Genre: Poetry

D.E. Connelly's Haiku Workshop Uncovers Desert Water

From May 19 to June 9, 2011, P&W-supported poet D. E. Connelly, author of the manuscript "A Twisted Balance: One-Line Haiku & a Few Senryu," taught a haiku workshop at the Armory Park Senior Center in Tucson, Arizona. We asked her to say a few words about the experience.

D.E. ConnellyThe poet-sage Matsuo Bashō, born 1644, wrote in memoriam of a friend, “never think of yourself / as someone who did not count— / festival of the souls.” Ueda translated this Japanese haiku into English. The poet-artist Marlene Mountain, born 1939, wrote “white sugar white flour white male”—no translation necessary: It was originally written in U.S. English. Mountain’s haiku reflects the three word-cluster device of classic one-line Japanese haiku as well as its device of image juxtaposition: The first and second word clusters are specific images; the third word cluster, “white male,” is metaphoric, resembling one (including males of color and all females) who, offering no nourishment, choose instead to promote oppressive practices that strip people and things of their inherent value. As Bashō’s tone was of his time and place, Mountain’s is of ours—and each poet agitates the soul: Will I be remembered?  How will I remembered? 

Poets & Writers remembered those of us in the Arizona desert at a time when recognition of each individual’s contribution was being white-washed. With its support and encouragement, the Armory Park Senior Center in Tucson was able to host In The Spirit of Haiku: Three Workshops & A Public Reading. Like water in the desert, sponsorship of a poetry workshop at the Center is wonderful, but rare. 

Workshop One, focusing on the haiku of Bashō (as translated by Sato), reviewed the classic poetic devices compressed within this seemingly simple one-line poem (e.g., two unequal phrases; a strong cutting word between; each phrase with its own specific imagery, which might portray the “what,” “when,” and “where” of the poet’s experience; a seasonal reference—all combined to best convey emotion in a syntax natural to the poet). 

workshop participantsWorkshop Two, focusing on the haiku of Marlene Mountain, explored how the initial haiku in U.S. English (introduced, arguably, in the 1950s) evolved into what is currently promoted in English as a form of ten-to-fourteen syllables. Throughout, but mostly in Workshop Three, attendees shared original work: One participant incorporated calligraphy; another haibun; another read haiku in German, demonstrating how sound patterns, even without sense, can convey emotion.

The public reading gave participants a chance to interact with an audience, which included a few people in their twenties from Tucson Youth Development. One youth was deeply moved by an elder’s seasonal allusion of being in her life’s “December,” with feet on fire from pain as well from an urgency to experience fully and profoundly what remains of her life.

A deep bow to Poets & Writers, the workshop participants, the audience, as well as the Armory Park Senior Center who published the participants’ haiku in its July newsletter.
   
Photos: (Top) D. E. Connelly. Credit: Tom Wuelpern; (bottom) workshop participants. Credit: D. E. Connelly.

Support for Readings/Workshops events in Tucson is provided by an endowment established with generous contributions from the Poets & Writers Board of Directors and others. Additional support comes from the Friends of Poets & Writers.

Reginald Dwayne Betts's Poetry in Schools

For the month of August, Washington, D.C.–based poet Reginald Dwayne Betts, author of Shahid Reads His Own Palm and the memoir A Question of Freedom blogs about poetry in D.C. schools, Busboys and Poets, as well as his memory of being P&W-supported.

The Pen/Faulkner Foundation does great things across the district. Not only does the organization bring writers into the classroom, it also purchases a class set of the writer's book for students to read before the writer's visit. I am amazed at the many ways in which teachers and school leaders are able to tap resources and use them to provide students with a literary outlet such as this one.

Another program of note is the D.C. Creative Writing Workshop. For more than a dozen years, and under the guidance of Nancy Schwalb (the organization's founder and current executive/artistic director), the workshop has placed writers-in-residence in classrooms at Hart Middle School, Ballou Senior High School, and Simon Elementary School. The program's drama club also rewrites classic dramas, then presents their adaptations as motion pictures at the end of each school year. It’s not surprising that the workshop is excellent, what is surprising is that it has become a strong component in the academic life of so many students and is a component that lasts beyond the students' elementary, middle, or even high school years. Former students come back each year to volunteer or say hello.

Finally, there is the Folger Shakespeare Library's Poetry in the Schools program. Teri Cross Davis coordinates the program and does a fabulous job of bringing writers into classrooms across the city for four to six week sessions. All of these programs are amazing, but I’ll add this about the Folger program... I was once sent to Dunbar High under their auspices and, ironically, had the pleasure of working with an English teacher whose first year teaching was the same year my mother graduated high school. A program that is able to reach out to young teachers as well as older, more established teachers is one that should definitely be praised.

Photo: Reginald Dwayne Betts. Credit: Rachel Eliza Griffiths.

Support for Readings/Workshops events in Washinton, D.C., is provided by an endowment established with generous contributions from the Poets & Writers Board of Directors and others. Additional support comes from the Friends of Poets & Writers.

August 1

7.28.11

The late English poet Philip Larkin was born eighty-nine years ago this month. Begin a poem using the first lines of Larkin's oft-studied poem "Church Going," from The Less Deceived (Marvell Press, 1955): "Once I am sure there's nothing going on / I step inside, letting the door thud shut."

July 25

7.25.11

Approach a poem (or revise an existing poem) as if you were writing a fable. Keep a third-person point of view. Address the anthropomorphic qualities of the objects you introduce. Invite an animal or creature into the poem. Allow an invisible force to alter time and space. Instead of ending with a lesson or moral, try closing the poem with a question.

Pages

Subscribe to Poetry