Breathe in: experience. Breathe out: poetry

Students read the article Emo Music Blamed on Teen Suicide (NME, 8 May, 2008—see Appendices 4.3) and answer the following questions:

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  What aspects of ‘emo’ as a subculture are discussed in the article?
  
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  What is your definition of the emo subculture and emo music?
  
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  How does emo mix the concepts of love and death? How might this affect someone who loves someone unrequitedly or has recently broken up with their boyfriend/girlfriend?
  
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  Do you think all emo music glamorizes death? Why or why not?
  

Students write a letter to the editor of NME defining their own point of view on the article—did emo music really kill the teen or was it a mix of issues? What other aspects could have contributed to her death? What aspects of emo music and subculture have gotten out of control?

Has emo gone too far? Does it really encourage teens to harm themselves? Students choose a side—yes or no—and participate in a class debate over the topic.

Students divide into groups—one group for each stanza—and put the lyrics into their own words. What is this song about? What literary devices are used? Why are certain words and phrases repeated? How does the tone of the message change at the end?

As a class, brainstorm signs of depression and suicidal thoughts. Then, devise a class action plan. What would you do if someone began revealing past regrets? Or criticised themselves? What would you do if you found out your friend’s parents were getting a divorce? Or one of their parents died? Or they broke up with their boyfriend/girlfriend?

This uplifting poem was written by a man who spent most of his life curled up inside a bottle of Maker’s. It is included in this section as a discussion point of prevention and healing.

Why does nothing rhyme? What effect does this have on the message? What is repeated? Why are these lines repeated? How is this related to the central message? Discuss aspects of Bukowski’s life and literary works. How does this impact students’ understanding of the poem’s message?

Memorise and perform the poem in the style of slam poetry.

Illustrate the poem using one of the following mediums:

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  Film clip
  
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  Comic strip
  
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  Anime
  
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  Claymation
  
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  Picture book
  
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  Dramatic scene
  
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  Song (compose music to accompany the words as lyrics)
  

Have students devise a Suicide Prevention Action Sheet using the Bukowski poem as inspiration. Include contact information for at least three Victorian suicide prevention organisations. (SuicideLine, Life Line, Beyond Blue, Life Comminications, Are You OK Day?, Victorian Aboriginal Suicide Prevention and Response Action Plan)