Flexible Poetry by Davis DuBose-Marler

Currently in Creative Writing Two, which consists of sometimes apathetic juniors and seniors, we have been in the midst of an exhilarating poetry unit where there are virtually no boundaries. Every day we work with our nymph-like leader Maia, who leads us through mentally stimulating exercises that invigorate our world-weary souls. I have never been this enthusiastic about a poetry unit before. This doesn’t mean that our previous poetry units haven’t been phenomenal, it just means that this current poetry unit fits some of our (admittedly more fiction-oriented) minds better. There is more room for creative interpretation and doing writerly writing things. You know–creativeness. I feel as if this unit has changed my perception of poetry, and has made me bolder. I’m excited to experiment more, and hopefully next year’s poetry unit will be just as good as this one has been.

Davis DuBose-Marler, class of 2017

The Mentor(s) by Clare Sabry

Today was MLK day so school was not in session. Thus I had time to mull over what I wanted to write for this blog post, and somehow landed on the subject of mentoring. All of us in Creative Writing know how great Heather, Maia, and Isaiah are as mentors. They lead us through thick and thin in our art and help us to create and improve and learn about so many things. They teach me like my middle school geometry teacher never could (or perhaps never tried to) in a way that truly makes an impact.

I’ve spent now more than two and a half years with these people, but sometimes it takes stepping back and reflecting to realize how much they have influenced who I have become. Now I wouldn’t say I am much of a playwright, or that I would gladly write a book of poetry, but dabbling in and traversing these arts through writing, reading, watching, and listening, has given me a stronger understanding of how I write and how I can improve while still retaining my own voice.

It’s a humbling experience, one that I have discussed with many of my peers, because no matter how far we have come, there is still more to achieve, more strange surrealist ballads from Maia, or absurdist films from Isaiah or another of Heather’s never-ending supply of books. I am more than halfway through High School, but I can’t see the end of my Creative Writing journey. I know that the mentors I have come to know and the friends I have come to make will surround me for much longer than four years of secondary education.

Clare Sabry, class of 2017

Lit Critiques by Ren Weber

Today in class Maia Ipp came in to teach us about Lit Critiques. For those who don’t know, Lit Critiques are papers written to extrapolate literary devices/analyze a piece of writing. Accompanying the essay is a creative response that demonstrates some of the literary devices in the poem, fiction, etc. that was analyzed. For the first lit critique of the year we work on the essay with our writing buddies, which I feel really helps the freshman become less confused. We need to complete one per marking period (six per year) so these papers are an anticipated and vital part of CW, and as a freshman I felt somewhat anxious about making my first one.

Maia first explained what a lit critique was supposed to do and have, and then told us the different between form and content (shown in the photo). She gave us examples of literary devices, which really made it easier for me to understand what to write for a critique. Then we split up into our writing buddies and showed each other the pieces that we could choose. My writing buddy, Clare (’17), and I came to a consensus on the piece we would work together on, and got to work analyzing the poem (“The Poplar” by Vladimir Nabokov).

Overall, today was a great day. I’m excited about writing my first (of many) lit critiques, thanks to Maia.

Ren Weber, Class of 2019

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Maia’s Back!

After a veritable forever of Maia being sick and gone, she’s finally less-sick and more-back!

We welcomed her with a sign:

photo 1

We also expressed our fondness and love for Maia in form of algebraic graphs:

photo 2

(This one describes the exponential increase in the level of suckiness of Maia’s illness over the time that Maia’s gone.)

photo 3

(This one describes the general upward trend of the department’s mean “Missing Maia” value with a blip in it over time.)

photo 4

(This one has a Z-axis? I don’t frickin’ know.)

photo 5

(This one describes CW’s functionality and productivity in all its varying stages, with the asymptotes representing Maia’s absence from our department. We approach levels of productivity, but never manage to reach it with Maia gone.)

Found Poetry

CWII had been with Maia Ipp for our poetry unit (recently ended), during which we studied Jack Spicer and his whole thing with Federico Garcia Lorca. There were a lot of bewildered questions and exasperated exclaims: “So Spicer just claimed that Lorca wrote everything in After Lorca? Even the ‘translations’ of other people’s poems? Even the poems Spicer himself wrote?” We studied the concept of translation, as well as Spicer’s “transmissions” from Lorca (who is, of course, dead at the time Spicer wrote in his name).

