By hand    

lines by boys and girls in year 7
at St Bede's School, Cambridge
written during a poetry workshop
with Richard Burns, October 3, 2006,

followed by a comment from
Pam Richardson, English teacher


My hands are two partners that work together perfectly
They can tie knots and draw bows and wield swords
These hands have ten faces, each very different

These hands are also very sensitive, they can bleed red blood

Jonathan Lawes (aged 11)


My hands are the gateways to other dimensions
time capsules through the depths of black holes
fiery rockets which will fly to any existing planet in space

Mallory Durning (aged 12)


These decisive hands choose their own way, no other
These hands of mine are amazing, beautiful, delightful
The unbelievable energy in these hands is second to none
These inexplicable hands are enigmas, all questions, no answers

Tom Williams (aged 11)


My hands are magical and fabulous and so detailed
that their mysterious energy could baffle Einstein
Even though these hands of mine look ink-stained and messy
they are perfect and seem to wander through time and space.
They are so fierce that they can slay dragons, yet they wish
to wipe away warm salty tears of a weeping child

Naomi Baguley (aged 11)


The explosive energy in these amazing hands
could send spears of light into the universe
These great hands know how to tell the future
These wonderful hands of mine could build
  a palace for God

Oliver Green (aged 11)


After three visits to St Bede's Richard Burns has established himself as a familiar face in the school. His workshops have been flexible enough to meet our changing needs and he has been at home with whole year groups as well as with single classes. His stimulating style and unusual delivery capture the imagination of the students and encourage them to create unusual and interesting pieces of work.

These pieces of work were written in response to a workshop session lasting around an hour. The students were asked to consider all the uses of their hands and were encouraged to mime these actions. They were then given scaffolding to model lines for a poem and several were encouraged to read out their work. Afterwards they had freedom to re-write their poems and these lines were part of the results.

Pam Richardson, English teacher


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