Goals And The Visual And Performing Arts Projects' Choices

By Author: emaly su
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Setting up right at the outset four goals that the projects should meet and on which we'll all assess them generally helps discourage weak proposals.

As Vic said, the goals make the project feel "important." I preface my list of sample projects with four goals, fuller descriptions of which may be found in Figure 1: (1) to respond to the poem and engage with some particular aspect of it; (2) to draw effectively on the possibilities of whichever medium you choose; (3) to communicate memorably your particular response to certain aspects of the poem; (4) to enrich your audience's experience of the poem. These four goals form the criteria for a rubric with which the students and I assess each project, and we all add ...
... specific comments to our ratings.

I encourage the students to start small with some part or aspect of the poem that has stayed with them, and to trust that this pebble, when dropped into the pond of their imagination and ours, will make ripples. One dancer, in her anxiety to do well, proposed retelling the entire poem through ballet! My list of possible projects has grown over the years as students come up with proposals that never occurred to me.

Some have created a journey of images altered by Photoshop, accompanying it with their own guitar or piano playing. The advent of iMovie has allowed students to draw on their love of music or art and their expertise in technology to make a movie with their laptops and no special film training, facilities, or advice. Nick describes. . . sitting out in my woods thinking and doing meditation, with my laptop and my copy of "Mariner" open. Suddenly I had my project idea. I had musical ideas first, so I wrote the first half of the music that night. Though I changed the instrument tracks a lot later on, I kept the vocals in their original form.

In places I moan and sound like a person going crazy because I really got my head immersed in the poem and wasn't composing for other people, just for myself. Some choices I made were beyond my understanding, but I liked the sounds. I used a good range of digital instrument recording as well as live recordings and experimented with having the visual images change rhythmically in places.

The music really determined my visual images. I didn't like any of my own shots so I Googled images till I found ones that fit the music, some surreal, including a painting a man made of a hallucination he had when he was dehydrated. You wouldn't believe the weird stuff that came up on some of my searches! I focused on the Mariner's psyche, in parts 3 and 4, where I feel he's been driven more than kind of crazy. I hope people will get a more internalized grasp of that part of the poem from my visual and aural images.

The list of projects I give the students (see fig. 1) encourages them to consider a variety of arts in their responses to the poem, and they often use their imaginations to conceive of projects well beyond what I've listed.