One topic that particularly gripped me was found poetry. Of course I’ve known of them– my fellow senior Giorgia loves them (and I the way she does them, by cutting out the lines in strips and manually rearranging them)– but I’ve never had much interest in the form. Maia’s class, however, and what my fellow CDubs were doing with found poetry, made me think twice.

The first exercise we did was to make found poetry from Spicer’s Vancouver Lectures. I’ve always been a categorical thinker, so the stuff I pulled out of the text belonged in certain categories, so my poem read more like a list than anything else. However, as my classmates began sharing their constructs, I realized how linear the poetry could be. My thoughts and intent had more freedom than I had initially thought; the original text is not a constraint, but a guide.

(As it happens, I like my poem enough to throw it on here– so maybe this entire blogpost had just been an excuse to show it off.)

After Spicer’s Vancouver Lectures

Tonight, Eliot on one hand and Duncan on the other, you know, nice poetry
hang it onto metaphors
emotion machines in perpetual motion

Infinitely small:

One-eighth of the struggle
FIve dollars from Ten dollars
First step, step Two, Third stage
Two or Three years later

I prefer more the unknown
Nonsense:

the furniture in the room
children’s blocks
Oscar Wilde

nonsense you have to avoid
Or you are stuck with
screwed up
being inside you

Some of my best friends are dying in loony bins
Some of m friends are dying in loony bins
Some are dying in loony bins
Some are dying
Some are loony bins

On found poetry, Poets.org says: “Many poets have also chosen to incorporate snippets of found texts into larger poems, most significantly Ezra Pound. His Cantos includes letters written by presidents and popes, as well as an array of official documents from governments and banks. The Waste Land, by T. S. Eliot, uses many different texts, including Wagnerian opera, Shakespearian theater, and Greek mythology. Other poets who combined found elements with their poetry are William Carlos Williams, Charles Olson, and Louis Zukofsky.” I had never thought that including lines from other texts could count as found (though now that I think about it, duh). That’s one of my favorite kinds of allusions– referencing not only the content, but also the style and form of another piece of writing.

The Found Poetry Review came up in my brief research for this post. It looks sleek and awesome, and I’m definitely checking it out. (Let’s end on a random plug.)

[DR]: 11/4, Thirteen Empty Goats

by Olivia A. (’14)

The Virgin Mary, three chambermaids who are actually literary critics, and a pigeon walk into a bar. Or a book. Today in Creative Writing 2 we finished reading After Lorca by Jack Sparrow. I mean George. I mean Spicer. Does it really matter?

We read an absurdist play written by Federico García Lorca and translated by Jack Spicer called “Buster Keaton Rides Again: The Sequel.” We laughed a lot while reading it though we acknowledged that most of the Spanish citizens who witnessed it back when Lorca was alive probably weren’t laughing. When we stopped laughing we were frustrated with the idea of absurdist art. We talked about how absurdist works all aim to do the same thing—that is, to exhibit the ridiculousness and lack of inherent meaning in life—over and over again. Someone said that we would probably only need one play in the world with this idea and then we could move on. But really, I think that the things we do are always absurd! Here are some things that have happened during this unit:

Giorgia asked Maia about Hebrew semantics halfway through the lesson!
Avi has a Kit-Kat addiction!
People (probably not C-Dubs) tape clippings of hair to the bathroom walls!
We think the phrase “13 empty goats” is really, really funny!
A boy tried to run out of the room and the door shut just in time for him to slam up against it!
Maia was in a puppet theater!
“Federico García Lorcker!”
Anyway, our poetry unit is ending and we as though it went by very quickly. I am going to miss Spicer, Lorca, Maia, and especially the static electricity on the cover of my reader.

Surrealism Friday

by Abigail (’14)

Have you ever watched a Key & Peele sketch? As we discovered on Friday, November 1st, they’re not just a great way to procrastinate—they’re educational.

Next time you find your cursor hovering over the YouTube icon, try these two videos: “I Said B*tch” and “Check That Sh*t Out.” While you’re watching, think about the surreal elements of each 2-minute narrative and how they point out the strange/ridiculous nature of some common human experiences.

CWI and CWII spent Friday together, learning about Surrealism—a timely subject to be studying the day after Halloween, the most surreal holiday of all. After Key & Peele, we watched segments of a lecture also found on YouTube introducing us to some of the main figures, themes, influences, and artworks of the surrealist movement.

