Identity Rumble -- Drama and Poetry

 

 

 

Overview

 In this 2-3 day creative writing project, students will write a short dramatic dialog, a page of identity affirmations, and a short poem. The “Identity Rumble” in the title was inspired by the poems of Langston Hughes and refers to the voice of self that is always there, heard at times as a rumble, submerged at times by the voice of others, and at times is fully articulated.

 

In the drama unit, students will have a chance to tune in to the voices of others--parents, teachers, friends, or romantic interests--which can inhabit their minds at times. They will tune in to their own voices as well, as they write a dramatic dialog, and act it out with a partner. They will have a chance to share perceptions on the dialogs and performances with classmates. Then, students will affirm their own tastes, preferences, and values as they fill in an identity affirmation worksheet.

 

In the poetry unit, students will have the chance to tune in to the expressive voice, found identity, and poetic elements of three poets: Langston Hughes, Maya Angelou, and Marge Piercy.  They will write a short poem that responds to a poem by one of these poets. The class will provide avenues by which they can tune in to their model poem, for ideas and inspiration. Then they will tune in to their own inner voices and create their own short poems.

 

Objectives

In addition to self-expression, students will gain first-hand experience with basic elements of both drama and poetry. Also, they will gain language awareness that will improve their reading and writing in general. They will develop an ear for intonation, rhythm, rhyme, and alliteration; and a sense of the use of images for expression.

 

After completing the drama unit, students will be able to:

 

-         Better focus in on and identify their own voice and the voices of others that inhabit their minds.

-         Identify implied or direct conflict as basic elements of drama.

-         Tune in to word stress and intonation as means of emphasis in both daily conversations and dramatic dialogs, and to employ this as an expressive tool in creative writing and acting.

-         Tune in to and express through acting the dramatic relationship in a dialog a classmate has written.

-         Articulate the satisfactions of the experience of self-expression through drama. 

 


After completing the poetry unit, students will be able to:

-         Actively tune in to the tools of the poet in individual poems; including rhythm, rhyme, alliteration, and imagery.

-         Actively tune in to and gain inspiration and ideas from the tone and speaker experience expressed in individual poems.

-         Tune in to their own inner creative voices and instincts, as they use and transform elements and write their own echo poem.

-         Articulate the satisfactions of self-expression through poetry.

 

Class time: This project can be completed at a rather fast clip in two days, with homework between classes. It would take three days at a more leisurely pace, or with the activities given for homework instead as class activities.

 

Materials: You will want to refer to the student worksheets that follow. The worksheets can be handed out in two packets—one for Drama and one for Poetry, or as you prefer.

 

Special Considerations:  The drama unit involves the active dramatic elements of voice --intonation for emphasis--and conflict between two characters. The poetry unit engages them actively with the elements of rhythm and image. The goal here is to energize and sensitize students to language and voice in order to write in these two creative genres. It is encouraged that, for this project, interpretation of the poetry is kept to a minimum, at most helping students tune in to the tone and the experience and concern of the poet/speaker, in their own ways.

 

 


Identity Rumble I -- Drama

Class 1: Tuning In: Daily Drama

   

                                                                 

Part One

After mentioning the topic of voices of others we hear in our minds, ask students to read the statements on the worksheet Tuning In: Daily Drama (Worksheet 1). Students should first read the comments on their own silently, and then read them aloud, taking turns around the class. Students should be encouraged to expressively use intonation to emphasize the underlined words. Point out the effect of intonation on the message of these statements, a major part of the strength--and irritation!--of the message. Remind students how they can often imagine a certain person saying some such statement with a distinctive kind of word emphasis.

 

Next, ask students to consider: Can they hear how our minds can work at times? How we sometimes hear the imprints of the voices and viewpoints of others? How those voices sometimes clamor to be heard?

 

Part Two

Ask students to turn to the Identity Rumble Dialog (Worksheet 2). Coach them to tune in to the voice of a particular person that they can hear making some such comment to them. They should select a statement often made by that person that really rubs them the wrong way, and goes against their sense of self. Have them write this comment they can hear on their worksheet in the space provided.

