Does your sway coat you in mid-July?
Unwashed since Winter's wane
Still worn. For what?
Lack of hook?
Slack of shrug?
Anticipation?
Fall beckons its pastel gloves,
In humming winds around you.
Your scarf slips slow
as the cruel song plays.
The drone drip of the soaked through pockets
the cold dribble pasting hair to layer.
And all the while it's still July,
and sway should not be folded or hung
or shrugged
but flung from limb.
Tossed in heaps in lost and found bins?
Among the pinks and hues of fade
that fashion's fling saw fit to drop?
Or the fad fling many
felt fit to forget?
Better yet to burn
or turn for those whose felt is art,
or held for those who winter threads.
Disarm, disrobe. All in the same breath, crawl in the same vein. The blood flow ripples through rivers, so don't let your rowboat raise hairs or razed flare will boil to burn. (And knowing the smell of singe...)
Sing instead and stroke.
Fording suits you so much better.
Tuesday, January 13, 2009
Sunday, January 4, 2009
...as though the world were as it should be
"We live as though the world were as it should be, to show it what it can be"
Angel, Season 4, Episode 1- 'Deep Down"
What a quote, eh? Sure it's taken from a television program many found kitschy or cheesy, but Angel's messages about the world reflected the goodness that can come from recognizing what's worth fighting for. If you know me, you know I can go on for hours about the relevance of Angel and Buffy, and you know that I like to; but this quote resounds with me particularly as an educator and humanitarian.
In context, Angel delivers the quote to his son Conner after having been brought back from the depths of the ocean by Wesley. Wesley had betrayed Angel in the prior season and this act was the beginning of his redemption. Angel told his son this line because Conner was awestruck at the fact that his father survived and was whining about the lack of fairness. This is a simplification of what occurred, but essentially Conner was rebelling against the fact that he was dealt a bad hand. And Angel's words resound from the heart of the show. No, life isn't fair- your background, the cards you were dealt, your job situation, your position in life- but that doesn't make it okay to to take it out on the world. Instead, show the world its potential. Angel then tells Conner that he's not quite ready to become a "Champion"- someone who fights the good fight once made aware what's going on- and proceeds to kick him out of his house.
And sure, the notion of being a "Champion" seems to belong solely to the realm of a fictional world with monsters and alternate dimensions, but we can take a cue from it, can't we? How easy it is to complain about something and then pout. How simple it is, if you think about it, to get wrapped up in simple, reactionary emotions over trivialities. However, to show the world that it can be better and to speak with confidence when faced with a daunting challenge- therein comes the struggle; but therein also emerges our inner champion.
I'm working at a difficult school. Ranked among the 6 worst in North Carolina. It would be really easy to give up, it would be really easy to simply complain. But I can't take that easy route; I won't let these innumerable odds weigh me down. Am I a champion? Hardly. But I'm working my way there.
But it doesn't stop at work. I'd like to pursue the other causes I care about more thoroughly this year. I also have many things I wish to achieve this year- including: learning to play an instrument; writing more; reading at least 2 books a month; etc. And sure, many of my desires are personal, but the achievement of my goals is a mirror for others to look into and find equal greatness within themselves. By living as the world is as it should be I show the world that it too can improve.
I guess that's my operating principle for this year. Live as the world were as it should be.
Join me and do the same.
(Cue Angel theme song)
(Just kidding)
(Or am I?)
(g)
Angel, Season 4, Episode 1- 'Deep Down"
What a quote, eh? Sure it's taken from a television program many found kitschy or cheesy, but Angel's messages about the world reflected the goodness that can come from recognizing what's worth fighting for. If you know me, you know I can go on for hours about the relevance of Angel and Buffy, and you know that I like to; but this quote resounds with me particularly as an educator and humanitarian.
