Module 1: African American Poetry - Hip Hop Speaks to Children

Bibliographic Information
Giovanni, Nikki (ed). HIP HOP SPEAKS TO CHILDREN. Ill. by Kristen Balouch, Michele Noiset, Jeremy Tugeau, Alicia Vergel de Dios, and Damian Ward. Naperville, Ill.:Sourcebooks, Jabberwocky. ISBN: 9781402210488

Summary and Analysis
The collection presented is a combination of many authors, such as (but not limited to) Mos Def, Gwendolyn Brooks, Eloise Greenfield, Tupac Shakur, Maya Angelou, Queen Latifa, Langston Hughes, Kanye West, and Nikki Grimes. Each poem offers an inner thought or celebration. When Gwendolyn Brooks offers "Aloneness", Nikki Giovanni offers "The Girls in the Circle". Whether looking for solitude and reflection or celebration and humor, this is a mix of thought, form, rhythm, and voice. Perhaps one of the best elements about this book is the audio CD that comes along with it which offers certain tracks of poetry being read by the poet. Most rhyme and have clear rhythm probably due to the careers of many of the writers: poets, rappers, singers. This collection shows that poetry is everywhere, especially around those in the arts. In the 65 pages of poetery provided, there are various topics, emotional responses, structures, lengths, and tone. This collection includes poems about people, relationships, music, and life. The added bonus is having both the text and the audio of Dr. Martin Luther King, Jr.'s "I Have a Dream" speech provided.

In addition to the poetry, art, and audio, there are brief biographies on the authors, singers, leaders and a brief introduction and a table of contents. This book is far more than entertaining hip hop, but is an exhibition of art and powerful words. Breaking away from the open minded reviewer for a moment, I will state my personal view that this collection is needed in libraries, both public places and personal homes and it will soon be added to mine.

Speaking of art, the illustrations could be in a book alone with no words as each picture is frame-able, love-able, and enjoyable. There are messages of hope, perseverance, childlike whimsy, and dreams offered. Some illustrations are focused on the voice of the poem focusing on children while other illustrations focus on the neighborhood or imagery suggested in the poem. With so many to choose from it is difficult to find a favorite poem or illustration.

Highlighted Poem
I considered "People Equal" by James Berry, "It's Love" by Jill Scott, and "Books" by Eloise Greenfield, but the one that stuck with me the longest was "The Rose That Grew from Concrete" by Tupac Shakur. It is below:

Did u hear about the rose that grew from a crack
in the concrete
Proving nature's laws wrong it learned 2 walk
without having feet
Funny it seems but by keeping its dreams
it learned 2 breathe fresh air
Long live the rose that grew from concrete
when no one else even cared!

I liked this poem for the message, the simple idea yet powerful meaning. It evokes emotion, at least to me, and a sense of hope. Rooting for the underdog or unsupported, it is nice to think of something living to see its dream when no one seemed to care. The illustration accompanying the poem is just as powerful as it doesn't focus on an actual rose, but on a young girl with a rose on her shirt who is looking up, hopefully, in the busy city street, just holding onto her dream.

Connections
The audio CD that comes with the book allows for many discussions. First, the poetry itself can be discussed for issues raised, the hopeful and the less hopeful. Secondly, how amazing for children (adults even) to hear the poems as they were intended - from the poet's own voice! Poetry is a personal expression and this book and CD allow for readers to read the poem to themselves, interpret the poems as they would, and then to hear the poet's version. Perhaps the interpretations are different? If so, this would allow for a closer study on rhythm or vocabulary chosen. It would also allow the opportunity for children to practice reciting poetry. This collection would bring fun into a study of poetry, which most adults wish they had as children.

The additional information on the poets would allow for further discussion not only on the topic that poetry is everywhere, but also discussion into who these people are. This would introduce readers to such great names as Langston Hughes and Maya Angelou as well as give them familiar people who may make poetry seem cool and fun, such as Queen Latifa and other rappers and actors.

Module 1: Hopkins Collection - City I Love

Bibliographic Information
Hopkins, Lee Bennett. CITY I LOVE. Ill. by Marcus Hall. New York, NY: harry n. abrams, inc. ISBN: 9780810983274.

Summary and Analysis
City I Love is both a visual and poetic gem. Each page acting as a stamp to a passport, the reader is taken on a world tour of fabulous cities. On the inside cover is a world map indicating which cities are covered in case a parent or teacher cannot recognize the intended focus, but most will be easily recognizable due to clever illustrations.

