Underwater Poems Done as Acrostics Continued …

underwater

Dolphins

Delightful

ocean lovers

leaping

playing

happily

in near-blue sea

spinning, racing, diving

 

Oceans

Cold and clear

endless

and

never-ending vistas of mesmerising,

softly undulating underwater scenes

 

Shark

Sharp

harpoon

arrowing

relentlessly

Ka-Pow!

 

Sea Storm

Savage fury

erupting

across miles of ocean

 

Sending fish scattering

travelling in mad panic

outwitting oscillating currents

rampaging winds whip waves into

mighty jumps and crashes, flaying thousands

                                                     Andrew Pender-Smith                                 

 

 

 

 

 

 

 

 

Underwater Poems Done as Acrostics

ocean-life-215133__480Here are eight acrostic poems dealing with the sea and some of the creatures that live within briny depths. Four are offered today and four tomorrow. In time they will form part of a poetry book dealing with nature and animals. If any of you have read earlier postings, you will have learnt that I use, and encourage others to use, poems as educational tools in a variety of ways. Here goes with the first four underwater poems.

 Bubbles

Bountiful

under the sea

billowing

beautifully

lightly

endlessly streaming

serenely

 

Seaweed

Swaying

elegant

art

wonderfully blooming

entire flowery gardens

exotic and silently

dancing

 

Octopus

Occupied, waiting

crafty

tangled tentacles

ominously

pondering the next catch of

unsuspecting fish

swimming too, too close …

 

Fish

Fabulous flaming jewels

intimate with light and shadow

silently swimming

hanging orbs in cold, clear waters.

 

The next four poems follow tomorrow. 

A Matter of Perception – Play Time! (Part Three)

butterfly-1413678_1280

A Jungle Storm

The brightest butterfly in the world

lands flicking, fluttering on

a beautiful jungle flower.

A buck comes to sip from

a silent jungle pool.

Then a jungle storm comes,

loud and strong,

tossing jungle trees,

and the brightest butterfly in the world

waits quietly

beneath soft jungle leaves.

                               Andrew Pender-Smith

The above poem is a short lyric. The poem below also looks at a butterfly in a peaceful jungle setting until a storm arrives. This poem consists of five haiku that have been linked together to create a lyric.

A Jungle Storm

A butterfly on

a forest flower

beautifully there.

A buck comes

to sip from a silent pool

dainty and watching.

Then, a jungle storm

tossing, bashing jungle trees.

Where is the butterfly?

The radiant beauty

is beneath jungle petals

just waiting, quietly.

                                         Andrew Pender-Smith

Which of the poems works better? You decide. Now, how about trying an exercise like this yourself. Perhaps turn a lyric into a narrative or, as I have done, take the thoughts and feelings explored in a lyric and see if you are able to express them just as well, or even better, in a series of haiku. A newspaper report as a ballad or epic? Enjoy experimenting. 

With good luck from me.

Andrew Pender-Smith

Parts one and two were published on the 6th and 7th of July. 

 

 

 

 

A Matter of Perception – Play Time! (Part Two)

gun-revolver-fire-firing-370202

In this second experiment in which prose is turned to poetry, I have used a headline and the first few sentences of a newspaper article.

Brazen Armed Robbery

 Just before closing yesterday, a group of armed men stormed a grocery store and held up the manager and staff at gunpoint. A few terrified shoppers managed to run for cover as shots volleyed through the store.

 Just before closing yesterday, a group of armed men stormed a grocery store and held up the manager and staff at gunpoint. A few terrified shoppers managed to run for cover as shots volleyed through the store.

Brazen Armed Robbery

Just before closing yesterday,

a group of armed men

stormed a grocery store

and held up the manager

and staff at gunpoint.

A few terrified shoppers

managed to

run for cover

as shots

volleyed

through the store.

Which one is more likely to impact on a reader? The two poems that resulted from the prose passages ( See ‘Part One’ for the first.) are not great works of poetry, but hopefully help to illustrate the idea that writers need to be playful explorers if they wish to sharpen the skills required to become a successful communicator.

Happy writing.

