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See you Sunday!

Celebrate the 2013 Bilingual Corrido Contest winners, all from Rio Rico High School: Jocelyne Muñoz, Claudeth Becerra, and Ivan J. Orellana this Sunday at the University of Arizona Poetry Center Sunday, April 21st at 1:00 p.m. The three winners will recite their corridos and receive prizes, followed by a musical performance of each winning corrido by UA graduate student Alfonso Molina Romo. Semi-finalists will also be honored, and university and local organizations will share their resources with the community at a Mini-Resource fair. See you there! For more details click here.

 

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Wednesday, April 17, 2013

Fluttering and Dancing in the Breeze: Three Animated Poems

Whoever said that poetry is solemn and sullen hasn’t seen what’s cooking on over on The Poetry Foundation’s website. The Poetry Foundation, in collaboration with HBO, has created a video series called A Child’s Garden of Poetry. The show mixes interviews with kids and animated versions of great poems.

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Thursday, February 21, 2013

Mini Interview with Matthew Cotton, Puppeteer

Painting - Lucy Fell Down

Matt Cotten has been working as a painter, performer, and teacher in Tucson since 1994. He taught in the College of Fine Art at the University of Arizona for fifteen years, and is well known in the arts community as an organizer of Tucson's annual All Souls Procession. His work as director of Tucson Puppet Works has ushered in an emergence of puppetry theater to the Tucson area. Matt's paintings are currently on display in the Poetry Center through May 26.

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Wednesday, May 12, 2010

Storytelling: An Interview with Jordan Hill

Interview by Sol Davis

Jordan HillSol: As a child at a recent birthday party asked after being released from the coils of your tale spinning: "How do you remember the stories?"  In other words, what is your process for storytelling?

Jordan: My process is pretty straightforward--I read or hear a story, and then I try to tell it to someone (anyone!).  If it's written, I might read it again, but the best way for me to remember it is simply to tell it, as much as possible.  I have a pretty good memory, so that helps.  But more importantly is the fact that remembering stories is NOT the same as memorizing, as people often think.  Rather, it is more akin to remembering life experiences.  For the most part, people don't have to work to remember remarkable things that have happened to them in their life (or their day yesterday)--it simply happens, and when someone asks, "How was your day?" you don't think twice before telling the story of whatever happened.  In the same way, if one imagines a story vividly enough (whether through hearing it, reading it, or seeing it performed), then it almost becomes like one's own memories, and simply telling the story becomes as natural as telling a friend what happened to you the other day.

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Wednesday, May 5, 2010

Body Mapping

handsby Ann Dernier

Asked to lead a Kore Press Grrls Literary Activism Workshop, I saw myself as "activator" charged with bringing poetry to and coaxing it out of the lives of teen girls ages 14-19 while guiding them on their own path to activism in a public setting. But mainly and not so secretly, I began every workshop with poetry while on our journey to the center of our social justice issues.

We started by "waxing poetic"--a printing process using wax paper and newsprint.  The girls chose random words or phrases from the newspaper, (or even with an eye for random invention), and rubbed them onto the wax paper, and then "reprinted" by rubbing them in the same or new order onto white paper.  You couldn't rub them the wrong way! In the end, the girls had "found" poems with unexpected, activated language such as "A day ripe for Cadillac opportunity."

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Thursday, April 29, 2010

Colleen and Anika

AnikaColleen Burns is a volunteer and avid supporter of the Poetry Center. She and her granddaughter Anika are Poetry Joeys regulars and they spend quite a bit of time writing together.  

About writing with Anika, Collen says:

Children Anika's age (3-7) have rich imaginations and large vocabularies that can construct sophisticated stories if the physical act of writing doesn't get in the way. When children are asked to 'write' a story using an unwieldy pencil and unruly paper, this sheer physical act of writing slows down and sometimes can stop a story altogether.

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Tuesday, April 20, 2010
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