New York School

New York in the 1960s was full of diversity, life, art, and change. During this time, a group of like-minded friends, artists, and poets, came together in the social scene of the 1950s and 1960s in New York and formed a supportive group of individuals. Their creativity flowed freely, they supported one another, and their work thrived. Poetry and art intermingled; each informed and influenced the other, and the poets and painters maintained strong working relationships. This is what made up the New York School Poetry Movement.

Get started

Review generated flashcards

Sign up for free
You have reached the daily AI limit

Start learning or create your own AI flashcards

Contents
Contents
Table of contents

    Jump to a key chapter

      New York School Poetry Movement

      The New York School is a group of forward-thinking and experimental painters and poets with shared interests. They lived or worked in downtown Manhattan during the 1950s and 1960s and bonded over their shared interests, beliefs, and styles. While their styles and creations varied widely, each individual in the group was quick-witted, polite, refined, and relaxed. Their work mirrored their personalities and focused on issues relevant to their lives and times. Unlike the post-war writers, the poets of the New York School used direct language, everyday influences, pop culture, and humor in their pieces. Much of their writing feels quick, authentic, light, observational, and immediate. The New York School is often divided into two groups, referred to as generations.

      New York School Poets: First Generation

      The poets of the New York School found their center and gathered after World War II during a major social and political shift. Often described as Avante-Garde, the New York School poets forged their way using art as inspiration and became part of the Post-Modernist movement.

      Avante-Garde can be an adjective or a noun describing new or unusual and experimental ideas or processes and the people that use them. The descriptor is often used in connection to art, music, and theater.

      Frank O'Hara

      Often cited as the central figure of the New York School poets, Frank O'Hara (1926-1966) was a writer, poet, art critic, and curator at the Museum of Modern Art. Much of his work reads as a sort of diary. Poems often following a stream-of-consciousness form feel immediate and intensely personal. O'Hara drew inspiration from the world around him, including jazz, action painting, surrealism, the city of New York, experiences with his friends, and his travels. Frank O'Hara's career, life, and influence on the literary and artistic world were cut short when he died tragically while on vacation after being hit by a vehicle.

      New York School, Image of poet Frank O'Hara, StudySmarterFig. 1 - American poet Frank O'Hara was a central figure in the New York School.

      John Ashbery

      John Lawrence Ashbery (1917-2017) had a long and rewarding career as one of the most influential poets of his time. Like O'Hara, Ashbery's interest and expertise in art substantially impacted his writing and style. He used elements commonly found in painting to guide the shape of his poetry and often found joy in being abstract. He used words with multiple meanings and invited the reader to give meaning to the poem. Writers such as W. H. Auden and Dylan Thomas influenced him. Ashbery attended school with Robert Creeley, a prominent figure of the Black Mountain Poets. Ashbery suffered the loss of his brother when they were children, and his later writings often dealt with the theme of death. His writing is reflective, reflexive, and somewhat narrative.

      New York School, Poet John Ashbery at a podium, StudySmarterFig. 2 - Poet John Ashbery speaks at the Brooklyn Book Festival in 2010.

      Barbara Guest

      Barbara Anne Guest (1920-2006) was an American poet who published more than 15 collections of poetry during her impressive career. As one of the members of the first generation of the New York School poets, Guest's writing was also influenced by the traits of modern art. Her early writing, while she was associated with the New York School poets, was abrupt, restless, and sophisticated. Influenced by abstract painters, much of her writing implements space as a way to draw meaning. Like Ashbery and O'Hara, Guest was part of the artist circle in New York and wrote for Art News Magazine.

      James Schuyler

      James Schuyler (1923-1991) was an American poet. He shared an apartment with Ashbery and O'Hara, wrote for Art News like Guest, and served as a curator at the Museum of Modern Art. His professional career in arts positioned him to forge friendships with painters Willem de Kooning, Larry Rivers, and Fairfield Porter (1907-1975). He considered a poet's mind to be an exceptional subject, and his writing was often conversational and prose-like, giving it an intimate and personal touch.

