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Poetry Inspiring Photographs

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Six photographers read poems about America. Here's what they saw in the words.

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Nature Writing

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NatureWriting is an online magazine for readers and writers of nature writing featuring Poems, Essays, and Journals submitted by readers.

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Poetry Journals

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Poetry Therapy

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The National Association for Poetry Therapy, Inc. (NAPT) is a nonprofit international and interdisciplinary organization promoting growth and healing through written language, symbol and story. NAPT members have forged an energetic community of healers, educators and other helping professionals who value the applications of words and language.

NAPT includes members from a wide range of disciplines, and writers of all styles, including poets, journal keepers, storytellers and songwriters. Our community includes psychologists, social workers, counselors, marriage and family therapists, educators, librarians/information specialists, nurses, physicians, occupational and recreational therapists and clergy.

We work in many settings where people deal with personal, interpersonal and community challenges. We are found in prisons, support groups, schools, inpatient and day-hospitals, Veterans' Administration clinics, etc. We work with people of all ages, whether in crisis or searching for wider avenues of growth. We exist where literary art and healing intersect.

NAPT represents the language-oriented branch of expressive arts therapies.

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Home - National Association for Poetry Therapy

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About the National Association for Poetry TherapyThe National Association for Poetry Therapy, Inc. (NAPT) is a nonprofit international and interdisciplinary organization promoting growth and healing through written language, symbol and story. NAPT members have forged an energetic community of healers, educators and other helping professionals who value the applications of words and language.

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Poetry Wordgames; Collaborative Analysis

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interactive; Transfer Poetry to Music

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Overview

Key Staff

Music teacher (or English teacher with strong music background)

Key Skills

Making Art: Producing, Executing and Performing
Developing Arts Literacies: Analyzing and Evaluating - Critique
Creative Thinking: Creativity and Innovation

Summary

After exploring a "singable" picture book as a class, each student examines a personally selected poem for rhythm to determine its musical meter. Using previous musical skills, students set the poem to music. As a final reflection, they create a two-page spread of a picture book that contains their "singable" poem.

Learning Objectives

Students will:

Explore a picture book that began as a song

Discuss song as a form of poetry

Select a poem and dissect it for rhythm and meter

Set the poem to music using previous music skills

Perform their poem (optional)

Create a portion of a picture book incorporating their "singable" poem

Teaching Approach

Arts Integration

Teaching Methods

Cooperative Learning

Hands-On Learning

Guided Listening

Direct Instruction

Guided Practice

Assessment Type

Performance Assessment

Preparation

What You'll Need

Materials

Resources

Required Technology

1 Computer per Classroom

1 Computer per Learner

Internet Access

Projector

Lesson Setup

Teacher Background

Select a picture book that originated from a song. Possible books include these. (The example used throughout this lesson is 'Sunshine on My Shoulders' from the John Denver Series created by Christopher Canyon.)

Schedule time with the school or public librarian to explore (as a class) picture books from songs and/or children's poetry or nursery rhymes. (Depending on the age range for your school, your school librarian may need to request these books from your elementary school library.) Here is one online source for nursery rhymes.

Experiment with a virtual keyboard, such as this one. (Schedule time in the computer lab for students, if necessary.)

Because the instructor for this lesson should be either a music teacher or a teacher with a strong musical background, it is assumed that the instructor has strong knowledge of music theory and composition.

Prior Student Knowledge

General music theory and composition skills

Physical Space

Classroom

Computer Lab

Media Center or Library

Grouping

Large Group Instruction

Accessibility Notes

Students who are deaf or hard of hearing may require additional help with syllabication and music composition. It may be helpful to listen to recordings of the picture books set to music with increased bass or while holding balloons to feel the bass vibration.

English Language Learners can select a song in their native language for this lesson.

Struggling/striving readers will find this lesson easier if they choose familiar nursery rhymes as their starting poems.

Instruction

Resources in Reach

Here are the resources you'll need for each activity, in order of instruction.

Apply

Assess

1. Read to the class a children's picture book that originated from a song, including but not limited to, one from this list. Ask students:

What is this? (Answers could include children's book, children's picture book, a song, a poem, lyrical story, etc.)

Are songs poetry? (yes)

Why? (Songs use rhythm, and often rhyme, like some poems.)

Can poems become songs? (yes)

Why do you think this publisher chose to create a picture book using this song? (Answers will vary but could include it's a popular song that adults and children can enjoy together, the lyrics lent themselves well to illustration, it's a way to allow non-readers to read by knowing the song, etc.)

What role do the illustrations play in this book? (In picture books, illustrations tell half of the story. The words and illustrations play an equal role.)

2. Sing the song from the book. Most picture books created from song will have the original song at the end of the book. You may choose to make copies of the song or project it onto a screen for students to see. While singing it, clap to "hear" the rhythm.(You may choose to do this for one verse or chorus.) Ask students:

What is the time signature for this song? (will vary depending on song)

What key is it in? (will vary depending on the song)

What did the composer do to make the words fit the time signature? (different words/syllables were assigned different note values to match the time signature, words may have been contracted or shortened to meet the rhythm, etc.)

