Springboard

Exploring the Passion and Power of Poetry

April is poetry month. There are some who love poetry – and others who have a hard time connecting or understanding. BT Member Patti Russo considers herself a poetry evangelist and agrees with the poet Roque Dalton who wrote, “Poetry, like bread, is for everyone.” She began her career as a certified poetry therapist. Over time, she developed a specialty in intergenerational work, and, for the past 12 years, Patti has facilitated her intergenerational poetry program, Partners in Rhyme, in schools. We are excited to collaborate with Patti on this Springboard. We hope that you and those whom you love will truly experience the passion and power of poetry.

Tips on Connecting with Young People

• Whether near or far, we encourage you to use these questions and activities to start dialogues and engage in meaningful ways with young(er) people in your life – so that you both feel more connected and better afterwards!

• Consider the many ways we have to connect today: a phone call, facetime, skype, text or through social media. Snail mail is great, too. Tip: If the student is away at school, touch base to see if they go to the post office.

• Sometimes it is difficult to find the time to connect. Consider arranging a time in advance. For example, reaching out to the young person or the parent and saying, “I miss you. I’d really like to spend a couple of hours with you (with the child). When might you have time in the next month?” (Give a framework.) And when they respond, do everything in your power to make it work!

• Consider setting a regular schedule to connect – Friday nights, first Saturday morning of the month, the week of someone’s birthday. Send a piece of snail mail each time you pay bills – perhaps with a quote, inspirational message, poem (!) or a few dollars.

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• You may want to share that you are committed to life-long learning – even if you are not in school – that you are enjoying learning about poetry.

• You may want to share with your young person that you are part of an organization, Bridges Together, that helps unite generations in families and communities. (It’s important for young people to understand the value of belonging to a greater community.)

• Share a poem with excitement! “I just came across this poem and I thought of you. Do you want to hear it?” And then…. “I thought we could follow-up by [doing a suggested activity]…” Mail this with a note. We also include some YouTube videos which you could forward.

• Share a meal. You’ll have a captive audience if you implement a simple rule: no technology at the table! It’s important for young people to learn table manners and the flow of sharing a meal. Breaking bread provides a wonderful opportunity for rich conversations. You may use the “Rose- Thorn-Bud” method: Have each person share what was their favorite part: The rose? A part that was difficult or thorny? Something they learned that they will develop, a hope moving forward, a bud?

• If you are babysitting, weave one of these discussion questions or activities into your time together. If the “kids are on their phones or devices”, let them know that they may use them for X amount of time but then you are doing something fun together.

• If you are a grandparent raising your grandchild or involved in kinship care, try to take a break and do a fun activity together! Take a peak at all of the ideas in here and choose one that jumps out at you. See if you can weave it into your next weekend or ½ day of school or vacation week. And maybe read a poem before bed – just to nurture your spirit!

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Learning About Poetry

• Poetry, like love or art, can be difficult to define. Dictionary.com defines poetry as “a literary work in which special intensity is given to the expression of feelings and ideas by the use of distinctive style and rhythm; poems collectively or as a genre of literature.” 1 Samuel Coleridge defines poetry as “the best words in the best order,” whereas Emily Dickinson says, “If I feel physically as if the top of my head were taken off, I know that is poetry.” In the Poetry Supplement, there are many famous definitions of poetry that you might enjoy perusing or discussing.

• Did you know that poetry is meant to be heard? Poets take great care in selecting words not only for their meaning but also for their sound and rhythm. Always read a poem aloud – even if you are reading it alone.

• Print a copy of the poem for each person so they may read along and provide something to write with so they can mark up their copy.

• As you read the poem aloud, encourage participants to read the poem silently, underlining any words, phrases or images that resonate with them.

• After you read the poem especially with another, pause for for 5-10 seconds to let people absorb and experience the poem. Try to be comfortable with the quiet and not jump immediately into the discussion questions or hearing it a second time in a different voice.

• Patti encourages people to think about their response to a poem, not get into the mechanics of the poem. To reinforce this approach, consider reading “Introduction to Poetry” by Billy Collins or “This Poem…” by Elma Mitchell both of which are in the Poetry Supplement.

• Have your grandchild read the poem. Put them at ease by telling them that there is no one right way to read a poem. Encourage them to read the poem in whatever way feels natural to them.

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• Some general questions you can ask after reading any poem: o What is you overall reaction to this poem? o What did this poem bring up for you? o Where do you find yourself in this poem? o What resonated with you? o Please share a word/phrase/image that you underlined and why you did.

