficult to |
| The drum in a dreampounds loud to the dreamer. | | | | say what you want to say in 15,000 words...or in 15 |
| Now the moon tonight over Indianais a fire-drum of a | | | | words. The issue was not resolved, and probably |
| phantom dreamer. | | | | never will be, but students can learn to appreciate the |
| Carl Sandburg in Hopkins, 1982 | | | | care with which a poet's words are chosen. Lukens |
| While reading it aloud, I bang on a desk or the book or | | | | (1990) says, |
| my lap to make the sound of a drum beat that goes | | | | The principal difference between prose and poetry is |
| along with what I am reading. Then I read it again, only | | | | compactness. A single word in poetry says far more |
| this time, the students pound out the rhythm on their | | | | than a single word in prose; the connotations and |
| own laps or desks. | | | | images hint at, imply, and suggest other meanings. (p. |
| "Was Ever a Dream a Drum" also can be used to | | | | 187). |
| demonstrate how poetry uses sound patterns, that is, | | | | Because poetry is so parsimonious with its words, |
| words as sound. However, my favorite poem to use is | | | | each one carries a great deal of weight. With no pun |
| "The Man in the Marmalade Hat Arrives," from the | | | | intended, look at (and read aloud) part of the poem |
| Newbery Award-winning book by Nancy Willard, A | | | | "ELEPHANT" by Barbara Juster Esbensen: |
| Visit to William Blake's Inn: Poems for Innocent and | | | | The word is too heavyto lift ... |
| Experienced Travelers. Just the first stanza (read | | | | ELEPHANT |
| aloud, of course) gives you an idea of how Willard | | | | He must have invented ithimself. This is a |
| used sound patterns in this poem: | | | | lumberinggray word the ears of itare huge and flap like |
| The man in the marmalade hatarrived in the middle of | | | | loosewings a word withwrinkled knees and toeslike |
| March,equipped with a bottle of starchto straighten the | | | | boxing gloves.... |
| bends in the road, he said. | | | | A poem that I often read to upper elementary and |
| He carried a bucket and mop. | | | | middle school students is from Arnold Adoff's book |
| A most incommodious load, he said,and he asked for a | | | | Sports Pages. It illustrates the last characteristic of |
| room at the top. | | | | poetry that I will be discussing here: emotional intensity. |
| Children ask to hear that poem over and over--so that | | | | One poem in this book tells about a boy who twisted |
| they can play with the language of the poem. Just | | | | his knee in a football game. The next poem begins this |
| savor saying "a most incommodious load" several | | | | way: |
| times--and you, too, will be hooked! | | | | My Knee Is Only Sprained,is only swollen, andthe |
| A third characteristic of poetry is the author's use of | | | | doctor says I will befine. I'll play again. |
| words as meaning, i.e., figurativeness. Worth's All the | | | | He says this as hesits on his paddedleather chair |
| Small Poems book is filled with examples you can use | | | | thatcan swivel 360 degrees. |
| for this characteristic. A wonderful specimen is her | | | | Ohwhy can't knees? |
| poem entitled "Safety Pin." [You may want to have a | | | | Once children know about these characteristics of |
| safety pin to look at while you read and enjoy this | | | | poetry (i.e., rhythm, sound patterns, figurativeness, |
| poem!] | | | | compactness, and emotional intensity), they will enjoy |
| Closed, it sleeps | | | | the challenge of finding poems that exemplify one or |
| On its side | | | | more of the characteristics. Their appreciation of |
| Quietly, | | | | poetry is enhanced through their additional knowledge. |
| The silver | | | | They are ready to experience poetry more fully. |