‘Poetry is dying’: creating a (re)new(ed) pedagogical vision for teaching poetry

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This conceptual article explores the experiential basis of poetry and its deep connections to human engagement with the world and with others. This exploration is presented as a foundation for developing an alternate pedagogical framework for effective poetry teaching in the context of literacy programs and practices in schools, and the traditions of literature teaching. The writing of the article emerges out of evidence that poetry teaching is experiencing somewhat of a decline or at least a lack of emphasis in the classroom and in the curriculum. This decline may be due, in part, to a current focus on more functional notions of literacy in schools, as opposed to creative, performative or personal forms of writing. Or, it may be due to perceptions that poetry is dull and elitist. I contend that an experiential basis to poetry teaching has the potential for positive reception by students and may promote a deeper and more sustained understanding of poetry and poetic language. Using a phenomenological approach, the article eclectically investigates the experiential core of engaging with poetry, with examples for analysis drawn from the poetry of T.S. Eliot. The aim of this analysis is to provide a theoretical foundation for an innovative pedagogical framework for teaching poetry. This framework or approach to poetry teaching is built on four principles: 1. Modelling of reading, writing and performing poetry by educators; 2. Integrating poetry across disciplines and more centrally in the curriculum; 3. Re-centring poetry in regard to where and how students read, write and perform poetry (including third spaces); and 4. Challenging traditional notions of what constitutes poetry and proposing instead a more radical and disruptive pedagogy for bringing poetry to the classroom. These four principles are designed to promote greater participation and ownership by students in reading, writing about, producing and sharing poetry with others. The four principles are conceived as part of a model for a new poetry pedagogy, and this model is designed to be usable for both policy frameworks and for literacy practices in the classroom.
Original languageEnglish
Pages (from-to)116-127
Number of pages12
JournalAustralian Journal of Language and Literacy
Volume42
Issue number2
Publication statusPublished - 2 Jun 2019

Keywords

  • poetry
  • literacy
  • pedagogy
  • phenomenology
  • writing instruction

Cite this