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Put a Poem in Your Pocket

Elizabeth Peterson — Tue, 24 Apr 2012 11:23:01 +0000

This Thursday, April 26th, is Poem in Your Pocket Day. This is such a fun way to celebrate poetry during National Poetry Month.

For this day, you find a poem or write a poem and keep it handy (in your pocket) so that you can read it to anyone and everyone you come in contact with during the day. It is a great activity to share with your students. This year my entire school is getting involved!

Here are some great resources you might find useful.

Information for Poem in Your Pocket Day

Example Poems for your pocket: (Just print, cut and carry.)

Unfortunately, PIYP Day sometimes lands during a school vacation or on a day that is inconvenient for you, your class or your school. That is the case for my school this year. (We have two first grade classes who are going on a field trip, but are excited to join the poetry fun.) So we decided to change the date to Wednesday instead of Thursday. Even though we will be celebrating this on a different day, the effect will certainly be there. We could also encourage students to continue the celebration of poetry on the actual day by carrying their poem two days!

I can’t wait to see how it all pans out tomorrow in our school as children and adults of all ages share their favorite poems with one another. I’ll be certain to comment with updates.

In the meantime, please tell: Do you like this idea? Do you celebrate PIYP Day? Would you? How? What’s your poem you will keep in your pocket?

Keep a poem in your pocket
and a picture in your head
and you’ll never feel lonely at night when you’re in bed.
The little poem will sing to you
the little picture bring to you
a dozen dreams to dance to you
at night when you’re in bed.
So–
Keep a picture in your pocket
and a poem in your head
and you’ll never be lonely at night when you’re in bed.
-Beatrice Schenk de Regniers

Independent Project Series - Poetry Project

In this independent project, students will create and study poetry for a period of time. This project is differentiated through work level and reading level and is great for Poetry Month (April) or any time of the year. Use this for individual students or your entire class. Included are teacher instructions for implementation of both appreciation and creation of poetry, explanation of easy, yet creative poetic forms to introduce to your students, reproducibles and engaging activities for students, a rubric for assessment, plus live links to other resources. Part of the Independent Project Series for grades 3-12 (14 pages)
Price: $2.95

Teachers Working and Learning Together through Arts Integration

Elizabeth Peterson — Tue, 14 Feb 2012 11:36:38 +0000

I love working with other teachers, and I was so fortunate to do so for the past three weekends in my own district. 14 teachers in Amesbury, MA signed up for and took my Arts Integration course. It was yet another amazing experience where I was able to work with great teachers in grades Pre-K through 12!

Yes, the first point I want to make is that there were teachers spanning the entire breadth of public education. We were also wide spread including general ed and special ed, library, technology, music and guidance. Some may say we were a Motley Crue, but boy did it work!

I broke the course into three main sections:

1. Our first week end together we focused on ourselves as we worked through the creative process. I think this is the most important piece to great PD in the arts. If we are to go and use these valuable tools in our own teaching, we first need to experience it first hand. (Actually, that should be true for all PD!)

I think I really personalized this course. Maybe overpersonalized it. “It’s all about me!” Not really – but I sort of had to stretch myself in order to expect my students to take leaps into creativity and the arts.”

I just thoroughly enjoyed it. I feel as though I learned more about myself through this course and as a result that will help me in becoming a better teacher.” ~MEU

2. The second week end was focused on what true arts integration is and how to create arts integration lesson plans.

The best “take away” from this class is that it has allowed me to slow down and really think about my planning. I think it is important when thinking about Arts Integration that you look at it as a philosophy and overall feeling in your classroom in order to be successful at it.” ~MEU

I think what I will take away the most is that arts integration is different than just including an art project. By giving the integration process the time it deserves and connecting to the content area, both the arts and the content will be more meaningful. It gives me the foundation for valuing the arts.” ~PB

That you don’t have to be an artist to teach using arts integration. I don’t feel entirely comfortable in all art areas but I realize that there are some I can do now and others I can learn more about.” ~JM

3. Finally, we put some focus on advocacy and how to continue having this renewed feeling of purpose even after our time together has ended.

