Speech Arts

The poem to the right of this post, In Flanders Fields, has been recited many times today. This poem was part of one of my first exposures to speech arts. My teacher, Mrs. Watchorn, expressed frustration that the poem is often read poorly. By poorly, I mean that the way the poem is usually read does not often match the gravity of the subject matter or make sense when you really look at the punctuation. Based on tone alone, most students who read this poem aloud at Remembrance day assemblies may as well be reading Hickory Dickory Dock. When reading poems with students try to have them think critically about what they are reading. How would the author have been feeling when he wrote this? How, therefore, should I be reading it? Is this one idea together, or two separate ideas that should have a pause between them? One important aspect of speech arts is to read a poem, or other written work, so that you convey the intended meaning. One line that always bothers me is:

        "To you from failing hand we throw
         The torch; be yours to hold it high."

Most people reach the word "throw" and give a pause before saying the next line. Read those two lines again. Wouldn't it make more sense to read all the way to "The torch" then take a pause at the semicolon? (The answer is yes, yes it does make more sense) This link is to a document that shows several ways to divide the poem into parts for choral reading. Check out how they divide the lines up. Speech arts invites you to think critically not just about what you read, but how you read it!

(Photo credit: In Flanders Field )