So much of this blog is CI-centered, but there’s a neglected tab on the navigator bar devoted to what I’ve called Rhythmic Fluency. Since I’m now teaching Latin IV (Ovid & Catullus), I’ve gone back to my rhythmic roots, and am seeing the power of those earlier metrical resources combined with my classes now containing more comprehensible Latin. Pīsō Ille Poētulus (already greatly improved since sharing a couple weeks ago) includes 22 lines of original dactylic hexameter using a limited vocabulary, thus increasing its comprehensibility potential. It is scheduled for November publication so you can brush up on your rhythmic fluency beforehand by listening to the dactylic hexameter audio files, and be prepared to read Pīsō with your students in a more compelling way by actually focusing on the meter using a resource they can hear and recite along with!
In addition to that audio, of particular interest and effectiveness is Lingua Latīna, the Latin Poetry Rhythm Card Game. If you noticed, the title of the game represents the traditional 5th & 6th foot of dactylic hexameter (i.e. — u u — —). The point of the game is to run out of cards by playing 2-3 words that form the very same rhythm of the phrase, Lingua Latīna.
I’ll be using this game throughout the year. A good way to use it would be to treat it exactly like you would a game of VERBA, either whole class first then in small groups so you can monitor, or as just one of several station options.
Traditional Scansion is a silly practice, especially in how it’s notated…the info is already there!!! So before you think I’m nuts, how many possibilities are there in terms of quantity? Two (long and short).
WHY NOTATE BOTH!?!?!?!…………..(if not long, it’s SHORT!)
Here is a “standard” line of Dactylic Hexameter, which happens to be one of the most recognizable openings; Virgil’s Aeneid (1.1):
arma virumque canō // Trōiae quī prīmus ab ōrīs