I absolutely loved this class. As you know I feel inspired and energized. It has helped me as a teacher to be able to articulate the learning process while integrating the arts into the curriculum.”

The best take away? Being with teachers at all the different grade levels who have the same goal. I’ll also always think about the “elegant fit” as I use it to direct me. My happy bubble will go on!!:) Thanks a bunch!!” ~MAC

The really powerful part about our experience is that our time together really hasn’t ended. Because we all work in the same district, we can continue to work together in various forms. Plans are already in the works!

The teachers in this course are all so very inspiring. I will, without a doubt, continue to collaborate with these amazing women. Not only do I feel more confident about integrating the Arts into the curriculum, but, I also feel less intimidated about asking for help. The resources that I have been exposed to just from the connections made these past three weeks are positively priceless.” ~MLK

I hope that these wonderful teachers will share some of their experiences with you in the coming weeks and months as they post as guest bloggers. It is, after all, through others’ experiences that we can find support and motivation to do the work we know is so important.

For me, teaching this course is always rejuvenating. I too need that time to rekindle my flame. I feed off of other teachers’ excitement and enthusiasm to teach and teach well.

I encourage you to find that someone in your district: that teacher or group that helps you to sustain a sense of purpose and drive in your teaching. We need that. Our kids need that.

Enjoy the rest of your week.

~EMP

To learn more about how the arts can be integrated into your teaching, or to learn about professional development opportunities available in your area, contact Elizabeth through the “Contact Us” tab at the top of this page.

Put Us Together and Give Us Some Time

Elizabeth Peterson — Fri, 03 Feb 2012 10:53:52 +0000

This past week end, I started teaching my arts integration grad course through the district in which I work. 16 teachers from grades Pre K-12 gathered together and worked hard getting started on the track of Arts Integration. It was wonderful! We talked, we listened, we created, we collaborated, we connected. What else can you ask for?

On Friday evening, after watching a webinar on arts int and having some great discussion, I asked each person to create a poem that highlighted their take-aways thus far. Each participant wrote such great stuff which we shared as our opener on Saturday morning. (I am hoping to share some of the work with you at a later time.) And then one of my colleagues asked me slyly, “Where’s your poem, Elizabeth???”

And so I went to work.

Throughout the day on Saturday, the teachers went through the creative process together as they worked through their ideas focused on arts integration: the values and challenges it poses. I walked around, observing each group and as I walked I wrote this poem. I hope you enjoy…

Teachers working

Separate, alone

distant and disconnected.

Where’s the love?

the connection?

the engagement?

Day by day we work:

little play,

little time,

little help,

little time.

Did I mention time?

and papers?

and pressure?

and… AHHHH!

Then put us together

and give us some time.

and let us create

for heaven’s sake!

I see these teachers.

I live their walk.

I watch them work

and see a spark…

It’s dulled, though.

So let’s fix it.

Put us together,

and give us some time.

Frustrating at first:

“You mean we’re together?”

“My ideas are shared?”

“Wait! I want my doors back!”

“I want them locked!”

“This can be hard.”

or can it?

Does it really have to be?

Just put us together

and give us some time.

With time, we can work it.

With time, we can process

build ourselves,

build relationships,

share ideas.

Collaboration at its best!

And what do you get?

Well, first you need to

Put us together

and give us some time.

And then you’ll see

the possibilities –

Smiling faces

(Yes, that’s important)

Calm collaboration

Organic work

It’s raw, it’s real

and

Work gets done!

So, don’t doubt it

or disregard

just trust it.

Trust the process.

And put us together

and give us some time!

