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I heard a Fly buzz--when I died--
I heard a Fly buzz -- when I died --
The Stillness in the Room
Was like the Stillness in the Air --
Between the Heaves of Storm --
When I teach this poem to my IB English students, I find Tomlinson's video to be eminently helpful. Above and beyond generating great discussions about the mood that it establishes, the video also shows students that the poem really works best when it's subject to a very matter-of-fact reading. So much of Dickinson's poetry is like this in fact. I really love the way the poem is delivered, especially when the fly appears on the scene. It takes students no time at all to realize that the windows failing are the speaker's eyes, and then they soon discover that nearly every time Dickinson makes reference to windows, our ocular faculties are in play. Soon after, they make the connection between "Eye" and "I" that pervades so much of Dickinson's writing.
Some educators would argue that the video serves to interpret the poem for students--that they have less of an opportunity to think or to imagine by virtue of watching it. This, however, is a red herring, because young learners profit far more from listening to a solid reading of the poem first and seeing it in some sort of context. We don't go to a performance of Hamlet and come away complaining that the director ruined Shakespeare's text by interpreting it (unless, I suppose, the interpretation is dreadful). We don't fret about the sanctity of a screenplay for a film when we go and see the film at the theatre.
As educators, we need to get away from handing out the poem to students, asking Sally to read it (because Sally likes reading out loud) and then asking the class what the poem means. That stopped being cool last century.
Note that this post and others in the "Visual Narrative and YouTube" series will become permanent fixtures of the website under the "Classroom" and "Curriculum Connections" tabs.