对于海淀凯文学子来说,
写英语诗歌是一件很自在的诗。
孩子们的诗属于自己,
诗中的思想、念头和感觉,
希望、梦想和恐惧,
一切都随创作者。
在北京海淀凯文学校的英语文学课程(ELA)中,创意写作是很重要的组成部分。创意写作要求海淀凯文学子更全面地理解和运用语言,不仅可以用来创作自己的文学作品,提高写作能力,还可以发现语言和世界的美与力量。
近日,在海淀凯文二年级的ELA 网课中,同学们学习写形体诗(Shape Poem),即把诗歌的主题与文字的铺排形式相结合,形成一种以直观的悦目图形效果呈现的诗歌。全科班主任在教授ELA网课时,鼓励学生在观察和进行头脑风暴后,描述日常生活中有趣的观点和想法。
形体诗的历史可以追溯到千年以前的古希腊。从公元前2、3世纪开始,古希腊人便使用这种悦目的视觉方式来排列诗歌的字体,以此达到强化诗歌意义的效果。
形体诗有两种主要的表现形式,一是Outline Poem,即以一个勾勒图形来反映诗歌的主体;一是Drawing Poem,文字不是作为图形的填充,而是直接作为勾勒图形的线条。
海淀凯文二年级学生创作的英语形体诗是怎样的呢?各班的全科班主任是如何评价孩子们的创作呢?让我们一起来看看。
Lisett Lugo:“打破”正常的造句规则
二年级一班的全科班主任Lisett Lugo说:“The students enjoyed making a shape poem about their favorite animals, fruits, and toys. They enjoyed ‘breaking’ the normal rules of writing sentences and having fun with words. Writing can be difficult for them, but they looked forward to poetry.”
(学生喜欢写有关动物、水果和玩具的形体诗。他们喜欢“打破”正常的造句规则,享受文字的乐趣。写作对他们来说可能有一些困难,但他们渴望创作诗歌。)
二年级一班学生形体诗作品展示
Alise Brooks:写作技巧的提高
二年级二班的全科班主任Alise Brooks说“The second graders used their writing skills to write fun and interesting poems. They were a joy to read. I am proud of how their writing skills have developed.”
(二年级的学生用他们的写作技巧写出有趣的诗歌,读起来很有趣。我为他们写作技巧的提高感到骄傲。)
二年级二班学生形体诗作品展示
Jennifer Mulert:诗歌创作的手法
二年级三班的全科班主任Jennifer Mulert说:“The second graders have been working so hard on writing this quarter. They have studied different types of poetry and poetic devices that poets use to make their poems so enjoyable. ”
(在这个季度中,二年级的学生一直在努力写作。他们学习不同类型的诗歌,以及诗人用以使诗歌优美的创作手法。)
二年级三班学生形体诗作品展示
Aaron Priestley:创造力与想象力
二年级四班的全科班主任Aaron Priestley说:“The kids have been great while studying at home. They have constantly risen to the challenges and shone as bright, if not brighter, than before. I can see this reflected in their poetry with all their creativeness and imagination.”
(孩子们在家学习的时候表现得很好。他们不断地迎接挑战,即使没有比以前更光明,也照耀着光明。我可以从他们的诗歌中感受到创造力和想象力。)
二年级四班学生形体诗作品展示
Priya Govender:学习头韵、押韵、音节
二年级五班的全科班主任Priya Govender说:“Poetry is such a different form of writing that the children had a cautious start. After learning they could be a lot freer than in other writing, they began to embrace it really quickly. They have learned how to use alliteration, to rhyme and to count syllables. It was so cute watching them give suggestions to each other once they learned the 5-7-5 syllable patterns for Haikus. They’ve been so creative, and it makes me very proud.”
(诗歌是一种完全不同的写作形式。孩子们开始时很谨慎,在得知可以更自由地创作时,他们很快就接受了。孩子们学会了如何使用头韵、押韵以及计算音节。当他们学会了俳句的5-7-5音节模式后,他们还互相提建议,实在太可爱了。他们很有创意,这让我很自豪。)
二年级五班学生形体诗作品展示
Amy Lundgren:提高批判性思维能力
二年级六班的全科班主任Amy Lundgren说:“This has been a fun project for the students that increases their creative writing and critical thinking skills by requiring them to follow the rules for writing different types of rhymes. They have also had to learn about poetic devices and how we use them to enhance poetry.”
(对于学生来说,这是一个有趣的项目。通过要求他们遵守不同类型的押韵写作规则,提高创造性写作和批判性思维能力。他们还需学习诗歌创作的手段,以及我们如何使用它们来提高诗歌创作的水平。)
二年级六班学生形体诗作品展示