Recitation

Assignment: Memorize and recite 20 lines of a poem; use appropriate pace, tone, gestures; connect with your audience. You have one week, ready, Go!

As I assigned it, I knew I would be terrified if I were they, so I decided to do it myself. Always model what you want your students to do and be.

I stood in front of the class as if it were the first day I had ever stood in front of a class instead of the 3,000th. My hands shook, and my voice caught in my throat. I was momentarily Anne Shirley when she stood before all of her friends of Avonlea at the White Sands Hotel, prepared to recite "The Highwayman," while being seized with fear.

It's still a fresh feeling, the muscles and everything in me saying that it is a bad idea to speak words not my own. Then, to speak with spark is even more impossible. What evolutionary trait resulted in this fear? What am I preserving when I fear performance?

But then I began. Why was my voice suddenly so small? It was a hollow, tin whisper at the bottom of a well. I tried to draw myself up, speak from the diaphragm, banish signs of fear. All of that is rather a lot to do at once.

I recited Emily Dickinson's "Because I could not stop for Death" to a group of 11th-graders. I knew the poem cold, and still I floundered. It almost undid me. I continued to shake for minutes afterward, still teaching. I have no idea what it is about reciting something I have memorized. When my students ask me why I am not an actor, I know that this is why.