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How-To Guide How-To Guide 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 How-To-Guide. We hope that you and those whom you serve will truly experience the passion and power of poetry. By the way – many schools have a spring break in April. You may consider offering a program like this for grandparents and grandchildren. Convene your “IG Leadership Team” to plan your program 1A. Invite leaders to join you. This may be as simple as reaching out for a partner organization that serves people in a different age group. It is important to have representation for the different people who will be participating. You may always have more than one partner. As a team, you will make decisions about your event and with whom to partner. Potential partners include: • Youth-Based Organizations: Reach out to English teachers and guidance counselors at school who are helping students cultivate social skills. In addition to public schools, think about Montessori, private, charter, and vocational-technical schools - from preschool through colleges. Consider writing clubs or student groups. • Older Peoples’ Organizations: Reach out to alumni of the school, retired teachers (or cafeteria workers or staff), the director or activities coordinator of the senior center, council on aging, independent or assisted living communities. Many of these places offer memoir, poetry and/or writing programs. • Community Organizations: Collaborate with a local library, English Language Learners program, coffee shops or bookstores that offer poetry programs. 1B. Meet with your Leadership Team to Prepare Use the Logistics Planning Sheet to help guide your conversation and help plan your intergenerational program. Some things to note: • Determine your Goals and Learning Objectives: One of the important decisions you will have to make is determining your goals and learning objectives for the pre-lesson and actual program. We recommend capping your goals or learning objectives to three. Some suggestions are: • Bringing together people of different ages • Helping people understand and appreciate poetry • Providing a creative and expressive experience for participants Participants will: • Nurture an appreciation for poetry • Recognize accessible, contemporary poetry • Discover that poetry is a resource that brings words to the highs and lows of life • Will you do a Pre-Lesson for students or an informational gathering for older adults? Teachers & Youth Activity Directors – you may want to do a Pre-Lesson with your students to help prepare them for their time with older people. Find a Pre-Lesson Plan online in the Membership Section. Likewise, you may want to invite the older adults to gather, meet each other, find out what to expect. You may invite the teacher or youth activity director to come and share about the students, especially if there are any significant special needs. It’s also nice for the older adults to learn about how this program fits into the broader picture of the young person’s academic or social experience. 2 Patti’s Ideas For A Pre-Lesson 1. Invite them to talk openly about how they feel about both older adults and poetry. 2. Ask them, as a group, to call out some adjectives that come to mind when they think of older adults. Next, go around the room and have each person say a few words about their relationship with poetry. (99% dislike it!) 3. Say a few words about the adults participating in the program this year. For example, we have 1 social worker, 3 retired teachers, 2 lawyers, 2 dancers, 10 mothers, 4 dads, several grandparents, etc. 4. Watch the AARP video https://www.aarp.org/disrupt- aging/stories/ideas/info-2016/what-is-old-video.html or 100 Year Old BFFs video https://www.youtube.com/watch?v=ipnGPeRIy2k and talk about stereotypes associated with older adults. 5. Read “Introduction to Poetry” by Billy Collins, which can be found in the Poetry Supplement. Discuss how you are not going to analyze poems in these groups; instead you are going to respond on a personal level -- What does the poem bring up for you? Where do you find yourself in the poem? Patti concludes: I tell them I’m realistic and don’t expect them to walk away loving poetry, but I do anticipate that they will hate it less. J Plan Your Time Together Below are the recommended components of a strong intergenerational event. We offer many choices from which you may select or perhaps some of these will inspire your team to come up with their own ideas. Time: The following are suggestions for a 1 hour lesson but this may be adjusted for 45 minutes – full day workshop. NOTE: It is better to adjust the times than cut any components. Activity: Choose from the suggestions in this How-To Guide or incorporate other ideas you have. NOTE: If you are running a program with multiple sessions, consider using this format each time, using different themes and mixing and matching components. 3 Components of IG Event Time Activity 1. Ice Breaker 10 minutes 2. Mini-Lesson 15 minutes 3. Life Review Questions in 10 minutes Small Groups 4. Activity in Small Groups 15 minutes 5. Summary & Conclusion 10 minutes 6. Sharing Food and/or Evaluations 2A. What icebreaker will you do to help people meet each other and feel more comfortable? Print a copy of each poem for each participant so they may read along and provide something to write with so they can mark up their copy. Before you read the poem to the group, encourage participants to read the poem silently, underline any words, phrases or images that resonate with them as you read the poem. Read the poem yourself, as group facilitator, and invite someone else to read it. Put readers 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. Pause after reaching a poem 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. Some general questions you can ask after reading any poem: • What is you overall reaction to this poem? • What did this poem bring up for you? • Where do you find yourself in this poem? • What resonated with you? • Please share a word/phrase/image that you underlined and why you did. NOTE: Most poems that are mentioned are contained in the Poetry Supplement with accompanying discussion questions for use in small groups. Print the poem, fold up the paper on the bottom and seal it – so people will read the poem and then answer the questions. 4 TIPS about the writings: • Our goal is expressive writing, not impressive writing. We ask for honest and heartfelt pieces. • It is not our place to judge each other’s writing, or offer advice on writing techniques. • Sharing is always optional. If participants prefer, they can share, in general terms, what they wrote about instead of the actual piece of writing. • There is rarely time for everyone to share. Start by saying, “We have time for X people to share. Who wants to begin?” • Encourage participants to respond to each other and not just the group facilitator. • Option 1: Acrostic Poem. Invite each person to create an acrostic poem where they write their name vertically and descriptors for themselves horizontally. For example, Nice Always willing to listen Magical fingers play the piano Energetic • Option 2: Alliteration exercise. Alliteration is a poetic device where the sound of the first letter is repeated in a series of words. Invite each person to share their name and an adjective that begins with the same letter as their first or last name and describes them in some way. For example, Hilarious Hal or Inquisitive Irving. Can’t think of an adjective? Ask others in the room who know you to help. • Option 3: “I Am the One”… Read aloud this haiku by Basbo (which is also located in the Poetry Supplement): I am the one who eats breakfast while gazing at morning glories. Invite participants to spend 3-4 minutes completing several I am the One lines. Then, pair people off or break into small groups and invite them to read their poems aloud. For an extra twist, fill in and complete this line: My [name] knows me as the one who… For example, My father knows me as the one who likes many details when we talk. My grandfather knows me as the one who shares his name. My friends know me as the one who is trustworthy. 5 2B. How will you present the theme of the day and share information with the entire group? Our goal is to have everyone learn something – and for older people to go home with new nuggets to ponder and/or skills to use. • Explain that today, you’ll be focusing on poetry. Ask: What is 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.” 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.” • Ask the group: How do you define poetry? Optional “What is poetry?” exercise: Provide each group with a slip of paper containing two poetry definitions.
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