• We offer many suggestions on writing poems. Here are some things to keep in mind: o Our goal is expressive writing, not impressive writing. We ask for honest and heartfelt pieces. o It is not our place to judge each other’s writing, or offer advice on writing techniques.

NOTE: Most poems that are mentioned in this Springboard are contained in the Poetry Supplement with accompanying question. Print the poem, fold up the paper on the bottom and seal it – so you may read the poem and then answer the questions.

Discussion Questions & Activities On the Go – Perfect for the car, a walk or dinner table

• Talk openly about what you both know about poetry and how you feel about poetry. Do you enjoy it? Does it scare you a little? Do you ever read poetry for pleasure or only if it’s assigned to you? • Share about your experiences about poetry – did you have to recite a poem? Do you have a favorite poem? • What is the first poem you remember loving? • Have you ever memorized a poem? If so, how did you do it? • Have you ever recited a poem for a group? If so, when? Why? How did you feel about it? Can you recite the poem now?

• Alliteration! Alliteration is a poetic device where the sound of the first letter is repeated in a series of words. As you are walking or driving or eating, invite each person to share their name and an adjective that begins with the same letter as their first name and describes them in some way. (For little ones, you may need to define “adjective”, telling them an adjective describes something or someone – like fluffy cat or fast swing). Can you come up with an alliteration for each of you? For example, Caring Charlotte or Adventurous 4

Andrew. How about for other members of your circle of love? Consider including deceased members who had touched the young ones’ lives. This is a great way to keep their spirit alive.

Poetry Activities

In the 1980s, Gardner published his MulTiple Intelligences Theory that suggested each of us is smart in eight ways. Sometimes called the “smarts theory”, it provides a framework with which to understand each of our talents and areas of weakness. Armed with this knowledge, we can then choose to nurture, strengthen or avoid certain parts of ourselves – and the young ones in our lives. For example, if we have a grandchild who is artistically inclined, we may encourage them (or their parent) to provide art lessons or choose art electives. If we notice they are in weak in math, we may suggest a tutor.

You’re Smarter Than You Think by Armstrong is a wonderful book that outlines all of this beautifully for a young person – providing ways to expand in or compensate for each area.

Introductory Poems:

• “Sometimes”: Check out this excerpt from a poem by Mary Oliver. This would be a great little excerpt to text or facebook or message to someone you love. Then, you could go on to say what it makes you think of and invite them to share as well. Other questions include: What do you pay attention to during your day? outside? Whom do you share with? When have you felt astonished? And building it out: write a little poem about it with four sentences. 5

• The “Hopi Prayer” by Nancy Wood offers advice for living and the power of staying connected – even when physically apart. This is another beautiful prayer to share with a young person. • You may start with “I came across this beautiful Hopi prayer and thought of you. The Hopi Tribe of Native Americans are from what is now Northern Arizona… Check out the prayer….” • Share what you hold onto and ask what they hold onto. • Suggest ways you may stay connected or prompts to think of each other (like the “kissing hand” or when you notice the moon at night, know that I am looking at the same moon and thinking of you.). • Take the opportunity to share one of your favorite prayers or poems.

• With Little Ones: Poems with body movements. Many children’s poems can be seen with illustrated picture books and also feature easy body movements. Read the poem or book and then do the body movements with it. Possibilities include: Head and shoulders, knees and toes… or Five Little Monkeys Jumping on the Bed or We’re Going on a Bear Hunt. Try acting out the movements at different speeds – slow like a sloth, normal speed, and fast like a humming bird. What did you notice? Which speed was easiest? Hardest? Which did you enjoy most and why?

We’re Going on a Bear Hunt is a fabulous picture book by Michael Rosen and Helen Oxbury. There are rich phrases that provide directions on movement like going “squishy squashy” through tall grass. You may watch the author narrating the book on YouTube. The text has also been made into an echo song that you can find on YouTube.

• Performance Poetry: We now know that all poems are meant to be heard. But some poems are meant to be heard and performed before an audience. Performance Poetry presents poems in a dramatic fashion on stage and uses the stage as a page. The performance transforms a poetry reading into a theatrical event.

Read If I Had a Daughter or Hands silently. Then read it out loud, one at a time. After, watch Sarah Kay’s performance of either one on YouTube. The

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text is provided in the Poetry Supplement, but try watching her performance without reading along to experience it as it was intended -- as you would if you were watching her live.

What do you notice? How is this performance different from a traditional poetry reading? What does Sarah do with her body as she recites her poem?

Take it a step further: trace each other’s hands on a piece of paper. Cut the hands out and paste them on construction paper. On each finger, write one thing you would like to do with your hands in the near future. The sky’s the limit. Or write a wish for someone important to you on each finger.