 

Next, have students read aloud, in pairs, with the person sitting next to them, the example of this twelve-line dialog. They should emphasize the underlined words, with intonation. See the second student page in this worksheet.

 

 Then, students will write a conversation between their voice and that of this other person –expressing at least indirectly, the conflict implied in their comment (there is a place for this on Worksheet 2, p.2.). They will start the conversation with the comment, the one they have written down on their worksheet. They will write at least twelve back and forth lines of dialog, like from a play. Their dialogs should end on a note where their self finds its true voice (--even if that would not work so well in reality!)

 

Instruct students to write one or two quick exploratory drafts of the dialog on their own paper, and then write their final version on the worksheet (page two). While they are writing, you will want to circulate, to encourage students and to answer questions.

 

Next, instruct students to fill in the information (Worksheet 2, p. 3) about their dramatic situation for their dialog. State that this will give their partner an idea of the context. They should be encouraged to write fictional names for their characters and perhaps to fictionalize certain other details. After this, they will write a copy of their dialog for their partner (where indicated). Students will decide if they prefer to play the character that represents themselves or the other character. They will be matched up with a classmate (as possible, of the right gender) who will play the other role.

 

The pairs of students will rehearse each others’ dialogs, getting the relationship, the expression and the emphasized words as expressive as they can.  The author can serve as a director, coaching their partner on the style of speech of the other character in their dialog.

 

Next, have students read/act out the dialogs for the class. Encourage them to feel free and expressive. If they read too softly or too quickly, you can ask them to read the dialog again, speaking, say, even 10 times as loudly as they might imagine they need to!

 

Finally, a brief discussion can follow, in which students share what they learned from hearing the dialogs performed—how it felt to hear others acting out theirs; what they noticed about the issues in the dialogs of others; if they noticed any patterns of issues; which dialog and which acting spoke to them the most.

 

 

Part Three

Homework: Ask students to do the following before the next class: Fill in the Identity Affirmation Worksheet (Worksheet 3) and bring it to class. {See the poetry homework below, for the next class as well}

 

 

 


Identity Rumble II -- Poetry

Class 2:  Prep

 

 

Part One

                                                                                                                                                                                                     Part On

Homework: Ask students to read the Eight Poems (Worksheet 4, 8 pp.). Have them select the poem that they like and relate to the most. They should look for one that speaks to some aspect of their inner identity, who (or what, or where, or with whom!) they are or yearn to be. Then, in that poem, they will underline their favorite 8-12 line section. Also, they should answer questions 1-4 about their response to the poem (Echo Poem (Worksheet 5, p. 1). If you wish, you could extend to them the option of selecting instead a favorite poem of their own, one that is in some way expressive of who they are. If they do, ask them to bringing bring in two copies, one for themselves and one for you. Also, you may want to add your own choice of poems the selection here.

 

Previewing the Poems

 

Four by Langston Hughes

--“I, too, Am American” and “Dream Variations” were written by Langston Hughes in 1925 and 1921 in an optimistic celebration of self, even amidst discrimination by society. He envisioned a joyful future with African Americans then “sitting at the table” of American democracy, and “whirling and dancing” “in the sun.”

 

--“Juke Box Love Song” from the mid-20’s, involves the self, the place, and a romantic date. The poet is full of himself and his African American identity. He imagines he can even still the “rumble” of subways in Harlem to set the stage for him and his date, and their experience together.

 

--“Dream Boogie” was written later, in 1951, when Hughes, while still eminently optimistic, after years of waiting for social change. More than his earlier poems, this poem shows awareness of the “rumble” of the suppressed self of African American, kept down under a, perhaps deceptive, happy and vibrant exterior. This poem can be seen as a dialog between two people—one black one white—or two (disagreeing) sides of one African American person’s mind.

 

One by Maya Angelou

“Phenomenal Woman” is a zippy, rhymed poem that exudes confidence and enjoyment of self.