      Kenneth Koch

      Kenneth Koch (1925-2002) was an American playwright and poet. As part of the New York School of poets, Koch's writing explored deep emotions but utilized humor, irony, and satire to draw meaning. His poems were often casual and friendly, but reveal a writer with a deep understanding of the language and imagination.

      New York School Poetry: Second Generation

      The New York School of Poets' second generation included married couple Alice Notley and Ted Berrigan, Bill Berkson, Ann Waldman, Joe Brainard, and Ron Padgett. Like the generation before them, these poets were influenced by painters and retained a sense of humor throughout their works. More socially aware than the previous group, these young activists helped to establish non-academic community learning centers, such as the Poetry Project at St. Mark's Church, which was running until 2012.

      New York School Poetry Characteristics

      While the New York School poets are a diverse group, one of their core characteristics is the strong influences from art and their highly collaborative nature. Other New York School poetry characteristics include, but are not limited to:

      • The use of humor
      • The inclusion of daily events and activities
      • Pop culture references
      • Sarcasm and irony
      • Witty revelations
      • Surprise ideas
      • Experimentation of form
      • A structure that imitates art
      • Immediacy or spontaneity
      • Stream-of-consciousness
      • Diary-like
      • Intensely personal
      • Focus on individual expression

      New York School of Poetry: Examples

      The following examples reveal some of the characteristics and themes in work by the New York School poets.

      It is 12:20 in New York a Fridaythree days after Bastille day, yesit is 1959 and I go get a shoeshinebecause I will get off the 4:19 in Easthampton at 7:15 and then go straight to dinnerand I don’t know the people who will feed meI walk up the muggy street beginning to sun and have a hamburger and a malted and buyan ugly NEW WORLD WRITING to see what the poets in Ghana are doing these days I go on to the bankand Miss Stillwagon (first name Linda I once heard) doesn’t even look up my balance for once in her life and in the GOLDEN GRIFFIN I get a little Verlaine for Patsy with drawings by Bonnard although I do think of Hesiod, trans. Richmond Lattimore or Brendan Behan’s new play or Le Balcon or Les Nègresof Genet, but I don’t, I stick with Verlaineafter practically going to sleep with quandarinessand for Mike I just stroll into the PARK LANELiquor Store and ask for a bottle of Strega and then I go back where I came from to 6th Avenue and the tobacconist in the Ziegfeld Theatre and casually ask for a carton of Gauloises and a cartonof Picayunes, and a NEW YORK POST with her face on itand I am sweating a lot by now and thinking ofleaning on the john door in the 5 SPOTwhile she whispered a song along the keyboardto Mal Waldron and everyone and I stopped breathing

      "The Day Lady Died" (1964) by Frank O'Hara

      New York School, Singer Billie Holiday, StudySmarterFig. 3 - Singer Billie Holiday, known as Lady Day, often wore gardenias in her hair while performing.

      The poem "The Day Lady Died" directly references blues singing legend Billy Holiday. It recounts the day O'Hara learned of Holiday's death and his immediate reaction. This intimate and personal account is typical of the New York School poets' style. The form and structure are experimental and lack a solid rhyming pattern or meter. The poem makes the subject clear, although she is never directly mentioned by name. Finally, O'Hara's description is vivid and avoidant, as he struggles to come to terms with what her loss means to American culture and himself.

      These are amazing: eachJoining a neighbor, as though speechWere a still performance.Arranging by chance

      To meet as far this morningFrom the world as agreeingWith it, you and IAre suddenly what the trees try

      To tell us we are:That their merely being thereMeans something; that soonWe may touch, love, explain.

      And glad not to have inventedSuch comeliness, we are surrounded:A silence already filled with noises,A canvas on which emerges

      A chorus of smiles, a winter morning.Placed in a puzzling light, and moving,Our days put on such reticenceThese accents seem their own defense.

