Minds On
Today’s vocabulary
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Is a type of literature that is meant to evoke an emotional response based on the language chosen and how the words are arranged for meaning, sound, and rhythm.
Spoken word is a broad term that describes a type of poetry that is meant to be performed. What sets spoken word aprart from other types of poetry is its use of rhyme, reptition, improvisation, and word play.
A piece of music or writing that has been created.
Literary devices are structures that writers use to add meaning for their audience. Examples include: Rhyming words, alliteration, puns, and onomatopoeia.
Important ideas in music. They are: duration (beat, rhythm, metre, tempo), pitch (melody), dynamics, timbre, texture/harmony, and form. Explore also the definitions for these terms.
Let’s get started!
Music as the messenger
Music communicates a message to those who are experiencing it. There are different ways in which this communication happens.
Consider the ways in which a song or piece of music communicates its message as you explore these images and descriptions for inspiration.
The lyrics of a song contain words that have meaning.
The arrangement of a piece of music can help to communicate a message. Through tempo and dynamics, emotions can also be expressed.
When a musician performs live to an audience, they can communicate with them on a personal level.
When someone is experiencing a piece of music, they can feel an emotional connection to the piece.
List the ways that a message in music could be communicated by completing the Messages in Music mind map in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
Action
Get ready, get set…
What is spoken word?
Two teachers talking. The first teacher says:
Have you heard about spoken word before?
The second teacher responds:
Yes, but I assumed it had something to do with poetry.
The first teacher says:
It does! It involves poetry that is intended to be performed.
Spoken word is a broad term that describes a type of poetry that is meant to be performed. It incorporates elements of rap, hip-hop, storytelling, theatre, jazz, rock, blues, and folk music. Spoken word can be published on paper, but it’s deeply rooted in oral traditions and performance.
What sets spoken word apart from other types of poetry is its use of rhyme, repetition, improvisation, and word play. Common themes found in spoken word include issues about social justice, politics, and the environment. Occasionally, spoken word can draw on music, sound, dance, or other kinds of performance to connect with audiences.
Spoken word is a great way for people to use their voice as an instrument so that they can share their thoughts and feelings about a topic that they’re passionate about.
Let’s explore a poem and some spoken word poetry.
Randell Adjei
Access the following video to learn more about Randell Adjei, Ontario’s first Poet Laureate.
Pause and Reflect
The impact of voice and words
Answer the following reflection question in a method of your choice:
How did Randell use his voice as an instrument and the words of the poem to share personal thoughts and feelings about how one overcomes brokenness, and why feeling down or “broken” can be turned into a positive?
Consider the words Randell uses as well as the way these words are spoken.
Apollo the Child
Let’s explore a spoken word artist named Khaleefa Hamdan who goes by Apollo the Child. He is a first-generation Canadian from a Muslim family and he’s used spoken word to help him with his thoughts and feelings.
Access the following video to learn more about Apollo the Child.
Pause and Reflect
What did you think?
Answer the following reflection questions in a method of your choice.
- What did Apollo’s spoken word excerpts make you think of?
- How did Apollo use his voice as an instrument and the words of his poem to share personal thoughts and feelings?
Consider the words Apollo uses as well as the way these words are spoken.
Using voice as an instrument
In spoken word poetry, the artist uses their voice as an instrument to communicate their message, much like a musician. The performances are filled with emotion as the artist is sharing a topic that is important to them.
A spoken word artist puts their audience into the scene they are crafting for them. There is often repetition, word play, and literary devices being used throughout the piece.
Press ‘Definition’ to learn more about literary devices.
Literary devices are structures that writers use to add meaning for their audience. Here are a few examples:
Rhyming words are words that have the same or similar ending sounds (e.g., cat, hat).
Puns are a humorous way of using a word or phrase so that one meaning is suggested.
Alliteration is when the same letter or sound is used at the beginning of a series of connected words.
Assonance occurs when two similar sounds are placed closely together (e.g., “rise high in the bright sky”).
Onomatopoeia is the formation of a word from a sound it is associated with (e.g., buzz, zip).
To help the audience connect with their meaning, spoken word artists appeal to the audience’s senses.
For example, Randell used the sense of touch in his poem, “Brokenness,” as follows:
“Like shattered glass they may cut you when you try to uplift.”
Repeating particular words or lines emphasizes an image an artist is trying to communicate. Repetition creates staying power in the audience’s mind.
The elements of music in spoken word
When the poem is performed, the rhythm and musicality of the piece come alive. The poet determines the rhythm of the poem, as well as how they will use their voice as an instrument to create their performance and communicate their message.
