Genre: Poetry

P&W has supported poet John Murillo’s readings and workshops with organizations such as Page Meets Stage, the Gwendolyn Brooks Center, and Insight Arts. His first poetry collection, Up Jump the Boogie (Cypher 2010), was a finalist for the 2011 Kate Tufts Discovery Award and runner up for the PEN Open Book Award. This fall he joined the University of Miami as visiting assistant professor of creative writing. Murillo generously shared some of his experience as a writer with us.

What are your reading dos?
Always be considerate of your co-features and adhere to schedule. It's never a good look to read so long that other readers have to decide, on the fly, which of their poems to cut from their set.

… and your reading don’ts?
Don't ignore your audience. Sounds like a no-brainer, but I've suffered through too many readings where poets simply read poem after poem without any interaction with the crowd. Hearing poems read aloud and reading from the printed page are different experiences—each offering something you can't get from the other—and should be treated as such. Introduce poems, tell a joke or two. Let the people get to know you a bit, spend some time. If we (the audience) wanted only the words printed on the page, we could read to ourselves at home... for free.

How do you prepare for a reading?
The first thing I need to know is how much time I have. Then, I plan my set—not just timing the poems themselves, but allowing time for interaction—to fit within those parameters. I'll spend time with the poems I've chosen, reading them aloud, listening for the music or lack therein. I imagine how certain poems may land with certain listeners—emotionally, sonically, etc.—and try to create an arc that provides them with an experience worth leaving the house for. I sometimes do breathing and voice exercises too, to keep my “chops” up.

What’s your crowd-pleaser, and why does it work?
In the past, I've read poems I myself didn't care for too much, simply because of the way I knew audiences would react. I'd get a laugh or two, maybe some applause, but nothing like a real connection. I've realized over the years that people just want to hear good poems. Typically, the same poems that “work” on the page also read well live. No matter the venue. The danger for me lies in relying too heavily on these poems, becoming too comfortable reading poems I know will go over well. There's very little vulnerability in that and if one isn't careful, that laziness can creep into the writing, and then the poems themselves become safe. To hell with that.

How does giving a reading inform your writing and vice versa?
I believe poems are meant to be shared, read, and listened to. From one's lips to another's ear, or from one's hand to another's eyes, no matter. The live reading is something that never lets me forget that I am a human being reaching out to, trying to communicate with, other human beings. This definitely affects the choices I make when writing and revising.

What’s been your most rewarding experience as a writing teacher?
What I love most is when students begin to claim their own voices. In a society that cultures young people into silence and, by extension, apathy, there are few things as powerful as a young writer asserting her right to be heard. And there are few things as satisfying for the teacher as knowing you had a little hand in the midwifing of this new and necessary voice.

Photo: John Murillo. Credit: Rachel Eliza Griffiths.

Support for Readings/Workshops events in Chicago 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.

Support for Readings/Workshops in New York City is provided, in part, by public funds from the New York State Council on the Arts, and the New York City Department of Cultural Affairs, with additional support from the Louis & Anne Abrons Foundation, the Axe-Houghton Foundation, the A.K. Starr Charitable Trust, and the Friends of Poets & Writers.

Zócalo Public Square, a Los Angeles–based web forum for ideas and literature, began accepting entries last week for a poetry contest sprung from Zócalo's mission to further understanding of citizenship and community.

The "living magazine," which combines online journalism with lectures and other real-world events, will consider poems that evoke a sense of place for a one-thousand-dollar prize and publication on the Zócalo website.

“'Place' may be interpreted by the poet as a place of historical, cultural, political or personal importance," say the guidelines on the contest page. "It may be a literal, imaginary or metaphorical landscape. We are looking for one poem that offers our readers a fresh, original, and meaningful take on the topic."

Poets may send up to three poems via e-mail by November 5. There is no entry fee.

The winner will be announced next March in conjunction with the recipient of Zócalo's second annual book prize, a five-thousand-dollar award recognizing a work on the topic of community published in the United States. (There is no submission process for the book award.)

Writer Patricia Roth Schwartz blogs about facilitating a P&W-supported workshop series at the Terwilliger Museum in Waterloo, New York.

A graceful Queen Anne structure, the Waterloo Library & Historical Society, which opened in 1880, is the first building in New York State built as a library. In 1960 a local businessman donated funds to open an attached museum of Waterloo history, which bears his name: Terwilliger. The Terwilliger Museum’s a spooky place. It is low-ceilinged, dim, and its two floors are partitioned into several areas filled with antique dolls, guns, china, vintage fire-fighting equipment, musical instruments, Native American artifacts, and the replicated interiors of both a pioneer cabin and a country store.

I’d written a grant proposal to Poets & Writers for a three-week workshop: Writing Your Way Through History, the first program ever held in the museum. I showed up at the appointed time, fully expecting no one to be there. In semi-rural areas, the hardest aspect of putting on an event is publicizing it, and we hadn’t done much. Even so, right on the dot, several people climbed the stairs to meet me. A short while later a few others arrived. In all, seven people attended at least part of the program, including a fourth-grader, granddaughter of a Terwilliger Museum member. Armed with a sheet of writing prompts I’d given them, participants explored the museum, searching for characters and stories amongst the museum’s holdings. After an hour, we retired to a cozy nook with tables and chairs in the library adjacent to the museum, an ideal writing space.

Everyone was busy except Mary Alice, a feisty, intelligent woman in her 70s who used to write a column for a local paper but stopped. She’d been suffering from writer’s block, she told me, but arrived to the workshop with a brand new baby blue journal. Now she sat frozen before a blank page. I walked up to her and asked quietly, "Who's your character?" "Grandma," she said. "Okay–What's happening? Tell the story," I eagerly replied. A heartbeat passed. Her pen rose to the page. "It's Midge." And out the story poured. Inspired by the exhibit of a 1920s dressed mannequin doing laundry on a washboard in a galvanized tub, Mary Alice told the story of tomboy "Midge" (herself), getting her clothes dirty and "Grandma," instead of getting mad, simply offering, "I'll teach you how to wash them."

Everyone else in the group (as if by some alchemical change that affected them all simultaneously) wrote astonishingly excellent stories, each set in an historical context. Eagerly they read aloud to each other. By the end of our sessions, a writers’s group of five of the attendees had formed and continues to meet, planning a blog and a chapbook to showcase their work. Best of all, Mary Alice called to tell me she’d resumed writing her column and even received a raise in pay for it!

Photo: Patricia Roth Schwartz. Credit: Sandy Zohari.

Support for the Reading/Workshops in New York is provided, in part, by public funds from the New York State Council on the Arts, with additional support from the Friends of Poets & Writers.

Choose a page from a book, a magazine, or a newspaper and make a list of the nouns mentioned. Using free association, jot down a new noun for each noun in your first list. Using the second list of nouns, write a poem.