In context, Angel delivers the quote to his son Conner after having been brought back from the depths of the ocean by Wesley. Wesley had betrayed Angel in the prior season and this act was the beginning of his redemption. Angel told his son this line because Conner was awestruck at the fact that his father survived and was whining about the lack of fairness. This is a simplification of what occurred, but essentially Conner was rebelling against the fact that he was dealt a bad hand. And Angel's words resound from the heart of the show. No, life isn't fair- your background, the cards you were dealt, your job situation, your position in life- but that doesn't make it okay to to take it out on the world. Instead, show the world its potential. Angel then tells Conner that he's not quite ready to become a "Champion"- someone who fights the good fight once made aware what's going on- and proceeds to kick him out of his house.
And sure, the notion of being a "Champion" seems to belong solely to the realm of a fictional world with monsters and alternate dimensions, but we can take a cue from it, can't we? How easy it is to complain about something and then pout. How simple it is, if you think about it, to get wrapped up in simple, reactionary emotions over trivialities. However, to show the world that it can be better and to speak with confidence when faced with a daunting challenge- therein comes the struggle; but therein also emerges our inner champion.
I'm working at a difficult school. Ranked among the 6 worst in North Carolina. It would be really easy to give up, it would be really easy to simply complain. But I can't take that easy route; I won't let these innumerable odds weigh me down. Am I a champion? Hardly. But I'm working my way there.
But it doesn't stop at work. I'd like to pursue the other causes I care about more thoroughly this year. I also have many things I wish to achieve this year- including: learning to play an instrument; writing more; reading at least 2 books a month; etc. And sure, many of my desires are personal, but the achievement of my goals is a mirror for others to look into and find equal greatness within themselves. By living as the world is as it should be I show the world that it too can improve.
I guess that's my operating principle for this year. Live as the world were as it should be.
Join me and do the same.
(Cue Angel theme song)
(Just kidding)
(Or am I?)
(g)
Thursday, August 28, 2008
renewing the confidence in my teeth
Do teeth hold the memories of words?
and if so,
Do faulty word decisions spawn cavity graveyards?
Does the enamel wear well when washed with weathered words?
or does it flake off... like Gumbo-limbo bark?
Food I suppose must mingle as well
to sew the patchwork collage of nostalgic quilts
in which we wrap ourselves with
during winter's wicked fits,
or leave collecting dust in the tomb of our pits.
Well then what of crowns?
And tell me, what of the fillings?
Should I fear a loss of muse born poems
at first hiss of the drill bit?
And since the bold roast fuels long hours of inspired verse,
is whitening the most frightening thought short of a sudden fist?
No wonder the old suffer Alzheimer's kiss
in between the gum and dentures
still sits enough space to slip
despite the pliant grip.
And when we delicately floss
to disengage the detritus
are we saved
from the lies read out loud in disguise?
Are we tending the fields, while we're bleeding to heal,
and do dreams of losing teeth herald
lexiconic decay?
I haven't had confidence in my teeth for years,
maybe that's why I'm so afraid to speak out, or out loud.
(Or why when I do, eyes roll and smiles fold.)
But if I chew hard, or bite down instead of tear
will my words aid the way my thoughts are often indigested?
and if so,
Do faulty word decisions spawn cavity graveyards?
Does the enamel wear well when washed with weathered words?
or does it flake off... like Gumbo-limbo bark?
Food I suppose must mingle as well
to sew the patchwork collage of nostalgic quilts
in which we wrap ourselves with
during winter's wicked fits,
or leave collecting dust in the tomb of our pits.
Well then what of crowns?
And tell me, what of the fillings?
Should I fear a loss of muse born poems
at first hiss of the drill bit?
And since the bold roast fuels long hours of inspired verse,
is whitening the most frightening thought short of a sudden fist?
No wonder the old suffer Alzheimer's kiss
in between the gum and dentures
still sits enough space to slip
despite the pliant grip.
And when we delicately floss
to disengage the detritus
are we saved
from the lies read out loud in disguise?
Are we tending the fields, while we're bleeding to heal,
and do dreams of losing teeth herald
lexiconic decay?
I haven't had confidence in my teeth for years,
maybe that's why I'm so afraid to speak out, or out loud.
(Or why when I do, eyes roll and smiles fold.)
