Poetry and Creative Writing Workshop

1. Poetry and Creative Writing Workshop October 2nd- November 13th la.ucrso@gmail.com

2. What you need to know: • Dates: October 2nd- 13th of November, 7 weeks in total. Weds, 9:30am-11:30am, room 309 • Details: • Cursolibre: 3,000 colones paid at Registration in the Administration. BRING ME YOUR RECIEPT next class or you can leave it for me in the lab office. • You can miss only one class, if you want to get the certification • You do not have to sign up for the cursolibre to participate in the workshop- if you would rather not pay or would rather drop in on classes, that is fine. • Materials: • Please friend Laura on facebook so that I can invite you to our facebook group. • Blog with all materials, plus interesting articles and links: ucrsocreative.wordpress.com • Physical materials are in folder 15 in the copy center. • Final presentation of work: • Coffee house and poetry reading • Creating print versions of the poem to distribute at the event • Possibly publishing work on a blog online

3. Poetry is:

4. Why study poetry? What does poetry give us? • It teaches word economy. Don’t waste words. Find most effective way to express your idea, thought, feeling, message, etc. • A form of Social protest • Social commentary • It can make you smile or laugh: it elicits emotions • Importance of vivid imagery: show, don’t tell • Express a hard to express thought or feeling. Makes you FEEL. • It teaches you to slow down and reflect because it is often less straightforward than prose. • It can teach you about a place or a time period that you don’t know much about: new perspectives.

5. Personal Expression Creative and Descriptive Language

6. Themes to date- Literary Tools: Personification Shape poems Grammar usage Simile Rhyme schemes

7. Important vocab words: • Verse: n. a single metric line in a poetry composition • Stanza: n. a unit within a larger poem. Two or more lines usually characterized by a pattern of meter, rhyme, and/or number of lines. • Literary tools: • Shape poems: the visual appearance of a poem is a deliberately designed, perhaps contributing to the meaning of the poem. • Personification: giving an object or an idea human or living characteristics. Example: The wind sings through the trees. • Simile : A figure of speech in which two essentially dissimilar things are compared, often in a phrase introduced by like or as. Examples: He eats like a pig. Your eyes shine as bright as the sun.

8. Rhyme schemes: • End rhymes: when the end of a line rhymes with the end of another line. • Internal rhymes: when rhymes occur within lines. • The fair breeze blew, the white foam flew, • The furrow followed free; • We were the first that ever burst • Into that silent sea. • Furrow: a rut, groove, or trail in the ground or some surface. A wrinkle. • True rhymes or exact rhymes: when final vowel and consonant sounds (or the final syllables in longer words) are exact matches to the ear. • Examples: “boy” and “toy”; “smart” and “art”; “fellow” and “yellow”; “surgery” and “perjury” • Off-rhymes or slant-rhymes: part of the final sound matches exactly, but part doesn’t. Off-rhymes use assonance and consonance. • Assonance: where the rhyme involves similar vowels, but different consonants. Examples: “fate” and “saint” have a similar “a” sound or “sing,” “lean,” and “beat” have similar “e” sounds. • Consonant rhymes: where the rhyme involves similar consonants, but different vowels. Examples: “work” and “spark” share the “k” sound or “slip” and “swipe” share the “p” sound. • Alliteration: The same consonants at the beginning of the word. • Example: Laura loves to listen to loud love songs on lazy days.

9. Poetic Forms Limerick Haiku Renga Ode Sestina http://static.designspiration.net/data/l/1559445040775_1NEb7HKa_l.jpg

10. Haiku or Hokku A tradition Japanese poetry form with a total of seventeen syllables divided into three verses (or lines): five syllablesseven syllablesfive syllables Haiku emphasizes simplicity, intensity, and directness of expression. Traditionally written in the present tense, haiku focused on associations between images and often dealt with nature or the changing of seasons. Often, it included a “kigo” or season word. Haiku began in thirteenth-century Japan as the opening phrase of renga, an oral poem, generally 100 stanzas long, which was also composed syllabically. As the form has evolved, many of these rules- including the 5/7/5 practice-have been routinely broken. However, the philosophy of haiku has been preserved: the focus on a brief moment in time, a use of provocative, colorful images, an ability to be read it in one breath, and a sense of sudden enlightenment and illumination. With just a few words, they call attention to an observation and in effect say, "Look at this" or, "Think about this.” The haiku calls the reader's attention to the story behind the observation.

11. From time to time The clouds give rest To the moon-beholders. - Bashō CONFIDENCE (after Bashō) Clouds murmur darkly,    it is a blinding habit— gazing at the moon. - Philip Appleman An old pond! A frog jumps in— the sound of water. - Bashō An old silent pond... A frog jumps into the pond, splash! Silence again. - Bashō crumbling tar, track laps guava pulpy sneaker treads asphalt fruit loops popsicle clown lips sausage fingered baby lumps churro stuffed and puffed

12. “The Beauty of a Second” http://www.kristinegeorge.com/poetry-is-a-moment-in-time.html http://vimeo.com/thebeautyofasecond

13. Observations from the video While we are watching the video, write down very brief observations about different images (write just enough to help you remember what you saw). Then, after we have finished watching the video, you will have time to fill in your feelings and reactions to each image you wrote down.

14. For further browsing about haikus and teaching haikus: http://www.poets.org/viewmedia.php/prmMID/5782#sthash.mOm2a6DL.dpuf http://www.poetryteachers.com/poetclass/lessons/haiku.html http://www.poetryfoundation.org/learning/glossary-term/Haiku%20(or%20hokku) http://www.kristinegeorge.com/poetry-is-a-moment-in-time.html http://www.poetryteachers.com/poetclass/lessons/haiku.html http://www.scholastic.com/teachers/article/five-creative-ways-teach-haiku