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The activity 'Bring the Poem to Life' aims to help students interpret and express the meaning, tone, and structure of assigned poems through creative methods such as performance, visual art, or multimedia. Students will work in small groups to choose a creative expression option, answer guiding questions about the poem's themes and structure, and then present their interpretations to the class. The goal is to enhance understanding of the poems through collaborative and artistic engagement.

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Jorge Rodriguez
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43 views2 pages

Activity

The activity 'Bring the Poem to Life' aims to help students interpret and express the meaning, tone, and structure of assigned poems through creative methods such as performance, visual art, or multimedia. Students will work in small groups to choose a creative expression option, answer guiding questions about the poem's themes and structure, and then present their interpretations to the class. The goal is to enhance understanding of the poems through collaborative and artistic engagement.

Uploaded by

Jorge Rodriguez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Activity: "Bring the Poem to Life"

Objective
Students will interpret and creatively express the meaning, tone, and structure of the poems
through performance, visual art, or multimedia.

Instructions
1. Divide the Class into Small Groups:
 Assign each group one of the poems (Eddie Priest’s Barbershop & Notary or
The Cities Inside Us).
2. Creative Expression Options:
Each group chooses one of the following ways to bring their assigned poem to life:
Option 1: Dramatic Performance
o Create a spoken-word performance of the poem.

o Incorporate pauses, tone shifts, and gestures to reflect the structure (e.g., pauses
for line breaks, fluidity for enjambment).
o Add background sounds or music to enhance the mood (e.g., jazz or blues for
Eddie Priest’s Barbershop).
Option 2: Visual Representation
 Create a visual artwork (e.g., a collage, painting, or digital graphic) that
depicts the imagery and extended metaphor of the poem.
 Highlight key symbols (e.g., the barbershop chair as life stages, "secret cities"
as internal growth).
Option 3: Multimedia Storyboard
 Use tools like Google Slides, Canva, or even simple posters to storyboard the
poem.
 Represent the progression of themes and metaphors (e.g., the passage of time
or the internal "cities").
 Include text, images, and creative transitions between "scenes" of the poem.
3. Guiding Questions for Each Group (They must be answered on a document):
 What is the central metaphor or theme of the poem? How can we convey it
creatively?
 How do the poem's structural elements (e.g., line breaks, spacing) shape its
rhythm or meaning? How will we reflect this in our project?
4. Share and Reflect:
 Each group presents their interpretation.
 Audience members share what they noticed about how the structure and
metaphor were expressed.

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