Thursday, January 30, 2014

POEM #3: Repetitive Forms

These three forms (VILLANELLE, PANTOUM, SESTINA) are described in both Rhyme's Reason and The Making of a Poem. I will not belabor the stringent formats... I trust you to look them up on your own and choose the one that speaks to you. In two of these forms (The Villanelle and Pantoum), whole lines are repeated (and a rhyme-scheme is also in place in the Villanelle)... in the sestina--it is just words, but don't let that fool you: NOT an easy form.  Note how each of these forms has a capping or end gesture that tells you that it is wrapping up.

Forms like these need to be constructed a bit like puzzles... the words and the lines you choose to repeat have exponentially more weight than in a poem where they come up once or twice.  Ask yourself -- under what conditions is such repetition not only useful but necessary?  I will not ask for certain line lengths or rhythms, though you will see I think that these forms create their own sorts of rhythm through their woven structure.

Crafting these poems will teach you much about the importance of word choice, syntactical structure, and - of course - the glory and gore of how we "repeat stuff/repeat stuff/repeat stuff."  The best of these forms can feel playful or urgent or clever (by switching up how lines/words are used) but the trick is to find the reason the form is necessary... to keep it from seeming like ONLY an elaborate exercise.  This is by far the most mathematical week you will have with me.  I wish you sanity in your endeavors.

Two of each below:

SESTINA by Elizabeth Bishop

September rain falls on the house.
In the failing light, the old grandmother
sits in the kitchen with the child
beside the Little Marvel Stove,
reading the jokes from the almanac,
laughing and talking to hide her tears.

She thinks that her equinoctial tears
and the rain that beats on the roof of the house
were both foretold by the almanac,
but only known to a grandmother.
The iron kettle sings on the stove.
She cuts some bread and says to the child,

It's time for tea now; but the child
is watching the teakettle's small hard tears
dance like mad on the hot black stove,
the way the rain must dance on the house.
Tidying up, the old grandmother
hangs up the clever almanac

on its string. Birdlike, the almanac
hovers half open above the child,
hovers above the old grandmother
and her teacup full of dark brown tears.
She shivers and says she thinks the house
feels chilly, and puts more wood in the stove.

It was to be, says the Marvel Stove.
I know what I know, says the almanac.
With crayons the child draws a rigid house
and a winding pathway. Then the child
puts in a man with buttons like tears
and shows it proudly to the grandmother.

But secretly, while the grandmother
busies herself about the stove,
the little moons fall down like tears
from between the pages of the almanac
into the flower bed the child
has carefully placed in the front of the house.

Time to plant tears, says the almanac.
The grandmother sings to the marvelous stove
and the child draws another inscrutable house.




SESTINA SESTINA by Adam LeFevre

The sestina is a difficult form
to master because of the excessive repetition
which usually seems gratuitous or else
makes the speaking voice sound downright mad.
Psychologists say madness characterizes our time.
That may be. For some reason the sestina

is an obsession of mine. My first sestina
was a complete failure. The form
tangled me in a net. By the time
I reached stanza two, the repetition
blabbed like an obnoxious drunk. I got so mad
I swore, and swore I’d write a good sestina or else.

I worked at nothing else,
only the sestina. Day and night, one insipid sestina
after another. Every one I made made me mad.
I should never have strayed from the open forms.
They seem like a fairyland now. Repetition
enchants the mind until time

itself seems to be a sestina. In no time
my universe was bound to six words and nothing else
mattered. That’s the danger or repetition.
It creates an illusion of eternity. The sestina
appears to be it’s own heaven. The form,
fulfilled, has the appeal. So does mad-

ness, psychologists say. But the mad
are their own poems. Their time
is malleable-no need to conform
to architecture designed by someone else.
The maker of sestinas
sulks under the weight of repetition,

flails in a snarl of repetition,
repeating himself like a nervous zodiac for his nomad
mind. So stay away from sestinas.
There are better ways to spend your time.
Write a novel. Take up the guitar. Or else
stifle your creative impulses altogether. Chloroform

the Muse! This form is a hungry monster.
Repetition wants something else every time. Six
mad kings and you, locked in a cell-that’s a sestina.

           


PANTOUM OF THE GREAT DEPRESSION by Donald Justice

Our lives avoided tragedy
Simply by going on and on,
Without end and with little apparent meaning.
Oh, there were storms and small catastrophes.

Simply by going on and on
We managed. No need for the heroic.
Oh, there were storms and small catastrophes.
I don't remember all the particulars.