Have a great day! ~EMP

Remembering 9/11, Celebrating 9/14

Elizabeth Peterson — Sat, 10 Sep 2011 13:48:53 +0000

Each year, my school celebrates a special, yet under-acknowledged anniversary in our country’s history. September 14, 1814 was the date when Francis Scott Key wrote the poem that became our National Anthem while witnessing the battle at Fort McHenry. Three years ago, I approached my principal and colleagues with the idea of bringing the tradition of the National Anthem Project to our school. The National Anthem Project is something started by MENC, the Music Educator’s National Convention where their main purpose for this project was to get Americans to know their National Anthem and to get them singing it.

For two years, we put on an assembly for our entire Cashman Elementary School community that focused on the history of the song, the four verses of the poem and our singing the Star Spangled Banner. Each year, we always thought about how this event was so close to 9/11, but this year, September brought with it the 10th anniversary so we thought it appropriate to combine the two.

To do this appropriately for our elementary audience, we used carefully chosen images, poetry and song opening up with America the Beautiful. Then a line of fourth graders came up to a microphone and took us through the assembly, briefly describing 9/11, sharing a poem about heroes, emphasizing unity among Americans, introducing the National Anthem and then leading the Star Spangled Banner.

A view of our 4th grade collage poem commemorating 9/11.

To remember 9/11 in an age appropriate way, the fourth grade students created a poem where all 115 students from five 4th grade classes contributed to a collage poem. (This idea was learned during the poetry session by Ayanna Gallant during this summer’s Teacher Art Retreat.) After studying an image commemorating 9/11, students wrote down a brainstorm of words that came to their minds and then narrowed it down to two. Then, those words were taken, put together and arranged to create a poem. Each class had their own image and their own sets of words, thus creating 5 verses to a poem. This poem was read during the assembly.

The students also watched this video that was made by past fourth graders about the story behind the National Anthem before standing tall to sing the song.

The highlight of the assembly, though, were our honored guests: firemen and policemen from the Amesbury community. When these four gentlemen entered our gym, they were greeted by clapping and cheers. It was wonderful. These community celebrities graciously accepted our invitation to attend our assembly and the kids loved having them.

Our guests pose for a picture with our fourth graders after the assembly.

It’s important to have these types of serious assemblies for all age levels to instill a sense of patriotism and pride. I’m fortunate to work in a school that honors these times.

I wish all a solemn remembrance of 9/11 and send sincere thoughts and prayers to the families of all who have been and still are affected. May God bless America!

~EMP

Here is the poem our fourth grade students created together to remember September 11, 2001. The pictures are the ones that inspired each verse.

America’s beautiful twin towers
Standing proud and tall
Big, bright towers
Tall golden towers crashing together
And crumbling
Amazing brave strong America
Tall and Proud
America’s rock-hard freedom standing tall

Freedom
Strong America
Tragedy Destruction Ashes
Brave Hardworking Firefighters
Powerful Bravery
Battle for Freedom
Heroes Raising the American Flag
Brave Strong Independent Americans
Freedom

Fantastic bright city
Enormous New York Twin Towers
Peaceful skyscrapers illuminate the blue skyline
Memorable tragic beam of light
Scary memories of 9/11
Planes hit the Twin Towers
High beams in the night sky
Brave strong army
Bold New York buildings
Brave America

Strong, heroic firefighters
The defenders of America
Willing firemen
Brave helpful lifesavers
Big bold eagle
Strong willing heroes
The twin towers memorial
Freedom and safety
Brave heroic troops
Protective fierce fireman
Encouraging strong heroes
With great courage
Lifesaving guardians
Strong and brave

American Neighborhood Patriotic
American Flags Unity
American Freedom Brave
America Home Together
America Compassionate Peaceful
America safe neighborhood
America Home Courage

The Community that Art Built

Elizabeth Peterson — Tue, 02 Aug 2011 10:05:09 +0000

It always amazes me how quickly a community can be build when art is involved. I was reminded about this last week, during the grad class I taught in arts integration and the creative process when I saw it happen again. During our five day class we created visual art, music, stories, poems and drama together and through that process, we became extremely close for a group of women who were practically strangers the day before the class.