But if I chew hard, or bite down instead of tear
will my words aid the way my thoughts are often indigested?
Wednesday, August 13, 2008
Grad school
New options:
MFA Creative Writing- NCSU
MA Film Studies- NCSU
MA Library Sciences- UNC
(with the option of doing a joint Masters degree with Art History)
MA Comparative Literature- UNC
Follow the links and review the programs. Let me know what you think, absent readers. An inquiring mind would like to know!
Yours in ghost,
G
MFA Creative Writing- NCSU
MA Film Studies- NCSU
MA Library Sciences- UNC
(with the option of doing a joint Masters degree with Art History)
MA Comparative Literature- UNC
Follow the links and review the programs. Let me know what you think, absent readers. An inquiring mind would like to know!
Yours in ghost,
G
Wednesday, July 16, 2008
the science of this
Mocking though your credit shouts
-however, blind to this you pose-
your flat-born heresy is cold.
Did involvement play a role in the theatre games that preceded,
lackluster and nape pulling?
Was enthusiasm begrudged for sulk and bulk
where corner-store insight sold at double the worth,
unedited and napkin told?
Next bid, next bid!
Do I hear...
Nothing more for your heliocentrics,
now white dwarf and sinking to haze and blur.
Did the rays prove too carcinogenic,
or did the speed, pushing to bend, fold you?
Here, in the dead set center of your foamcore,
wire hanger held universe,
where gravity won't budge to push
white chalk constellations smudged,
dark matter is more night than force,
more hold than sway.
Time and curious fingers mold your fate-
all spray paint sprinkles
and bent orbits.
Your cosmology fails,
isotropic in its catastrophe,
unaware of its parallels
dead of its own devices.
-however, blind to this you pose-
your flat-born heresy is cold.
Did involvement play a role in the theatre games that preceded,
lackluster and nape pulling?
Was enthusiasm begrudged for sulk and bulk
where corner-store insight sold at double the worth,
unedited and napkin told?
Next bid, next bid!
Do I hear...
Nothing more for your heliocentrics,
now white dwarf and sinking to haze and blur.
Did the rays prove too carcinogenic,
or did the speed, pushing to bend, fold you?
Here, in the dead set center of your foamcore,
wire hanger held universe,
where gravity won't budge to push
white chalk constellations smudged,
dark matter is more night than force,
more hold than sway.
Time and curious fingers mold your fate-
all spray paint sprinkles
and bent orbits.
Your cosmology fails,
isotropic in its catastrophe,
unaware of its parallels
dead of its own devices.
Monday, June 16, 2008
Critical Stance
Before following the Hyperlinks in this opinion blog, please note that some of the lyrics/ videos I reference pertain to sensitive subject matter. You can even say they are, politically, one-sided. Whereas many of you know where I stand politically, know that it is not my intention to teach students to think like me. I use these examples because they are what I know as well as fine examples for my case and point.
Thank you!
<><><><><><><><><>
As an educator, and specifically a Language Arts teacher, one the many standards I have to teach is something vaguely referred to as "critical stance". But this is one of those standards I take to heart for deeper, perhaps, than any of my responsibilities do I feel the urgency to to teach students to form their own opinions, be discerning and active receivers of information and always, above all things, to seek out the truth.
It seems like an unrealistic expectation, especially when faced with seventh graders who frown at the idea of picking up a pencil, suggest "more fun stuff" as a means of improving Language Arts class when solicited for their opinion and ask, even in the midst of a test, if they can listen to their MP3 players while they work. I can't blame them for these things, as I'm not so far removed from my middle school years where I don't remember wanting to pull out my Walkman during quiet, essay writing time. How, then, to teach them something as complicated and involved as critical stance? The answer lay in the MP3 players.
Well, maybe not their MP3 players, but mine will do.
Music. No its not the full answer. Making my way to the full answer would involve assigning them "watch TV" as a homework assignment.
Wait. Slow down a second. Did he just say it's a good idea to encourage kids to watch TV and listen to music?
