Teaching Poetry: Past versus Present
Past:
1) Rote Memorization- students would be expected to memorize famous works of poetry 2) Often focused on rhythm and rhyme-students determine the rhyme scheme by labeling lines, count the syllables to determine meter. 3) Listening to poetry being read aloud, reading poetry aloud in a class chorus |
Present:
1) Multimodal, digital, use of technology 2) Cross-Curricular: poetry reading and writing can be incorporated into any content area. 3) Authentic, Self-Expression, often represents Social Change 4) Poetry Circles: Giving students opportunities to talk about poetry and make connections to their lives and other readings. 5) Poetry as an expression of culture |
Current Research:
1) Flint, A., & Laman, T. (2012). Where Poems Hide: Finding Reflective, Critical Spaces inside Writing Workshop. Theory Into Practice, 51(1), 12-19.
This article describes the findings of two elementary teachers implemented a unit into their classrooms that integrated poetry, culture and social justice issues. The goal for the teachers was to link poetry and critical literacy and have students explore issues through the poetry that they created.
2) George, A. (2012). What Does Brave Look Like? How an Arts-Integrated Poetry Unit Provokes Imaginative and Thoughtful Work from Fifth-Grade Writers. Teaching Artist Journal, 10(3), 157-167.
This article explores how fifth grade teacher partners worked together to combine art and poetry writing into a unit. Their goal was to push their students to write self reflective poetry that was expressive, emotional and grounded in concrete language. They felt that often times when students write poetry, they are cliched and vague. In order to accomplish this, students "play" with art and images that represent their emotions first before translating those images into words. A back and forth process that is scaffolded in such a way that students start to make connections between the art and printed word,
3) Emert, T. (2010). Talking to, Talking about, Talking with: Language Arts Students in Conversation with Poetic Texts. The English Journal, 99(5), 67-73.
Middle school students use Reader's Theatre to work on comprehension and fluency with poetry. Using this creative strategy, Emert gets students thinking, writing and performing poetry.
4) Cannatella, H. (2012). What It Is and That It Is. Journal of Aesthetic Education. 46(2), 100-110.
A teacher proposes that an important part of an educational art program should be imitation as representation. A "mimetic approach" he uses Plato and Aristotle as examples throughout. This article connects to using Mentor Texts in our teaching.
5) A Race With Grace: Sports Poetry in Motion. (2010). Reading Teacher, 64(3), 219-222.
This article includes a lesson, adapted from Maureen Carroll, encourages students to see the beauty in sports and to portray this beauty through poetry. This is a great way to encourage the athletic students in your classroom to engage in writing poetry.
6) Young, L. (2007). Portals into poetry: Using generative writing groups to facilitate student engagement with word art. Journal Of Adolescent & Adult Literacy, 51(1), 50-55.
Making poetry more accessible and relatable to the lives of our students is crucial. This article provides teachers with methods to include poetry regularly in their classrooms, including poetry circles and poetry topics that are relevant and interesting for students to both read and write.
This article describes the findings of two elementary teachers implemented a unit into their classrooms that integrated poetry, culture and social justice issues. The goal for the teachers was to link poetry and critical literacy and have students explore issues through the poetry that they created.
2) George, A. (2012). What Does Brave Look Like? How an Arts-Integrated Poetry Unit Provokes Imaginative and Thoughtful Work from Fifth-Grade Writers. Teaching Artist Journal, 10(3), 157-167.
This article explores how fifth grade teacher partners worked together to combine art and poetry writing into a unit. Their goal was to push their students to write self reflective poetry that was expressive, emotional and grounded in concrete language. They felt that often times when students write poetry, they are cliched and vague. In order to accomplish this, students "play" with art and images that represent their emotions first before translating those images into words. A back and forth process that is scaffolded in such a way that students start to make connections between the art and printed word,
3) Emert, T. (2010). Talking to, Talking about, Talking with: Language Arts Students in Conversation with Poetic Texts. The English Journal, 99(5), 67-73.
Middle school students use Reader's Theatre to work on comprehension and fluency with poetry. Using this creative strategy, Emert gets students thinking, writing and performing poetry.
4) Cannatella, H. (2012). What It Is and That It Is. Journal of Aesthetic Education. 46(2), 100-110.
A teacher proposes that an important part of an educational art program should be imitation as representation. A "mimetic approach" he uses Plato and Aristotle as examples throughout. This article connects to using Mentor Texts in our teaching.
5) A Race With Grace: Sports Poetry in Motion. (2010). Reading Teacher, 64(3), 219-222.
This article includes a lesson, adapted from Maureen Carroll, encourages students to see the beauty in sports and to portray this beauty through poetry. This is a great way to encourage the athletic students in your classroom to engage in writing poetry.
6) Young, L. (2007). Portals into poetry: Using generative writing groups to facilitate student engagement with word art. Journal Of Adolescent & Adult Literacy, 51(1), 50-55.
Making poetry more accessible and relatable to the lives of our students is crucial. This article provides teachers with methods to include poetry regularly in their classrooms, including poetry circles and poetry topics that are relevant and interesting for students to both read and write.