From the gut, not its queasy contents

Al Filreis

Paul Blackburn, at right, attempts to lift a boulder.

Poet Robert Sward (in California) sent us a question during Tuesday morning's live interactive webcast featuring Jerome Rothenberg (see below). Robert asked us to ask Jerry about Paul Blackburn. Here's part of Robert's blog entry on Jerry's response:

Invited to email question(s) for Jerry Rothenberg April 29 webcast, I think of my old friend Paul Blackburn, poet and translator who died in 1971 at age 44. Given Rothenberg's work with Ethnopoetics, I recall Blackburn introducing, opening up a whole new world of poetry ... reading aloud for me his translations from Spanish of the medieval epic Poema del Mio Cid, of the poetry of Frederico Garcia Lorca, Octavio Paz and the short stories of Julio Cortazar. Paul at the time (mid-1960s) was Cortazar's literary agent in the U.S.

Question: "Paul Blackburn was a dear and valued friend. I knew him in New York in the 1960s and it was Paul who introduced me and other writers to Julio Cortazar, Garcia Lorca, Octavio Paz ... and Provençal poetry. To what extent did Paul Blackburn influence you and your work with Ethnopoetics?"

Rothenberg's moving response is now online — one can tap into the Writers House archives for his reply — but two points in particular stand out: 1) that Paul Blackburn, born the same year as Robert Creeley, "is the equal of Creeley as a poet," 2) and that Paul is something of a "lost poet," one who died young and did not put himself forward as Creeley had done, commenting and serving as spokesman for the Black Mountain School, for example. Paul chose not to align himself, or to allow others to align him with, the Black Mountain School or any other school.

Here is Sward's blog entry in full.

The sensibility shared by Blackburn and Rothenberg can be seen easily in this statement about poetics (in verse) by Blackburn:

I do not claim that a greater frequency of rhyme than is now made use of
in American poetry will, in time, set things right.

Only that if a man could sing the poems his poets write

— and could understand them — and if

the poets would sing something from their guts, rather than
the queasy contents of same,
then that man would stand a better
chance, of being a whole man, than
him who stands or sits and says but 'Yes' all day.

May 1, 2008

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DIGITAL PEDAGOGY: This was a magazine story published in 2001 about my use of e-media in teaching. “Postmodern poets focused on the process of their poetry, rather than on what the words in their poems actually said. The purpose was to make poetry and language new again. There's no better way to describe Filreis's teaching style. He uses technology to free class time for discussion, which to Filreis is more important than the course material itself. The point is to develop his students' ability to think critically, not to have memorized every last fact about Gertrude Stein. And yet, he said, through that active engagement with the material, students end up remembering more of the content.”

Click on the image.

ASHBERY PERFORMS STEVENS: In October of 1989, John Ashbery went to St. John's the Divine Cathedral in New York to be part of the induction of Wallace Stevens at the Poets' Corner. There was a vespers service and Ashbery read six sections of Stevens's "An Ordinary Evening in New Haven." Imagine that--that poem read at a vespers service! Anyway, I certainly don't know of another recording of Ashbery performing Stevens. Stevens was a fairly bad reader of his own poems. Ashbery is deemed by many to be an indifferent reader of his poems. (I don't agree, but understand the point.) But here, reading Stevens, Ashbery is marvelous. Here is a 7-minute recording of sections 3, 5, 12, 17, 18 and 30 of the Stevens poem that comes closest to real serial writing (seriality at the level of the section, anyway).

THE (ANTI)MODERN PRESIDENT. After looking at an abstract mural at the U.N. then President-elect Eisenhower said, “To be modern you don't have to be nuts.”

THE END OF THE LECTURE & PLANNING TO STAY. As often as I can, I call for the end of the lecture as we know it. I'm pretty serious about this - not often exaggerating on the point. Click here for one of many forays into the topic. Once you're there, click on the "end of the lecture" tag for still more. My thoughts on institutional politics and the arts were presented in a manifesto called "Planning to Stay" (published as a pamphlet by No Press); the text of that talk is available here.

KELLY WRITERS HOUSEPhiladelphia's PBS affiliate, WHYY-12, produces a TV show that in each episode features four centers for the arts and creativity in the Philadelphia region. For its winter 2010-11 program, the show devoted 15 minutes to the Kelly Writers House in a segment called “The Creative Campus.” To watch the video, click on the image above.

REPRESENTATIONS OF THE HOLOCAUSTI dislike Spielberg’s Schindler’s List intensely. It's a film, I think, that is very friendly toward sovereignty. For more on this minority view, click on the image above. I teach a course at Penn on representations of the Holocaust in literature and film every other fall semester.

In 2003 I founded and continue to direct the Center for Programs in Contemporary Writing at the University of Pennsylvania. CPCW brought together the university's writing programs and projects: Critical Writing, Creative Writing, the Kelly Writers House, PennSound, RealArts@PENN, Writers Without Borders, Creative Ventures, Jacket2, and more. For information and links to each of these projects, click on the logo above.