Effective pedagogy and strategies for the reading, writing, and performing of poetry in the middle years

This article engages with the theory and practice of revitalising poetry teaching in the middle years. As well, it provides the foundation for a pedagogy of practice for poetry understanding and writing, and what that would look like working with poetry in the classroom. Exploration of four pedagogical concepts is presented: poetry built from interests and prior experiences, poetry as embodied practice, poetry as diverse community expression, and poetry as performance. Several strategies for implementing a rich poetic experience in classrooms are offered.