 


Three by Maya Angelou

--“Secretary Chant” is built upon an unusual visual image of how the speaker’s body—and in fact her identity—is taken over by her secretarial job and social role as a woman. The originality, verve, and humor add to its appeal and its affirmation of self. One bit of humor is achieved by the line breaks between the sentence “Swollen, heavy, rectangular,/I am about to be delivered/ of a baby/ Xerox machine. She also plays with the spelling, with the word “once” becoming “wonce.”

 

-- “Traveling Dream” shows the speaker having difficulty leaving for a trip. Things such as cats, tickets keep slipping through her fingers and holding her back, keeping her from getting a grasp. The surreal-like images are from a dream (as per the title), but can certainly can occur in one’s waking life. For example a student could experience such a disconnect when attempting to select a career, apply to a school, or go off to college. This poem is positive in that it is in touch, expressive, and humorous.

 

--“Colors Passing Through Us” is a joyful, self-expressive and celebratory. It invokes and celebrates the colors—the sides of self, say—of the author and of her romantic partner.

 

 

Part Two                                                                  

 

Group Discussion:  Students will have read through Eight Poems, selected their favorite, and identified a section within the poem that speaks to them the most. Also, they have answered the four questions in the Echo Poem Worksheet 5, to help them tune in to their response to the poem. In class, form groups of 3-4 students who have selected the same poem. Ask them to take turns reading lines of the poem, say, four lines by four lines, around the group circle. Next, have them share their answers to questions 1-4 from their Echo Poem worksheet and their thoughts about the poem.

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Active Poetry Warm-up. Write the poems/sections of poem given below on the board and run through a quick activator exercise bringing out these elements of poetry in a lively, experiential way.

 

1. Rhythm--Dream Boogie, by Hughes.  Write the whole poem on the board. Then, read it aloud, emphasizing the rhythm. As you read it, ask students where they hear the beats, marking the stressed syllables. Most lines have two beats, while a few have one. There’s some resulting syncopation.

2. Rhyme-- Phenomenal Woman, by Angelou.  Write the first nine lines on the board. Ask a student to read the poem and ask the class where there is rhyme.

3. Alliteration— Dream Boogie, by Hughes.  Elicit “dream deferred.” Then, read these lines aloud to show how memorable they sound: “Good morning, Daddy/Ain’t you heard/ The boogie-woogie rumble/ Of a dream deferred.”—Have students note the lively rhythm, rhyme, and the meaningful alliteration.

 
4. Image 
--“Dream Variations,” by Hughes. “Rest at cool evening/ Below a tall tree.”
--“Juke Box Love Song,” by Hughes. “I could take the Harlem night/ and wrap it around you,/ take the neon lights and make a crown,” 
--“Colors Passing Through Us, by Piercy.  Blue as cornflowers, delphiniums,/ bachelors' buttons. Blue as Roquefort,/ blue as Saga. Blue as still water./ Blue as the eyes of a Siamese cat. 

 

 

Part Three

 

Have students reread their selected 8-12 lines. For homework, they were to have written them on their Echo Poem Worksheet 5, p. 1. They will then write an echo poem inspired by these lines. Encourage them to experiment, echoing elements of the voice of the poem. They can play and use with words they respond to, rhyme or rhythm patterns they like, or a part of an image they are drawn to. They can actually copy a few of the words in the section, but they should mainly write their own poem. It would be good to have them write one or two quick rough drafts on their own paper. Then, they can transfer their poems to the Echo Poem Worksheet 5, p. 2.

 

 You will want to circulate, especially to coach any students who seem stuck or who need inspiration.  Finally, have students create a title for their own poem.

 

Collect the poems. When providing response, encourage signs of inspiration from the original poem and, especially, expressions of their own identity, experience, or voice. Also note rhythm, rhyme, alliteration, or images they have used to good effect.

 

A brief class wrap-up or individual written reflection of student thoughts could be a good way to conclude the creative writing in drama and poetry project. Students will then have a chance to collect impressions on what they learned about the genres and what they learned about themselves.