• Younger Ones: Read “Treehouse” by Shel Silverstein which is in the Poetry Supplement. There are discussion questions on the sheet. Then, for an activity – design a treehouse or create a treehouse model out of …… Who would like to come and hang out in your treehouse? What rules would you have? How do the rules vary from house to house – grandparent to parent or between divorced parents? Something to think about and allow the child to share as much or as little as she wants.

• Older Ones: Read “A Time to Talk” by Robert Frost which is in the Poetry Supplement.

Share a favorite story about one of your best friends. Who in your life do you almost always make time for? Whose phone calls will you almost always answer instead of screening? Who in your life is there for you no matter how busy they are? Write a gratitude note to one of these people about why you appreciate them and/or what you love about them. Consider including a copy of this poem and how it made you think of them. As a twist, make an acrostic poem about the person whom you would stop to talk with.

Fun fact: Although Robert Frost - considered the best-known and most beloved American poet - attended both Dartmouth College and Harvard University, he never earned a formal college degree. Over the years, though, he received over 40 honorary degrees!

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TIP: It’s important for young people to realize that older people have intersect and support one another!

• For Writers of All Ages – especially those learning to form letters and words: Write some poems on index cards and leave them around the house or mail them to someone – maybe anonymously.

• All About the Syllables: Cinquains are five-line poems consisting of eleven words. Read some aloud and then create your own cinquains about something you enjoy together. See samples in the Poetry Supplement.

Line 1: One word for the subject of your poem. Line 2: Two words – a pair of adjectives that describe the subject Line 3: Three verbs that end in “ing” further describing the subject Line 4: A four-word phrase about the subject of your poem Line 5: One word that is a synonym for the first line

Tip: It’s easy to recognize a syllable if you put your hand touching your chin. Say the word and every time your chin goes down, you’ve said a syllable.

• Six Word Memoirs: The story goes that Ernest Hemingway was challenged to write a story in six words. His response: “For sale: baby shoes, never worn.” This has become a popular form of poetry. You may find many at www.SixWordMemoirs.com. Read some aloud. Can you write a six word memoir about yourself, someone you love(d) or something you enjoy together? Again, this is a great opportunity to remember someone who is deceased.

• Found Poems: Look in the newspaper or magazines for a poetic passage. Make it your own by playing with the word spacing and the line breaks, add some words and delete others. These are called Found poems – poems that are composed from words and phrases found in another text. Share your found poems with each other.

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• Who or What Am I?: Some poems describe common items and, when a poet has used rich descriptive language, we can often guess the subject of the poem without even seeing a title. Print out the “Who or What Am I?” poems in the Poetry Supplement, folding up the bottom part to hide the answer. Can you identify the object. Some are easier than others. As an activity, choose items found in a specific location (kitchen, backpack, library, backyard) and try writing your own “Who or what am I poems”.

Taking this one step further: If you are really creative – you may want to make this into a matching game – where you write the poem on one card and find a picture of the item on another card.

• For older ones and young adults: Odes Odes were invented by Greek Poet Pindar around 400 BC and use elaborate praise and lush imagery, sometimes to the point of exaggeration. They were originally written to describe athletic glories or statesmen and were typically accompanied by an orchestra. Shiller’s “Ode to Joy” is part of Beethoven’s ninth symphony. In the 1800s, odes were no longer reserved for athletes and statesmen as Keats and Shelley started to celebrate Grecian urns, nightingales and the West Wind. In the 20th century, Pablo Neruda took it a step further and starting singing the praises of numerous everyday items from juicy tomatoes to a comfortable pair of socks.

You may want to compare the 19th century poem, “Ode to the West Wind,” by Percy Bysshe Shelley, with an ode from the modern history. As mentioned above, Pablo Neruda has written many, and we include: “Ode to Fried Potatoes” in the Poetry Supplement.

Fun fact: The famous line, “If Winter comes, can Spring be far behind?” is the final line of “Ode to the West Wind.” Also – The song “You’re A Grand Old Flag” can be considered an ode, as well. It’s also in the Poetry Supplement.

Working together, think of something common (jeans, peanut butter, electric toothbrush) and every day item that you adore and appreciate greatly – or a place you’ve visited – or an activity that you’ve enjoyed. Then sing its praises using rich, descriptive language. Try to paint a vivid picture with words.