Each page brings a new city, images of landmarks and people, as well as memories of seasons to the reader. The illustrations introduce a new place or welcome the reader to one that he or she will recognize with a simple landmark in the background. Whether one reads the text or looks at the illustrations first it does not matter since visual elements are given equally by Hall's illustrations or Hopkins' words. Each poem is visual, rhythmic, and seems to represent each city's personality to the fullest. These poems do not need figurative language to send their messages, but act as an announcements on a street corner or as a peom read aloud in a poetry jam in the same cities they showcase. The poems trickle off the tongue ("City") or purposefully pause between words to focus on the heat or rhythm (such as the rocking feel in "Mother's Plea") which gives them a great quality. Hopkins uses great rhythm in each poem which is why this book would be a great "listening" book used in classrooms or homes to allow children to hear poetry.

Highlighted Poem
HYDRANT

I wonder
whether

pouring
roaring
gushing
rushing
water

spouting
form our
corner hydrant

flows
from here-

goes
so far-
to cause lazy Venetian gondolas
to bob and float

as easily as our homemade
wooden-popsicle-boat.

City I Love

Connections
Since there is a variety of poems, one could focus on these differences to introduce the variety of writing elements that fit the poetry category. For instance, some poems rhyme while others do not. Some seem to tell a story with lots of words that take up large portions of the page while others conclude after the 13th word. Students could talk about these differences, while focusing on the theme that these all share: the love of a city. In the end, each child or teen could write a poem on their favorite city, aspect of that city, or if they have never traveled they could write about their favorite aspect of the city in which they live.

Module 1: School Poetry - The Brimstone Journals

Bibliographic Information
Koertge, Ron. THE BRIMSTONE JOURNALS. Cambridge, MA: Candlewick Press (2001). ISBN: 9780763613020.

Summary and Analysis
The poems alternate between 15 teenagers focused on school, relationships, hobbies, parents, the world, and the future. Crushes, anger, insecurities, sex, God, and friendship are repeating themes, but every few pages it gets back to guns. Whether one is thinking of violence, holding a gun, reporting the inhumanity in the world, it is reoccurring as are racist thoughts, religious ones, and lots of judgment. The teenagers share many qualities, mostly confusion and a loathing of homework, but the feelings of insecurity are found in most of them. Each passage seems more conversational or that of a journal entry than a traditional poem, which means it is far more likely to appeal to a teenager. One of the styles that makes this seem it could be real teenagers talking is Neesha's entries which take on the shorthand of text messages. Though when she presents a personal poem to the class, it is perfectly phrased, grammatically correct, and exhibits a strong voice. It was a passage that was unique as it interrupted the flow of the collection and was when someone stood up to the racist student who was making "the list." It was a different tone from her point of view as well as the overall tone. There are not rhymes or flowing stanzas, but simply a voice coming out with a message.

The book is divided by parts, each leading up to a possible school shooting, building friendships, and stress. As each poem alternates between perspectives, the reader can find stereotypes, fear, loneliness, and confusion as to why they or someone else is treated how they are treated. The reader finds that even the strongest, most arrogant person has insecurities, and those that appear "perfect" are not. Insecurities are a similar thought from the jock, to the rich new kid, to those picked on: the nerds, the overweight, and the minorities. With each point of view, the reader learns more about that person and quickly understands people are not what they seem and everyone has issues.

Some poems evoke more emotions, specifically the ones focused on violence, self loathing, molesting, and fear. Yet there are always a few hopeful passages as budding relationships deepen and friendships form between people who are opposite in heritage, background, socioeconomic status, but share a love of music, for example.

Highlighted Poem
This is a Lester passage. Lester is the overweight, picked on boy who is befriended by the guy who is planning "the list" for his school shooting. Lester is also the boy who tells the cops and keeps the shooting from happening.

"I'm in the cafeteria the other day
and I'm thinking how tired I am of eating
by myself.

Kitty's more pathetic than I am. At least
I eat what I buy. Joseph with his beard looks
like one of those bushes he's trying to save
from evil land developers. Sheila is crying
about her girlfriend who's all over Damon.

I figure, What the hell. Sit with Meredith.

Turns out she is really pretty nice. I mean,
she's smart and funny and she talked to me
like I was worth talking to.

I know her reputation, but what about Rob?
He keeps score and he's called a stud.

Meredith sleeps with a few guys and she's a slut.

Anybody called her that while I was around,
I wouldn't even tell Boyd. I'd put the hurt
on him myself."

The Brimstone Journals, page 83.

Connections
As these poems are similar to journal entries of teenagers, teens would likely relate to at least one of the characters entries. They could write an entry about their school, classmate, teacher, struggles, or everyday teen angst. They could also expand on something mentioned in one of Koertge's poems if too shy to create their own. Because each poem offers a different perspective (jock, shy teen, bully, etc), it would help the readers consider different personalities and what it is like to be that kid at the school. Perhaps a discussion focusing on the poem least like oneself would not only get a conversation of poetry started, but would also begin a conversation about tolerance and kindness. This would provide students the opportunity to not only think about someone else's point of view, but to try and write in another voice.