Giraffes, how did they make Carmen? Well, you see, Carmen ate the prettiest rose in the world and then just then the great change of heaven occured and she became the prettiest girl in the world and because I love her.
Lions, why does your mane flame like fire of the devil? Because I have the speed of the wind and the strength of the earth at my command.
Oh Kiwi, why have you no wings? Because I have been born with the despair to walk the earth without the power of flight and am damned to do so.
Oh bird of flight, why have you been granted the power to fly? Because I was meant to sit upon the branch and to be with the wind.
Oh crocodile, why were you granted the power to slaughter your fellow animal? I do not answer.
—Chip Wareing, fifth grade, PS 61
Last year at PS 61 in New York City I taught my third-through-sixth-grade students poems by Blake, Donne, Shakespeare, Herrick, Whitman, William Carlos Williams, Wallace Stevens, John Ashbery, and Federico García Lorca. For several years before, I had been teaching poetry writing to many of these children, and they liked it so much that I thought there must be a way to help them read and enjoy great poetry by adults.
I found a way to do it, in conjunction with my students’ own writing, which enabled the children to get close to the adult poems and to understand and enjoy them. What I did, in fact, was to make these adult poems a part of their own writing. I taught reading poetry and writing poetry as one subject. I brought them together by means of “poetry ideas,” which were suggestions I would give to the children for writing poems of their own in some way like the poems they were studying. We would read the adult poem in class, discuss it, and then they would write. Afterward, they or I would read aloud the poems they had written.
When we read Blake’s “The Tyger” I asked my students to write a poem in which they were asking questions of a mysterious and beautiful creature. When we read Shakespeare’s “Come Unto These Yellow Sands,” I asked them to write a poem which was an invitation to a strange place full of colors and sounds. When we read Stevens’s “Thirteen Ways of Looking at a Blackbird,” I asked them to write a poem in which they talked about the same thing in many different ways. The problem in teaching adult poetry to children is that for them it often seems difficult and remote; the poetry ideas, by making the adult poetry to some degree part of an activity of their own, brought it closer and made it more accessible to them. The excitement of writing carried over to their reading; and the excitement of the poem they read inspired them in their writing.
I had used poetry ideas …
Copyright © 1973 by Kenneth Koch
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