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Guidelines From a Poet Teacher: "How I Facilitate A Poetry Workshop"
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by Maketa Groves
Hi! Welcome to Curbstone Press! My name is Maketa Groves and I am a poet published by
Curbstone. I am also an instructional poet-teacher, and I'd like to share some of my teaching
methods with you.
When I teach the writing of poetry, I like to begin by speaking directly of myself. I usually explain
who I am as a poet, how and when I started writing, my primary influences, and what I hope to
accomplish as a result of my writing. After explaining my poetic vision, I ask the students to
define poetry. I ask for their definition of poetry, not Webster's. This request usually gets a
surprised reaction, because students are not traditionally asked their opinions. This strategy
almost always opens up avenues of discussion.
I then ask the students if they are writing, and if hands are raised, I ask if anyone would like to
come to the front, to recite their poem (or rap). This request usually throws the class off the
trail of their preconceived expectations. Some of the time, the students are too shy, or too
surprised to respond immediately, although they may respond later. It is a wonderful
experience when a student who had not previously read his/her work for the class, surprises
their fellow classmates by reciting poetry. For many students, this poetic experience is often
their first breakthrough in public recitation.
I explain how important it is for the students to save their work! I can't stress this point enough.
I explain that even though an image may seem inadequate to express an emotion, or a poem
may seem structurally awkward in places, save it! I explain that because of their young age,
their perceptions are changing daily. In six weeks, or six months, or even six years, they may
look at the poem again, and find a nice little gem in the middle, that they hadn't seen before. I
explain that the gem was there all the time, but their perceptive poetic ability to recognize it,
had not yet fully developed.
I then refer back to my earlier explanation of how and why I started writing, and explain how I
became published--(often, the students ask me immediately, how I became published). I
explain that I became a published author as a result of persuasion by peer poets with whom
I'd participated in readings. I explain that when I was asked for a manuscript of my work (by
Curbstone Press), I was able to hand it over immediately. I ask the students if this was a
difficult or easy experience. Most say 'easy' but a few thoughtful students will say 'no , it wasn't
exactly easy'. I ask them to explain. Sometimes the students and I are all on the same
frequency! I then explain that it was both easy and difficult. 'Easy' in the sense that once I was
accepted for publication, I had only to hand over the poems. However, the process of creating
poetry was a life long process that was not without its difficult moments. However, because I'd
saved my work, I was then able to choose many little gems that I'd previously not seen! This
tie-in to my earlier advice, creates a very tangible example for the students.
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1. I would like to share some poetry exercises that can be adapted for various grades. I
recommend the following poetry exercises and thematic schemes:
a. MUSIC as an influence. Create MUSIC POEMS. Bring simple instruments (harmonica,
maracas, tambourine, flutes , whistles, etc.) to class. Ask the students to write poems about
the sound of the instruments, i.e., 'what sound does the drum make?' This exercise usually
works very well with the younger grades. For the older grades, jazz recordings may be more
stimulating and appropriate.
b. NATURE as an influence. I have a wonderful collection of rocks, seashells, crystals, and
pressed flowers. Sometimes the viewing (and handling) of these objects can produce the
most wonderful poetry! If possible, purchase large seashells that capture the sound of the
sea. Let the children listen to the shell, and write poems about the what the shell is saying. Let
the children rub and touch the nature objects for imagery stimulus.
c. WRITE with VARIOUS MEDIUMS. Try sand writing -- (on actual beach, if possible). Create
poems that will continue to have meaning, even if some words are carried out with the tide!
Combine mural painting with poetry -- there is always a wall that needs decorating. Form a
school plan to create a mural/poem wall installation!
2. Create THEMATIC POETRY. Recommended thematic poetry schemes:
a. IDENTITY POEMS. These poems stress the importance of self-recognition.
b. I NEVER TOLD ANYONE..... Create poetry about 'secrets that can be shared.' This exercise
is more appropriate for older students.
c. DUET POEMS. Duet poems pair animals , people, etc.., in poetic collaboration, and are
personal and fun. Example 'the sun and the moon.'
d. COLOR POEMS. Students should color pictures of sectional objects such as clay vessels,
kimonos, masks, flowers, etc. Then poetry should be created that speaks to the personal
significance of each color. Example: "Blue is the color of the sky, Red is the color of my heart."
This exercise is usually more appropriate with younger grades, but can work well with older
grades as well.
3. I would like to reiterate (in some cases), and give pointers to teachers (and others)
interested in creating literary workshops. When working with students for the creation of poetry
, I offer the following suggestions:
a. Encourage students to save their work for future evaluation.
b. Encourage students to carry pencil and paper constantly.
c. Encourage students to observe the world around them.
d. Read poetry to students/encourage students to read poetry!
e. Provide poetry in the classroom!
4. Lastly, enjoy, enjoy, enjoy!
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