rev 7/1980
Ear to the Ground SSU Poetry Festival chapbook, 1980
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I was simultaneously holding down several jobs for SSU, the Public Poetry Center, the InterCultural Center, and also CPITS. I was still under the illusion that I would actually get paid for my work so I kept note, but when I realized it was dust in the wind, I quit worrying about it, and just got on with it. But then I lived for poetry. It defined me. And I was also teaching at several schools as well. This log begins with the dreaded Robert Bly, reading where he mistreated me, and I put on the event for him, got him paid. I never forgave him.
I didn’t realize that Pat Nolan was poetry editor of the Sonoma County Stump before I came along six months later.
Dec. 4, We produced a big reading at the Cotati Cabaret with Joanne Kyger, David Bromige, Jonathan London, Rob Sharpe, Michelle Rae, and myself, Maureen Hurley. The objective of the reading was to include Sonoma State student poets along with recognized poets.
Dec 5, We had an Expressive Arts final event and show at Sonoma State with Jack Crimmins, as Coyote, myself, Greg Loew, Andrea Granahan, Rocco Tripodi and others. A poetry bounce.
Then, on Dec. 10, for our grand finale, we all met up at Garbo’s in Greenwood Park for a Public Poetry Center reading event with fellow Expressive Arts students Gregg Loew, Chaz Abate, Lana Costantini, and myself. We were bringing Sonoma State student poets to the Russian River Writers’ Guild. The reading went really well. Gregg and I had read together on Halloween for the Expressive Arts assembly, another solid reading.
I wanted to read on much longer than I had time for. So I read some new material, but I was conscious of Lee standing in the background and I was afraid I might reveal too much, or not enough. I dedicated my latest poem, The Sighs of Women to him as a birthday gift as it was his birthday the next day. We are beginning to move towards each other once again. The initial communication is clearer than his logical assumptions. I snuck into his bed at midnight and was given a warm welcome.
Other readings I attended, and read at Open mike. Dec 22 Grand Piano benefit reading for the Haight Asbury Literary Quarterly, and another HALQ reading on Dec. 28. Where? Joanne Hottchkiss
Journal 11/13/1979
My Cotati Cabaret benefit reading for California Poets in the Schools went well. Poets who read, Marty Goldstein, Pam Rafael, David Bromige, Leonard Cirino, Hunce Voelcker, John Kong, Susan Maxon, Marianne Ware, Boschka Layton, Pat Nolan, Lee Perron, and Jere doing poetry and dance. Second half of the reading was Will Staple, myself, Chaz Abate, Jerome Reiter, Jonathan London etc.
We made $143 at the gate and it was a great turn out. Also, it was mostly community people not as many students from Sonoma State. Definitely Public Poetry Center’s goals have been met. We are bringing the Sonoma County poets together. River folks participating with town folks and reading poetry and maki g art together. John’s mime piece on suicide was excellent. Lee and Jere’s dance and poetry ensemble, Silent Crow, was superb.
I think we will need to tour Sonoma County with this entourage of poets to raise more money for California Poets in the Schools, it was definitely a high night. The poets were wonderful, the audience was wonderful. Next time only two sets I think people started to leave before the third set was finished. I published a chapbook of their work, called The Program as a memento for the audience to take away with them.
—After Kliban
The cat wears red sneakers. He's been hanging around here for some time now. He's heard that on the streets of Guerneville, it's a good place to hang out. He's as good as any punk. As he rolls up his tiger-stripe socks and shirt cuffs with such an air of nonchalance, you suddenly realize that you've met him somewhere before. Was it in the park when the fog rolled in in in grey cat feet? No, he's wearing red sneakers. Still, his feet could be grey underneath. If only you could induce him to remove one sneaker, then you could be sure. But how can you ask him such an indelicate question? He may take offense, and depending on the moon, he may want to rumble, or even have a good caterwaul. Just look at his tattered ears. You know he can whip out a claw with switchblade precision. Suppose you were a ladycat, you could walk right up to him and drape your tail right across his shoulders and say... How about a little red sneaker, baby? But somehow you sense he's not in the mood, so you stroll up to him real cool, toothpick hanging out of your mouth and say, Hey man, got a light?
Oct. 29, 1979 teaching journal for California Poets in the Schools. Observation notebook. My first observation is at Fitch Mountain School, two second grade classes with Lee Perron. today is create a story. He tells a piranha story with a mosquito who says I’m strong, and then we continue the story they were working on last week, and we talk about jungles, lions, elephants.
Pam Raphael is also observing. We invoke magic and change characters. It’s a free-for-all. Lee asks have you ever been a piranha fish? Somebody tells us they were once a frog. We go with it. And we slog away to the north pole where a polar bear joins us and we keep adding elements to the story. Repetition is the key and that tends to get them enthusiastic enough to finish. Participation is important to draw the individual into the story. Imagination is everything.
We wrote their own stories down and there were several different endings. It was an enthusiastic class and the kids were very willing to participate, the second class, the kids were more open and finished their stories. The kids then repeated the exercises.
The second class with Mrs. Carroll is a bilingual class. Lee picks up the story where he left off. And the Wolf said I’m going to eat you. Kay said please don’t eat me and then then Kay changed into lion and then Kay and the mosquito began to talk. Mosquito says, hey man I am strong, and you are weak. Lee says, I will tell you the story again later. So this was a continuation from the last class and participation is important to make up another line and make up all the possibilities and what would Kay do or say and everyone makes their own ending and then they draw their story if they can’t write— there are some that are less willing to write the story and I had to ask what it was they drew in order to tell the story.
We go over to Healdsburg Elementary School to meet Mrs. Sugars’ fifth grade class. Lee tells me we need to write up a lesson plan and I am confused because everything is all cattywumpus. He reads a poem from the previous week’s poetry lesson, which involves class participation. He asks who wrote it? And gives positive feedback. I tell the cumulative Welsh tale of Taliesin, the brew of knowledge and how everything changes into something else to escape danger, the knife, the rabbit, the fox, the barn, the rabbit, the stone that fell out of her mouth and rolled down the hill. Someone said she is the pond.
Everyone makes up a line, and one kid changes into a witch and then runs away and the which changes into a purse, how, I don’t know. It becomes very complex and hard to remember the order. We did the exercise together first in front of the class to start them off. It is Halloween.
I can see there’s some confusion. How to pace oneself. Each class is utterly different. Yet all are willing participants. We visit other artists in the classroom at their invitation. The second grades are so different from each other but it doesn’t mean one is better than the other, both are equally enthusiastic though the progression rate is not the same—probably because of language barriers.