EXAMPLES OF PERFORMANCE POETRY

THE SOUND COLLECTOR by R McGough
A stranger called this morning Dressed all in black and grey Put every sound into a bag And carried them away The whistling of the kettle The turning of the lock The purring of the kitten The ticking of the clock The popping of the toaster The crunching of the flakes When you spread the marmalade The scraping noise it makes The hissing of the frying pan The ticking of the grill The bubbling of the bathtub As it starts to fill The drumming of the raindrops On the window pane When you do the washing up The gurgle of the drain The crying of the baby The squeaking of the chair The swishing of the curtain The creaking of the stair A stranger called this morning He didn’t leave his name Left us only silence Life will never be the same.

LEISURE CENTRE, PLEASURE CENTRE
Rice

by J

You go through plate glass doors With giant red handles, Into light that’s bright As a million candles. The chlorine smells The whole place steaming, The kids are yelling And the kids are screaming. Watch them Wave jump Dive thump Cartwheel Free wheel Look cute Slip chute Toe stub Nose rub In the leisure centre, pleasure centre. Sporty people laugh and giggle Folk in swimsuits give a wriggle. Kids are in the café busy thinking If they can afford some fizzy drinking. In the changing rooms Wet folk shiver. It’s hard to get dressed When you shake and quiver

And we go Breast stroke Back stroke Two stoke Big folk Hair soak Little folk Eye poke No joke In the leisure centre, pleasure centre. And now we’re driving back home Fish ‘n’ chips in the car, Eyes are slowly closing But it’s not very far. Snuggle wuggle up in fresh clean sheets A leisure centre trip Is the best of treats because you can Keep fit Leap sit Eat crisps Do twists Belly flop Pit stop Fill up With 7-Up Get going Blood flowing Look snappy Be happy In the leisure centre, pleasure centre.

THE DRAGON WHO ATE OUR SCHOOL by
N Toczek

The day the dragon came to call, she ate the gate, the playground wall and, slate by slate, the roof and all, the staffroom, gym and entrance hall, and every classroom, big or small.

Oh… She’s undeniably great. She’s absolutely cool, the dragon who ate the dragon who ate, the dragon who ate our school.

So… She’s undeniably great. She’s absolutely cool, the dragon who ate the dragon who ate the dragon who ate our school.

It’s thanks to her we’ve been freed. We needn’t write. We needn’t read. Me and my mates are all agreed, we’re very pleased with her indeed. So clear the way, let her proceed.

Pupils panicked. Teachers ran. She flew at them with wide wingspan. She slew a few and then began to chew through the lollipop man, two parked cars and a transit van.

Cos… She’s undeniably great. She’s absolutely cool, the dragon who ate the dragon who ate the dragon who ate our school.

Wow…! She’s undeniably great. She’s absolutely cool, the dragon who ate the dragon who ate the dragon who ate our school.

There was some stuff she couldn’t eat. A monster forced to face defeat, she spat it out along the street – the dinner ladies’ veg and meat and that pink muck they serve for sweet.

She bit off the head of the head. She said she was sad he was dead. He bled and he bled and he bled. And, as she fed, her chin went red and then she swallowed the cycle shed.

But… She’s undeniably great. She’s absolutely cool, the dragon who ate the dragon who ate the dragon who ate our school.

LOUDER! by R Stevens
Ok, Andrew, nice and clearly – off you go.
Welcome everybody to our school concert…

Louder, please, Andrew. Mums and dads won’t hear you at the back, will they?
Welcome everybody to our school concert…

Louder, Andrew. You’re not trying. Pro – ject – your – voice. Take a b i g b r e a t h and louder! Welcome everybody to our school concert… For goodness sake, Andrew. LOUDER! LOUDER!

Welcome every body to our school concert!
Now, Andrew, there’s no need to be silly.