Andrew Pender-Smith

 

Building Readership Starts Here (Part Two)

boy with big glasses

Reading is to the mind what exercise is to the body. Joseph Addison

The first part of this discussion was published on the 26th of June 2017.

How you can help: Donate books to schools, libraries, families and individuals. CD’s, DVD’S and even computers, laptops and iPads are also welcome donations when institutions cannot afford them.  I know of individuals and service clubs who pay for internet connection in instances when schools and children’s homes cannot afford it.

Read and tell stories to young children with whom you are in contact. Sing to them and teach them songs. Include actions when possible. Volunteers at children’s homes, hospitals and under-privileged schools are most often greatly welcomed. Readership, which mean a love of stories and learning through them, starts from the youngest of ages and it includes YOU.

When doing all of these, make sure the material is appropriate to age and ability.

As this is a blog posting and full discussion is limited by constraints of space, only an outline of benefits and how to help have been included. There is a great deal available online or through discussion with teachers (especially teachers of Speech and Drama and those involved in early learning phase education), with whom you can discuss further. Hopefully you can all come up with ideas on how to develop literacy in your community or one which desperately needs it. Some of your future readers might come from the very children you have helped. You might even be tempted to write stories for these young audiences and, in so doing, find a whole new market for your writing. Older children can be encouraged to write and illustrate stories and poems of their own. You might even make copies and place them in other classrooms and school libraries. Children often love reading stories and poems written by other children. 

Have fun inculcating and building a culture of reading and writing in the young. It will benefit others, and you.

 Andrew Pender-Smith

https://www.amazon.com/author/andrewpendersmith

Never Too Old

 

 

 

Building Readership Starts Here. (Part One)

 

laughing boy

If we want readers, we need to grow the base from the beginning. This beginning starts with very early childhood, and includes infants.

When you read to a child, when you put a book in a child’s hands, you are bringing that child news of the infinitely varied nature of life. You are an awakener. Paula Fox

Aim: To encouraging listening, thinking, observation, participation, imagination, empathy and speaking through reading and storytelling.

I read many blogs and books designed to help writers improve their craft and help market their work. We also need to be proactive about developing readers and, more particularly, developing them from a very young age. This comes through reading to children, sharing and discussing pictures with them, and encouraging them to observe, interact with, and question their environment and all within it. I regularly meet children who live in towns and cities with access to a library or resource centre who are never encouraged to visit it. I also encounter children whose parents do not read to them. In terms of cognitive and emotional development this is really setting a child up for failure.

In areas where books are scant or non-existent, parents should be encouraged to tell stories to their children. These could be imaginative tales or of a biographical or autobiographical nature. When it comes to the latter two examples, this helps keep family history alive while children’s listening and language skills are improved. Once children are able to draw and paint, they can create illustrations of the stories they have heard. Singing songs together is also a great way of enhancing confidence and communication. It is even better if some action is included.  If parents and children do have access to books, it is still important to tell stories and sing songs. In other words, the more activities you include, the better.

Andrew Pender-Smith

Part two follows in a day or two. 

De Green Monkee Speaks

Funny Vervet Monkeys_5

De Green Monkee Speaks

Pssssst! So babee,

you wanna know about

de green monkee?

You see me here.

You see me dere

when I swing frum

tree to tree

wid great agility.

When I’m eating de fruits,

or swimming in de jungle pools,

I’m tinking, tinking, tinking

because I got de hobbies

like dancing, writing, singing.

One big day I might be

de world’s most famous

dancing, writing, singing monkee,

but for now I chill, my brudder,

an enjoy de monkee beer

an eat de forest fruits, mon,

because life is cool, mon,

an slowly, slowly

I’m swinging, lazy, lazy

in dis forest tree.

© Andrew Pender-Smith and Sebastian de Vervet

Teachers and students are free to use this poem on the condition that the author is acknowledged.

De Green Monkee Speaks Again

I been tinking, tinking about

dis career business.

I don won anyone tinking I’m

just no swing-about.

Even when I’m drinking de best in

monkee beer,

my mind, my bro, is agile.

