Revised Schedule

THE SCHEDULE—DON’T LOSE ME –In Class Dates are Red Date (due date for blogs)	Reading	Topic to think about/blog on
1/24	Poetry & Protest (p&p) pages 1-62 Essays and poems	How do the stories contain in the poems expand beyond their specific reference and makes themselves shed light on other historical/political and social moment? What are some styles we encounter?
1/31	Read America(s): Patrick Rosal  https://www.poetryfoundation.org/poetrymagazine/poems/detail/58473 Farid Matuk  http://bostonreview.net/matuk-poet-sampler And Language for a New Century (Language) Habib, 400, Youssef, 197, DuÃt, 211, Darwish, 245	IN this collection, the sense of place has shifted or taken on life in the eyes of the poet. Talk about the place, the meaning of it to the speaker, the way the images make it specific
2/7	Language: Rin, 78, Gurung 511,  Chin 143, Hasan, 298, Dao 418, Ismail 338; Breakbeat (BB) Saenz, 189, Murillo	Identifying the natural/ geographic elements from a colonial/post-colonial perspective OR What is place?
2/14	P & P: pps 63-114, Language: Ismael, 163, young, 271, OLivarez, 231	The color  complex. How does the poets use color, their own and others?
Reading for discussion in class on Saturday and Sunday— 2/18 & 2/19	Suck on the Marrow by Camille Dungy CLASS
2/21	Language: Carbo, 15, Charara, 231, Chin, 143: RA: Farris, 82, Huerta, 96; CS: Rodriguez 238, Ayon, 34, Bermejo, 39 http://www.poetryfoundation.org/poetrymagazine/poem/249104 http://www.poetryfoundation.org/poem/247068	Family is a different idea than we know. The childhood, the place.
2/28	CS: Carreno, 55, Lee, 180,  Archila, 22; BB: all of Diggs, 55+,  Smith, 254+,  Kearney 117 +	How difference is viewed Who are the voices and what are their instruments
3/7	P & P: 114-158: CS: Laningham, 172, Hearle, 138, Ceballos, 262; BB: Ford, 87+,  Moore, 70	Consider who in a broader context and then look at the work – historically, politically )
3/11-12  Reading for Saturday & Sunday	Cannibal by Safiya Sinclair Look: Poems by Solmaz Sharif When my Brother Was an Aztec by Natalie Diaz	Group 1 teaches Cannibal  (3/11) Group 2 teaches Look  (3/12) Group 3 teaches When my Brother (3/12
3/14	BB: Carney, 52, Goodwin, 153+ Rodriguez, 98; Tarifa Faizullah  https://pen.org/four-poems-by-tarfia-faizullah/ Danez Smith (all the poems)  https://www.poetryfoundation.org/poems-and-poets/poets/detail/danez-smith#about	Writing the violence—fueling the protest
3/28	Language: Habib, 400, Maqalih, 425,  Thayil, 206; BB Hammad, 91+, Perdomo 23+,  Harris, 223; Language: Mahmud, 402,	Writing about identity and its specific and general references
4/4	Read the rest of Poetry and Protest	Write about the universal and the particular, and how they support each other. What are the current moments of protest and how do they manifest?
4/11	BB: Ashgar, 231+, Nafis, 226; Language: Young, 271, Moe 446, Joseph, 134	The body—how is the presentation of the body meet the narrative and complicate the political
4/15 & 4/16 reading for Saturday & Sunday	Mucha Muchacha Poetry and Protest: Nikky Finny and Patricia Smith Language, Section Parsed into Colors 53-112-	Group 4 teaches, Mucha Muchacha Group 5 teaches, Poetry and Protest: Nikky Finny and Patricia Smith Group 6 teaches, Language, Section Parsed into Colors 53-112-