Recently I’ve been pondering on the staying power of poetry, not whole poems committed to memory, but those unconsciously remembered lines that echo through time. The ones that never really leave you and surface, sometimes unexpectedly, like old friends you’ve not met for a while.
Perhaps I remember these poetic lines because of the mood I was in when I first met them? Was I open – needy – primed to hear – wanting to understand something in my life? Many still seem to connect and resonate today. I’m not talking here about verses even, just fragments of ‘memorable speech’ as Auden so aptly called it. Do you know what I mean? Do any spring to mind for you? Maybe if I share some, you’ll catch my drift.
Something is added to the everlasting earth From my mind a space is taken away (Jon Silkin) That God alone could perfectly show how selfhood begins in the walking away and love is proved in the letting go. (Cecil Day Lewis) My telly eats people especially on the news (John Agard) To wrap herself once more in her cardboard world of dreams (Grace Nichols) The kid not wired to follow rules (Tony Walsh) That time and light are kinds of love (Tony Hoagland) The tattered cloth of the people’s sorrow (Deepa) These evocative lines seem to reach out to me, to sing almost. The last was written by a young poet in my class decades ago in response to distressing news visuals of the Ethiopian famine. Her words have remained with me since. She reminds me of Nate, the protagonist in Matt Goodfellow’s stunning verse novel The Final Year. Nate too has a way with words and uses an ‘Ideas Book’, given to him by his teacher Mr Joshua to express himself and cope with life. Amongst other things, Nate learns that ‘in the darkness you find your people’. This line is used as a repeating refrain across the book. I’m sure it’s with me to stay.
Other authors whose writing is lyrical and poetic, such as Jackie Morris and Nicola Davies, also repeat lines in their narratives to drum their messages home, and Katya Balen too in her Carnegie Award winning book October October revisits the pain-filled line ‘The woman who calls herself my mother’ many times. On each occasion it hurts (particularly if you are a mother) and now it’s lodged in my mind.
Why do we hold such lines close and retain them, I wonder? In writing this blog, I collected all that came to mind and nearly 40 arrived with relative ease (although I couldn’t recall their provenance as easily). It became a kind of linguistic asset blanket – a highly personal one that makes me think and somehow helps me…
Poetry speaks to each of us at different times and in diverse ways and, if I was still in the classroom, I’d love to explore this with young people. We could capture poetic lines from texts read aloud, create displays of lines that sing, no doubt differently for everyone. I’d have to be careful not to expect these, but to help the class notice any that resonate. I could also encourage children to record any from their own reading in writing journals. Fragments that sing or echo might work as a title.
Why not try it? By doing so you’d be offering an aesthetic invitation to engage with language and nudging closer attention to the text. They are likely not only to prompt deeper thinking, but to be borrowed and adapted in the children’s own writing in time. You’d also exploring possible lessons for life, the staying power of such fragments and celebrating poetic language.
Teresa Cremin
Teresa is Professor of Education (Literacy) at the Open University. An advocate of developing teachers’ creative artistry, Teresa’s research focuses on teachers’ and children’s literate identities and practices. Her edited collection is Reading Teachers: Nurturing Reading for Pleasure (with Helen Hendry, Lucy Rodriguez Leon, Natalia Kucirkova, 24 teachers and 8 colleagues). Teaching English Creatively is in 3rd edition (both Routledge).
Teresa is passionate about developing readers for life and leads a professional user-community website based on her research into volitional reading. The OU team support 100+ OU/UKLA Teachers’ Reading Groups annually, 36 HEI partnerships and lead the OU Reading Schools Programme: Building a Culture of Reading to develop children’s and teachers’ pleasure in reading.
@TeresaCremin
You must be logged in to post a comment.