We acted out a short, (very) surreal play by Jack Spicer, a poet CWII has been studying. Jules played Buster Keaton. Colin played Buster Keaton’s bicycle. Olivia W. played an owl, of course. Midori and I played Adam and Eve. Other characters included a rooster, an American, and four angels. Buster Keaton gets on his bike and…I can’t quite think of a way to summarize the rest, but it caused us to debate the function of surreal writing. Does it have a place in today’s world, or is it outdated?

During discussion, we came up with the general conclusion that surrealism is still relevant. (Happily, we have Key & Peele backing us up.) Surrealism reminds us of the innate strangeness of the world—which may be a reminder not to take things too seriously. What is “real,” anyway? What is “normal?” Most “normal” behaviors seem bizarre if you think about them too hard.

Does all creative writing have a surreal side? Many poems, at least, cannot be understood in a completely logical way. Here’s some reliable backup for that idea, too: former U.S. Poet Laureate Donald Hall wasn’t even sure what his own famous image, “white apples and the taste of stone,” signified when he wrote it. Here’s the interview in which he discusses this fact: http://billmoyers.com/content/423/ (go to about 23:00 minutes). Language itself can feel surreal too: say any word over and over, and it will suddenly lose its meaning and start sounding like a mere collection of sounds…

In conclusion, some words of wisdom from poet Hugo Ball, who appeared in the lecture in a funny hat I’m pretty sure he made himself: “wulubu ssubudu uluw subudu…ba-umf…ba-umf.”

[DR]: 10/31, In terms of Halloween costumes

by Frances (’14)

Most people dressed up, sort of. Heather had a spider on her head. Molly wore a dress and a horse mask. Olivia A was the Common Application, which was pretty much the scariest costume I saw all day. She’d even written out her personal statement on her legs. Among the others, there were many animal ears and many wings. Maia dressed up as herself in high school, which meant a funny orange wig that I think was supposed to indicate that she’d had different hair at the time, though not necessarily orange hair. I did not even sort of dress up, but I guess I also did a pretty good job looking like myself in high school. Staying true to her costume, Maia played some of the popular dance music from back when she was in high school, and we had a department-wide dance party.

Later, in Creative Writing II, we continued the Halloween celebrations by watching a video of Salvador Dali—who was a friend Lorca, a poet we are studying—as a guest an old game show where blindfolded contestants asked questions to figure out the guest’s identity. Although Dali answered yes to practically all the questions, the contestants eventually asked whether or not he had a mustache and figured out who he was from there.

Then we played a Halloween-themed word game—which was actually in some ways similar to the game show—involving teams and trying to convey the name of a monster to your team without actually saying it. We took “monster” pretty broadly, as C-Dubs do with most things. Our monsters included: Miley Cyrus, Ronald McDonald, several Frankensteins, and the counting vampire from Sesame Street.

Remember the de Young

For a week in September, Maia Ipp came into Creative Writing and taught a “Craft and Critique” class in order to prepare us (well, us being CDubs sans seniors, ’cause our three years of sweaty toil has earned us privileges, dammit) for a new department requirement— the literary critique (see Smolly’s Daily Report for reference).

We began by defining the word “critique” and its connotations— for someone to be critical is usually negative, though to look at something with a critical eye is pragmatic and sort of good. Using these definitions as a springboard, we then worked to redefine “critique” and came up with a new operational definition: analysis of the text and its effects with the intention to either better it or to simply point out its success.

(Yes, those are my words, and yes, they are carefully diplomatic, but that’s the jist of it, I think. Y’know, people always say to not shoot the messenger, but what if the messenger screws up?)

(No I change my mind. Please don’t shoot this messenger.)

We also discussed ekphrasis, which is sort of the evolved version of part two of the lit critiques, which are the creative responses. An ekphrastic piece of art is inspired by another piece of art in another medium— the example we looked at was a poem inspired by a painting. The poem stood on its own well enough, but with the painting there was a basis to work from, and there was suddenly a synesthetic duality to its evoked meaning.