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TIP: Speak directly to the object you are flattering. For example: Lemon squares, oh sweet lemon squares, your tartness never disappoints…”

• Compare and Contrast Poems from Presidential History: Only 3 U.S. Presidents – John F. Kennedy, Bill Clinton and Barack Obama – have invited poets to speak at their inauguration which involved 5 poets. Read/listen and compare the poems. Which poem do you relate to most? Which is most memorable? Do you think poetry has a place in the political arena? Why do you think so few presidents have included poetry at their inaugurations? o Robert Frost recited "The Gift Outright" at John F. Kennedy's 1961 inaugural. Frost recited the poem from memory after he was unable to read the text of the poem he'd written for the inauguration, "Dedication" (PBS transcript), because of the sun's glare upon the snow-covered ground. A video of Frost reading "The Gift Outright" at Kennedy's inauguration is available through the Hulu Web site. o Maya Angelou read "On the Pulse of Morning" at Bill Clinton's 1993 inaugural. A video of the reading is available on YouTube. o Miller Williams read "Of History and Hope" at Bill Clinton's 1997 inaugural. You may listen to a RealAudio recording of Williams reading the inaugural poem on the America.gov website. o Elizabeth Alexander read "Praise Song for the Day" at Barack Obama's 2009 inaugural. A video of Alexander's reading is available on the Poetry Foundation's Harriet blog. o Richard Blanco read "One Today" at Barack Obama's 2013 inaugural. You may watch a video on ABC News’ website.

• For all ages: Create a drawing or collage to go with one of the poems. Maybe cut words out of the newspaper or magazine to create a poem. It would be great to create art to go with the “Who or What Am I” poems from Logic Smart or the Six-Word Poems from Word Smart.

• For older ones: Read “Paint Me Like I Am” by Vivian Chin and write your own “Paint Me Like I Am” poem using the prompts provided with the poem in the Poetry Supplement. Or consider sketching a picture of yourself or your loved one. Try drawing a picture of yourself using your non-dominant hand (if you are a lefty, use your right-hand). Then discuss the experience.

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Many poems are set to music. Read a poem. Have a second person read it or read it all together for a choral effect. Then, listen to the song and sing it together.

• Little ones: For young children - examples include “You’re a Grand Old Flag” (included in the Poetry Supplement) and Shake Your Sillies Out. You may choose to make maracas out of k-cup containers and dry beans to go along with the music. Use duct tape to seal them up. You can purchase duct tape in many wonderful patterns. Fun Fact: You’re A Grand Old Flag can actually be considered an ode. (See Logic Smart for information on Odes.) You may also change the words and make up your own song as a group. For example, You’re A Grand Old Turtle, you’re a slow-moving turtle… Write the words on a board together and then sing it.

• Older ones: Read a poem and then listen to how it’s been set to music. Options include:

o A popular song from the 2000s is “100 Years” written by John Ondrasik and recorded by Five for Fighting.

o “Phenomenal Woman” performed by Ruthie Foster using the words from Maya Angelou’s legendary poem. Some people may want to change “woman” to a gender-neutral term like “person”. However, consider that for 2000+ years, we have used and listened to male-focused language; women have had to alter the wording to include themselves. This is a teachable moment to help men develop compassion and empathy about gender-focused language.

o If you want to do a song from the 1960s, consider “Turn, Turn, Turn” by The Byrds which came out in 1965 and is based on a passage from The Bible.

TIP: Studies have found that grandparents have a profound impact on the spirituality of their grandchildren. Find simple ways to share your faith and invite the next generation of your loved ones to experience what is important to you. For example, you may find a video of Turn, Turn, Turn on YouTube. You might want to send the link to your teen and say something like “I just

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heard this song that I listened to when I was growing up. It’s actually based on a verse from the Bible. Ecclesiastes 3:1-8. Check out the video and then let’s talk!” And when they reach out, you can follow-up with what you appreciate about the song and the different seasons of your life. It’s important for them to realize that there are ups and downs in life – that you’ve gone through them and they will survive them, too. That’s called resilience. And studies also show that young ones who know their families’ stories of times like these are more resilient.

• Young Ones: Five Senses Poems use these five senses to describe something. There are examples in the Poetry Supplement. If possible, take a walk outside. Regardless, create a five sense poem about a season. How does one experience the season through sight, hearing, taste, smell and touch? If the little one is too little to write, you may have them tell you the word and you may write them down in large print. Also, you may have them draw a picture and then write the poem to go with it.

• Older Ones. Read aloud Robert Frost’s “Dust of Snow”. Take a walk outside. Do you have a favorite outdoor place to which you can take your loved one. If they are far away, go and take a picture. Then, send the picture with a ntoe saying that you read this poem today and it made you think of your place… and go on to share about a recent time when something in nature changed your mood.

