Dirty Laundry Pile: Poems in Different Voices

*photo by poetrypresentations.blogspot.com

A. Bibliographic Data: Janeczko, Paul B. Dirty Laundry Pile: Poems in Different Voices. Illustrated by Melissa Sweet. Hong Kong: Harper Collins Publishers, 2001. ISBN 0688162517

B. Critical Analysis: Plot Summary: This is a collection of poems selected by Paul Janeczko. Each poem gives life to an ordinary day object! Ever wondered what a vacuum cleaner is really thinking? Or just what is the washing machine really trying to tell us? These poems will answer those questions and more as different poets provide different voices through their poems. This is a fun, quirky collection sure to inspire readers to lend their own voice to the objects around them.

Appeal: Because there is such a wide variety of objects referenced with these poems, readers are sure to find something that interests them, or something they can relate to! These poems aren’t too complex and will meet the needs of younger and older readers just the same. The language used is clear and very easy to understand. Both of these points make this poetry collection appealing to readers. In addition, these poems are sure to spark the imagination of readers! By seeing everyday objects come to life, readers are sure to look at every object with new eyes. J

Meaning: This collection supports both types of meaning- concrete and abstract. Though some poems are more literal than others and have the main purpose of entertaining, a few of the poems can be applied to life in many different ways. This provides readers with great opportunities for making connections and applying knowledge to future experiences. An example of a more concrete poem found in this book would be Washing Machine by Bobbi Katz. A more abstract poem can be found with Scarecrow’s Dream by Nina Nyhart.

Rhythm and Sound: As with any collection of poems written by different authors, each poem has its own, original pattern and meter. Rhyming is used fairly consistently throughout the book as well as stanzas and line breaks. Other sound devices used: onomatopoeias, alliteration, repetition, and consonance. Overall, the poems are great for reading aloud, or silently as each poem provides a unique take on language, sound and rhythm. In my opinion, Washing Machine by Bobbi Katz would be a great read-aloud!

Language: The language used in this collection is very high quality! These poets do a wonderful job of describing feelings and emotions in a way that is sure to open readers’ eyes to new ways of using language! I especially liked the continuous use of similes and metaphors. And because this entire collection was built upon the idea of personification, this language device is also highly evident. One of my favorite lines from the book is from Shell by Deborah Chandra: “Put there by the sea itself, who whispered something you should know in shadowy sounds wound round my shell, and with my hidden tongue, I’ll tell.”

Imagery: There’s no doubt about it, readers will definitely be able to construct their own images while reading these poems. The beautiful descriptors of sights, sounds, and smells are sure to bring past images to mind, or even brand new images created by the poet’s words. To me, this is one of the most important characteristics of poetry- with so few words, poems still have the ability to create some powerful images while reading them! A great example of imagery can be found in Maple Talk by Lilian Moore, “Watch for our leaves unfurling in spring green, our leafy roofs of summer over pools of shade, our sunset red and gold igniting autumn’s blaze.”

Emotional Impact: Though the topics and subjects of these poems may not be emotionally charged, there is something to be said about the vibrant colors of fall, the sad story of left-behind red gloves, and the revenge of the vacuum cleaner. This collection will take readers on a short yet satisfying emotional journey. At times, readers may feel sadness or laughter and will really think about the messages these objects are giving. For the most part, I would describe these poems as having a light-hearted tone and mood, with the occasional sad or serious message.  

Layout and Organization: This book begins with an introduction written by Paul Janeczko. In this introduction, he explains his reasons for compiling this collection and what he hopes readers will gain from reading these poems. Janeczko has always had a love for persona or mask poems and that was the primary reason for collecting these poems. He also hopes readers will want to provide an object with its own voice by learning from these poems. After the introductions, the poems directly start. Though there doesn’t seem to be an obvious organization tactic, poems with the same subject are grouped together. For example, two poems about trees are given side-by-side. The collection consists of twenty-seven poems. Though each poem is beautifully written, I do wish Paul Janeczko would have written his own poem to include in the collection.  

C. Example: Poem:

Crayon Dance

By April Halprin Wayland

The cardboard ceiling lifts

Pickmepickmepickme, I pray

The fingers do! They choose me, Sky Blue!

Hurrah! Hooray!

As I am picked from the pocket

All colors whisper, “Good-bye, Pastel!

Be strong! Don’t break!

Enjoy! Farewell!”

Hi, hi! I’m scrubbing a sky!

Some stripes and whorls and—whee!

Cha-cha-cha, loop-de-loop

I’m leaving bits of me!

They gave me a chance!

All of me rocks in this

Fine, wild dance—

The dance of me, Sky Blue!

Leaping and laughing, this message I’m leaving:

Ha ha!

Hi,hi!

Hurrah!

Hooray!

…Good-bye!

Introduction: In introducing this poem to students, I would bring out a box of crayons, and immediately start prompting students to think about crayons. In selecting a crayon, I would ask students to share what goes on in their minds as they’re choosing, what could the crayon be thinking? After selecting a crayon, what could the crayon be thinking? Could it be happy or sad? Why? By doing this, I will hopefully encourage students to begin thinking outside of the box and about things they may or may not have thought about before. Once students are thinking about objects as real-things with emotions and feelings, I would introduce the collection of poems and share Crayon Dance. Of course, having students write their own poem about a crayon or different object would be a great extension activity.

Ideas for Sharing: I think a great idea for sharing this poem would be in partners. One reader could be the narrator, while the other reader could be Sky Blue the crayon. It would be great to break down the poem a little and provide even more opportunity for readers (and listeners) to see the different components of this poem.