Yes and no.
One major concern of mine is implementing Hip Hop music into my curriculum. While this year was not the shining example I was hoping to have on my resume, I spent the year contemplating and sketching the thin frames of what will soon fill in and be full "plans". Why Hip Hop? Well, there's the obvious reason that the kids love it already. Why not work around what they love? Also, Hip Hop provides many songs critical of today's America, today's world and society in general. Take for instance Sage Francis, who's Makeshift Patriot , released immediately after 9/11 anticipated the negative aspects of the Patriot Act and warned people to not wave their rights with the flags. He also produced a modern day version of Bob Dylan's Master's of War. Nowadays, there is even a sort of meta-criticism going on, with up-and-comer NYOil eloquently censures veteran rapper Nas's new polemical song about the use of the "n" word. NYOil effectively rebukes Nas for his superficial treatment of what could be the next step in a currently polarizing dialog among prominent African American leaders, musicians and activists. now, I wouldn't use this case with 7th graders, but 12th graders could have quite the dialog and debate over this issue. And it doesn't stop there. Underground artist Glue has a song about political prisoner Leonard Peltier, while Common makes a similar Assata Shakur. I think it's important for students to know that rappers are thoroughly interested in the world around them and take an active part, like Bob Dylan, John Lennon, Bob Marley, Pete Seger, and so many others.
TV advertisements can then be addressed. Students can be taught to analyze the language used in commercials and see if the claims made for (insert product name) are truly accurate, or mere semantic tricks used to lure and lull. It would be a fun assignment, where kids would write out words that stand out as being particularly vague, or else count the amount of times that vague adjectives are used after having supplied them a list. Through this, they can realize that the language used only serves to foster inferences about the superiority of a given product. This metacognitive process, of analyzing their own derived inferences, will help prevent them from jumping to conclusions and hopefully encourage them to do some deeper product comparisons. In class, then, we can discuss the effectiveness of particular commercials. I'm not trying to create an anti-consumerist army, but a knowledgeable, discerning group of consumers.
I think that the analysis of the lyrics and their purpose could feed nicely into the analysis of advertisements, making them realize that they to can become "active" if only on a small scale. Ultimately, I would to encourage them to research the products before they purchase them, looking into worker rights, environmental impact, etc. of each company, but teaching them to think first about something as small, yet pervasive as the language of advertisements would be a good place to start.
If you want to read more about the use of songs and the analysis of advertisements in the classroom, read these 2 articles:
Advertisements Article
Songs Article
Thank you!
<><><><><><><><><>
As an educator, and specifically a Language Arts teacher, one the many standards I have to teach is something vaguely referred to as "critical stance". But this is one of those standards I take to heart for deeper, perhaps, than any of my responsibilities do I feel the urgency to to teach students to form their own opinions, be discerning and active receivers of information and always, above all things, to seek out the truth.
It seems like an unrealistic expectation, especially when faced with seventh graders who frown at the idea of picking up a pencil, suggest "more fun stuff" as a means of improving Language Arts class when solicited for their opinion and ask, even in the midst of a test, if they can listen to their MP3 players while they work. I can't blame them for these things, as I'm not so far removed from my middle school years where I don't remember wanting to pull out my Walkman during quiet, essay writing time. How, then, to teach them something as complicated and involved as critical stance? The answer lay in the MP3 players.
Well, maybe not their MP3 players, but mine will do.
Music. No its not the full answer. Making my way to the full answer would involve assigning them "watch TV" as a homework assignment.
Wait. Slow down a second. Did he just say it's a good idea to encourage kids to watch TV and listen to music?
Yes and no.