We managed. No need for the heroic.
There were the usual celebrations, the usual sorrows.
I don't remember all the particulars.
Across the fence, the neighbors were our chorus.

There were the usual celebrations, the usual sorrows
Thank god no one said anything in verse.
The neighbors were our only chorus,
And if we suffered we kept quiet about it.

At no time did anyone say anything in verse.
It was the ordinary pities and fears consumed us,
And if we suffered we kept quiet about it.
No audience would ever know our story.

It was the ordinary pities and fears consumed us.
We gathered on porches; the moon rose; we were poor.
What audience would ever know our story?
Beyond our windows shone the actual world.

We gathered on porches; the moon rose; we were poor.
And time went by, drawn by slow horses.
Somewhere beyond our windows shone the world.
The Great Depression had entered our souls like fog.

And time went by, drawn by slow horses.
We did not ourselves know what the end was.
The Great Depression had entered our souls like fog.
We had our flaws, perhaps a few private virtues.

But we did not ourselves know what the end was.
People like us simply go on.
We have our flaws, perhaps a few private virtues,
But it is by blind chance only that we escape tragedy.

And there is no plot in that; it is devoid of poetry.



PARENT'S PANTOUM  by Carolyn Kizer
                                   
Where did these enormous children come from,
More ladylike than we have ever been?
Some of ours look older than we feel.
How did they appear in their long dresses

More ladylike than we have ever been?
But they moan about their aging more than we do,
In their fragile heels and long black dresses.
They say they admire our youthful spontaneity.

They moan about their aging more than we do,
A somber group--why don't they brighten up?
Though they say they admire our youthful spontaneity
They beg us to be dignified like them

As they ignore our pleas to brighten up. 
Someday perhaps we'll capture their attention
Then we won't try to be dignified like them
Nor they to be so gently patronizing.

Someday perhaps we'll capture their attention.
Don't they know that we're supposed to be the stars?
Instead they are so gently patronizing.
It makes us feel like children--second-childish?

Perhaps we're too accustomed to be stars.
The famous flowers glowing in the garden,
So now we pout like children. Second-childish?
Quaint fragments of forgotten history?

Our daughters stroll together in the garden,
Chatting of news we've chosen to ignore,
Pausing to toss us morsels of their history,
Not questions to which only we know answers.

Eyes closed to news we've chosen to ignore,
We'd rather excavate old memories,
Disdaining age, ignoring pain, avoiding mirrors.
Why do they never listen to our stories?

Because they hate to excavate old memories
They don't believe our stories have an end.
They don't ask questions because they dread the answers.
They don't see that we've become their mirrors,

We offspring of our enormous children.




DO NOT GO GENTLE INTO THAT GOOD NIGHT
                                                            by Dylan Thomas

        Do not go gentle into that good night,
        Old age should burn and rave at close of day;
        Rage, rage against the dying of the light.

        Though wise men at their end know dark is right,
        Because their words had forked no lightning they
        Do not go gentle into that good night.

        Good men, the last wave by, crying how bright
        Their frail deeds might have danced in a green bay,
        Rage, rage against the dying of the light.

        Wild men who caught and sang the sun in flight,
        And learn, too late, they grieved it on its way,
        Do not go gentle into that good night.

        Grave men, near death, who see with blinding sight
        Blind eyes could blaze like meteors and be gay,
        Rage, rage against the dying of the light.

        And you, my father, there on the sad height,
        Curse, bless me now with your fierce tears, I pray.
        Do not go gentle into that good night.
        Rage, rage against the dying of the light.



VILLANELLE FOR D.G.B.  by Marilyn Hacker

Every day our bodies separate,
exploded torn and dazed.
Not understanding what we celebrate

we grope through languages and hesitate
and touch each other, speechless and amazed;
and every day our bodies separate

us farther from our planned, deliberate
ironic lives. I am afraid, disphased,
not understanding what we celebrate

when our fused limbs and lips communicate
the unlettered power we have raised.
Every day our bodies' separate

routines are harder to perpetuate.
In wordless darkness we learn wordless praise,
not understanding what we celebrate;

wake to ourselves, exhausted, in the late
morning as the wind tears off the haze,
not understanding how we celebrate
our bodies. Every day we separate.

