I wonder about a "best poem ever" thing, though, because I know mine change from day to day. That's the thing about poetry - it's so very subjective.

Heh. I have more favorites than I do hair on my head. W.H. Auden's "In Memory of W.B. Yeats" is probably my favorite, but I have deep abiding love for poems no one's much heard of, like Richard Orborn Hood's "How to Act Around Mountain Lions" or Matthew Niblock's "Zoo Metaphors."

What would the criteria be? I'm really curious how this would work.

I don't know how the 3rd-graders did it, but I just assumed that, even for adults, it would just be the poem you liked best, for whatever reason.

What I mean is, Lizard wrote a poem that I love, just for how lyrical the words are; I read it out loud 3 times in a row when she first posted it. I love it. I don't, however, understand it. And yet I'd still vote for it in a poetry deathmatch, because I love the words so much.

What I mean is, Lizard wrote a poem that I love, just for how lyrical the words are; I read it out loud 3 times in a row when she first posted it. I love it. I don't, however, understand it. And yet I'd still vote for it in a poetry deathmatch, because I love the words so much.

But would it be the poem you loved in that mood, at that given moment? That's the part I'm juggling with, because my poetry take is so tied into wherever my spirit is at any given moment.

If I'm feeling parentally tender, the first thing that comes into my head are Cecil Day-Lewis' poems for his children: "Walking Away" for Sean, "The Newborn" for Daniel, "Getting Warmer, Getting Colder" for Tamsin. And his farewell poem to them, when he knew he was dying - shit.

But other days, I'd only appreciate them intellectually, and not in my spirit or my heart. So how does it work?

But would it be the poem you loved in that mood, at that given moment?

I think that's how I'd choose in a poetry deathmatch, yeah.

Well, it wouldn't really matter if their favorite poem changed, as far as my goal in the class. To get teenagers to take a published poem (whether it be classic or contemporary) and invest in it to a level that they were willing to perform and defend it would be my real goal. Sneaky underhanded teacher way of getting them to hear 20+ excellent poems and debate the literary merits et al!

They're competitive little buggers. In the end, I would definitely tell them that there is no such thing as an actual "best poem" that everyone will ever agree on, but at that point it wouldn't matter anymore.

Now I'm getting it - best at that moment, via the setting of the deathmatch.

See, this is why I never get beyond question four on the Meyers-Briggs whatsis tests.

To get teenagers to take a published poem (whether it be classic or contemporary) and invest in it to a level that they were willing to perform and defend it would be my real goal.

As long as they don't all choose Yeats's "The Second Coming". Adventures in overwrought fanfic have taught me that it really is possible to take a pretty good poem and render it meaningless by repetition.

Also true of Eliot, although people go all over the map on his work rather than beeline to a single poem. Also, I have a poem someplace called "The Love Song of Audrey", which is what would happen if Prufrock were a dog. (There is whining and shoe-chewing involved.) It brought the original back to life, for me, and I know how absurd that sounds.

I see what you're saying, Nutty, but I do think that for the kids who haven't been exposed to it, "The Second Coming" will still be very powerful for some. I have a similar "oh god, not again" reaction to most of Dickenson's work, which I know is unfair.

Adventures in overwrought fanfic

heeheehee

See, this is why I never get beyond question four on the Meyers-Briggs whatsis tests.

Deb - I actually do this whole process with my students at the beginning of the school year! I think that everyone benefits from having a better understanding of personality theory. It actually answered a lot of questions I had about my relationship with my parents and my SO when I first did it in college. However, I do understand that it's not everyone's cup of tea. :) If anyone is interested, I recommend checking out some of the books on this site. (Btw - I have no affiliation with MBTI services - I just have found it to be a really useful process and have used it with my students to build a stronger class understanding)

If the only thing M-B teaches kids is that people react differently to the same situation - it has to help the class. I keep thinking about th epoetry deathmatch. Really - it works no matter how much interest the kid brings to it. every kid brings in one poem - with a paragraph saying why the chose it. Takes minimal effort for those that don't care about poetry. By the end of the deathmatch- even if a kid still doesn't like poetry - they should have some idea of how to approach it and what makes a poem. much better than a poetry unit.

Heh. Off-topic, but Kristin, ought to let you know, the whole "your favourite flavour is (choose one) vanilla, strawberry, chocolate or spumoni" thing with me is a very very very old 'Deb doesn't do that' deal - I invariably answer look, this is insane, did you mean today? Do I have a headache? Who am I with? Do my shoes hurt? How was the morning news? What's the weather doing?"

I'm completely in the minority, but we've had this discussion, both here and other places - I think it was Natter - quite a few times.

I know they can be incredibly useful, although I remain violently opposed to using them for workplace screening, because they can mean that the best person for the job is swept aside for a better personality fit, something I dislike intensely; it ought to be both.

I just mean that I tend to be in the whackaloon little one bazillionth of crazy people who send the test results skewwhopping, because I do not cohere.

What's more? If anyone demanded that I take it, I'd deliberately fill in the wrong answers, just to mess with them. So I won't take the things.