Category: teaching (Page 6 of 6)

Poem #8?

Some words I thought of:

phosphorescent, lyrical, helter skelter, whimsical, dandelion, zoo, languid, poof, timpani, hullabaloo, chunk, sour, Brett, write/right, outside, car, irksome, pissant.

Why did I think of these words? I was preparing to lead a discussion in one of my classes about beautiful-sounding and ugly-sounding words. I wanted to brainstorm my list of “most beautiful” and “ugliest.”

Funny thing is: I’m not sure if any of these words sound ugly. I tried to think of some, but it was a struggle. I don’t love the name “Brett,” but is it really ugly? “Car” is a weird word, especially if you say it over and over again. It’s like there’s something stuck in the back of your mouth. But is it ugly? “Sour” also has a funny mouth-feel; it’s hard for me to say, to get the diphthong just right. But it’s not really ugly, just weird. In a lot of ways, saying the ugly-sounding words out loud can be almost as fun as saying the beautiful-sounding words.

The only truly ugly-sounding words I can think of are hateful pejoratives, but that raises the question: Do I find them ugly because they SOUND ugly, or because I know what they mean and I can’t ignore their hateful meanings? Is their ugly sound a result of the baggage and connotations they carry with them, or do the actual sounds offend my ears and lips?

I’m in love with language not just for its communicative powers, but also for its sounds. I like feeling words come through my lips and off my tongue. I like enunciating. I like hearing words strung together in beautiful and interesting ways. This is one of the reasons modernist and avant-garde poetry has never bugged me; I don’t care what the dang thing means, I just like the sound of it.

Maybe the lesson isn’t that words are “beautiful” or “ugly” sounding, but simply that language is more than just meaning. It’s also sound. It’s also speech. We can’t remove meaning entirely — nor would I want to — but there can be a lot of fun in playing around with the sounds of language. That’s one of the joys of nursery rhymes, in fact. “Higgledy-piggledy, my black hen,”‘ and all that. It’s nonsense, but it’s also not. There’s a sense in the sounds, and those sounds can be pleasurable, playful, and powerful. (See what I did there? ;D)

 

A sound poem:

The phosphorescent shelter held a languid hullabaloo in the zoo.

Brett, wet and sour, bent to hear the lyrical dandelion timpani,

When right outside, the car went on an irksome helter skelter,

Crying out a whimsical chunk of nothing: a pissant and a poof.

Sr. Corita’s Rules

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I shared the Immaculate Heart College Art Department Rules with my English students today. It was part of our ongoing discussion about education, grades, and what it means to learn. Each of my four classes focused on different aspects of the rules (this wasn’t intentional on my part, but happened as a result of their own interests and ideas). Some groups really responded to Rules 6 & 7, and we got into a big discussion about how “win” and “fail” are concepts that only work if we focus on either the past or future. We can either spend our time dwelling on past successes and failures, or looking ahead to future successes and dreading future failures.

But if, instead, “there’s only make,” then we’re living in the present moment. There’s no past or future when you’re in the process of making, there’s only the now. This is something that’s proven really helpful for my own writing. I’ve been making a conscious effort to do my work without thinking about what will happen after it’s done. The act of writing is more important than the finished product. Instead of thinking ahead to the future, or being stuck dwelling on the past, I’m allowing myself to do the work that’s right in front of me.

The one rule we never really got to discuss was the last one (“Break all the rules… Leave plenty of room for X Quantities”) that comes from John Cage. This rule is the one I’m struggling the most with right now in my teaching. Because of Covid restrictions in the classroom (which are all very necessary and I fully support), and because I’ve chosen to make all my assignments available online at the beginning of each week (so students quarantining at home can still keep up with their work), I’m not leaving much room for the “X Quantities.” The spontaneous and unexpected are in short supply this year, and it’s hampering my work as a teacher.

But what about “X Quantities” in my work as a writer? Am I leaving plenty of room for them there? That’s a tougher question, and one I’m not sure of the answer. I do tend to have several projects going on at the same time (i.e.: a novella, a short story, and my second novel are all works in progress at the moment), but I don’t think that’s what Cage means by “X Quantities.” I see it as being more about leaving room for the unexpected, for tangents and digressions. Am I doing that in my writing? Am I willing to try something new if that’s where my work needs to go?

Writing poetry has been an “X Quantity” for me. It’s not something I normally write, and definitely not something I normally publish. I think that by allowed myself to “break out” of my normal writing patterns, I’ve had more fun and learned new things. But I wonder how I might “break all the rules” and leave room for those “X Quantities” in my fiction writing. I’m not sure I have an answer for that yet.

Tired and Grumpy and Dreaming of Block Scheduling

Today is one of those days where I’m so burnt out I have nothing rattling around in my head. We returned to in-person teaching today, so part of my exhaustion is that I’m “out of shape” for the regular school day, having been teaching from home since mid-November (and on Christmas vacation for the past two weeks). What I liked about online school were the shorter days. My classes would only run to 2:00 p.m., giving me more time to get paperwork and grading done. It was a perfect schedule, and frankly, I wish we ran it for in-person school as well.

I was on a committee last year that recommended our school move to a block schedule (with the possibility of either a later start time or earlier dismissal), but the recommendation was not approved. Teaching virtually last spring and this November/December just reminded me of what could have been, re: block scheduling.

So now we’re back to these grueling days of seven 45-minute classes, from 7:45 a.m. to 3:00 p.m. (Full disclosure: I don’t teach the first two periods, so my day technically starts at 9:20 a.m., and even with that extra time, I STILL feel like the days are too long.) I know that some teachers worry that block scheduling will mean a lot of down time in their classes. Math and foreign language teachers, for instance, have a harder time filling those 75 or 90 minutes blocks of time. I get that. But there’s no rule that says each class has to be equal in length. Math classes can be 20 minutes of instruction with another 20 minutes for practice and/or extra help from the teacher. English, History, and Science can be longer, with 20 or 30 minutes of direct teaching followed by 60 minutes to work on projects, do experiments, and read/write/research. I know that in my own work, I’d much rather devote a good chunk of my day to one project or one pursuit, instead of switching every 45 minutes to something totally new.

Anyway, there are lots of ways to structure a school day, and it annoys me that most secondary and elementary educators aren’t trying to be more innovative in this area. Colleges have figured it out pretty well, making classes as long as they need to be. And yes, I understand why colleges have more freedom to do this than say a high school or middle school, but still. We seem stuck in a system that isn’t necessarily the best for learning, but we persist in it because making the change would be too hard or too different. Doing something radical is just, frankly, too radical.

This is all a preamble as to why I don’t have anything good to write about today. I’m too tired to think. Blogging in the evening after putting the kids to bed made sense in the more chillaxing “Christmas vacation” zone, but now that I’m back in the exhausting “in-person school” zone, maybe it’s not such a great time to write. The well is not only dry, it’s cracked and flaking and ready to crumble into dust. Alas!

Despite my brain-fog, I did manage to write these words and post something. The streak continues (for now).

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