FINDING YOUR VOICE IN POETRY By Judy Houk June 15, 2011

SET: At the end of this workshop, you will feel empowered to help all writers write poetry and find their voice, even reluctant ones! How is the study of poetryreceived in your classroom? Do students understand the meaning of voice in poetry and how to use it effectively in their poetry? Have you had success in eliciting good poetry from your students? What roadblocks have you encountered? What have you done to remove those roadblocks?

What is Poetry? Why Teach it? It is “an art form in which human language is used for its aesthetic qualities in addition to, or instead of, its notional and semantic content. It consists largely of oral or literary works in which language is used in a manner that is felt by its user and audience to differ from ordinary.” Further “great poetry generally captures images vividly and in an original, refreshing way, while weaving together an intricate combination of elements like theme tension, complex emotion, and profound reflective thought.” Dr. Janette Hughes in “Poetry: A Powerful Medium for Literacy and Technology Development,” postulates that its role includes improving literacy skills as well as awakening our senses and make connections to others and helps us synthesize as required by the use of metaphor and other forms of imagery. It also improves oral language skills. Peacock calls poetry “the screen-size art” that provokes a “quick drive into a deep pool,” offering “depth in a moment, using the depth of a moment.” Michaels suggests “reading and writing poems can help us discover profound truths we didn’t realize we knew.”

POETRY HAS CHANGED MY LIFE! “ Poetry has changed my life…me no longer being a stranger to who I am…I can leave water stains on paper like I could never leave on a shoulder…I don’t bottle things up like I used to, and I feel like I’m a new person.” “…I think it affected me because I used to be a very angry and confused little girl. I was your typical teenager but with added angst. Since I began writing, I find myself a lot calmer, and a lot more at ease with who I am…I found my calling…lol.” I write to let out emotions and to just try and escape everything going on in my life. I also like feeling that I’m good at something. This is one thing I am good at.” “Poetry has changed my life…just lets me unwind…it makes me feel better inside. It allows me to smile and think straight.”

What is Voice in Poetry? Why Teach it? Voice is defined in its simplest form as: “the essence which makes the poem live;” “the way the poet reveals his or her personality;” “It characterizes the tonal qualities, attitudes, or even the entire personality of the speaker as it reveals itself directly or indirectly (through sound, choice of diction and other stylistic devices)…voice reminds us that a human being is behind the words of a poem…revealing her individuality by means of the poem…this revelation may be the most significant part of what we receive from the poem.”

Examples of Strong Voice in Poetry Langston Hughes, “Mother to Son” Nikki Giovanni, “Cotton Candy on a Rainy Day” William Stafford, “Reaching Out to Turn on a Light” Carl Sandburg, “Father to Son” Langston Hughes, “Theme for English B”

YOUR TURN Take 3 minutes to write your own definition of voice. Share with table mates. Develop table definition for voice. Share with class. Keep that definition firmly in mind as you free write for 5 minutes about a recent (or not so recent if need be) stumbling block in your life. Share with tablemates focusing on ways you can make this stumbling block come alive in poetry. Now Create a piece of poetry about this stumbling block or use topic “Words that Changed My Life” (share two stanzas from my poem) Share poem with elbow partner. Share as large group.

REFERENCES Michaels, J. R. (1909. “Risking Intensity Reading and Writing Poetry with High School Students. Urbana, ILL:NCTE Press. Peacock, M. (1999) “How to Read a Poem…and Start a Poetry Circle.” Toronto, ON:McClelland & Stewart. Princeton Encyclopedia of Poetry and Poetics. Ed, Alex Preminger. Princeton: Princeton University Press, “What Works? Research into Practice,” Hughes, Janette, The Literacy and Numeracy Secretariat, Research Monograph #7, October