#138 / 2010 Summer: Peace Camp Workshop 1

#138

Peace Camp Coffeehouse

Poetry Workshop Curriculum

by the Beatlicks Pamela Hirst and Joe Speer

 representing “Beatlick News”

Poetry & Arts Newsletter

June 12-16, 2010

Las Cruces, NM

Mission Statement:

It is our goal to nurture and enlarge the flame of interest young people have in writing, seemingly quite naturally, simultaneously using this writing experience to explore the concept of peace.

Requirements:

(Microphone and speaker, if possible, to encourage performance)

Chalk board and chalk or large easel and tablet, jumbo pen

Notebooks and pens or pencils for students

One-page daily printouts of themed poetry

MONDAY: 

Theme: Peace Begins With Me

Opening poem: “Poets are Crazy” by the James C. Floyd, The Jefferson St. Poet

Printout: Guidelines for Poetry

Educational program:

Historical Overview of Poetry

*Poetry has been a fundamental part of human nature since the beginning of time.

*Poetry was a way to pass down folklore and historical facts before humans could read and write.

*Rhyming assisted the poets in memorizing.

Short question and answer period.

What is a poem?

*Great news, there are no real rules.

* Generally, poems are written expressions of your feelings or beliefs delivered through the art of language.

* A poem does not have to rhyme.

*A poem can show happiness or despair.

*If you write a poem that states a complaint or disappointment, offer a solution as well.

Short question and answer period.

20 minutes

Presentation of poetry themes for the week. Encourage students to work ahead on themes so all will be represented in the chapbook. Wednesday morning all poems for chapbook must be turned in.

1. Peace Begins With Me

2. Honoring Diversity Nurtures Peace

3. Greed Undermines Peace

4. Gratitude Promotes Peace

5. Listen, Forgive, Make Peace

Recitation of representative poem for Peace Begins with Me:

“Just a Little Bullet” by Tom Pacheco

Begin writing projects with question and answer period. Students who finish quickly will be invited to read their poems while others work. Feedback invited.

20 minutes

Total: 40 minutes

TUESDAY

Daily Theme: Honoring Diversity Nurtures Peace

Opening poem on diversity: “Observations” by Luvuyo Mkangelwa, Cape Town, South Africa

Printout: Haiku poetry guidelines: Historical overview and Haiku Poems from Nagasaki students

Educational program:

* History of haikus, explanation of structure, visually presented on chalkboard.

                Haiku is a form of Japanese poetry, consisting of 17 syllables or in general (moras),

in three phrases (or lines) of 5, 7, and 5. Haiku typically contain a kigo (seasonal reference),

and a kireji (cutting word).

                Depending on which cutting word is chosen, and its position within the verse, it may briefly cut the stream of thought, suggesting a parallel between the preceding and following phrases, or it may provide a dignified ending, concluding the verse with a heightened sense of closure.

                In Japanese, haiku are traditionally printed in a single vertical line, while haiku in English usually appear in three lines, to parallel the three phrases of Japanese haiku. Source: Wikipedia

                These are only accepted as generalities today for Western poets. The exercise is to express as much as you can as simply as possible.

If time permits, read: Essay on 3 Haiku Poets

*Short historical overview:

                There are many races and religions in the world and too often one will not have respect for the other. They have different ideas of how to live together or to worship. When we understand another person’s or another country’s point of view it is easier to get along and create a more peaceful world.

                The United States attacked Nagasaki and Hiroshima with nuclear bombs in order to help end WWII. Two cities were devastated. It was claimed at the time that it was better to kill all these people with a nuclear bomb and end the war more quickly than for more people to die as the results of a war continued. Now the people in Japan are concerned because of nuclear bombs in India and Pakistan.

20 minutes

*Presentation: Haikus from students in Nagasaki :

                We made these Haikus to appeal to the world to stop all the weapons and make a claim for peace. In Nagasaki we feel it's our responsibility to send out anti-nuclear appeals continually. The A-bomb horrors are still with our parents and grandparents. We know the reality of nuclear war-fare, and understand the hatred and antagonism that might provoke it. The world has changed since the end of WWII, when people were thrown into pain and war by over-zealous leaders.

                Now governments must listen to opinion and reason. The pain and sorrow of nuclear destruction and the after-effects should never again be felt anywhere on earth. No country should consider creating such weapons, and those that already possess them should co-operate for disarmament. Please listen to our voice!

                Quote:"I object to violence because when it appears to do well, the good is only temporary; the evil it does is permanent." -- Mohandas K. Gandhi  

40 minutes

Announcement of Wednesday theme: Greed Undermines Peace/Printout:   “Greed” by Rich Huffstutler

Wednesday: Pamela Hirst will create basic chapbook of student’s poetry for final editing on Thursday.

THURSDAY:

Daily theme: Gratitude Promotes Peace

Opening poem:  “Little Orphant Annie” by James Whitcomb Riley

Printout: “Little Orphant Annie”

This is a very old poem about a young girl who is an orphan. Despite the fact she has so much less than the family she has come to work for, she is grateful to have a new home and family.

Educational program:

*What are some things most of us don’t even think about on a daily basis that we can be grateful for?

*Examples: Air, a bed, friends, parents who feed us and care for us every day.

*Suggested experience: group haiku

20 minutes

Presentations of students work with feedback. Question and answer period.

Students are invited to share new poems reflecting on their community activity experience.

20 minutes

Total: 40 minutes