他山之石 ｜ 沉默着创作，创作中认识生活
嗨，小号的朋友们！全新改版的［他山之石］栏目上线啦！在［是光的小号］这片聊天的自留地里，我们也一直在想还可以给大家分享哪些好玩有用的东西💡
琢磨了一大阵子，决定推出升级版［他山之石］。简单来说，就是通过定期翻译国外有趣的诗歌实践和教学，看看别人都是怎么做的！与志愿者、诗歌老师和月捐人一起，分享更广阔可爱的🌏世界。
+ + + + + + + + + + +
摘要
本期内容来自于爱尔兰教育家、编辑、作家弗雷德·塞奇威克的著作《读我心意：儿童、诗歌与学习》的第三章。此前已经介绍了孩子们如何通过自己的身体认识世界，身体是孩子们接触世界的第一手经验来源。然而，人之所以与其他生物不太一样，是因为语言使人类与众不同，它能够表达真挚的情感和人对生活的感悟。本章节里介绍了孩子如何在诗歌中通过语言表达了自己的情感之一“愤怒”，如何在诗歌中描写了自己脑海中的“盒子”。在老师的引导之下，孩子们沉默地思考，在构思诗作的过程中深度挖掘了自己“盒子”里的东西，并通过诗作表现出来，展示了自己对生活的独特认知。
+ + + + +
✦ +
+
诗歌中的愤怒
孩子们情感充沛，那么他们在诗中如何表达自己内心的情感呢？下面我们以愤怒这种情感为例，看看他们的诗作中的愤怒是什么样子的。
This next poem was written by an eleven-year-old in response to reading and listening to Vasco Popa’s poem ‘Just come to my mind’ (to be found in Geoffrey Summerfield’s anthology Junior Voices, the Fourth Book 1970):
下面这首诗来自一个11岁的孩子，他阅读瓦斯科·波帕的诗《浮现在我的脑海中》（见杰弗里·萨默菲尔德的选集《少年之声》，1970年卷四）后，写了这首诗作为回应：
注意一下，这里将诗句压缩成小节的形式，使得愤怒听起来好像是在巨大的压力下表达的。
而且，愤怒用诗歌这种形式表达最容易被感受到，因为在所有的情绪中，愤怒最有可能用不拘格式和不讲情面的方式宣泄在纸上。
让一个五岁的小女孩写出让自己愤怒的东西，她写道：
That full stop at the end of line 7 is in a significant place, and should make us pause when we too readily decide to correct children’s punctuation. It stands for the long silence the child experienced as she reflected on her anger and what had happened as a result of it. The lines ‘that was all/right then/it was all/back to/together/again’ are a plea that this might be so, almost a prayer. The shape of the poem shows us that the child knows something about poems—that they vary in structure and so on—and I think it is best left as it is, a knife-shaped prayer.
We know plenty about children’s tantrums and anger from our own adult point of view. This writer offers us an opportunity to explore the same subject from the child’s angle. If I emphasise learning throughout this book, I want to make it clear that often that learning isn’t only the child-writer’s, but ours, too.
从我们成年人的角度来看，我们挺了解孩子的脾气和愤怒是什么。此处，小作者为我们提供了一个机会，从孩子的角度探讨同一主题。如果说本书着重探讨学习，我想明确指出的是，学习不仅是这些小作家们的事，也是我们的事。
✦ +
+
诗歌里的盒子
这里的盒子并非是真正的盒子，它是一种严肃而有力的方式，可以让孩子们思考自己的内心世界。塞奇威克（1992:110-30）以前在谈戏剧时写过。而这里是在探寻诗歌里的“盒子”。
那么孩子的盒子是什么样子的，里面又装了什么东西呢？我们也许可以从他们的作品中探寻到答案。
Hannah was ten when she wrote this:
女孩汉娜在十岁时写了如下内容：
My box is lined like ships of gold yet any other person would think it was old and scruffy and made from wasteful card. No my box is made from dreams, it sits there whispering. I wonder what’s inside.
I take my box to a special place under the stairs. When it’s there it opens on its own.White streaks of silver glitter, then it goes back and there inside is my own favourite dream.
Also in my box are three cold colours coughing and spluttering. In my box they’re floating and fluttering in their own season according to the colour.
In my box I have three specks of dust from the dusty dry paths of Hungary, not from the great tourist town, but from the hands of labourers.
In my box there has been a great worry storm which has washed away my dream and place a nightmare and it’s destroying my box.
The lid of the box closes and it vanishes. The box was killed by the nightmare. The lid has slammed with the sound of cymbals.
汉娜的作品描述了自己脑海里的盒子是什么样子的，里面装了自己闪闪发光的梦，当忧虑来临摧毁盒子的时候，又发生了什么。
所有这些都归结为一句简单的话：诗是献给诗人的。也就是说，小作者的脑海中的盒子反映了自己感知的这个世界，里面的东西也表达了自己的感情。那作为教授诗歌的老师，我们要怎么做呢？
The question for us as teachers of children trying to write poems is, how to get that surface primed. Henry is a friend of mine with a passion for poetry and what it can teach. We often share thoughts about it, and reactions to our work in the classroom. I watched as Henry worked with a group of ten-year-olds, using an autocratic way of getting them prepared for inspiration. First, he asked the children to close their eyes and cover them with their hands.