Tuesday, January 28, 2014

Poem #2: Ballad

The ballad is a form built out of 4 line stanzas with a recognizable rhythm (most often iambic trimeter, da-DUM da-DUM da-DUM or iambic tetrameter da-DUM da-DUM da-DUM da-DUM). Ballads are most often rhymed ABAB (Amazing Grace) or ABCB (The Beatles’ “Let it be”) or many many blues songs. The form is an old folk song invention, still used in much popular music (check out nearly any really singable pop song on the radio... you’ll be surprised, I think). The ballad can carry story and narrative easily, but it also lends itself (perhaps because of its ubiquity in American hymnals) to meditation. William Blake’s ballads seem like children’s poems, but that belies the sometimes dark and/or revolutionary ideas encoded within them. Emily Dickinson uses odd syntax, slant rhyme, and ambiguous punctuation and capitalization to make each of her ballads capable of holding mystery, reverberating with it even.

The ballad form can read like Dr. Seuss, and many of you will find it quite easy to pen a stanza or two of what used to be called doggerel (look it up)—the trick is to see what ELSE this stanza (often called “common verse”) can do. Can you stretch it to make it uncommon? Or at least uncommonly good? Can you present four lines (or any multiple of four, let’s say 12 lines minimum… though that can be one poem or 3) that do not have the reader trotting through your poem as if on a pony (called macaroni)? Get a few lines onto paper, then play with the rhythm and rhyme, trying NOT to let your reader know exactly what is coming next. There’s the rub: how to bend the expectation in the most predictable and familiar poetic form in America. Hmn... Good luck.

ED (340)

I felt a Funeral, in my Brain,
And Mourners to and fro
Kept treading – treading – till it seemed
That Sense was breaking through – 

And when they all were seated,
A Service, like a Drum – 
Kept beating – beating – till I thought
My Mind was going numb – 

And then I heard them lift a Box
And creak across my Soul
With those same Boots of Lead, again,
Then Space – began to toll,

As all the Heavens were a Bell,
And Being, but an Ear,
And I, and Silence, some strange Race
Wrecked, solitary, here – 

And then a Plank in Reason, broke,
And I dropped down, and down – 
And hit a World, at every plunge,
And Finished knowing – then – 

  
ED (905)

Split the Lark—and you'll find the Music—
Bulb after Bulb, in Silver rolled—
Scantily dealt to the Summer Morning
Saved for your Ear when Lutes be old.

Loose the Flood—you shall find it patent—
Gush after Gush, reserved for you—
Scarlet Experiment! Sceptic Thomas!
Now, do you doubt that your Bird was true?


The Sick Rose by William Blake

O Rose thou art sick.
The invisible worm,
That flies in the night
In the howling storm:

Has found out thy bed
Of crimson joy:
And his dark secret love
Does thy life destroy.


Tuesday, January 21, 2014

POEM #1: Psalmic

The psalm is a form with religious and prophetic resonances.  The long line seems to test the limits of breath.  The form is able to incorporate shorter units of thought (by using punctuation within the line) and longer, more complex syntactical structures that give it sometimes the feeling of accretion (meaning building through lists of evidence) and sometimes a meandering, rambling, even unstable sense of its own construction.  Does this line approach a point of ranting?  And if it does: are not the mad part prophet?

from HOWL (Part I)                           by Allen Ginsberg
For Carl Solomon
I saw the best minds of my generation destroyed by madness, starving hysterical naked, dragging themselves through the negro streets at dawn looking for an angry fix,
angelheaded hipsters burning for the ancient heavenly connection to the starry dynamo in the  machinery of night,
who poverty and tatters and hollow-eyed and high sat up smoking in the supernatural darkness of cold-water flats floating across the tops of cities contemplating jazz,
who bared their brains to Heaven under the El and saw Mohammedan angels staggering on tenement roofs illuminated,
who passed through universities with radiant cool eyes hallucinating Arkansas and Blake-light tragedy among the scholars of war,
who were expelled from the academies for crazy & publishing obscene odes on the windows of the skull…

1955.                                              - See more HERE


After reading through the handouts given to you in class and googling to read the first section of Allen Ginsberg’s Howl (first few lines above), write a 30+ line poem incorporating some or all the strategies of the psalm form: its long lines, its anaphora (repeated beginning words or phrases), its rolling, wave-like loose rhythm, its incorporation of lists, its penchant for holding content that is mythic.  Even Smart’s cat becomes a totemic creature in this form.

Be big.  This form should empower you to speak of and to the world in sweeping gestures.  Step outside your smallness and become Whitmanesque.  Do not fear talking to God, or your cat, or the universe—of pleading, ranting, or proclaiming in grandiose language your ideas for what the world is, should, or could be—they are part and heart of this tradition.  Let it flow, editing is for later. As Ginsberg famously insisted: First thought, best thought. This is the place to open the floodgates of the soul.

Or, as Dear Uncle Walt said, “Do I contradict myself?  Very well, then I contradict myself, I am large, I contain multitudes.”


