Colour of My Dreams Summary Class 6 English Skylark

About the Poet

The poem "Colour of My Dreams" is written by Valerie Bloom, a renowned Jamaican poet and educator known for her works that often celebrate the beauty of Caribbean culture and explore themes related to childhood, imagination, and personal growth.

Key Points of the Poem

• The poem revolves around the struggles of a child who is perceived as a poor reader in school.
• It highlights the child's creativity and unique talents that are not recognized or appreciated in a traditional academic setting.
• The child finds solace and joy in creating art, building imaginary worlds, and playing in a realm of pure imagination.
• The contrast between the child's imaginative abilities and the limitations of standardized education is a central focus.
• The poem consists of two stanzas, each depicting different aspects of the child's experiences and inner world.

Detailed Summary

Stanza 1

I'm a really rotten reader

the worst in all the class,

the sort of rotten reader

that makes you want to laugh.

In this poem, the speaker is talking about how they feel about reading. They feel like they are not good at reading at all. They think they are the worst reader in their whole class. The speaker uses the word "rotten" to describe themselves, which means they feel very bad about their reading skills. They say that they are so bad at reading that it might even make others laugh at them.

Stanza 2

I'm last in all the readin' tests,

my score's not on the page

and when I read to teacher

she gets in such a rage.

In this part of the poem, the speaker talks about how they perform in reading tests. They say that they always come last in all the reading tests they take. Their scores are so low that it seems like their score is not even written on the page. When they read to their teacher, the teacher gets very angry. The teacher's anger shows that she is not happy with the speaker's reading abilities.

Stanza 3

She says I cannot form my words

she says I can't build up

and that I don't know phonics

- and don't know a c-a-t from k-u-p.

Here, the speaker talks about what their teacher tells them. The teacher says that the speaker has difficulty forming words correctly. The teacher also mentions that the speaker struggles to build up or construct sentences properly. Additionally, the teacher believes that the speaker lacks an understanding of phonics, which are the sounds that letters make, and is unable to differentiate between simple words like "cat" and "cup." 

Stanza 4

They say that I'm dyxlectic

(that's a word they've just found out)

... but when I get some plasticine

I know what that's about.

In this part of the poem, the speaker is talking about how others have labeled him as dyslexic, which means having difficulty with reading or interpreting words. He mentions that this is a newly discovered term to describe his condition. However, despite this label, he finds solace and understanding when he plays with plasticine, a type of modeling clay. Through this creative activity, he feels a sense of clarity and purpose that helps him express himself in a way that makes sense to him.

Stanza 5

I make these scary monsters

I draw these secret lands

and get my hair all sticky

and paint on all me hands.

In this stanza, the speaker describes how he engages in imaginative play by creating scary monsters and drawing secret lands. He gets messy in the process, with his hair becoming sticky and his hands covered in paint. This portrays his vivid imagination and creativity as he immerses himself in a world of fantasy and make-believe. The act of creating these imaginary worlds allows him to explore his thoughts and emotions freely.

Stanza 6

I make these super models,

I build these smashing towers

that reach up to the ceiling

- and take me hours and hours.

Here, the speaker talks about his creative endeavors of making super models and building tall towers that stretch towards the ceiling. He invests a significant amount of time and effort into these projects, highlighting his dedication and passion for constructing intricate and elaborate structures. The repetition of "hours and hours" emphasizes the commitment and joy he finds in building these imaginative creations that captivate his attention and fuel his creativity.

Stanza 7

I paint these lovely pictures

in thick green drippy paint

that gets all on the carpet -

and makes the cleaners faint.

This stanza portrays the speaker's artistic pursuits as he paints beautiful pictures using thick, green, and drippy paint. Despite the mess it creates, with paint spilling on the carpet, the speaker's focus remains on the joy of painting and the beauty he creates through his art. The humor in the last line, where the cleaners faint at the sight of the mess, adds a light-hearted touch to his creative process and the impact of his creations on those around him.

Stanza 8

I build great magic forests

weave bushes out of string

and paint pink panderellos

and birds that really sing.

In this section, the speaker describes how he constructs magical forests, crafts bushes out of string, and paints pink panderellos (imaginary flowers) and birds that seem to come to life with their singing. His imaginative world is filled with enchanting elements that reflect his creativity and ability to bring his fantasies to life through various art forms. This stanza showcases the speaker's talent for creating vibrant and captivating scenes within his own imaginary realm.

Stanza 9

I play my world of real believe

I play it ~very day

and teachers stand and watch me

but don't know what to say

Here, the speaker reveals that he immerses himself in a world of "real believe," where his imagination and creativity take center stage every day. Despite the teachers observing his imaginative play, they are at a loss for words as they witness the depth and complexity of his make-believe world. The speaker's ability to fully engage in his creative realm reflects the power of imagination and the profound impact it has on his perception of reality.

Stanza 10

They give me diagnostic tests, . ' ,,

they fry out reading schemes,

but none of them will ever know

the colour of my dreams.

In the final stanza, the speaker mentions how he is subjected to diagnostic tests and reading schemes by teachers and professionals. Despite these assessments, no one truly comprehends the essence and vibrancy of his dreams and imaginative visions. The "colour of my dreams" symbolizes the depth, richness, and uniqueness of his inner world that remains unseen and unexplored by others, emphasizing the profound and personal nature of his creativity and imagination. 

Theme/Message

Theme: The theme of the poem "Colour of My Dreams" centers around the importance of recognizing and nurturing the creative and imaginative capacities of children, especially those who may not excel in traditional academic pursuits.

Message: The poem conveys a powerful message about the value of individuality, creativity, and the unique talents that each child possesses. It suggests that true understanding and appreciation of a child's abilities go beyond standardized tests and preconceived notions of success.

Difficult Words

1. Dyslexic: Having difficulty with reading or interpreting words.
2. Phonics: A method of teaching beginners to read and pronounce words by learning the sounds of letters or groups of letters.
3. Diagnostic: Relating to the identification of nature or circumstances of a particular problem or situation.
4. Panderellos: A made-up or imaginative term, possibly referring to a type of creature or object.
5. Imaginary: Existing only in the imagination; not real.
6. Appreciated: Recognized and valued for one's abilities or qualities.
7. Standardized: Conforming to a standard or set of standards.
8. Contrast: The state of being strikingly different from something else.
9. Solace: Comfort or consolation in a time of distress or sadness.
10. Nurturing: Caring for and encouraging the growth or development of someone or something.

Conclusion

In conclusion, "Colour of My Dreams" celebrates the unique talents and creativity of every child. The poem encourages parents and teachers to appreciate and nurture children's individuality, rather than focusing solely on academic abilities. It highlights the importance of imagination and creativity in children's development and reminds us that every child's dreams are unique and valuable.