      "Some Trees" (1956) by John Ashbery

      The poem "Some Trees" reveals Ashbery's tendency to play with the dual meaning of words and use abstract ideas. Like the artists he admired, Ashbery uses his words as brushstrokes to create a world where trees can be just trees or something more. Although the title implies the subject of trees, the poem purposefully avoids a direct reference to trees at the onset. In this manner, the first line can describe trees, people, or even experiences. Purposefully vague, the poem leaves interpretation open to the reader.

      New York School - Key takeaways

      • The New York School of poets was a community of like-minded creatives who were influenced by the art world.
      • The New York School of poets lived or worked in downtown Manhattan during the 1950s and 1960s and bonded over their shared interests, beliefs, and styles.
      • The central figure of the New York School poetry movement is Frank O'Hara. Other notable poets include John Ashbery, Barbara Guest, Kenneth Koch, and James Schuyler.
      • A second generation of the New York School of poets included married couple Alice Notley and Ted Berrigan, Bill Berkson, Ann Waldman, Joe Brainard, and Ron Padgett.
      • Characteristics of the New York School poetry include an influence of the arts and experimental forms. Other features are the use of humor, the inclusion of pop culture, a structure that imitates art, immediacy or spontaneity, and a stream-of-consciousness style.

      References

      1. Fig. 2 - John Ashbery (https://commons.wikimedia.org/wiki/File:John_Ashbery_podium_2010_NYC_Shankbone_(4981270213).jpg) by David Shankbone (https://www.flickr.com/people/27865228@N06) is licensed by CC BY 2.0 (https://creativecommons.org/licenses/by/2.0)
      Frequently Asked Questions about New York School

      What two movements made up the New York school?

      The First Generation and Second Generation made up the New York School movement.

      Who was the poet of the second generation?

      A second generation of the New York School of poets included married couple Alice Notley and Ted Berrigan, Bill Berkson, Ann Waldman, Joe Brainard, and Ron Padgett.

      What is a New York School poet? 

      A New York School poet identifies a specific group of forward-thinking and experimental poets with shared interests who lived or worked in downtown Manhattan during the 1950s and 1960s and bonded over their shared interests, beliefs.

      What is the New York school poetry movement?

      The New York School poetry movement aimed to change the landscape of poetry by using daily inspiration, contemporary topics, and different forms to make poetry accessible to the public.

      How do you write a New York school poem?

      A New York School poem focuses on an individual's intimate details and experiences while also surfacing some truths about life. It is interested in the individual experience, emotions, and thoughts. There is no specific form or meter, and many appear as diary entries.

      Save Article

      Discover learning materials with the free StudySmarter app

      Sign up for free
      1
      About StudySmarter

      StudySmarter is a globally recognized educational technology company, offering a holistic learning platform designed for students of all ages and educational levels. Our platform provides learning support for a wide range of subjects, including STEM, Social Sciences, and Languages and also helps students to successfully master various tests and exams worldwide, such as GCSE, A Level, SAT, ACT, Abitur, and more. We offer an extensive library of learning materials, including interactive flashcards, comprehensive textbook solutions, and detailed explanations. The cutting-edge technology and tools we provide help students create their own learning materials. StudySmarter’s content is not only expert-verified but also regularly updated to ensure accuracy and relevance.

      Learn more
      StudySmarter Editorial Team

      Team English Literature Teachers

      • 10 minutes reading time
      • Checked by StudySmarter Editorial Team
      Save Explanation Save Explanation

      Study anywhere. Anytime.Across all devices.

      Sign-up for free

      Sign up to highlight and take notes. It’s 100% free.

      Join over 22 million students in learning with our StudySmarter App

      The first learning app that truly has everything you need to ace your exams in one place

      • Flashcards & Quizzes
      • AI Study Assistant
      • Study Planner
      • Mock-Exams
      • Smart Note-Taking
      Join over 22 million students in learning with our StudySmarter App
      Sign up with Email