9.3: Activity
- Page ID
- 386516
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Before you write your poem, read and complete the activity below.
Voice observation
Slam poets typically use four major voice techniques that you are going to watch for in performances and include in your own:
- Slow down and use a deeper tone – this is used when you want your audience to really pay attention to what you are saying. It demonstrates that a point is very important.
- Speed up and get louder – this is used when you want your audience to really understand the emotions that you are feeling.
- Short pauses – these are used to let the audience think about a point that you have just made. Don’t rush!
- Long pauses – these are often used after a very important point, or to signal a change in direction or mood in your poem.
Using active voice
Sentences are written in either an active or a passive voice. Here are two examples:
Active – I read the novel in one day.
Passive – The novel was read by me in one day.
Active – The kangaroo carried the baby in her pouch.
Passive – The baby was carried by the kangaroo in her pouch.
- What differences can you see? What makes one active and one passive?
- Turn these passive sentences into active ones:
The car was driven by my Dad.
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The game was stopped by the Principal.
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The yummy cupcakes were cooked by my brother.
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Almost all slam poetry is written in active voice. To go with that, the poets tend to use precise, active verbs. They don’t just say I walked down the street. They ambled, or galloped or strode down the street. Slam poets don’t eat, they devour or ravage or scoff their food.
Look at the verbs below and come up with five more interesting, active verbs that give more meaning to the word.
Said |
Run |
Smile |
|---|---|---|
Slam poetry criteria
Write a performance poem of your own choosing using the following criteria adopted from NSW Department of Education.
- Poems must be between 2 and 3 minutes in length.
- Don’t just read your poem. Know it! By heart if possible.
- Your poem can rhyme or not rhyme.
- Stay on track, stay on topic.
- Use long and short pauses.
- Use eye contact with your audience.
- Think about how you want your audience to feel after your poem.
- Use hand gestures and facial expressions.
- Include some places with a low, slow voice.
- Include some places with a fast, loud voice.
- Stand in the middle of the classroom.
- Include some juxtaposition in your poem.
- Include at least one metaphor and one simile in your poem.
- Have fun and speak your truth!!
NSW Department of Education.Copyright material available on this website is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) licence