In honor of National Poetry Month, April’s Community Connection is Kolby Kerr. Kolby is an English teacher at New Tech High at Coppell who incorporates a DMA visit into his creative writing curriculum.
Tell us a little about yourself.
I teach AP English IV, regular English IV, and creative writing at New Tech High. It’s a unique school and school environment. This is my fourth year teaching, and I teach all seniors. I graduated from Wheaton College with a degree in English and got a Master of Fine Arts degree in Poetry from Seattle Pacific University. I am interested in literature and creative writing and the intersection aesthetics and academics.
What drew you to New Tech High?
We are a public choice high school; students come here based on a lottery or a first-come, first-serve sign-up within Coppell ISD. We have a one-to-one technology pairing, so students have access to their own laptops and to the internet at all times. Our curriculum is project-based; everything has to be invested in real-world, directly applicable projects. Hopefully, that will increase students’ investment in their own intellectual curiosity. They tell us what they need to know to complete their projects. I have, more or less, autonomy to create my instruction around concepts and ways of life I’ve found helpful in engaging the world with the mind.
Tell us about your relationship with the DMA.
In my undergraduate degree program, a creative writing professor took us to The Art Institute. He set us loose, told us to engage and interact with single work of art, and write an ekphrastic poem based on it. I found the activity liberating and interesting; I don’t know much about art, but I really felt like I had an engagement with the artwork on a deeper level than I had experienced before.
When I knew I would teach creative writing, that was the first project I wanted to do. I grew up going to the DMA with my grandmother, who was a big art-lover and always took us down there. I came last year and this year with my students. We started with an hour-long guided tour of highlights in the DMA collection, then I set them free.
How do you set up the assignment at the DMA?
It is fairly open-ended. After the highlights tour, I suggest that students take an hour to narrow down four to five different works, take notes, snap a photo and journal. Then, they spend a full hour with one piece, which forces their attention in one direction. With constant distraction and consumer overload, writing forces you to produce something from yourself. You can get at ekphrastic poetry from two angles – either read into the moment of the painting, which provides narrative or a character you see in painting, or take something from the painting and let it project into your own life and become a more lyrical expression. Some poems are almost all image-driven, while some are story poems. Either type of poem drives you back to the art and makes you want to see the art and compare the experience of the poem to the experience of the piece.
This partnership gives a sense of relevancy and authority to a field – creative writing – that sometimes feels too abstract. Creative writing exists way off the beaten path and this assignment gives a kind of legitimacy to a culture that creative writing is not only hoping to sustain but helping to thrive and flourish into the 21st century.
How do you combine poetry and art in your assignments?
Melissa Nelson
Manager of Teaching in the Community
