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“ Poetry is dying”: Creating a (re)new( ed ) pedagogical vision for teaching poetry

“ Poetry is dying”: Creating a (re)new( ed ) pedagogical vision for teaching poetry. Edwin Creely Monash University. Identifying the issue.

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“ Poetry is dying”: Creating a (re)new( ed ) pedagogical vision for teaching poetry

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  1. “Poetry is dying”: Creating a (re)new(ed) pedagogical vision for teaching poetry Edwin Creely Monash University

  2. Identifying the issue Many teachers, especially in the primary schools visited, did not know enough about poetry and this was reflected in the limited range of poems studied. Weaknesses in subject knowledge also reduced the quality of teachers’ feedback to pupils on the poetry they had written. (Ofsted, 2007, p. 4) Office for Standards in Education (UK) So, is poetry dying in our schools and in wider society?

  3. Two anecdotes Year 9 English long ago Year 12 Literature (years later) What do these two anecdotes have in common?

  4. Poetry as based in the experiential My contentions: • That poetry is based in experience, and yet literature-based approaches to teaching poetry lack focus on this experience • That student engagement with poetry is important because of its rich potential to enhance literacy and connect with student interests • That a new (or renewed) pedagogical approach to teaching poetry is needed that embraces experience and connects with students

  5. Pedagogical framework for poetry teaching

  6. References Bentley, E. (2009). Using Poetry to Celebrate Students' Diverse Perspectives and Languages. Language Arts Journal of Michigan, 24(2), 64-68. Benton, M. (1978). Poetry for children: A neglected art. Children's Literature in Education, 9(3), 111–126. Benton, P. (1984). Teaching poetry: The rhetoric and the reality. Oxford Review of Education, 10(3), 319-327. ________. (2000). The conveyor belt curriculum? Poetry teaching in the secondary school. Oxford Review of Education, 26(1), 81–93. Creely, E. (2018). What’s poetry got to do with it? The importance of poetry for enhancing literacy and fostering student engagement. Literacy learning: The middle years, 26(3), 64-70. Creely, E. (forthcoming). “Poetry is dying”: Creating a (re)new(ed) pedagogical vision for teaching poetry . Australian Journal of Language and Literacy. Davis, C. (2018). Writing the self: Poetry, youth identity, and critical poetic inquiry. Art Research International, 3(1), 114-131. Dilthey, W. (1985). Poetry and experience. Princeton: Princeton University Press.

  7. Questions/Responses

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