Identity Rumble--Worksheet 1

Tuning In: Daily Drama

 

 

Whose voices do you at times hear in your mind? Parents? Teachers? Friends? Brothers and sisters? Your boyfriend or girlfriend? All those different parts of yourself?

 

“I know you. You always. . .”                           

“You never. . .”

 

“I’d like you more if. . .”           

“I’d love you much more if. . .”

 

“You’ll make more money if. . .”  

“You’ll find a better husband/wife if. . .”

 

“You should be more fun. . .”    

“You should be more serious. . .”

 

“Do you have to have that _____on your wall?”

“Clean your room more.”

 

“What’s that you’re wearing?”

“Do you always have to look so ____?”

 

“Don’t you ever brush your hair?”

“What’s that you’re wearing?”

 

“But you must think of your mother.”

“But you must think of your father.”

 

“But what will people think of you?”

“What will the neighbors think of you?”

 

“I do trust you to pick out your own friends. It’s just that. . .”

 

“I do respect your own ideas and values. It’s just that. . .”

 

“I do love you as much as ______”   [Your so successful/popular brother or sister].

Identity Rumble--Worksheet 2

Identity Rumble Dialog

 

 

Tune in to the voice of a particular person that you can hear making some such comment to you. Hear some saying that really rubs you the wrong way, and goes against your self of self. What is this comment that you can hear? Write it down.

 

Comment I can hear: _______________________________________________

 

Now, you’ll be writing a conversation between your voice and that of this other person –on the matter of their annoying comment. Begin with the comment. Write at least twelve back and forth lines of dialog, like from a play, bringing out the conflict. Underline the words you hear as emphasized in this dialog. End on a note where your self finds it’s true voice (Even if that final statement would not work so well in reality!). First, here’s an example:

 

 

Identity Rumble Dialog example:

 

Mother:                                “What’s that that you’re wearing?’

Daughter:              “It’s a shawl

Mother:                 ”It doesn’t look like a shawl.”

Daughter:              Well,. . . it’s actually a poncho.”

Mother:                 “But we’re going to your cousin’s wedding.”

Daughter:              “It looks good.”

Mother:                 “I don’t think it looks so. . . proper.”

Daughter:              “My friends always wear these everywhere.”

Mother:                 Which friends?”

Daughter:              “You know

Mother:                 “How many times do I have to tell you. . .”           

Daughter:             “Lets face it. My outfit looks great. At least I’m keeping up with the  times. Don’t be so jealous! . . .By the way have you read any good books lately? Maybe a little philosophy, or something like that?

 


Identity Rumble--Worksheet 2 Cont’d

Identity Rumble Dialog Cont’d

 

 

Your Own Identity Rumble Dialog:

 

 Write here your comment from the previous page:

 

Comment I can hear: __________________________________________________

 

 

Dialog: (first draft)

 

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Identity Rumble--Worksheet 2 Cont’d

Identity Rumble Dialog Cont’d

 

 

To make the situation and characters more understandable to your partner, fill in these dramatic elements about the situation of your dialog. You can give fictional names and fictionalize some of the details, as you wish.

 

Characters (relationship/fictional names, age, & personality type):


Relationship:
  ________________________________________________________________


Character 1: __________________________________________________________________


Character 2: __________________________________________________________________


Place
(& description):  _________________________________________________________


Time
(& weather/season): ______________________________________________________


Situation & Conflict __________________________________________________________

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Dialog: (copy for your acting partner)

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Identity Rumble--Worksheet 3

Identity Affirmation

 

My favorite: 

Color ________________      Season ________________   Time of day ___________________


Music ________________     Movies _______________________________________________


Food (cuisine/ dish) ____________________________________________________________

 

Possession: ___________________________________________________________________


What I’d wear if I had more complete freedom: ____________________________________

______________________________________________________________________________


What else I’d like in my bedroom: ________________________________________________

______________________________________________________________________________


I like books about ______________________________________________________________


I like people who ______________________________________________________________


I don’t like people who _________________________________________________________


My favorite non-parent adult is __________________________________________________


My favorite subject in school is ___________________________________________________


The career that I really want to pursue is __________________________________________


