Poetry Journey

by | Dec 2, 2020 | elp, Exploring Art, Identity ELP

  

Poetry: A Learning Process 

Throughout our exploration of poetry in class this year, I’ve been able to expand my knowledge of the different techniques used by poets to create meaning, but also further explore the ideas of voice and identity. My notes now contain a whole list of questions and techniques that I can use to rip apart a poem for analysis, and with each poem we encounter I get to refine these skills more. Something that I particularly liked about studying poetry was studying rhyme – all the different types of rhyme, and especially how they can be used in a musical context (whether that’s in the cadence and pacing of a poem, or in songs themselves).

We looked at one poet in particular – Philip Larkin, exploring the way he uses slang, colloquialisms and coarser, more vulgar language in poetry and the effect that this has on the way the reader perceives the speaker of the poem. I found this interesting because of the way we often view poetry as something formal or something ‘beautiful’ to be appreciated, but there’s nothing ‘beautiful’ about the word ‘piss’.

Something challenging for me while exploring poetry (and something I’d like to continue working on in the future) is in the way that I read it. Being so accustomed to reading prose, sometimes the enjambment and/or sudden stops in lines confuse me, and I start thinking of it as a grammatical error rather than a purposeful choice made by the poet in the way they structure their poem.

I look forward to reading other different poems from different poets (BIPOC/LGBTQ+ poetry, for example)!

ATLs ELP Reflection

by | Sep 21, 2020 | elp, Identity ELP

First English ATL Reflection: 

In terms of Self-Management, this year I would like to focus on setting challenging goals for myself and pursuing them with optimism and enthusiasm. I look forward to reading fascinating and obscure literature, to represent womxn/queer voices that are rarely expressed in our current literary canon. I do have systems and schedules in place to get all work done and stay organised, such as my calendar, to-do list and drive folder.

When it comes to collaboration, I would very much like to become more attuned to my peers contributions and allow room for many ideas. In literature, there is no ‘correct’ method of interpretation for a text, and even believability for each interpretation is inherently subjective. In accordance with my goals for self-management, I would also like to hear the voices of my peers in the classroom.

Lastly, in Communication, I wish to become more aware of the consequences of my words, whether verbal or written. I would like to listen to understand, rather than listen to respond. I am an outspoken individual in English class, and reading is solace, but within a classroom setting, those things become double edged swords, and so in tandem with my collaboration goals I would like to help foster a respectful, encouraging environment (that I will also be a part of) within my English classroom.