One way to become actively involved in a text is to set a purpose for reading. To set your purpose, consider the purposes authors might have for writing poetry. As a class, list several of these possible purposes. Read the Prereading information on page 621 and the author biography on page 623. What did you learn about the poem you are about to read? Why do you think Updike took the approach he did to the subject matter? What purpose do you think he had in writing this selection? Read to identify his purpose in writing the poem.
1. Close your eyes and listen as your teacher reads aloud the first stanza of the poem. Discuss the following questions with the class: Does the sound of the poem mimic what you would consider a piano melody? If not, how does it differ?
2. With a partner, read aloud the remaining two stanzas of the poem. Consider the preceding questions and discuss them with your partner. Then, discuss how a poem about a person playing a melody on a piano might differ in sound from this poem. Why do you think the author used the sounds he did in this poem?
If you have difficulty applying the reading strategy, try refocusing on the content of the poem instead of the sounds. Reread the poem, and answer the following questions: How does the speaker, a player piano, approach music? How is this different from the ways musicians approach music?
Write a brief essay about the purpose Updike had in writing this poem. Consider the point he makes with his word choice and presentation. When you are finished writing, share your essay with two or three other students.