Mythology operates in the realm between fantasy and reality, where the two world touch just enough to allow a sense of whimsy and yet adhere to some basic laws of existence. There is an element of infinite possibilities controlled by some supreme logic, either in the form of a godhead or an intelligent universe. Mythology also seeks to examine some of the essential questions of life: Who are we? Where did we come from? Why are we here? What do we do while we are here? What happens when we leave?
When reading a myth, the reader accepts these rules as part of the “genre,” so to speak, and this provides a framework in which the amazing events where titans fight and worlds are destroyed exist without too much questioning or skepticism. In some cases, the framework is so effective that the mythologies become religious structures, and inform entire world views.
When writing a myth, however, the rules and structure become a burden and a guide. It is supremely difficult to identify an essential question and find a “workable” answer or justification. However, it is very easy to create a myth where no sense of “universal” or “ultimate” logic resides, and therefore following the typical themes and focuses of existing mythology is helpful. Writing a myth requires just as much brainstorming time as actual work time. In the end, we end up asking more questions about the potential myth than we actually ask in the myth.
However, this exercise in frustration and creation has taught me more about the purposes and goals of mythology than reading and analyzing myths in high school. I think, from my own teaching perspective, providing the students opportunities to create as well as study myths gives them a personal experience and attachment to mythology as a genre. And, as many teachers know, whenever you can connect academic content to a student’s experience the overall engagement is much, much higher.
Incidentally, creating a written product from an existing model works for many, many types of literary genres. Students can write myths, Gothic horror stories, sonnets, epic poems (within reason), plays . . . and the results are often incredible. Some of the best takes on Shakespeare I’ve ever seen have come from students I’ve observed over the past few years. My own students will definitely try their hand at writing some (new) classics.
27.3.09
8.3.09
Poe-et
I am not a poet. I could be, I suppose, but I'm not. I just don't. The last time I wrote poetry, I was 13 and it was terrible. Teenaged, tortured, terrible.
I am, however, extremely analytical. Perhaps that was why my poetry was so awful, but it has certainly helped me in my lifelong career as a book worm. As a student and a teacher, my willingness to pick apart language and stretch it to its breaking point has been a benefit. I don't write poetry, but I am certainly comfortable studying it. I will gladly run through lines and measure images, tone, and allusions. I drive my own students crazy with my ceaseless desire for more insight, more understanding.
I think I've ruined Poe for them forever.
Because of this never-ending zeal for analysis, I look at the writing of poetry a lot differently. Instead of finding the tone, I was expected to construct it. Instead of studying images, I needed to create them.
There is a lot more involved in that than it seems. I got frustrated quickly. I wanted to make the poems short and give in. I began to envy, and even loathe, famous and able poets like Poe and Whitman. I marveled at the words of my peers, and sat awestruck when meeting a truly beautiful poem. I was in wonder at the creation of a poem.
And somehow, despite the frustration, I regained some of the joy that poetry can provide. Words can exist to delight; they're not just tiny puzzles waiting for the right reader. Beautiful poetry or prose is a difficult art and it can never be mastered. It can, however, be enjoyed by everyone.
Writing a poem makes you appreciate the artistry of those who can actually write poetry.
With some structure, students can try their hand at poetry. Like me, I'm sure they'll share in the frustration and pea-green envy. However, they will also experience some of that joy of language, and delight in the creations of their peers as much as they do their own. When students write poetry, it helps to bring poetry down from some high-minded, intellectual function of other people to a personally appreciable level. In short, poetry becomes far more accessible.
I am, however, extremely analytical. Perhaps that was why my poetry was so awful, but it has certainly helped me in my lifelong career as a book worm. As a student and a teacher, my willingness to pick apart language and stretch it to its breaking point has been a benefit. I don't write poetry, but I am certainly comfortable studying it. I will gladly run through lines and measure images, tone, and allusions. I drive my own students crazy with my ceaseless desire for more insight, more understanding.
I think I've ruined Poe for them forever.
Because of this never-ending zeal for analysis, I look at the writing of poetry a lot differently. Instead of finding the tone, I was expected to construct it. Instead of studying images, I needed to create them.
There is a lot more involved in that than it seems. I got frustrated quickly. I wanted to make the poems short and give in. I began to envy, and even loathe, famous and able poets like Poe and Whitman. I marveled at the words of my peers, and sat awestruck when meeting a truly beautiful poem. I was in wonder at the creation of a poem.
And somehow, despite the frustration, I regained some of the joy that poetry can provide. Words can exist to delight; they're not just tiny puzzles waiting for the right reader. Beautiful poetry or prose is a difficult art and it can never be mastered. It can, however, be enjoyed by everyone.
Writing a poem makes you appreciate the artistry of those who can actually write poetry.
With some structure, students can try their hand at poetry. Like me, I'm sure they'll share in the frustration and pea-green envy. However, they will also experience some of that joy of language, and delight in the creations of their peers as much as they do their own. When students write poetry, it helps to bring poetry down from some high-minded, intellectual function of other people to a personally appreciable level. In short, poetry becomes far more accessible.
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