Which elements of music must a spoken word poet consider when performing their piece? Press the button beside the elements that apply in the checklist below.
Spoken word checklist
Press ‘Answer’ to reveal which elements a spoken word poet considers when performing.
All of the elements of music are considered by a spoken word artist in their performance.
Pause and Reflect
Using the elements of music
Consider the small excerpts of poetry that Apollo shared and Randell’s poem “Brokenness.” How did they use these elements of music in their performance?
- monophonic music: the melody of one voice
- timbre: the quality of the melody and the sounds being created
- dynamics: the different volumes of the words being spoken and the changes in voice for emphasis
- duration: the speed with which the poem was performed, including pauses and variations in speed
- pitch: any variations in the pitch of the words being spoken
Record your responses in a method of your choice.
Go!
Creating spoken word poems
It’s time for us to become spoken word artists!
Take a moment and think about social causes or issues. These may include any causes in your own community, or any provincial, national, or even global issues.
Record these ideas using a method of your choice.
Once you’ve completed your list, think about which cause or issue you are most passionate about exploring further. You may then organize your ideas by using the following checklist, the planning document below, or a method of your choice.
Spoken word checklist
Complete the Spoken Word Planner in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
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Social Issues or Cause: Brainstorm potential ideas. |
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Final Topic Selection: Once you’ve made your final selection, record it here. |
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Words Related to My Topic: Generate a list of words that are related to your selected topic. This will help with writing your spoken poem. |
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Key Ideas and Messages: What is the key idea(s) or main message(s) that you want to leave your audience thinking about? |
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Rhyming Words: Pair any words that you may want to use that rhyme (e.g., train, brain). This may help inspire some ideas. |
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Repetition: Are there any words or phrases that are important that you may want to repeat? |
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Spoken Word: Use this section to complete your Spoken Word performance. You may want to use some of the rhyming words and repetition to help write your piece. Be sure to give it a title. When composing, consider the flow of your spoken word poem. |
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Press the ‘Activity’ button to access Spoken Word Planner.
Consolidation
Composing for a school or community function
Musical composition
You have been asked to create a musical composition in the form of a spoken word piece for an upcoming performance showcase. You can choose where this event will take place:
- Option 1: In your community
- Option 2: In your school
You can perform the poem you created in the Action section, or another spoken word piece of your choice.
You will use your voice as an instrument to communicate your message, but considerations need to be made before it is performed.
Press the following tabs to access questions about the elements of music you might consider when performing your piece. As you create your performance plan in a method of your choice, you may use these questions to guide your performance.
If you’d like, you may also return to Apollo’s and Randell’s videos in the Action section as examples of performances.
Tempo refers to tempo markings and rhythm.
- How could you describe the rhythm of the piece?
- What tempo would you use to perform the piece?
Dynamics refers to intensity levels, volume, and expression.
- What changes in volume and expression would you like to use and where would you like to use them?
- What are the ranges of volume and expressions you would like to include?
Pitch refers to keys encountered in the composition and major and minor tonality.
- What pitch changes would you like to include and where would you like to include them?
Timbre refers to the layers and combinations of sound.
Texture refers to monophonic, homophonic, and polyphonic music.
- As a monophonic (one performer) piece, how can you include melody in your performance?
Form relates to the way the musical piece is organized.
- How are you organizing your piece to communicate your message to an audience?
- How do the words and musicality change throughout the piece?
Pause and Reflect
Reviewing the creative process
Answer the following reflection questions about the creative process in a method of your choice.
- What strengths did you draw from to create your spoken word piece or to plan your performance?
- Are there any parts of this creative task that you would like to continue to practise?
Reflection
As you read the following descriptions, select the one that best describes your current understanding of the learning in this activity. Press the corresponding button once you have made your choice.
I feel…
Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.
When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.
Discover MoreExplore how Mahlikah Awe:ri performs her spoken word poem on TVO Kids: The Space. She includes song and musical accompaniment to her performance.
Mahlikah is Haudenosaunee Kanien’kéhà:ka & Mi’kmaw L’sitkuk of the Wolf Clan, from the Territory of Kahnawá:ke and the Unceded traditional homelands of the Mi’kma’ki of Kespukwitk with African American, Afro-Caribbean, and Irish ancestry.
Access the following video to learn more about Mahlikah’s spoken word poem.
Consider how Mahlikah Awe:ri added a layer of texture to her performance with the drum.
Describe how you might use music to create texture in your own spoken word piece. What rhythmic accompaniment could enhance your performance?
Using a method of your choice, record a possible musical accompaniment to the piece.