THERE’S A MONSTER IN THE GARDEN by
D Harmer

If the water in your fishpond fizzes and foams And there’s giant teeth marks on the plastic gnomes You’ve found huge claw prints in the flower bed And just caught sight of a two-horned head Put a stick in your front lawn with a piece of card on Look out everybody – there’s a monster in the garden! You haven’t seen the dustman for several weeks Haven’t seen the gasman who was looking for leaks Haven’t seen the paper-girl, postman or plumber Haven’t seen the window cleaner since last summer Don’t mean to be nosy, I do beg your pardon Look out everybody – there’s a monster in the garden! One dark night it will move in downstairs Start living in the kitchen, take you unawares Frighten you, bite on you, with howls and roars It will crash about, smash about, push you out of doors In the cold and snow the ice and rain will harden Look out everybody – there’s a monster in the garden! Now listen to me, neighbour, all of this is true It happened next door, now it’s happening to you. There’s something nasty on the compost heap Spends all day there curled up asleep You don’t want your bones crunched or jarred on Look out everybody – there’s a monster in the garden!

GENIUS by M Glynn
I am a liric maniac An Urban Oral GENIUS My style iz fast ‘n’ FURIOUS My manna iz SPONTANEOUS My lirix make yer laugh sometimes As well as bein’ SERIOUS I’ll send yer round and round the bend I’ll make yer act DELIRIOUS Each word is hot, and can’t be held I suppose you’d say I’m DANGEROUS I know I have a way with wurdz The wurd I’d use iz NOTORIOUS For those who want to challenge me I find it quite RIDICULOUS When critics try to put me down Can’t see them. They’re ANONYMOUS The only thing I have ter say I see them all as ODIOUS I luv my rithmz ‘n’ the beatz Smell my wurdz, they’re ODOROUS I love my lirix to the max Evry syllable ‘n’ sound iz MARVELLOUS I execute my wurdz so well I suppose you’d call it MURDEROUS To work so hard on all these wurdz Some say it is LABORIOUS There’s double meaning in my style Four syllables ter you. AM . . . BIG . . . U . . . OUS I know I’m going on and on But I certainly ain’t MONOTONOUS You have ter chill ‘n’ agree with me The feeling is UNANIMOUS Ter get inside yer head like this I know that I am DEVIOUS I do it in a sneaky way I suppose I’d say I’m MISCHIEVOUS When pepul think about my rimez I know that they are CURIOUS Don’t understand the resun why Becuze the cluez R OBVIOUS Okay you’re right my wurdz ‘R’ good I suppose they are MIRACULOUS Astounded by this type of rime I know you ‘R’ OBLIVIOUS There’z only one thing left ter say I’m bad ‘n’ cool ‘N’ INFAMOUS

HOW TO PERFORM A POEM
 Read the poem “The Sound Collector”.  Think about how you would perform this poem.  The following ideas might help you.

Hint 1 Think how a performer could use the voice to make the poem alive, dramatic and interesting. Think about volume, different ways of speaking, times for quietness or loudness, times to slow down or speed up, times to pause and key words that need emphasizing. Hint 2 Think how a performer could use the face to help make the use of voice as expressive as possible. Silly twitches and overexaggerated things might not work! But what could a performer do that would be effective? Hint 3 Think how the performer’s body language might help to make the poem come to life. The performer might be still but the body can still be used, such as in the turning of a head, the lowering of an eye, or the sudden making of eye contact with the audience! Might there be some particular movement you would like to make at certain places in the performance? Hint 4 Last of all, are there any other effects that would be good to use. This could be anything to do with lighting, the stage, your positions, clothing and any special visual or sound effect that would be practical and easy enough to achieve.

PERFORMING POETRY: PEER ASSESSMENT SHEET
Assessor’s name: ________________________________________ Assessee’s name: ________________________________________ Task title:

Rainforest Performance

Poetry
Use the criteria box below to make your observations of your assessee. A scale of 1 – 10 is simple and easy to use, 1 being low and 10 being high. SKILLS Clear, audible voice Expressive use of voice Clear, purposeful movement Facial communication Body communication Awareness of audience Fluent delivery of ideas MARK

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