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<a href='https://writing.upenn.edu/epc/mirrors/ronsilliman.blogspot.com/'>
Silliman's Blog
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<p class='description'><span>A weblog focused on contemporary poetry and poetics.</span></p>
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Showing posts with label <b>pronounced &quot;treh-Diff-ren&quot;</b>. <a href="https://writing.upenn.edu/epc/mirrors/ronsilliman.blogspot.com/">Show all posts</a>
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<div class='status-msg-hidden'>Showing posts with label <b>pronounced &quot;treh-Diff-ren&quot;</b>. <a href="https://writing.upenn.edu/epc/mirrors/ronsilliman.blogspot.com/">Show all posts</a></div>
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<h2 class='date-header'><span>Monday, March 10, 2003</span></h2>

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<span style="font-family: Arial;">It&#8217;s been 20 years at least
since I last did a day as a poet in a school, so when I was asked to
participate in a special one-day program at my sons&#8217; middle school, it was a
return to an experience I hadn&#8217;t had in some time. Each year the schools in the
<a href="http://www.tesd.k12.pa.us/">Tredyffrin-Easttown</a> (TE) district put
on some variation of the same program, intermingling concepts of arts, culture
and character. This year, the program for this school was Imagine That: Lives
Well Lived, focusing on people who had passions that took them out of the usual
run-of-the-mill career paths. There&#8217;s an assembly one day with a theme speaker
for the week: Robb Armstrong, the cartoonist behind <a href="http://www.unitedmedia.com/comics/jumpstart/">Jump Start</a>. Then, on
another day, the middle school is flooded with various sorts of odd ducks &amp;
the classes literally trooped from room to room during the day, getting
presentations about whatever. There was a former NFL player who quite football
to sing opera, several members of <a href="http://www.peopleslight.org/">People&#8217;s
Light &amp; Theatre Company</a>, playwright <a href="http://www.pewarts.org/97/Gibbons/index.html">Tom Gibbons</a>, an
architectural photographer, the chef from the <a href="http://www.generalwarren.com/frames.htm">General Warren Inn</a>, an
investment banker who did alabaster sculptures, another fellow who carved owls
out of tree stumps, a quilt maker, myself &amp; several others. Over the course
of the day, I had four fifth-grade classes &amp; two seventh-grade ones. <o:p></o:p></span></div>
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<span style="font-family: Arial;">Considering the disputations
<a href="http://writing.upenn.edu/epc/mirrors/ronsilliman.blogspot.com/2003_03_01_ronsilliman_archive.html%2390173045">here</a>
of late concerning poetic difficulty &amp; ant-war readings*, it&#8217;s worth noting
here that I built my own little 30-minute presentation around a reading of the
opening section of <i style="mso-bidi-font-style: normal;"><a href="http://www.english.uiuc.edu/maps/poets/s_z/silliman/ketjak.htm">Ketjak</a>,</i>
a text significantly more difficult than anything Noah Eli Gordon was proposing
for the <span class="SpellE">UMass</span> reading. I&#8217;m happy to report that the
poem didn&#8217;t prove at all difficult for fifth or seventh graders, which only
reinforces my thesis about the community at <span class="SpellE">UMass</span>
being crippled as literates by the university itself. <o:p></o:p></span></div>
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<span style="font-family: Arial;">I started each class by
asking students to define poetry. No single definition showed up in all six
classes, but a few did turn up in five of the six:<o:p></o:p></span></div>
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<div class="MsoNormal" style="margin-left: 1.0in; mso-list: l0 level1 lfo2; tab-stops: list 1.0in; text-indent: -.25in;">
&lt;![if !supportLists]&gt;<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">&#167;<span style="font: 7.0pt &quot;Times New Roman&quot;;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
</span></span></span>&lt;![endif]&gt;<span style="font-family: Arial;">&#8220;Words put
together&#8221;<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 1.0in; mso-list: l0 level1 lfo2; tab-stops: list 1.0in; text-indent: -.25in;">
&lt;![if !supportLists]&gt;<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">&#167;<span style="font: 7.0pt &quot;Times New Roman&quot;;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
</span></span></span>&lt;![endif]&gt;<span style="font-family: Arial;">Writing that
expresses emotion or feelings<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 1.0in; mso-list: l0 level1 lfo2; tab-stops: list 1.0in; text-indent: -.25in;">
&lt;![if !supportLists]&gt;<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">&#167;<span style="font: 7.0pt &quot;Times New Roman&quot;;">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
</span></span></span>&lt;![endif]&gt;<span style="font-family: Arial;">Writing that can
rhyme<o:p></o:p></span></div>
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<span style="font-family: Arial;">At least one fifth-grade
class also offered &#8220;writing that doesn&#8217;t have to rhyme&#8221; as a definition. A
student in one class suggested that it was &#8220;what you think,&#8221; which I rather like.