It’s workin’ absolutely clear.

If dis dancing, writing, singing business

is not de ting for me,

I’ll study a course in

monkee philosophy,

because my mind can jump from here

an’ my mind can jump from dere.

I dink I’ll run for president

or maybe monkee king.

Now it’s time for more beer, mon,

while I do my clever, clever tinking.

© Andrew Pender-Smith and Sebastian de Vervet

Teachers and students are free to use this poem on the condition that the author is acknowledged.

The Green Monkey is the brains, when he’s not drinking too much monkey beer and swinging from fruit tree to fruit tree, behind ‘Green Monkey Publications’. He’s the one who keeps a sharp lookout on its two authors, Andrew Pender-Smith and Craig Carden, to make sure they aren’t in the least bit slack and keep on writing.  His full name is Sebastian de Vervet but he is simply called ‘Sabs’ by friends and family. The top shows Sebastian as a baby with his parents.

81_Hundreds_Of_Awesome_Animal_Pictures-s1600x1200-121102

This photo is of Sebastian’s uncle, Uncle Herbert de Vervet.

A ‘High Five’ for Drama

macaw_parrots_over_waterfall_by_itzikgur-d32s1d0

A ‘High Five’ for Drama

A ‘High Five’ for drama for every child in every school. I have taught, written about, and adjudicated drama in schools for long enough to know that there really is no greater teaching tool for helping children become well-rounded, confident adults.  See earlier posts for more of what I have said on the subject and to obtain poems that can be effectively used in the drama classroom. The photos in this post are here to illustrate the poem ‘The Jungle’ by Andrew Pender-Smith.

elephant-702307_1280

The Jungle

The jungle’s alive with

jungly sounds:

Screeching parrots

and grunting tigers.

The beating of jungle drums.

The roar of a far-off waterfall.

The loud trumpeting of

an old, grey elephant

and the galloping hooves of a buck

as a growling lion chases him.

Run, buck – runnn!

                     ©    Andrew Pender-Smith

Teachers and students are free to use this poem. I hope they enjoy using it.

Once again I include one of my maxims: ‘A poem a day helps build vocabulary the easy way’.

bengal_tiger_in_jungle_14783

Drama – Aiding the Development of Every Child

mardi-gras-masks-22866545 (2)My wish: for every child on this planet to attend a school that offers drama.

Why drama?  It is the most holistic developmental tool available.

A child doing drama at school is developed emotionally, intellectually, socially and physically.

How does drama assist the development of the individual and, by extension, the broader community? The answers are outlined below.

Ways in which the student is developed:African Mask 1

Language acquisition and development

Non-verbal communication skills are enhanced.

Empathy is developed through working with others as well through role play and the reading of literary texts. This also helps with imagination.

Co-operative and leadership skills are learnt.

Reading, writing and public speaking skills are improved.

Improvisation and drama’s overall emphasis on learning through doing helps students to think for themselves.

It is my great hope that any parent or teacher who is not already a convert to the cause of ‘drama for every child’ will research and discuss further, with a view to introducing drama at the school which their child attends. You will be so pleased you did.tAfrican masks 2

Where to find out more? There is a lot available online in the form of e-books, magazines, journals and blogs. Local libraries should have books and DVD’s. You could also interview teachers and students of the dramatic arts. I am confident you will come across a lot that supports my call of drama for every child, wherever they are on this planet. I also encourage you to look up ‘Drama in Education’, ‘Theatre in Education’ and ‘Drama as Therapy’ and the uses of ‘Drama across the Curriculum’.  It is a case of ‘seek and you shall find’, and I am confident that what you discover will encourage and empower you to push every school that doesn’t offer drama to do so. My slogan? drama for every child in every school.

With good wishes,

Andrew Pender-Smith

Teacher of dramatic arts, writer and adjudicator.

mask-hi

Why the use of masks to illustrate this blog? Working with masks, preferably those made with themselves or under the guidance of a teacher, are a marvellous way of engaging in creative play free of inhibition.

I encourage you to share, share and share everything I have said here to help all children have a truly holistic education.

colourful mask