作为教孩子们尝试写诗的老师，我们面临的问题是，如何准备好启蒙工作。亨利是我的一个朋友，他对诗歌及能教授的相关内容充满热情。我们经常分享关于诗歌的想法和在课堂上孩子们对我们工作的反应。我看着亨利与一群十岁的孩子一起工作，用一种强制的方式让他们为灵感做好准备。首先，他要求孩子们闭上眼睛，用手捂住眼睛。
捂住眼睛后，孩子们减少了一种被外界的嘈杂影响的途径，他们就更有可能沉下心安静地思考诗歌创作。
In the silences that we as teachers sometimes impose, objects are made on which the makers—the children, the writers—can reflect. I don’t mean (it should be needless to say) silences imposed for mere disciplinary or administrative purposes. I mean those silences which set children free to think; thus reflecting on more than that object; reflecting, for example,happily or otherwise, on their world, and how the world is to them, and (who knows?) God. Poetry, on the other hand, starts in the silence and reaches forward.
有时在我们老师强加的沉默中，创造者，也就是小作家们可以对目标思考。我并不是说（当然也不必说）仅仅为了纪律或行政目的而实行沉默。我指的是那些让孩子们的思绪自由飞翔的沉默；因此，思考的内容不局限于那个对象；例如，快乐地或以其他方式思考他们的世界，以及世界对他们来说是怎样的，还有上帝，谁知道呢？也可以说，诗歌开始于沉默，并向前延伸。
It was during a session on this exercise that a girl told me that‘There is no box in my head’. I replied, after some thought, never having been told this before:‘That’s your first line, then’. She looked at me for a moment, and expressionlessly wrote the line down. Later I went back and looked over her shoulder. She shifted her book so that I could read:
在一次盒子练习中，一个女孩告诉我“我的脑子里没有盒子”。我想了想，回答说：“那是你的第一句话。”此前我从未这样说过。她看了我一会儿，面无表情地开始写了起来。过了一会儿我走回去，她把书挪了挪，以便我能从她肩后看到：
…and if there was one it would be dark…everything in my box is hidden.In the dark corners there might be my family, I don’t know for sure…
……如果有一个盒子的话，那它会很黑……我盒子里的一切都藏起来了。在黑暗的角落里可能有我的家人，我不太确定……
This child is spending valuable time and emotional energy exploring her own nature.
这个孩子正在花费宝贵的时间和情感能量探索自己的天性。
✦ +
+
总结
Children learn about themselves through the writing of poetry. They can examine their own bodies, hands, feet, eyes, brows; they can reflect on what their six favourite words are. They can look at, or dream up, or reflect on a box in their heads; they can (exposing their fantasies) lie, and they can boast. They can meditate on their emotions. They probably, at times, need to be quiet for ‘a long, long time’. They can reflect, almost prayerfully, and at least meditatively, on what the beginning of their perfect worlds might be like. They can reflect on their autobiographies. But also, they can learn about their world.
孩子们通过写诗来了解自己。他们可以检查自己的身体、手、脚、眼睛、眉毛；他们可以思考他们最喜欢的六个单词是什么。他们可以观察、幻想，或者想想脑海中的盒子；他们可以（暴露自己的幻想）撒谎，也可以自吹自擂。他们可以在自己的情绪中沉思。有时，他们可能需要沉默“很长很长时间”。他们可以近乎虔诚地、至少是冥想地，思考他们完美世界的开始可能是什么样子。他们可以思考自己的自传。而且，他们可以由此了解自己的世界。
译者介绍
西部某普通高校青椒一枚，兼职口笔译译员，心中有山海、有情怀，相信诗歌中有爱、有远方，更希望通过自己的微薄之力能给山区的孩子带来一点光。 |
校对 | 柳丝
编辑 | Halona
他山之石，可以攻玉。
本栏目所翻译、改编、汇编、播放的已经发表的作品，只供教学人员借鉴和文化交流等非商业目的使用。我们感谢原作者的研究成果，并尊重著作权人的合法权益。
未经授权禁止转载、使用。
公众号如需转载或使用文章
请在对话框后台输入“转载”，联系授权
Read More
[他山之石] MARTIANS 火星人：用陌生的视角看熟悉的世界
关于我们
昆明市呈贡区是光四季诗歌青少年服务中心（简称“是光诗歌”）是国内首家且规模最大的乡村诗歌教育公益组织。从2016年10月开始，“是光”通过为当地教师提供诗歌课程包和培训，解决乡村孩子缺乏心灵关注和情感表达渠道的问题。截至2021年9月，“是光”已经服务中小学1200余所，110000余名孩子有了人生的第一节诗歌课。
支持我们
↓ 欢迎点击“阅读原文”，加入“是光”月捐计划