Look closely at the image of the painting i) Untitled (Abstract with red Square) ii) Yellow, Red, Blue And Green iii) Egyptian Symbol by Etel Adnan.
The following activities and questions are designed to help your students use their noticing skills to move through the poem and develop their thinking skills so they understand its meaning with confidence, using what they’ve noticed as evidence for their interpretations. Read more about the framework upon which these activities are based.
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Warm-up: Look closely at the image of the painting i) Untitled (Abstract with red Square) ii) Yellow, Red, Blue And Green iii) Egyptian Symbol. What do you notice? What emotions or thoughts do the colors in the painting evoke? What questions, if any, do you have? Write one line inspired by the painting.
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Before Reading the Poem: Read some of the lines generated by your classmates. What lines are interesting and/or surprising? Why?
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Reading the Poem: Silently read the poem “Abstract with Red Square” by Jenny Xie. What do you notice about the poem? Note any words or phrases that stand out to you or any questions you might have.
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Listening to the Poem: Enlist two volunteers and listen as the poem is read aloud twice. Write down any additional words and phrases that stand out to you. You can listen to a reading of the poem.
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Small Group Discussion: Share what you noticed about the poem with a small group of students. How do the resources from the beginning of class compare to your reading of the poem? How did it feel to read the poem after seeing the painting? What surprised you?
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Whole Class Discussion: Read the definition of ekphrasis: “Ekphrasis is the use of vivid language to describe or respond to a work of visual art.” How does this change your reading of the poem? Why? How did the poem compare to the lines that you and your classmates wrote?
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Extension for Grades 7-8: (Teachers, please find this guide that explores concrete and ekphrastic poetry, written by Meg Day as the Guggenheim Museum Poet-in-Residence. If your students are completing this lesson digitally, you might want to spend some time exploring exhibitions and/or artists that feel right for your students.)
• Artists choose many different materials for making art: paint, charcoal, plaster, canvas, or even glass. But what about making art with letters and words? Concrete poetry arranges letters and words in a specific shape to help visualize the poem’s topic. For example, the text of John Hollander’s poem “Swan and Shadow” creates the outline of a swan on the water.
• Look around at the architecture of the Guggenheim, a local museum in your area, or your school. What words come to mind when looking at the design of the building?
• What colors do you see and what colors are missing? What shapes do you see?
• Now, make your own concrete poem. You can try making a concrete poem in the shape of the Guggenheim’s iconic Frank Lloyd Wright architecture or a shape that inspires you. Write the lines or stanzas of your poem directly onto the shape of the building in the guide or draw your own shape.
• When you finish your concrete poem, display it for your classmates on a gallery wall.
• Discuss: What concrete poems and shapes stand out to you? Why? Did anyone write about the same shape as you? If so, how did their poem compare to yours?
8. Extension for Grades 9-12: Use the Guggenheim Museum’s online collection to find a work of art that grabs your attention and makes you feel excited, surprised, or even confused. The following steps are sourced from Guggenheim Poet-in-Residence Meg Day’s activity booklet.
• Spend some time hanging out with the piece, looking at it from different angles, and jotting down notes in the guide above.
• What shapes do you recognize? What small details are easy to miss? Tap into your senses.
• What emotions do the colors evoke? What do you notice about the size? How would you describe the texture? Make a list of words to describe the piece of art.
• Write your own ekphrastic: a poem responding to the work of art. Here are some ideas to get started: What does this piece of art say to you? What do you want to say in response? Use your list of words to help you begin.
• Bring a printed poem, along with the work of art to class. Then, create a gallery wall of these poems.
• Discuss: What poems and works of art stand out to you? Why? Did anyone write about the same work of art as you? If so, how did their poem compare to yours? How did different works of art evoke other poems?
Guggenheim Young Poets: Making Art with Words is an activity booklet for young writers to engage with poetry within the museum’s architecture and exhibitions. Created by 2024 Guggenheim Poet-in-Residence Meg Day, the booklet focuses on aspects of visual poetry, concrete poetry, and ekphrasis to guide young folks through their exploration of the museum and the artwork within it. Visitors can request copies of Guggenheim Young Poets: Making Art with Words at the museum’s admissions desk.
Ekphrasis is the use of vivid language to describe or respond to a work of visual art.