I’ll start at the end: I’m in a car full of students from grades 7-12. It’s close to 10 PM. We’re listening to M.I.A. and talking about whether and how we can make space for people to grow when everyone at school thinks they know who you are. We’re talking about what it means to care about something in public, in front of strangers. We’re talking about how hard it is to be a human being. No one wants to go home, so we sit together at school to share our big take-aways from this incredible day.
Here is some of what I heard my students say:
We’d spent the day at the Hyper Bole, the largest individual youth poetry slam on the East Coast. This is my school’s third year participating. In 2016 it was me, one brave high school junior, and her father. Last year, because of that young woman’s leadership (shoutout to Tessa!), we brought five kids. This year we took eleven. Two competed, and a third shared a just-written poem on her family’s immigrant experience.
Here is the truth: to be an adult is to never have to take seriously the voices of young people. We have the power to avoid them, ignore them, exclude them, and silence them — and too often, we do. As a teacher — even one who strives to be student-centered — I know how tempting it is to always lead the discussion, deciding who can speak about what and for how long. But on Saturday, for ten hours, I listened. I listened to young people from Baltimore, D.C., Norfolk, and all over Northern Virginia make art, publicly declaring their experiences, their hopes and fears, their vision of a better world. And I was reminded why I need to listen more often.
Every poem I heard at the Hyper Bole was an act of seeing our deeply flawed world with open eyes and still insisting that beauty is possible when we show up for one another. The poets were unflinching in their critiques of injustice, yet they made space for hope. They reminded us that there are better ways of being with each other in the world, and that we can only get there by dreaming and acting together. Indeed, the choice to raise their voices and share their truth with strangers reflects that abiding belief.
In this sense, Hyper Bole participants offered all of us a model of collective action for social change: seek and tell the truth; envision a better way; act in the service of that vision, in solidarity with those different from you.
My students and I ended our day at Hyper Bole talking about how empowering and affirming this community was, and about all that becomes possible within such a space. This didn’t come together by accident; co-founders Joseph Green and Brian Hannon made purposeful decisions to create the conditions for a transformative experience.
To give a better sense of these conditions, here are some photos and videos:
10 AM – 12 PM: Welcome and Ice-Breaker
In the first moments of the day, Joseph Green said just what I was thinking:
This is in line with what our school founder Deep Sran says often: we adults can’t get out of young people’s way soon enough. This idea pervades our instructional design, our clubs and projects, and our broader school culture and civic mission. We want to help students become their better and fuller selves so that they can get to work changing the world.
We began the day by giving students time to get to know one another. Young people had the chance to connect with peers who lived within a few hours from them but nonetheless led very different lives under very different conditions. A set of questions about poetry and social justice — and the incentive of a $50 gift card — broke students out of their cliques.
12 – 2 PM: The Preliminaries
Organizers purposefully scheduled the competition early in the day so that poets could enjoy workshops, lunch, open mic, and dinner without worrying about their impending performance. Students competed in small breakout rooms, and judges did not announce scores. This year, LSG had two competing students: Cas (12th) and Hannah (9th), who also lead our Poetry Club.
2 – 4:30 PM: The Workshops
Split This Rock invites experts to lead small-group workshops on poetry and social justice. Here is a list of the breakout sessions kids could attend:
- The Poem and the Immigrant Poet: Claudia Rojas, Split This Rock
- The Art of Opinion: Peter Certo, Institute for Policy Studies
- Art as a Core Element of Social Movements: Aaron Noffke, Poor People’s Campaign
- Intro to Theater of the Oppressed: Annalisa Dias and Althea Middleton-Detzner, Theater of the Oppressed
- Beyond Diversity and Community Building: GMU Office of Diversity, Inclusion, and Multicultural Education
4:30 – 6 PM: Dinner and Open Mic
Over pizza, students performed poetry and music (this year, my kids were super excited to hear a song from Hamilton). Shailee (10th), who had never attended a poetry slam before, stood in front of this large audience and shared a poem she had written just moments ago in one of the workshops. We were all blown away by her bravery.
The Grand Slam Finals
The ten highest-scoring poets from preliminaries competed on the final stage. Students performed poems about homophobia, Islamophobia, the loss of a father, antiblack racism, albinism, bullying, friendship, love, and truth.
One of my students noted that there was at least one line in each poem – often far more – that was fundamentally transformative for her. We gain so very much from listening to one another.
Because scores were announced aloud, it was here that we all remembered how absurd it is to assign a number value to a poem – especially these deeply personal and consequential utterances. But the competition (and the $1,000 scholarship prize) matters in the sense that it affirms these poets’ craft and effort as any public competitive event would. The scores remind us that something is at stake here — and the photo reflects that — though what’s truly at stake is much more significant than the points.
It would have been worth waiting 9 hours just to see the feature poet this year, Elizabeth Acevedo. Here is one of her poems. Just before it, she speaks compellingly about her experience in University of Maryland’s creative writing program as the only student of African descent, the only Latinx student, and the only student who came from a working class New York City background. Her words remind us all why a space like the Hyper Bole is so crucial. And her poem – an ode to the city’s rats – affirms everything in us that exclusionary spaces and standards fail to see as worthy.
When I think about what it takes to make sure the future Elizabeth Acevedos currently sitting in our nation’s classrooms have every opportunity to share their voices with the world, the student-centered events of the Hyper Bole are a crucial model. My students and I are so grateful to have participated.
For more on LSG’s approach to enrichment, please click here.