On Friday, September 20th, Maia’s  class ended on a high note. We visited the de Young museum and the Diebenkorn exhibit (which I will admit I did not see, sadly— it was just so… populated there) to create our own ekphrastic pieces of writing. And it’s kind of hilariously awesome, because Maia was so inspired by all the poems we turned in, that she took lines from all of them and created a group found poem, so it’s something like meta-ekphrasis.

(Though if we really did the math, it’s 1.5 ekphrasis, because while not everything we wrote was poetry— mine certainly wasn’t— words to words still doesn’t count as an entire ekphrasis, I don’t think. Hence the point-five.)

On top of that, Frances (’14) and Lizzie’s (’14) poems were chosen for special mention. Here they are below:

After the de Young: a group found poem

The poem that follows is composed of lines taken from the Fold-Up responses. Every Creative Writer is represented, and lines have been only minimally changed where necessary.

Tell me about the life you’ve built
the way it seems to fall apart
in the drifting winds that run through empty houses.
I, too, remained nameless that year.

A stretched film over the skywater above us.
It fractures though, by gravity or worse.
How hard it is to keep it together:
the water that was made in darkness.

The sun is smooth and patient, a pulse of light wavering between leaves and branches.
The ocean offers a flat relief.

I would die in this place,
my body slouched on a blue plastic chair, the door
open for the world to see.

Skin the taut surface of water—
A round, flat eye.
It is dangerous without being alive.

Examine for bloodlessness the bold predawn birth.
I had golden feathers,
but now everything is moonlight
undersea.
Stung, bitter, by our blackened palms.

I found you beached,
your burnt snow gills gleaming.
To do something with these arms—
I nod quietly, stare into wind and snow, letting its sting replace the one I feel in my chest.
I am not to be approached.

The most refined woman is nothing but texture.
You may be full to the core with honey and old water.
So soon, we’ll both be useless things.

Frances Saux, after Richard Diebenkorn, Untitled, 1955

I, too, remained nameless that year—learned in the clench of summer the constituencies of self, somehow—
One night she’d gone and I took three, four tries at a match, but too selfless to start supper I let them die out—
What was moving that year, what was anything?
I needed medicine and thought a spoon of vinegar, a slice of lemon looked all right.
And I thought I’d go on a walk but of course I didn’t. She came home, I stayed seated, she let the water run in the kitchen sink, I thought about the lengths of water, for lengths, the anonymous water.

Lizzie Kroner, response to The Wild Swan by Alexander Pope

It is wild—it is like painted taxidermy. The swan hangs so majestic but still so pathetic in its demise, tied to a door. With its full, faded head it can only exist as a symbol now. It evokes meaning without having a meaning of its own. In its death, as in all deaths, it has lost life, but its corpse, bright and beautiful and sprawled, wings spread, emanates such vivacity you have to question whether it is really dead or not. Of course it is dead, its webbed feet are tied by a string to the hinge of a green door and its gold is only visible when it is directly under the light. But the stillness of its heartbeat means nothing. The painting doesn’t have a heartbeat either, neither do these words, but they mean something.

[DR]: de Young

by Midori (’14)

On Friday, we visited the de Young museum, the cherry to top off the ice cream sundae of Maia’s Craft & Critique unit (this is for you, Jules, and all of your food analogies. Except, of course, Jules doesn’t actually read the blog, so I should actually slander his name, the jerk). We received a cute little fold-up worksheet and had free reign over where to go, the caveat being that we should do this quietly, preferably alone, as to enjoy the full museum experience.

I spent most of my time in the Inuit art exhibit, with all of the walrus tusk-carvings of intricate little creatures. I was particularly caught by the smoothness of it all, obviously pieced together yes, but fitted so proportionally that even the seams seemed natural. It’s awe-inspiring to consider it was all done by hand, the stone, ivory, and bone pieces as small decorations around the house, just for fun.

There was a room in particular that caught my eye, for it was really… weird. The de Young channels the sparse, elegant galleries very well, until one stumbles upon this room, with its brilliant array of glass and colors and stuff, all kind of crammed together, so there’s something strange everywhere you turn.

colors everywhere

colors everywhere

stuff everywhere

stuff everywhere

on the ceiling, too

on the ceiling, too

Well anyways, it was super fun (italics absolutely warranted). I work right across the street at the Academy of Sciences, and I rarely go to the de Young. It’s a completely different museum experience than the hustle and bustle and screaming children of the Academy, and I must say, it’s nice to just settle down and enjoy art.