I enjoyed making sentences with pictures. Kurt, Grade 4/5, Good Shephard P.S.  You rock at poetry! Karlee, Grade 4/5, Epsom P.S.  I liked the treasurer box. Brian, Grade 6, Dr. George Hall P.S. Thanks a million! Lane, Grade 4/5, Epsom P.S. I liked how we did all the poems with words and pictures. Megan, Grade 4/5, Good Shephard P.S.

 POEM-MANIA   

 word-play for the young                                                                      

what ...

          It's important for children to experience the joy of words (written, read and spoken) aside from the seriousness of study. This in-school or after-school program explores the written word using "pure play" and allows the participants to savour the pleasure of immersing their minds in the texture of poetry as "word-play."

          Together, we use cues and games to unleash the power of our creative minds and revel in the songs that are produced. This is a crucial aspect of creativity that is not always addressed and liberated with the education system's emphasis on visual arts. The program is designed in approximately two hour sessions for grades 4 to 8. It may also be tailored to both younger and older students.

          PROGRAM LAYOUT may include an introduction to word-play, the name game, I as the center, landscape photos, word tickets, natural magic, a map of the world, peel-a-word, senseless sentences and a wrap-up to the great experiment.

why ...

          This program addresses all three strands of language expectations in the Grade 1 to 8 Ontario Language Curriculum. It approaches writing most strongly with a reading and oral component. Because language is seen as central to students' intellectual, social and emotional growth, the cultivation of an enthusiasm for language in this program will greatly assist in focussing on language as the key element of the curriculum.

          Word-play, at its most basic level, will help foster the emotional ability to respond to literature that is called for in the Ontario Curriculum. Unlike the other, more critical and analytical skills or approaches using technology, this intuitive and creative approach addresses the expressive and communicative power of language sought by the Ontario Curriculum.

          Students must be able to increasingly understand other people and themselves and appreciate the power of words and the different uses of language. The many exercises that the students participate in nurture interest and desire to express feelings and opinions freely and foster a sense of pride in diversity rather than conformity. Language is then appreciated as a source of pleasure and pride as well as the medium for communication.

how ...

          FOR WRITING - Aside from mastering the disciplined areas of grammar, spelling and punctuation, it is important for students to be challenged to think creatively. Breaking language down into words (as building blocks for communication) that carry texture, emotion and meaning is helpful in making those more technical skills fuller and more lasting. The goal is to make students creative learners and thinkers as well as disciplined ones. This program addresses that area extremely well. It approaches writing from the inception (brainstorming to generate ideas for writing) and challenges participants to think outside the conventional box. It demonstrates tools such as self-image, an altered world-view, use of visual aids and single-words' emotional charges in a dynamic, non-judgemental environment. Students are encouraged to share their uniqueness. The program explores expectations of Grade Three to Twelve students to increasingly produce pieces of writing in a variety of forms, perhaps enhanced by other media from a creative rather than didactic side. They will be introduced to words that will challenge them thereby their vocabulary and word use.

          FOR READING - The enthusiasm generated by the program encourages students to share their work aloud, clearly and with expression. The material students produce not only allows for commentary about word use, pronunciation and new vocabulary, it also lends itself to a discussion of narrative poems, list poems, etc. in a non-formal manner. From a Grade Three to Twelve level, students will increasingly be expected to adjust intonation and inflection, vary reading speed and allow for different materials for different audiences when reading aloud.

          FOR ORAL & VISUAL - This program addresses the mandate to encourage students to organize their experiences and knowledge, express and clarify their thoughts, feelings, and opinions, and convey information. Not all students have the ability to master graphic or visual material, yet may discover creative strengths in the written and oral area. Participants are expected to contribute and work in groups, interact creatively with others and present effectively to the larger group. Participants learn about pacing, devices such as pause-for-effect, tone of voice perhaps to convince and persuade listeners, analogies and comparisons and the subtle effects of dialogue.

when ...

          Anytime! Learning can be fun with a program that allows participants to stretch their imaginations, explore new areas and absorb information while building pleasure, enthusiasm and confidence. It is an exciting tool that can deliver mandated skills to the student in a non-formal way!

Whitby Central Library, Main Branch (July 8, 2005) Poets from The Writers' Circle of Durham Region (Barbara Hunt, Heather Whaley - sitting, Linda Calder, Graham Ducker, Ruth-Anne Mullens, Suzanne Elston - l.to r. standing) with the children attending the Poetry Splash

RATES available by email for half-day, full-day and multiple sessions.