Seoul writings

1.
Dangsan: Day One
12/7/09

the green & wood
embrace & edge
tongues of form
reach for expectant joy

2.
Dangsan: Skies open
13/7/09

Hard rain through night.
Tiny districts folded within each other like streams pouring souls to the Han.

3.
Mapo-gu, Sungsan-1-dong (Family visit)
14/7/09

Rabbit wanted to eat tiger.
Brother tiger had been kind
showing pictures of when they were babies.
Instead rabbit climbed his mothers back
& clung tightly most of the night.

4.
Insa-dong (Inner district)
15/7/09

Shadow birds converge on blue pots
as red women divulge secret worlds.
The trickster monk cries "Come, come hold the paper." Sketches a show - we are all poor artists.

5.
Insa-dong (Inner district) Part 2
16/7/09

Be free whisper all the quiet places of beauty.
We are serious & socially responsible.
We scream in tender silence our love for our community.
We are the outliers.
Share the dream.

Outside people jostle for every inch in the heat.


6.
North Korean Studies (Gyongnam)
17/7/09

Books, books & books with wings.
Refugees in order.
Where's number 23?
Hands of the blind
anticipates building
memoirs of flight.
Do you study to forget?
The night dreamers never forget.

7.
Inchon & Wolmi Islands
18/7/09

The loving pre-teen & pre-old spirits
welcome us through the islands.
The caring brother & sister's hands
guide passages from ancient parks to ocean shores.
Gulls dance truth & reconciliation
on the sea breeze remembering the napalm & strafing.
Give thanks with paper crane in pocket & shik hae in backpack.

8.
KoreaHouse Sijo
19/7/09

At foot of Namsan mountain family of twenty feasts.
One of the six martyred ministers watches warily.
Heat of day cools hidden passions blessing youngest sister.

Comments

Post a Comment

Popular posts from this blog

Heart Play

My thoughts are wounds in my head. My brain is a scar. I want to be a machine. Arms to drag legs to walk no pain no thinking. (Heiner Müller , 'Hamletmachine' ) Heartplay A May I lay my heart at your feet. B If you don't make a mess on my floor.. A My heart is clean.. B We'll see, won't we.. A I can't get it out.. B Would you like me to help you.. A If you wouldn't mind.. B It'll be a pleasure. I can't get it out either.. A cries. B I will remove it surgically. What have I got this penknife for anyway. We'll have this sorted out in no time. work will keep you from despair. Right, there we are. But this is a brick. Your heart is a red brick.. A Yes, but it beats only for you.. (1981) A beats B to death with the brick.. (Addition, July 1991). ------------- Heiner Müller ----------------- from Heiner Müller Theatremachine translated and edited by Marc von Henning
Read more

Dobong

Image
 ... moved into a new place ...  ... first night there in a deep sleep was visited by a short middle aged man ... well dressed in a black suit ... seemed to be Korean but not sure ... although silent the figure's presence was so strong i was pulled out of dream to fully awake ... as I lay in bed the after image of him remained standing silently in the hallway just outside the open bedroom door ... he wasn't really looking at me but i felt he sensed i was now aware of his presence and didn't wish to startle me ... finally assured he was a dream figure i fell back to sleep ... only later to be visited again ...  this time not in dream but upon waking saw him standing fully in the doorway ...  a serious, calm face he looked directly into my eyes ...  ...  i knew he was an apparition  & examined his demeanour ... he was likewise examining me with a gentle questioning look ... oh a previous owner of the apartment i thought ... he didn't move or speak ju...
Read more
* The teacher rarely tells students what he thinks. * Generally, he does not accept a single statement as an answer to a question. * He encourages student-student interaction as opposed to student-teacher interaction, generally avoids acting as a mediator or judging the quality of ideas expressed. * His lessons develop from the responses of students and not from a previously determined "logical" structure. (Postman & Weingartner, 1969, p. 33-36) * Generally, each of his lessons pose a problem for students. * He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought. "* He rarely summarizes the positions taken by students on the learnings that occur. He recognizes that the act of summary or "closure" tends to have the effect of ending further thought." ( Teaching as a Subversive Activity: Book Review ) (via Incorporat...
Read more