Build Knowledge

1. Analyze the first four lines of the children's book/song/poem for rhythm. Using the example of Sunshine on My Shoulders:

Sunshine on my shoulders makes me happy (10 syllables)

Sunshine in my eyes can make me cry (9 syllables)

Sunshine on the water looks so lovely (10 syllables)

Sunshine almost always makes me high (9 syllables)

You may find it helpful to write the lyrics in syllable format. For example:
Sun-shine on my shoul-ders makes me hap-py
2. Ask students:

Do you see a pattern? (In this poem, there is a 10/9/10/9 rhythm established)

Would this poem transfer easily to a musical time signature? (In this poem, if each syllable was given an equal musical note, it would not transfer easily to a song.)

It may be helpful to have students recite the poem aloud at this point, giving each syllable equal time, to hear how this would sound. (It should sound unnatural and awkward.)

What did the composer (John Denver) do to transfer this poem into music? (He gave some syllables/words more time than others.)

3. Share the printed music with students. At this time, if you haven't done it already, it would be helpful to share the printed music for this song with students so they can see the time signature, count the beats per measure, view musical notation, and see how the poem was transferred into melodic form. Most picture books created from songs include the original music in the book, typically on the last page(s).

What do you think came first, the poem or the music? (Answers will vary and may include they were created simultaneously. Composers can work in a method that is best for him or her. Some start with the words. Some start with the melody. Some create both at the same time.)

1. Explore picture books originating from songs, children's poetry, and nursery rhymes with a visit to the library.

2. Each student should select a children's poem or nursery rhyme to set to music. If the student selects a nursery rhyme, he or she should not set it to a melody that is already known.

3. Back in the classroom, analyze the first four lines of the poem or nursery rhyme for syllables and rhythm. Using note paper, write the lyrics on every third line, allowing space between the lines for working on rhythm and musical notation. Each individual word should be broken into its syllables. For example, the word lesson would appear as les-son. Ask students to consult their dictionaries for proper syllabication. Ask students:

Do your first four lines establish a rhythm or pattern?

Will they transfer easily into song?

What time signature might work best for your poem?

What will you have to do to make the words fit each measure?

Ask students to set the first four lines to music, using musical notes (length, not tones, at this point) to establish the rhythm for the musical time signature. This work can be done on the note paper. For example, if the word in the student's poem is to have two beats, he or she would place a half-note above the word. If two syllables of a single word would both receive one half beat, then one eighth note would be placed above each syllable.

As students complete the work on these first four lines, the instructor should check the work for understanding. Once the student has the first four lines completed, ask him or her to continue working on the poem using the same format as above. You may want to place a line limit on the original poem selected or have the student select verses for this lesson.

4. Set the remainder of the poem in a similar format. Students should use the Assignment Checklist located within the Resource Carousel as a guide for this part of the lesson.

5. Create a melody for the poem. Working on staff paper and using the musical notes assigned to each syllable of the lyrics, students should assign tonal values to each note. To do this, the student must first select the key in which he or she wishes to compose the song. For students with limited musical composition understanding, it may be helpful to restrict the students to the key of C. Students may find it helpful to create the melody using instruments in the classroom, such as a keyboard or piano, or work on a virtual keyboard.

1. Each student should perform his or her newly-created melody for the class. Ask the class:

What mood did the student composer try to create with the melody?

Was he or she successful in integrating the words with the music?

Would this be an easy song for children to learn? Why or why not?

2. Create a two-page picture book spread using one or more lines from the song. Students may wish to refer to other picture books that originated from songs for guidance or inspiration. Using two sheets of blank paper per student, students may work either vertically or horizontally on the paper. The two pages can be joined using transparent tape.

3. Create a "singable" picture book display in the classroom or library using published books and the students' work.

Assess student's work using the Assessment Rubric located within the Resource Carousel.

Extending the Learning

Create a 32-page picture book of the poem or nursery rhyme.

Compare two or more "singable" picture books for style.

Create a picture book of another popular children's song.

Create a short musical based on a collection of themed poems set to music.

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Overview Key Staff Music teacher (or English teacher with strong music background) Key Skills Making Art: Producing, Executing and Performing Developing Arts Literacies: Analyzing and Evaluating - Critique Creative Thinking: Creativity and Innovation Summary After exploring a "singable" picture book as a class, each student examines a personally selected poem for rhythm to determine its musical meter.

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Poems Preset to Music

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Snyder, Bob Holman & Margery. "Classic Poems Set to Music." ThoughtCo, May. 22, 2017, thoughtco.com/classic-poems-set-to-music-p2-2725524. Snyder, Bob Holman & Margery. (2017, May 22). Classic Poems Set to Music. Retrieved from https://www.thoughtco.com/classic-poems-set-to-music-p2-2725524 Snyder, Bob Holman & Margery. "Classic Poems Set to Music." ThoughtCo. https://www.thoughtco.com/classic-poems-set-to-music-p2-2725524 (accessed September 14, 2017).

