Modern poetry in the first half of the 20th century grew out of a rejection of earlier poetic conventions, including the notions that a poem should rhyme, or that lines should contain a certain number of syllables or end a certain way.

Many writers from the time, such as E.E. Cummings and Gertrude Stein (whom we'll use as our primary example), experimented heavily, rejected many rules of syntax and grammar, and found new ways to use words. While their work still seems strange and experimental to many new readers today, many of their innovations continue to inform contemporary poets, and the majority of poetry since has been free verse. Other important innovations of modern poetry that remain current are the use of nontraditional forms and line breaks, and particularly an emphasis on concrete imagery.

We don't want to imply with this project that the works of these writers can be compared to refrigerator poetry, but it can be a fun and useful introduction to some of the elements of modern poetry, and a way for students to experiment with words, syntax, and meaning.

Objectives
Students will

• examine examples of modern poetry with regard to their treatment of poetic conventions
• review parts of speech
• experiment with syntax and words

Skills
Writing; critical thinking and analysis; vocabulary use

1. Terminology - Define the concepts of abstract and concrete as they apply to the visual arts and poetry. In language, an abstract noun is anything that cannot be seen or touched. Concrete nouns can be seen and felt. The focus here will be on the concrete images. Comparisons may also be made between the elements of art and the elements of poetry (rhythm/meter, medium/genre, tone, theme, etc).



2. Reading Model - This can fit into a larger unit on poetry or modern poetry, or be done as its own project. Students will read several poems with a related theme and write journal entries that are purely their own personal reactions to the poems. You may want to use at least one experimental poem, such as the one by Gertrude Stein that we use below. This step may take several days, and may include discussion about Stein's place in literary history as a rebel, innovator, and influence on other famous artist and writers.



3. Talking Poetry - Choose some poems to discuss in class, and have students read them aloud. Then discuss the poems. Is the meaning obvious or implied? What are the concrete images, and how do they affect the senses and the effect of the poem? Is the poem experimental? If so, in what ways?



4. Plum Words - As a class or homework assignment, have students make a collection of words they like. These can come from the poems read aloud in class, or also from their journals or other sources. Encourage students to use concrete nouns for at least half of their words. One professor calls these nouns "plum words," after the William Carlos Williams poem "This Is Just To Say," explaining that these are words that engage the senses. Just say "plum," and most people instantly conjure the look, feel, smell, taste, and all their own associations with a plum. This would be a great poem to use as an example. Working in groups or individually, they will write their words on "refrigerator magnet" sheets. It would be great if you could attach them to real magnets on the chalkboard, but if not, just sheets of cardboard arranged on tables, the floor, or any large, clear surface will work fine. Instruct students to cut out their words and spread them in front of them. Then allow them ten free spaces for other words they may need to make poems- verbs, pronouns, prepositions, more nouns. Then, just give them some time to arrange and rearrange their words in front of them into poems. When they have something they like, have them write it down as a poem. Collect the finished products.



5. Related Activities
   • Send a poem to someone you love. You can relate this to a seasonal activity if you want, maybe for Valentine's Day, Mother's Day, etc.
   • Collect a gallery of poems that students really like.

& Now...
Here's some info on experimental modern writer Gertrude Stein. You may want to use this poem as an example for the project, or use the information to discuss Stein's contributions to literature.

Gertrude Stein (1874-1946) was an American-born writer and poet who became an innovator of modern poetry. She lived much of her life in Europe, where she was an important figure in the literary movement known as the "Lost Generation." She also associated with some of the most innovative abstract painters of the early 20th century, including Picasso and Gauguin. She shared their desire to break free from convention and invent new forms of expression suited to the modern age. She wanted to create images or pictures using words, but not relying on grammar or syntax for meaning. She wanted to portray something that existed outside of the time and memory of her readers.

And with and without me which is and without she can be late and then and how and all around we think and found that it is time to cry she and I.

    --Gertrude Stein