The persistence of that first definition, which I heard in exactly that
formulation at least three of the five times it appeared, made me suspect that
this is what students had retained from whatever formal training in poetry the
TE district has given them in the past.** <o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: Arial;">Ketjak</span></i><span style="font-family: Arial;"> of
course does use rhyme, albeit not in the vulgar sense so popular among the new
formalists. In at least two of the classes, I put up one of Robert Grenier&#8217;s <a href="http://www.concentric.net/~lndb/grenier/lgrena06.htm">scrawl works</a>
from <i style="mso-bidi-font-style: normal;"><a href="http://www.thing.net/~grist/l&amp;d/grenier/lgrena00.htm">r h y m <span class="SpellE">m</span> s</a>*** </i>that demonstrates how rhyme itself can exist
even without the presence of words. <o:p></o:p></span></div>
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<span style="font-family: Arial;">In the Q&amp;A time that
rounded out each class, there were a number of questions about process &#8211; how
long did a poem take, how long <span class="GramE">does it take</span> to write a
book+, where do I get my inspiration, do my kids ever figure into my work
(yes!) &#8211; <span class="GramE">but</span> the one question that showed up in every
single class was &#8220;which book (or poem) is your favorite&#8221;? I&#8217;d passed around a
dozen or so books as I&#8217;d read, everything from <i style="mso-bidi-font-style: normal;">In the American Tree</i> to <i style="mso-bidi-font-style: normal;">Toner
</i>to <i style="mso-bidi-font-style: normal;">Demo to Ink </i>as well as both
the Salt and Figures editions of <i style="mso-bidi-font-style: normal;">Tjanting.</i>
It&#8217;s an interesting question, in part because it&#8217;s so very difficult to
respond, but also because it suggests a relationship between poetry &amp;
desire or poetry &amp; passion that these kids absolutely get, but for which
they don&#8217;t exactly have the words. I always respond to this inquiry in the same
way, saying that I can&#8217;t pick among my poems any more than I could among my
children &#8211; I have intense personal relationships with every one &#8211; so that when
asked to sort through this conundrum, I invariably turn to something with which
I have had relatively little involvement, the actual design &amp; printing of
the book itself. Unless the cover itself is actually botched, as was the case
with the first edition of <i style="mso-bidi-font-style: normal;">In the American
Tree,</i> I tend to like all of them likewise. But if I look at the cover of <i style="mso-bidi-font-style: normal;">What,</i> I can literally see the
neighborhood in which I grew up in <a href="http://www.upenn.edu/gsfa/ugfnar/faculty/moore.htm">John Moore&#8217;s</a>
painting, right down to where my mother now lives on the back cover. That&#8217;s as
good a reason as any.<o:p></o:p></span></div>
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<span style="font-family: Arial; font-size: 10.0pt;">* About
which more <span class="GramE">later</span> this week.<o:p></o:p></span></div>
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<span style="font-family: Arial; font-size: 10.0pt;">** I know
that </span><st1:personname><span style="font-family: Arial; font-size: 10.0pt;">Marj
 Hahne</span></st1:personname><span style="font-family: Arial; font-size: 10.0pt;">
did a day in one of the elementary schools here a year or two ago &amp; this is
the same school district in which Ange Mlinko once matriculated. <o:p></o:p></span></div>
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<span style="font-family: Arial; font-size: 10.0pt;">*** Albeit I
realize now that I inverted the lines. How, I wonder, did that change the poem?
<o:p></o:p></span></div>
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<span style="font-family: Arial; font-size: 10.0pt;">+ I&#8217;m a
funny person to ask that particular question, since it&#8217;s been easier for me to
&#8220;write a book&#8221; than to &#8220;finish a poem&#8221; &#8211; <i style="mso-bidi-font-style: normal;">The
Alphabet</i> at this point consists of ten published books, but not yet a
completed poem. <o:p></o:p></span></div>
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<span style="font-weight: bold;">MEMOIRS &amp; COLLABORATIONS</span><br /><a href="https://www.amazon.com/Leningrad-American-Writers-Soviet-Union/dp/1562790056">Leningrad</a><br /><a href="http://www.thegrandpiano.org/">The Grand Piano</a><br /><a href="https://www.saltpublishing.com/products/under-albany-9781844710515">Under Albany</a><br /><br /><span style="font-weight: bold;">CRITICISM</span><br /><a href="http://www.spdbooks.org/Producte/0937804207/the-new-sentence.aspx">The New Sentence</a><br /><br /><span style="font-weight: bold;">ANTHOLOGY</span><br /><a href="https://secure.touchnet.com/C22921_ustores/web/classic/product_detail.jsp?PRODUCTID=327&SINGLESTORE=true">In The American Tree</a><br /><br /><br /><br />
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<br /><img alt="" src="file%3A///Users/Lynn/Desktop/silliman2a.jpg" / /><img alt="" src="file%3A///Users/Lynn/Library/Caches/TemporaryItems/moz-screenshot.png" / /><span style="color: #990000; font-weight: bold;">RON SILLIMAN</span> has written and edited 40 books, and had his poetry and criticism translated into 16 languages. Silliman was a 2012 Kelly Writers House Fellow, the 2010 recipient of the Levinson Prize from the Poetry Foundation, a 2003 Literary Fellow of the National Endowment for the Arts, a 2002 Fellow of the Pennsylvania Arts Council, and a 1998 Pew Fellow in the Arts. Silliman has a plaque in the walk dedicated to poetry in his home town of Berkeley and a sculpture in the Transit Center of Bury, Lancaster, a part of the Irwell Sculpture Trail. He lives in Chester County, Pennsylvania and teaches at the University of Pennsylvania.<br /><br /><br /><br /><br /><br /><br />(c) 2002-2019 by Ron Silliman.
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