I was first introduced to this phenomenon of art and community when I was getting my masters from Endicot College in Arts and Learning. With every class we took and every art form we experienced together, we got closer and closer to one another. Things came up. Things that were personal and raw and real. We supported one another. Laughed with one another. Celebrated with one another. It is amazing what we did for each other. And the commonality we all had – a love for art.

Art making breaks down walls and gives you a level of connection nothing else can. As you create art and share art, you build a safe environment for a group to learn and share and grow together.

This can be something we instill in the lives of our students. This sense of a tight-knit community that is supportive, encouraging and empowering. Imagine if we took the time – REALLY took the time to lay that foundation in our classrooms and allowed time for our students to create art together. It doesn’t matter if we see our students all day everyday or for 45 minutes a week; if we see a class of 25, a small group of 6 or a student one-on-one. If we take the time to create with them, the bond that is made will only intensify the learning possibilities throughout the year.

By the time Friday of our class last week rolled around we were hugging good-bye, vowing to keep in touch and continue our journey together. This happened years ago as well for me with my fabulous arts and learning cohort. Yes, life gets in the way sometimes: schedules and family, work and play, but whenever one of us gets a message from another, it’s like we were just together yesterday. That bond that art built lasts a lifetime.

Enjoy your day!

~EMP

Ideas for building community in your classroom:

For additional ideas and thoughts on this subject, see the post Artful Community or check out the “community” tag.

Active Listening Time – A Vehicle for the Music-Literacy Connection

Elizabeth Peterson — Tue, 22 Mar 2011 13:30:27 +0000

Over the last weeks, I have received many emails, a few comments and some personal inquiries into active listening time. In nearly each post in this series I’ve highlighted how this time allows me to make connections between music and literacy every day with my students. Whether it be visualization and reading, listening for the BME Rule, or inspiration for a story or poem, actively listening to music is a powerful way to engage students in their understanding of both music and literacy!

So what is Active Listening? It is the art of listening with your intellect and emotion; where you can block out distractions and just focus on the music, listening to the intricacies of the sounds coming from the speakers. I tell my students it is when your brain is active.

How can you make time for active listening? I listen to music each day with my students during our snack time and focus on one piece of music for an entire week. These repetitive listenings allow us keep the time short and to focus on the music at hand as we become familiar with it. If you don’t have your students every day, you may listen together for the first 5-10 minutes of class or use an entire class period to listen and respond as you would a story. Another option is to collaborate with another teacher. You may work with the music teacher in your school to do most of the active listening part and you can integrate those experiences into other content areas.

Active listening is a wonderful time for students to build community while they discuss their ideas and respond to music. In addition, you can mold the time to fit your needs as a literacy teacher. For more information about Active Listening and how it can be used in your teaching, check out these resources:

A few posts back I compared listening to music with how we read a book in The Connections Between Music and Reading as there are things you do before, during and after you read or listen.
Whether you’re collaborating with the music teacher or creating the time for Active Listening experiences in your own classroom, this post Music Listening Experiences will provide you with guiding questions and ideas for interpretive reflection after you listen.
This is the ultimate resource for integrating Active Listening experiences into your curriculum: Inspired by Listening is my teacher resource book that talks about it all. It contains everything from introductory lessons about how to listen, questions to ask, activities to try, full lesson plans with reproducibles, complete project ideas and an entire section on background knowledge which includes composer biographies, information on musical genres and a listing of pieces you can introduce to your students.

And regarless of whether you use these experiences for integration with other content areas or not, allowing for active listening time with your students is an enjoyable activity that builds community in your classroom!

~EMP

Celebrate Music and Literacy by taking advantage of Elizabeth’s book Inspired by Listening, a teacher resource book that focuses on how to use listening experiences in your classroom to inspire all kinds of writing (including sentence and paragraph writing, poetry and narratives), reading strategies (including visualization and main idea) and even grammar practice; all while listening to music that you love. The book is on sale this month only (March) at 20% off!