Nicole Rodriguez Wins Award for Spoken Word Volunteer Work

Nicole L Rodriguez dazzles when she speaks. She was recently recognized with the President’s Volunteer Service Award for her work as a spoken word poet in Citizen Schools. The President’s Volunteer Service Award is an honor given to those individuals, families or groups for volunteer work over the course of either a twelve month period or a lifetime. The Council on Service and Civic Participation, which gives the award, was established in 2003. Since that time they have presented over 1.5 million volunteers with the award.

Rodriguez got involved with Citizen Schools through MassPoetry. Initially she received a call from Regie Gibson, National Poetry Slam champion, songwriter and educator, and through him was introduced to Michael Ansara, a founder of MassPoetry. Her commitment to getting poetry into the schools, from a formalized curriculum to spoken word and writing poetry, made her an ideal volunteer for the Citizen Schools.

Developing twenty-first century skills

Citizen Schools is a program that partners with middle schools by adding three hours of learning to afternoons on Monday through Thursday. They aim to develop twenty-first century skills in program participants. One of the options students have is to partake in an apprenticeship for an hour and a half. Apprenticeships are taught by adult volunteers–hence citizen schools. Rodriguez volunteered at Garfield Middle School in Revere and Edwards Middle School in Charlestown.

Bringing with her a background as an international spoken word poet and teacher of fifteen years, Nicole was a prime candidate to teach an apprenticeship in spoken word poetry. Of her own enthusiasm for spoken word Rodriguez said, “I found it to be fun and an interesting tool to communicate to a massive amount of people. Pushing students to communicate in a powerful way to others is important to me.”

Citizen schools support focus on oral communication and advanced literary skills in general. Through her spoken word apprenticeship Rodriguez was able to encourage students’ articulation. “The entire agenda is saturated with activities that use the voice in a constructive way.” When she first began volunteering she was struck by the enthusiasm of the students. “They were hungry to have a voice, and to have their voices heard.”

Developing confidence

The program has had a lot of positive feedback. “Success comes only in terms of progress.” She recalled a few cases of hesitant students who overcame their personal obstacles. One boy, whose painfully shy demeanor was complicated by his small voice and stature, experienced great success. The student really liked writing, but when reading aloud would almost inaudibly squeak out the words. The difference between wanting to be heard and yelling became a focal point. Rodriguez had him standing on chairs reciting his poetry. By the end of the ten-week apprenticeship he was on stage reciting his poetry with his head raised. A similar example occurred with a female student whose issue was more a lack of confidence. She seemed afraid of being laughed at by her listeners. She’d find ingenious ways of avoiding reading her poetry out loud. Rodriguez had her start off by reading other people’s poetry aloud and found it increased her confidence. From there she transitioned into reading her own poetry in front of the other students.

In addition to these individual cases of achievement, Rodriguez saw group growth in both schools. Initially there was some disrespect and giggling among the students, but that gave way to a safe space that enabled students to progress. The students were brought to a place where they were respectful of each other and were comfortable sharing their writing. Peer feedback and editing became really supportive and constructive.

As students grew there was greater diversity in the work they liked. She had eleven- and twelve-year-old boys who enjoyed the poetry of Nikki Giovanni. These were some of the most exciting moments she encountered during her apprenticeship. “I was energized by using rap in the classroom to further emphasize the diversity of storytelling and spoken word.” Rodriguez joked that the duo of Emily Dickinson and Mos Def was poetry itself. The use of rap in the classroom increased the students’ ability to relate. “Suddenly fifteen year olds tell you you’re cool, and they’re not usually forthcoming with praise,” Rodriguez joked.

While there was some arduous work involved, Rodriguez says “For the most part, it’s really invigorating.” She is continuing her volunteer work through the Citizen Schools and endorsing it for poetry enthusiasts with and without teaching backgrounds.

Meeting the President?

She does not expect to meet President Obama, when she receives the award, but she would be pleasantly surprised if he showed up at an award ceremony.