Poem 5: JOURNAL RESPONSE

Contrary to popular belief, poets don’t just throw in ‘poetic devices’ to bewilder students; the most successful writers create a ‘marriage’ of style and substance, developing their themes, reactions, and emotions through the most effective language and images available.

For example, look once again at the poem, “Bird in the Classroom”. Think about the feelings Thiele wants to convey. Now check the diction (word choice) in the poem.

• Discuss how the poet uses specific words and phrases to express the poem’s tone and theme. (approximately 1.5 page)

Poem 5:

BIRD IN THE CLASSROOM

Colin Thiele

The students drowsed and drowned

in the teacher’s ponderous monotone –

Limp bodies looping in the wordy heat,

Melted and run together, desks and flesh as one,

Swooning and swimming in a sea of drone.

 

Each one asleep, swayed and vaguely drifted

With lidding eyes and lolling, weighted heads,

Was caught on heavy waves and dimly lifted,

Sunk slowly, ears ringing, in the syrup of his sound,

Or borne from the room on a heaving wilderness of beds.

 

And then, on a sudden, a bird’s cool voice

Punched out song. Crisp and spare

On the startled air.

Beak-beamed

Or idly tossed,

Each note gleamed

Like a bead of frost.

 

A bird’s cool voice from a neighbour tree

With five clear calls — mere grains of sound

Rare and neat

Repeated twice . . .

But they sprang the heat

Like drops of ice.

 

Ears cocked, before the comment ran

Fading and chuckling where a wattle stirred,

The students wondered how they could have heard

Such dreary monotones from man,

Such wisdom from a bird.