Fun fact: Of the 34 words in “Dust of Snow” only 2 have more than one syllable. There are no adjectives in this poem, yet the images are vivid. Robert Frost makes it look easy, but he was a master with word selection and rhythm making this a particularly easy poem to memorize. Together, try to write your own poem about nature using only syllable words.

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• Near or Far – Young or Old: Write an acrostic poem using your name and your grandkids’ names. You may do them together or write one and send it to your grandkid (or their parent). Write their name vertically and descriptors for themselves horizontally. For example,

Nice Always willing to listen Magical fingers play the piano Energetic

• Little Ones: Read Jamie Lee Curtis’s lively picture book When I Was Little: A Four-Year-Old’s Memoir of Her Youth and then write an “I used to…, but now…” list poem celebrating all the growth and development in your life. For example, I used to sleep in a crib, now I sleep in a bed. I used to be shy, now I look others in the eye. Alternate lines between young and older. This is fun for all ages! You may find the book on Jamie Lee reading the book on YouTube. Take this opportunity to look at photos of when your grandchild was little – and when you were little. It’s so hard for children to appreciate the lifespan and that “old people” were little at one time.

• When they come home from school or come to visit with a bag: Print out a copy of “Handbag” by Ruth Fainlight or “It Ain’t Heavy, It’s my Purse” by Marge Piercy and have it handy. Invite them to read it through. Build it out and write a list poem about what they or you carry in your purse/wallet/backpack. A dozen pens? 4 tubes of lipstick? A movie ticket stub from years ago? What do these items say about you? How do they reflect your personality?

If you read Handbag, what do you remember about your mom’s or grandma’s or aunt’s purse? What about your dad’s or grandad’s wallet? What is the favorite handbag you’ve ever had? The most unique? How about your grandchild’s favorite backpack? Lunchbox? Wallet?

Fun fact: A list poem is another poetic form like a haiku or cinquain. It can be a list or inventory of items, people, places, or ideas. It can rhyme or not. American poet Walt Whitman was a fan of this form and his poems are known for including long lists.

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• “I Am the One…” Read this haiku by Basbo which is also located in the Poetry Supplement:

I am the one who eats breakfast while gazing at morning glories.

A haiku is a poem that has 5 syllables in the first line, 7 syllables in the second line and 5 syllables in the last line. It’s easy to recognize a syllable if you put your hand touching your chin. Say the word and every time your chin goes down, you’ve said a syllable!

If you your loved ones can write sentences, you may want to actually make haikus. If not, you may write a little poem that begins with: I am the one who….

For an extra twist, fill in and complete this line: My [name] knows me as the one who… For example, My grandmother knows me as the one who likes to spend time with her. My grandfather knows me as the one who shares his name. My friends know me as the one who is funny.

• Teens and older: Warning - When I am Old, I shall Wear Purple by Jenny Joseph was published in 1992 when older people often wore dark colors and spent much time at home. The poem helped affect change – providing people with a sense of freedom to break out of stereotypes. Also, “Red Hat” groups sprung up for older women to gather and celebrate their age; they had to wear read hats. You may read the poem that has some discussion questions with it. After, maybe you might write a poem: When I am old, I will…

• Older ones: We offer three poems about struggle, strength, peace. Consider each and how they play off one another. Each of these poems is in the Poetry Supplement and has suggested questions and/or activities to provide jumping-off points. o “Still I Rise” by Maya Angelou. Watch Serena Williams recite it on YouTube. o “Peace of Wild Things” by Wendell Berry o “The Sacred” by Stephen Dunn

TIP: It’s important for young people to know that people before them went through tough periods and overcame – Resiliency!

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Even More Ideas • In the back of the Poetry Supplement are additional poetry resources you may enjoy exploring!

• Go to the library and check out a variety of anthologies and collections by various poets or different poetic forms (haikus, odes, sonnets, concrete poems, etc..). Make some tea or hot chocolate, snuggle on the couch, and see what you discover! After reading a few, talk about what you notice. What sounds do you hear? Do you see picture in your head as you read a poem? Are you drawn to a particular poet or type of poem? Do you prefer silly or serious poems? Do you have a favorite collection? What makes it your favorite?

• Explore some popular Instagram poets together. You might start with JmStorm, R.M.Drake, alfa.poet, or Rupi Kaur. What makes this genre of poetry such a hit? In your opinion, is this poetry? What do you think of the aesthetics of this form?

• Take a picture or share your story with us at Hello@BridgesTogether or on facebook or LinkedIn. We like to hear our work helps YOU engage with others in different generations!

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