This review attempts to examine closely some of the methods that have been used in the teaching of poetry in secondary schools up to recent times and the suggestions that have been made to improve the status of poetry in schools and to help students to enjoy poetry.
Indeed, poetry is one of the most creative forms of expression. It is language at its most meaningful, language carefully shaped and crafted into its most perfect form. Poetry encompasses all forms of human experience, from the simplest to the most intimate and complex. It speaks at once to the intellectual and the “ordinary” man, the adult and the child. To imagine that poetry deals only with great experiences and great people is to greatly undervalue poetry.
The Encyclopedia of Poetry and Poetics (1965, p. 159) states that “poetry should matter and be felt to matter, in the community” and that its social function is no less important than its other functions. Nevertheless, critics of poetry seem to be united in the opinion that poetry is unpopular among adults as well as high school students worldwide. It is a fact that the majority of high school students are either indifferent or hostile to poetry. Dias and Hayhoe (1988 p.4) quote Greeves (1988) as saying that “Poetry has become so rare in schools that it ought to be put on the endangered list.”
Table of Contents
INTRODUCTION
An Examination of Methods Used in the Teaching of Poetry in Secondary Schools
Suggestions for New Approaches to Improve the Status of Poetry in Schools
The Importance of Reading and Writing Poetry in the Classroom
CONCLUSION
BIBLIOGRAPHY
Research Objectives and Core Themes
This paper aims to investigate the historical and current methodologies employed in teaching poetry at the secondary school level, seeking to identify reasons for student apathy and proposing pedagogical strategies that foster genuine enjoyment and engagement with poetic works.
- Critique of traditional, ineffective teaching methods such as rigid comprehension and forced memorization.
- Analysis of literary theory influences, including New Criticism, Structuralism, and Post-structuralism.
- Essential classroom strategies for creating a motivating and inclusive environment for poetry study.
- Practical techniques for active engagement, including choral reading, spoken collage, and creative writing exercises.
- The pedagogical shift towards student-centered, collaborative, and expressive poetry learning.
Excerpt from the Book
An Examination of Methods Used in the Teaching of Poetry in Secondary Schools
Strong (1964 pp. 1-16) observes that while the majority of young children respond very positively to poetry, adults and secondary school students incline towards varying degrees of indifference. He lays the blame squarely at the door of schools; more specifically on the incompetence of teachers and incorrect teaching methods. Strong contends that poetry has, for a long time, been mishandled and poorly taught by teachers who have no understanding of poetry and therefore see it as an unpleasant aspect of teaching or by those who, while they may have some degree of appreciation for poetry, are unable to communicate this appreciation to others. He identifies some basic errors in the teaching of poetry and their possible effects: Teaching poetry as comprehension, paraphrasing, learning by heart, and prescribing tastes.
Teaching poetry as comprehension – one method which has been used in the teaching of poetry is the introduction - explanation - question format. This method gives the teacher the role of “keeper of the poem”. He has all the answers and he asks all the questions. The students are not given the privilege of becoming involved in the poem or in the class, for that matter. This method offers no motivation to them and fails to elicit any response from them. At most they may consider poetry lessons to be dull and uninspiring. They are forced to discover answers to questions on a complex form of writing which has nothing to do with them and which they do not understand.
Summary of Chapters
INTRODUCTION: The chapter explores the fundamental definition of poetry as a creative expression and highlights the widespread challenge of student apathy towards the subject in secondary education.
An Examination of Methods Used in the Teaching of Poetry in Secondary Schools: This section critiques ineffective, traditional teaching practices and examines how various literary theories like New Criticism and Structuralism have historically impacted poetry instruction.
Suggestions for New Approaches to Improve the Status of Poetry in Schools: The chapter outlines essential criteria for successful poetry instruction, emphasizing teacher preparation, proper poem selection, and a structured, student-involved pedagogical procedure.
The Importance of Reading and Writing Poetry in the Classroom: This part details practical, interactive activities—such as choral reading, reading games, and creative composition—to actively involve students and deepen their appreciation for poetry.
CONCLUSION: The section synthesizes the findings, noting that while poetry has historically been unpopular due to poor methods, modern, student-centered techniques are successfully revitalizing interest in the classroom.
BIBLIOGRAPHY: A comprehensive list of academic sources and references used to support the research on poetry teaching methodologies.
Keywords
Poetry education, Secondary schools, Teaching methods, Student engagement, Literacy, Literary criticism, Creative writing, Classroom strategies, Pedagogical reform, New Criticism, Structuralism, Post-structuralism, Poem selection, Active learning, Student motivation.
Frequently Asked Questions
What is the core focus of this research paper?
This paper examines the methodologies used to teach poetry in secondary schools and addresses why many students remain indifferent or hostile toward the subject.
Which key pedagogical issues does the author highlight?
The author identifies critical failures in traditional instruction, such as treating poetry purely as a comprehension exercise, forcing memorization, and overly rigid interpretation.
What is the primary objective of the teaching methods proposed?
The primary goal is to shift the classroom focus from rigid, teacher-led analysis to student-centered learning that fosters personal enjoyment and creative expression.
How do literary theories influence the teaching of poetry according to the text?
The text analyzes how frameworks like New Criticism and Structuralism often force students into searching for "one correct meaning," while noting that Post-structuralism better aligns with modern goals by allowing for multiple interpretations.
What role does creative writing play in the recommended curriculum?
Writing is considered essential for demystifying poetry, allowing students to experiment with their own ideas, language, and forms rather than being confined to the study of traditional canonized works.
What are the characterizing keywords of this work?
Key terms include Poetry education, Secondary schools, Teaching methods, Student engagement, Creative writing, Pedagogical reform, and Literary criticism.
What is the recommended "six-step procedure" for teaching a poem?
The procedure consists of Preliminary Assessment, Practical Decisions, Introduction, Presentation, Discussion, and Reinforcement, ensuring a holistic and engaging experience for the students.
How should a teacher balance group work with individual learning?
The teacher should act as a peripatetic observer—supportive and interested but recessive—to ensure students develop independence while collaborating on activities like choral reading or spoken collages.
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- Joyette Fabien (Autor:in), 1990, A Review on the Teaching of Poetry in Secondary Schools, München, GRIN Verlag, https://www.grin.com/document/320363