Psalm on.

Sunday, January 19, 2014

SYLLABUS

Form, Content, Jabberwocky
Other Wayward Beasts

“Through the ear, we shall enter the invisibility of things.”
-Edmund Jabès

“We are the bees of the invisible.”
-Rainer Maria Rilke

“Art is an invention of aesthetics, which in turn is an invention of philosophers... 
What we call art is a game.”
-Octavio Paz

“Poetry is the art of substantiating shadows, and of lending existence to nothing.”
-Edmund Burke

Course Description/Goals


What is a poem?  What is a sonnet, a dramatic monologue, a villanelle, a haiku, a psalm, a proem?  Why do we seek to categorize our production and what does such compartmentalization say about the critic, the reader, the author?  What is translation?  What is hybridity?  What does it mean to write poetry now?  For whom do we write?  Why?  What does it do? mean?  Why does it?  In a world where publication meets market demands—what does it mean to participate in the arts?  In the least lucrative, least traditionally collaborative, and most hermetic of them?  What does it mean to straddle the fence, fall between the cracks, refuse formulas, test limits, push envelopes, and resist convention?  What does it mean not to?

In this class, you will be asked to produce poetry in recognized and less recognizable forms, both short in-class exercises and longer works.  You will also read and analyze the works of both older and more contemporary authors, and you will be asked to add your insightful analysis to the dialogue about what makes their work unique and/or meaningful.  Once you understand why you like what you like and dislike about the pieces you read, you will be more capable of making distinctive choices about your own work. 
 
The different pieces we study for class, along with your classmates’ writings and your own, will provide fodder for discussion (probably), direction for your own writing (possibly), and will serve as stylistic models to emulate or to avoid emulating (almost certainly).

You will learn, by the semester’s end, how to scan and gloss a poem, how to analyze it for use of voice, point of view, mood, diction, tone, and formal elements. By collaborating and working within the community of the classroom and the world at large, you will realize that art is not produced within a vacuum.  This epiphany may be accompanied by a sense of great relief and/or great responsibility.  I hope both.  Finally, you will both read and write more deeply by way of questioning and re-questioning, editing, revising and starting again from zero.  My responsibility as your instructor is to ensure that the recursiveness of such tasks not bore you.  (I make no such promises regarding possible frustration.)

You will be graded on the quantity and quality of verbal and written feedback you offer to your peers as well as on a recitation, a presentation, and a final portfolio. See eventual handouts/blog for clarification. Your end-of-semester portfolio will contain a number of reflective pieces as well as with SUBSTANTIAL revisions of six poems you have written throughout the term.  See eventual handout, another one.

Course Texts and Materials


The Making of a Poem  eds. Mark Strand and Eavan Boland
Rhyme’s Reason   John Hollander
A Literary Magazine of your choice (approved by me). Due in class February 25th.

OUR BLOG—www.slupoesis.com—must be consulted Wednesday and Friday mornings each week for links to class readings… clarifications and explanations of assignments… helpful summaries of classwork… and things I forgot to say because I am tangential.

ALSO:                        
                        brilliant handouts provided by the instructor… that would be me
                        a place to keep those handouts (folder, envelope, microfiche…)
                        a notebook that has no other commitments
                        a working pen, pencil, crayon, stylus, waxboard, abacus, etc.
                        NO computers in class

Be prepared to provide hardcopies of your work for everyone the class before it is to be workshopped.
You are required to read and make substantial comments on ALL workshopped poems.
You are required to read in-depth, gloss, comment, and LINE edit your writing partners’   work AND provide a copy of that gloss to your instructor (me, again)


Grades

Because of the workshop nature and experiential/discussion nature of this course, no absences are preferable. Two absences will be permitted without penalty. A third absence will lower your grade by .5. A fourth absence will result in failing grade. Plan your illnesses accordingly.


Use of Student Writing

It is understood that participation in this class presupposes permission by the student for the instructor to use any student work composed as a result of this course as classroom material.

Computer Use

Most of the work you do for this class will be handed in word-processed. Please use an easily readable font.  Please.  I grow old.  Use email to contact me about your coursework, or to ask any salient questions.  My email address is kkaschock@hotmail.com  Computers are susceptible to crashing and freezing.  I suggest handwritten drafts.  Or, memorize your work as you go.  If neither of these suggestions sounds feasible— Save your work frequently, always make backup copies, and plan your projects with extra time allowed for those inevitable glitches.


Disabilities


Please come see me with any issues you may have regarding the accomplishment of classwork as soon as possible so that we might work together for the best experience.