Introduction
Embark on a quest to find out about poetic terms,write your own poetry, look at examples of performance poetry and create your own performance poem!
Task
At the end of this task you should be able to:
1) Identify and define poetry literary terms.
2) Write your own poetry/ song that is both creative, follows the rules of poetic forms and is a minimum of 20 lines long. The poem must use at least five of the literary devices that have been discussed
3). Create a video of your performance Poetry and upload to Google Classroom. Your teacher will advise you of the date for submission.
Process
Task One:
Watch the clip above and complete the following in your books:
Simile Metaphor Personification Onomatopoeia Alliteration
Some examples may have more than one!
- The honking of the geese and the chirping of the birds was music in the still
summer morning
- The wind wailed and whispered like a lonely child crying for its mother.
3. The snapping and crackling of the fire was a comforting sound.
- The snow sparkled like diamonds in the bright sun.
- My father is a bear when he wakes up in the morning.
- The ocean waves playfully tickled my feet when I went walking barefoot on the sand.
- We snuck into the kitchen like foxes in a henhouse to steal the cookies that were supposed to be for the potluck.
- Her long hair was a tangled bird’s nest after being out in the storm.
- The cat crept carefully up to the mouse hole.
- The ding dong of the doorbell told us that our package was here.
- It was so cold, the snow squeaked like an untuned violin being played by a three-year old.
TASK 2
Go to the following pages:
http://www.bestlibrary.org/murrayslit/2009/09/poetic-devices.html
https://www.vocabulary.com/lists/251961
FInd 5 poetic features that were not in the video. Write their definitions and provide your own original example of each in your workbooks.
Task 3 -Performance Poetry
Watch Harry Baker's clips to introduce the idea of poetry and playing with language
Check out the following examples:
http://www.webexhibits.org/poetry/explore_21_performance_atglance.html
Answer the following questions in your books.
1. What is performance poetry?
2. What stands out to you about the the three performances you viewed?
3. Aside form physically presenting their poems - what performance elements are utilised?
4. Choose one of the examples above. What is its theme? Identify 2 poetic techniques used and their effects.
Task 4
Write your own poem on a relevant social/political issue. It must be a minimum of 20 lines and use at least 5 different poetic elements.
Plan and rehearse your performance of this poem. Film your performance and upload to Google Classroom.
Evaluation
Performance Poetry Rubric
Student Name: _______________________ Poem Title: ________________________________________ Theme/Issue: _________________________
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CATEGORY |
1 |
2 |
3 |
4 |
5 |
SCORE |
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Volume |
Inadequate for ENTIRE performance. |
Inadequate for much of the performance. |
Sometimes drops off at the ends of phrases or sentences, or at end of poem. |
Speaker can usually be heard. |
Loud and clear throughout. |
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Pace |
Generally too slow and/or halting. |
Generally too fast,little awareness of the meaning or passage. |
Does NOT vary, few effective pauses. |
Pace and pauses are adequate, some variation that is appropriate. |
Pace enhances message, pauses and varying rates contribute to meaning of passage. |
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Articulation |
Word/phrases are lost due to speed or muttering. |
Empty fillers (er, um, ah, and, so, like, you know). |
Initial and/or final sounds are not crisp and clear. |
Words are understandable with occasional lapses |
Each word is enunciated clearly. |
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Eye Contact |
Rarely looks at audience |
Makes infrequent, brief, eye contact, or only looks at one area of room. |
Infrequent eye contact, but sustains it and includes entire audience. |
Frequent, but brief eye contact with audience. |
Throughout performance, direct, sustained eye contact with audience. |
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Poise and Stance |
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Poor posture, too casual throughout performance. |
Speaker shifts weight, moves feet, and /or plays with hair/clothes, distracting movements. |
Standing straight, or moves with purpose, looking formal but comfortable throughout performance. |
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Gestures and Facial Expression |
Expression is negative or inappropriate. |
Expression is not communicated. |
Strained or unrelated to piece. |
Attempts to use expressions, gestures, and movements to enhance message. |
Uses facial expression, gestures, and movements, to enhance message. |
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Vocal Expression |
Variety in expression is NOT apparent. |
Little vocal variety, or uses it inappropriately. |
Some vocal variety. |
Attempts to use variety and word emphasis to enhance message. |
Uses vocal variety and word emphasis to enhance message. |
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Engagement with poem |
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No engagement or emotion. |
Low key engagement/ enthusiasm. |
Intermittent engagement/ enthusiasm with poem. |
Enthusiastic, passionate, engaged and engaging. |
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Uses 5 poetic techniques from list. |
Uses one poetic technique from list |
Uses two poetic techniques from list |
Uses 3 poetic techniques from list |
Uses 4 poetic techniques from list |
Uses 5 or more poetic techniques from list. |
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Rhythm and flow |
No rhyme or rhythm |
Contains rhyme, but poem does not flow |
Some use of rhythm / rhyme |
Attempts to create flow with rhythm, rhyme |
Effectively expresses the flow of the poem with rhythm and rhyme |
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Overall Effect |
Ineffective |
Lacks impact due to poor use if performance skills |
Demonstrates solid but ineffective effort to use all skills |
Demonstrates a strong effort to use all performance skills effectively |
Captivates and transports the audience to the world of the text |
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Credits