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Enjoy These Beautiful Online Recordings of Classic Poems Set to Music

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Snyder, Bob Holman & Margery. "Classic Poems Set to Music." ThoughtCo, May. 22, 2017, thoughtco.com/classic-poems-set-to-music-p2-2725524. Snyder, Bob Holman & Margery. (2017, May 22). Classic Poems Set to Music. Retrieved from https://www.thoughtco.com/classic-poems-set-to-music-p2-2725524 Snyder, Bob Holman & Margery. "Classic Poems Set to Music." ThoughtCo. https://www.thoughtco.com/classic-poems-set-to-music-p2-2725524 (accessed September 14, 2017).

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Music Poetry; Rhythm Analysis

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12 Music Poems - Powerful Poems about Music

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Powerful Music Poems about the intensity of beat and rhythm. Rhythm Poems, Music Poems, Poetry about the power of music to release intense emotions.

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Magnetic Poetry Kits

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Dave Kapell, founder of Magnetic Poetry, was suffering from writer's block while trying to compose song lyrics. To overcome this problem, he wrote down interesting words on pieces of paper and rearranged them, looking for inspiration. What he hadn't figured into this experiment was his allergies. One good sneeze and any progress was sent flying across the room. Dave decided to glue the words to pieces of magnets and stick them to a pizza tin. Then he got hungry and the now magnetized words made their way to the refrigerator door. Before too long, Dave wasn't the only one rearranging his would-be song lyrics. When friends came over, Dave noticed they started to move the magnets around, amusing themselves by writing the first magnetic poems.

After seeing his friends having fun, Dave thought he might be able to sell his word kits at a local craft fair. He made up 100 kits and set up shop at Calhoun Square, a mall in the Uptown area of Minneapolis. All 100 kits were gone after 3 hours. That night, he recruited as many friends as pizza and beer could draw and made up more kits--all of which sold as rapidly the next day.

From these beginnings, Magnetic Poetry® has now sold over three million word kits, over one billion word tiles--growing from the Original Kit to a kid's line of kits, to foreign language kits, to over 100 Themed kits.

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Dave Kapell, founder of Magnetic Poetry, was suffering from writer's block while trying to compose song lyrics. To overcome this problem, he wrote down interesting words on pieces of paper and rearranged them, looking for inspiration. What he hadn't figured into this experiment was his allergies.

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Slam Poetry

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The mission of Poetry Slam, Inc. (PSi) is to promote the creation and performance of poetry that engages communities and provides a platform for voices to be heard beyond social, cultural, political, and economic barriers. Our vision is a world where all persons have the ability to express themselves creatively through poetry using the power of voice.

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Welcome to Shel Silverstein | Shel Silverstein

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Shel Silverstein's children's books, stories, poetry, illustrations, fun activities for kids, and teaching resources.

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Poetry Theatre

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How to act out a poem. List of poems to act out for young children, older children and teens. Applicable to: Teens, Teachers teaching Grades K-2, 3-5, 6-8, 9-12, Parents of young children.

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Poetry mind mapping

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Spoken Word Poetry and Poetry Theatre

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Welcome to Poetry Out Loud: National Recitation Contest. Created by the National Endowment for the Arts and the Poetry Foundation, Poetry Out Loud is administered in partnership with the State Arts Agencies of all 50 states, the District of Columbia, the U.S. Virgin Islands, and Puerto Rico.

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Home - The Academy of American Poets is the largest membership-based nonprofit organization fostering an appreciation for contemporary poetry and...

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Formula poetry, word games, acrostics

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These are created by following a set pattern of instructions. These may be based upon a variety of requirements. Their subjects are seldom limited.

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Blackout Poetry

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Poetry Foundation Poem Database

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More than 40,000 poems by contemporary and classic poets, including Robert Frost, Emily Dickinson, Sylvia Plath, Langston Hughes, Rita Dove, and more.

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Poetry Foundation Podcasts and Audio Recordings

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On today's show, Tongo Eisen-Martin talks with activist, icon, legend, Sonia Sanchez. Listen to these brilliant poets pass fire, life, and love between them.

Eisen-Martin is a poet, movement worker, and educator. His poem "Pennies for the Opera" is featured in the December 2020 issue of Poetry as part of a portfolio of work from the book Carving Out Rights from Inside the Prison Industrial Complex. Both Eisen-Martin and Sanchez appear in the book, alongside artists incarcerated at Stateville Prison in Crest Hill, Illinois.

Sonia Sanchez is a poet, playwright, professor, and activist. You can read "Haiku and Tanka for Harriet Tubman"-which you'll hear in this episode-in the April 2018 issue of Poetry.

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On today's show, Tongo Eisen-Martin talks with activist, icon, legend, Sonia Sanchez. Listen to these brilliant poets pass fire, life, and love between them. Eisen-Martin is a poet, movement worker, and educator. His poem "Pennies for the Opera" is featured in the December 2020 issue of Poetry as part of a portfolio of work from the book Carving Out Rights from Inside the Prison Industrial Complex.