Three other identity affirmations:


1. ____________________________________________________________________________


2. ____________________________________________________________________________

 

3. ____________________________________________________________________________

Identity Rumble--Worksheet 4

Poetry:  Eight Poems

 

 

Selecting a Poem

Read through the eight poems that follow. Four are by Langston Hughes, one is by Maya Angelou, and three are by Marge Piercy. Select the poem that you relate to the most. Look for one that speaks to some aspect of your inner identity, who (or what, or where, or with whom!) you are or yearn to be, if we could express it this way.  Next, select and underline the section (eight to twelve lines) of the poem that speaks to you the most. (Save the last page here to do in class.)

 

 

I, Too, Am American

By Langston Hughes

 

 
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.
 
Tomorrow,
I'll be at the table
When company comes.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Then.
 
Besides,
They'll see how beautiful I am
And be ashamed--
 
I, too, am America.

Dream Boogie

By Langston Hughes

 

Good morning, daddy!

Ain't you heard

The boogie-woogie rumble

Of a dream deferred?

Listen closely:

You'll hear their feet

Beating out and Beating out a --

You think

It's a happy beat?

Listen to it closely:

Ain't you heard

something underneath

like a --

What did I say?

Sure,

I'm happy!

Take it away!

Hey, pop!

Re-bop!

Mop!

Y-e-a-h!

Dream Variations

By Langston Hughes

 

To fling my arms wide

In some place of the sun,

To whirl and to dance

Till the white day is done.

Then rest at cool evening

Beneath a tall tree

While night comes on gently,

Dark like me-

That is my dream!

To fling my arms wide

In the face of the sun,

Dance! Whirl! Whirl!

Till the quick day is done.

Rest at pale evening...

A tall, slim tree...

Night coming tenderly

Black like me.

 

 

 

 

Juke Box Love Song

by Langston Hughes

 
I could take the Harlem night
and wrap it round you,
Take the neon lights and make a crown,
Take the Lenox Avenue busses,
Taxis, subways,
And for your love song tone their rumble down.
Take Harlem's heartbeat,
Make a drumbeat,
Put it on a record, let it whirl,
And while we listen to it play,
Dance with you till day--
Dance with you, my sweet brown Harlem girl.

 

 


Phenomenal Woman
By Maya Angelou

Pretty women wonder where my secret lies
I'm not cute or built to suit a model's fashion size
But when I start to tell them
They think I'm telling lies.
I say
It's in the reach of my arms
The span of my hips
The stride of my steps
The curl of my lips.
I'm a woman
Phenomenally
Phenomenal woman
That's me.

I walk into a room
Just as cool as you please
And to a man
The fellows stand or
Fall down on their knees
Then they swarm around me
A hive of honey bees.
I say
It's the fire in my eyes
And the flash of my teeth
The swing of my waist
And the joy in my feet.
I'm a woman
Phenomenally
Phenomenal woman
That's me.

Men themselves have wondered
What they see in me
They try so much
But they can't touch
My inner mystery.
When I try to show them
They say they still can't see.
I say
It's in the arch of my back
The sun of my smile
The ride of my breasts
The grace of my style.

I'm a woman

Secretary Chant

By Marge Piercy

 

 

My hips are a desk.

From my hips hang

chains of paper clips.

Rubber bands form my hair.

My breasts are wells of mimeograph ink.

My feet bear coasters.

Buzz. Click.

My head is a badly organized file.

My head is a switchboard

where crossed lines crackle.

Press my fingers

and in my eyes appear

credit and debit.

Zing. Tinkle.

My navel is a reject button.

From my mouth issue canceled reams.

Swollen, heavy, rectangular

I am about to be delivered

of a baby

Zerox machine.

File me under W.

because I wonce

Was a woman.

 

 


Traveling Dream

By Marge Piercy

 

I am packing to go to the airport

but somehow I am never packed.

I keep remembering more things

I keep forgetting.

 

Secretly the clock is bolting

forward ten minutes at a click

instead of one. Each time

I look away, it jumps.

