Multimodalpoetry.org
An E-Center for Teachers and Learners
An E-Center for Teachers and Learners
Multimodal poetry is poetry that uses recent technologies to create and interpret poetry
using multiple modes (e.g., audio, visual, gestural,etc.).
View poetry. You can view a multimodal poetry interpretation below or under the Examples
Page. We recommend first time visitors start here.
Before you watch the poem, we recommend reading the print-based version of the poem. Read
the poem and think about what it means and how you create meaning. Don't worry there will
not be a quiz! Then view the digital interpretation and think about your response to that. At
the bottom of this page, you can read comments by the student who created the poem.
using multiple modes (e.g., audio, visual, gestural,etc.).
View poetry. You can view a multimodal poetry interpretation below or under the Examples
Page. We recommend first time visitors start here.
Before you watch the poem, we recommend reading the print-based version of the poem. Read
the poem and think about what it means and how you create meaning. Don't worry there will
not be a quiz! Then view the digital interpretation and think about your response to that. At
the bottom of this page, you can read comments by the student who created the poem.
Draw a line. Write a line. There
Stay in line, hold the line, a glance
between the lines is fine but don't
turn corners, cross, cut in, go over
or out, between two points of no
return's a line of flight, between
two points of view's a line of vision.
But a line of thought is rarely
straight, an open line's no party
line, however fine your point.
A line of fire communicates, but drop
your weapons and drop your line,
consider the shortest distance from x
to y, let x be me, let y be you.
Stay in line, hold the line, a glance
between the lines is fine but don't
turn corners, cross, cut in, go over
or out, between two points of no
return's a line of flight, between
two points of view's a line of vision.
But a line of thought is rarely
straight, an open line's no party
line, however fine your point.
A line of fire communicates, but drop
your weapons and drop your line,
consider the shortest distance from x
to y, let x be me, let y be you.
LINES
Lines by Martha Collins was featured on
Poetry 180 (retrieved February 23, 2007).
Poetry 180 (retrieved February 23, 2007).
About This Poetry Interpretation
This interpretation was created by "Reba" a student in a literacy course for pre-service
teachers. Here is some of what Reba had to say about her project:
When I began this poetry interpretation project, I was a little apprehensive because
of my struggle with the direction in my interpretations. I am constantly trying to find the
exact meaning behind the poem, and I find it hard to gauge the poet's intent. What I did
learn doing this project was that I should not limit myself in thinking that there is only
one way of interpreting a poem.
I think often times students get discouraged when studying poetry because they
may have differing interpretations from their classmates and teacher. As teachers,
believe it is important to make sure that w do not discourage our students from their
interpretations by forcing our own [interpretations] on them. The best way to a have
students feel more confident in their interpretations is not to dismiss them, but to make
them explain their thinking behind their interpretations.
This [electronic representation and written reflection] forced me to explain my
thinking behind my interpretation, and it forced me to create a multi-modal text to present
my interpretation. I had to produce a text that 'goes far beyond images and words to
include sounds, music, movement, bodily sensations and smells' in order to portray my
interpretation of the poem I chose. (Gee, 2003, p.)....I constantly found myself asking,
'Why did I include_______in my presentation? How does it convey meaning? What
meaning is it going to convey?'
Reference:
Gee, J. P. (2003).
This interpretation was created by "Reba" a student in a literacy course for pre-service
teachers. Here is some of what Reba had to say about her project:
When I began this poetry interpretation project, I was a little apprehensive because
of my struggle with the direction in my interpretations. I am constantly trying to find the
exact meaning behind the poem, and I find it hard to gauge the poet's intent. What I did
learn doing this project was that I should not limit myself in thinking that there is only
one way of interpreting a poem.
I think often times students get discouraged when studying poetry because they
may have differing interpretations from their classmates and teacher. As teachers,
believe it is important to make sure that w do not discourage our students from their
interpretations by forcing our own [interpretations] on them. The best way to a have
students feel more confident in their interpretations is not to dismiss them, but to make
them explain their thinking behind their interpretations.
This [electronic representation and written reflection] forced me to explain my
thinking behind my interpretation, and it forced me to create a multi-modal text to present
my interpretation. I had to produce a text that 'goes far beyond images and words to
include sounds, music, movement, bodily sensations and smells' in order to portray my
interpretation of the poem I chose. (Gee, 2003, p.)....I constantly found myself asking,
'Why did I include_______in my presentation? How does it convey meaning? What
meaning is it going to convey?'
Reference:
Gee, J. P. (2003).
