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Shakespeare's Monkeys

Infinite Monkeys. Infinite Typewriters.

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One Room Where Two Was Blue

For all the Monkeys. Inspired by Anstey's "Does Art Matter?"
 

The math test

was an abstract drawing

in black and white,

but my teacher said,

no.

Still, my ears saw five's

striking shade of yellow

melt when orange burned

straight up seven,

then turned the wrong way,

as flames sometimes will.

 

I could have sung

the sideways ladder

of notes

climbing the rainbow

of voices arranged

by vibrato and timbre,

each part composed

of equal beauty,

the sum, a garden

of flowers exhaling

 infinite fragrance,

the value of each

determined by faeries.

 

But the teacher said,

I was wrong.

Only one

roundly right answer,

flatly wedged between

a lack of possibilities,

her graphite eyes denying

mathematics my imagination.

The concept escaped me

and I was failed.

 

Words were leaves

growing wild,

secret trees,

a forest hidden in

head and heart.

A poem's leaf curled green;

a boat, green as water

where I'd float

out to the mystic sea.

But, each day in English,

attendance was taken

on the shore

where we marched like oysters,

nothing more.

Dry essays rolled

in plain bread crumbs,

narration's fried numb

construction of walled

off window fronts,

pat paragraphs

of structural precision,

the content;

naked mannequins displayed-

posing and saying nothing,

given A's.

 

With hatred's

love of art,

in defiance of vapid cruelty

and negation of creative excellence,

I beautifully butchered

my mannequins

and gave them hearts.

For my transgression

I was given C's

and kept after class,

the walrus winking,

do as they do,

I can't be thinking,

run along,

be dull,

and I will

give you A's.

 

One room

where the world

smelled of paper, paint,

and what was not yet

made real,

the feel of charcoal,

a stick of dark cloud,

smudging paper's white skin,

shading fear's corner,

where death was put

into perspective,

black eyes drawn

to the center of the page,

where he was forced

to watch me live

in bright self-portraits.

 

I learned to hate school early.

But I loved learning.

Moving every six months

to a year,

I jumped through

convenient cracks

wearing a homemade mask

and no one ever knew

my name.

I lived in hiding,

burrowed in a shelf

at the end

of a far off row,

a refugee feeding

on my stolen stack

of loot,

spines binding the scattered

hopes,

paths of pages

my hunger devoured,

voraciously keeping one eye

out for the librarian

who had the power

to take away my books

and send me back.

 

 

046blue-window.jpg

Comments

U668857 - on Apr. 28 2008

This is an amazing write, Catherine; and it's a sad inditement

on prescriptive inflexible education and educators. I like the 

way you distort the factual logical harshness of mathematics

to conform to the poetic/artistic expression of ideas.

It does raise interesting questions as to creativity and its

place within our lives, and it gives insight into the mind's 

inner interpretation of symbolic logic in terms of colour and image...

you are fascinating as ever...Love, Alan. 

 


Celticlion - on May 1 2008
Thank you so much, Alan. Believe it or not, I used to come home from elementary school and draw or paint pictures of my math homework and then turn them in! You can imagine the response I received. I was treated rather poorly, especially after testing "proved" I was actually quite bright. Then I was accused of being lazy and difficult.I'll own the difficult part...hehehe...Thank you for your, as ever, insightful review. Love,C
Anstey - on May 2 2008

I don't recall ever inspiring anyone to write a math poem before. There are some great bits to this but my favorite is the winking walrus.


Celticlion - on May 2 2008
Well, thank you, sir. I used math mostly because it was genuinely my greatest struggle (though I later learned it is simply a language like any other and I love languages)- but also because poetry, like music, is very mathematical, though it may not seem so. All creation is mathematical, therefore, all true artists have an intuitive understanding of math on some level. Anyhoozle, thank you for the inspiration!...C
Anstey - on May 2 2008
I don't really agree or disagree on the math. It's really definitional. rather than define things with math, particularly artistic type things, I like to think of it more in terms of the types of thought employed and accentuated. For example, Linear, circular, intuitive, parallel, deductive
Celticlion - on May 4 2008
Yes! Exactly, S! All semantics aside, form is the embodiment of those words you used- what I think is also interesting is how formelessness is as well. For we also write the negative, the lacking of, the inside out of reality and experience. I think the structural approach is still loosely the same. I don't know about you but poetry for me feels almost architectural. I've never had anyone to talk to about these things. I hope I don't sound like an idiot.... idiot
Sinnaminsun - on May 4 2008
Very interesting and very well written:)  Didn't Albert Einstein flunk out of school, or drop out?   Just goes to show that there are many ways to view a situation, maybe looking deeper and more creatively might not be correct in some regards, but in other ways it can open doors to something else even better than being "right".  Your poem definitely gets the reader to think.  I like the art work you posted above your poem too. 
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