 

Now I remember I have to find

the cats. I have four cats

even when I am asleep.

One is on the bed and I slip

 

her into the suitcase.

One is under the sofa. I

drag him out. But the tabby

in the suitcase has vanished.

 

Now my tickets have run away.

Maybe the cat has my tickets.

I can only find one cat.

My purse has gone into hiding.

 

Now it is time to get packed.

I take the suitcase down.

There is a cat in it but no clothes.

My tickets are floating in the bath

 

tub full of water. I dry them.

One cat is in my purse

but my wallet has dissolved.

The tickets are still dripping.

 

I look at the clock as it leaps

forward and see I have missed

my plane. My bed is gone now.

There is one cat the size of a sofa.

 

 


Colors Passing Through Us

By Marge Piercy

 

Purple as tulips in May, mauve
into lush velvet, purple
as the stain blackberries leave
on the lips, on the hands,
the purple of ripe grapes
sunlit and warm as flesh.
Every day I will give you a color,
like a new flower in a bud vase
on your desk. Every day
I will paint you, as women
color each other with henna
on hands and on feet.
 
Red as henna, as cinnamon,
as coals after the fire is banked,
the cardinal in the feeder,
the roses tumbling on the arbor
their weight bending the wood
the red of the syrup I make from petals.
 
Orange as the perfumed fruit
hanging their globes on the glossy tree,
orange as pumpkins in the field,
orange as butterflyweed and the monarchs
who come to eat it, orange as my
cat running lithe through the high grass.
 
Yellow as a goat's wise and wicked eyes,
yellow as a hill of daffodils,
yellow as dandelions by the highway,
yellow as butter and egg yolks,
yellow as a school bus stopping you,
yellow as a slicker in a downpour.
 
Here is my bouquet, here is a sing
song of all the things you make
me think of, here is oblique
praise for the height and depth
of you and the width too.
Here is my box of new crayons at your feet.
 

Colors Passing Through Us, ctd.

 
 
 
Green as mint jelly, green
as a frog on a lily pad twanging,
the green of cos lettuce upright
about to bolt into opulent towers,
green as Grand Chartreuse in a clear
glass, green as wine bottles.
 
Blue as cornflowers, delphiniums,
bachelors' buttons. Blue as Roquefort,
blue as Saga. Blue as still water.
Blue as the eyes of a Siamese cat.
Blue as shadows on new snow, as a spring
azure sipping from a puddle on the blacktop.
 
Cobalt as the midnight sky
when day has gone without a trace
and we lie in each other's arms
eyes shut and fingers open
and all the colors of the world
pass through our bodies like strings of fire.

Identity Rumble--Worksheet 5

Poetry:  Echo Poem

 

 

Tuning In To Your Poem

 

Your favorite poem in this selection _________________________ _____________________________________

 

  1. What attracts you to the poem? (For ex.: Does it remind you of some experience you’ve had? Does it have a certain kind of voice?) ______________________________________________________________

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  1. How does it make you feel? (For ex.: hopeful, free, attractive, in love, stimulated, some familiar sensation?) ­­­­­­­­­­­­­­­­­­­­____________________________________________________________________________

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  1. What’s working in the poetic elements? (Do you feel a strong rhythm, or hear a snappy rhyme or catchy alliteration? Do you see luring mages?)______________________________________________________

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  1. What are two or three words that you are drawn to? _________________________________________

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  1. Write your 8-12 line favorite section of the poem. 

 

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Example of Echo Poem

Say a student selects the eight following favorite lines:

 

To fling my arms wide

In some place of the sun,

To whirl and to dance

Till the white day is done.

Then rest at cool evening

Beneath a tall tree

While night comes on gently,

    Dark like me-

That is my dream!

 

An Echo Poem might be:

 

          My Homeland

 

To hold my arms open wide,

Expanse on the beach.

To stand and to breathe

Boundless, the morning

The sunrise, the dunes.

Cool walk along the shore,

The white sands, blue

 Lake Michigan, I know you.

This is my dream!

 

 

Your Own Echo Poem

 

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