Beginning days with poetry

 

Beginning the morning at school with poetry 

Nimesh Ved and Anshumalika Rai.

Published at Deccan Herald on 7th December, 2021. 

Warm thanks to the team at Deccan Herald. 

Covid times had only the teachers attend school. After the confusions during the initial days the school focused on augmenting the capacities of the teachers.

As the teachers began coming the question on how they would begin the days arose. It was agreed upon poetry. Two teachers, by rotation, would recite a poem each, to commence the activities of the day. This we initiated without too much fuss and like it happens many a time when we do not worry – things worked out well.

 

So, how did it go?

Over a period of time the teachers moved from relatively simple poems to heavily metaphorical, from religious poetry to imager, from classical poems to those that are experimental and fresh. Similarly, the teachers focused on Hindi poetry initially but slowly also included Sanskrit, Bhojpuri and English poems. 

Over the period change in the manner of recitation was also perceptible. Teachers also began talking about poems and poets.

Participation was high. Colleague who helps with cleaning at the school also joined in. He would listen to poems on YouTube, write them down and recite them multiple times before his turn.

The websites teachers used to refer to not only had a limited range of poems but few of the poems also had generous doses of errors while a few were simply incomplete. We got new books on poetry at the school and placed them such that they were easily accessible.

 

And, what all did it lead to?

Poems conducted the teachers to books; to reading. To recite a single poem they had to a read a few. Some of them took this opportunity to venture out of their comfort zones as well.

Poems, the teachers selected, brought out elements of their personalities. Including interests and traits their colleagues were not aware to. Few came up with poems used as film songs, few dusted their old diaries while a few remembered and talked of their younger days.

Mornings turned more lively and positive. It was not a chore someone else had to do – but an activity all enjoyed. One where they waited for their turns.  Day time conversations touched upon words and languages. These included questions ranging from whether they taught poetry appropriately at the school to whether poetry could be taught at all!

Few teachers delved deeper into poems and language. Mark Yakich has written eloquently on this. Reading a good poem doesn’t give you something to talk about. It silences you. Reading a great poem pushes further.

Where are we today?

We have just begun exploring poetry together. To understand how reading poetry loudly is different from reading it silently and both of these are distinct from listening to poetry. We are keen to walk the road ahead.

However, for a culture that has its epics in verse, today as a society, we are singularly distant from poems. If poetry is disappearing from our lives can we create spaces like these? Give poetry the time it warrants?

This brings us to our next question. Will this work effectively with children as well? As of today we do not have a clear understanding if and how some or all of this will impact the teachers and as a corollary their actions with the students.

However, we do have faith in poetry. In its ability to impact people. Poetry, to quote Lucille Clifton, is a matter of life, not just of language.

Previous posts on poetry 

Kedar Nath Singh 

Poems, then and now