Across the many years I’ve been involved with arts education, I have seen countless projects, schemes, partnerships and programmes, on and off site, being developed, flowering and then getting phased out.
When someone dies, you have to do many things that mark it: telling other people, getting rid of the body, writing to the bank, the tax man, the magazines and shops he subscribed to. No matter how hard this is, doing all this tells you it’s really happened.
I’ve seen after-school clubs where parents, teachers and children have got together to write books. They were in a mix of languages; the books told stories of what the parents got up to when they were children and how they arrived in the area, whether it was from another country or from the other side of town.
When you break a poem down in order to perform it, you have to engage closely with many aspects of what it’s about, how it works, how it’s constructed and so on. If you write a poem alongside it, to complement it, you start to feel poetry’s method, poetry’s way of looking at things.
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