One major concern of mine is implementing Hip Hop music into my curriculum. While this year was not the shining example I was hoping to have on my resume, I spent the year contemplating and sketching the thin frames of what will soon fill in and be full "plans". Why Hip Hop? Well, there's the obvious reason that the kids love it already. Why not work around what they love? Also, Hip Hop provides many songs critical of today's America, today's world and society in general. Take for instance Sage Francis, who's Makeshift Patriot , released immediately after 9/11 anticipated the negative aspects of the Patriot Act and warned people to not wave their rights with the flags. He also produced a modern day version of Bob Dylan's Master's of War. Nowadays, there is even a sort of meta-criticism going on, with up-and-comer NYOil eloquently censures veteran rapper Nas's new polemical song about the use of the "n" word. NYOil effectively rebukes Nas for his superficial treatment of what could be the next step in a currently polarizing dialog among prominent African American leaders, musicians and activists. now, I wouldn't use this case with 7th graders, but 12th graders could have quite the dialog and debate over this issue. And it doesn't stop there. Underground artist Glue has a song about political prisoner Leonard Peltier, while Common makes a similar Assata Shakur. I think it's important for students to know that rappers are thoroughly interested in the world around them and take an active part, like Bob Dylan, John Lennon, Bob Marley, Pete Seger, and so many others.
TV advertisements can then be addressed. Students can be taught to analyze the language used in commercials and see if the claims made for (insert product name) are truly accurate, or mere semantic tricks used to lure and lull. It would be a fun assignment, where kids would write out words that stand out as being particularly vague, or else count the amount of times that vague adjectives are used after having supplied them a list. Through this, they can realize that the language used only serves to foster inferences about the superiority of a given product. This metacognitive process, of analyzing their own derived inferences, will help prevent them from jumping to conclusions and hopefully encourage them to do some deeper product comparisons. In class, then, we can discuss the effectiveness of particular commercials. I'm not trying to create an anti-consumerist army, but a knowledgeable, discerning group of consumers.
I think that the analysis of the lyrics and their purpose could feed nicely into the analysis of advertisements, making them realize that they to can become "active" if only on a small scale. Ultimately, I would to encourage them to research the products before they purchase them, looking into worker rights, environmental impact, etc. of each company, but teaching them to think first about something as small, yet pervasive as the language of advertisements would be a good place to start.
If you want to read more about the use of songs and the analysis of advertisements in the classroom, read these 2 articles:
Advertisements Article
Songs Article
Monday, June 9, 2008
Albatross
The albatross lingers on soiled waters, ankle deep and toe dry. Don't I resemble myself, he wonders, more often than I actually assume the identity? Crooked beak and lost steps, slogging and pruning, never minding the silken death that awaits him.
Never mind him; his situation is more hopeful than that of the newt, half starved and ghastly under the pale flourescent glow of post-apocalyptic porch light droning, since the moths have gone their seperate ways and the buzz has given way to flicker. Why cling? Why sit still? Why mull over the humdrum? Bumming has never become of you, tugging has never outdone you, and running has ever worn you out. Even your tail, severed and wriggling has a better shot at regrowing a replacement you than you do of ever finding your balance again. But why cry? Know your plight, carry your cross, blaspheme and excommunicate yourself merrily, without, of course, giving in to the confusion of wayward moths, gnats and those "por si las moscas" flies. Tumble yourself a landslide through pavement cracks and find yourself a forest among the sidewalk weeds. You can even be king; but don't find yourself a forest to be conquered.
Oh, and one more thing: to the quail who eats the snail that fell from flick- desist.
Never mind him; his situation is more hopeful than that of the newt, half starved and ghastly under the pale flourescent glow of post-apocalyptic porch light droning, since the moths have gone their seperate ways and the buzz has given way to flicker. Why cling? Why sit still? Why mull over the humdrum? Bumming has never become of you, tugging has never outdone you, and running has ever worn you out. Even your tail, severed and wriggling has a better shot at regrowing a replacement you than you do of ever finding your balance again. But why cry? Know your plight, carry your cross, blaspheme and excommunicate yourself merrily, without, of course, giving in to the confusion of wayward moths, gnats and those "por si las moscas" flies. Tumble yourself a landslide through pavement cracks and find yourself a forest among the sidewalk weeds. You can even be king; but don't find yourself a forest to be conquered.
Oh, and one more thing: to the quail who eats the snail that fell from flick- desist.
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