In general, poetry seems to be a fairly neglected topic in today’s classrooms.
Reasons for this may be multiple1 and it is probably difficult to determine
universally valid explanations. It does not make a difference whether it is poetry
in the mother tongue or poetry in a foreign language; it just seems that poetry in
general does not seem to be very popular. Skipping through the current
schoolbooks the impression occurs that poetry only plays a subordinate role.
Also, when under time pressure and the necessity to drop certain topics, poetry
seems to be among the first ones to be dropped. The question arises whether this
is due to teachers who never found access to poetry? The extra effort it might
take to prepare for a poetry lesson? Or is it lacking courage to approach a topic
that seems to be unpopular? It is up to teachers to either inspire or discourage
pupils when it comes to poetry. This inspiration or discouragement may last a
lifetime.
Many pupils probably consider poetry as ‘un-cool’. But in the time of events like
literature and poetry slams, which are highly enjoyed by many pupils and
students, it should be worth re-thinking the attitude about poetry and to bring
poetry to the classrooms.
With this paper I would like to show approaches, activities and ideas how
teachers can make poetry more popular in the classroom.
Table of Contents
1. Introduction
2. A brief outline about poetry and literature in the curriculum
3. Poetry in the classroom – Why?
4. Poetry in the ‘Unterstufe’
4.1 Exercises & Aims
5. Poetry in the ‘Mittelstufe’
5.1 Exercises & Aims
6. Conclusion
7. Literature
Objectives and Topics
This paper aims to explore practical approaches to increase the popularity of poetry in English language classrooms, specifically addressing the curriculum requirements for the German Gymnasium in the lower and middle school levels.
- The role of poetry in the current school curriculum.
- Psycholinguistic benefits of using poetry for language acquisition.
- Creative methods for teaching poetry in the 'Unterstufe' (years 5-7).
- Advanced interpretive and productive tasks for the 'Mittelstufe' (years 8-10).
- Strategies for integrating poetry as a vivid and engaging classroom experience.
Excerpt from the Book
4.1. Exercises & Aims
Poetry should not only be taught in a receptive way, pupils should not only read poems but also work on a productive level. This productive level can begin at a very early learning stage.
As a written or oral task the teacher can provide a poem where at the end of each stanza the rhyming word is missing. To make it easier, a rule could be set up that all missing words rhyme to for example numbers. Depending on whether it is supposed to be an oral or written task the teacher either reads out the poem, leaving the missing word out and asking pupils to say the missing word or the teacher hands out a worksheet with the poem and the missing words and has the pupils filling in the missing words. The missing words can for example be vocabulary that should be learned or repeated. With the rhythm and the rhyme of the poem memorizing certain words may become easier for some pupils.
Depending on the learning stage of the pupils, even lines could be left blank and filled out by the pupils; this would also activate the pupils’ creativity. Another rather creative activity for young learners is to prepare a surprise package at home, with only a hole on the side so that pupils cannot see what is inside but have to put their hands in to feel the items that are inside. In the next step, the package should be passed around, so that each pupil has his or her idea of the content and write down what he or she believes is in the package. Once every pupil has his/her list of content the following task is to write a short poem that includes all the words that are on the list. The teacher should set out the basic rules, for example how long the poem has to be, whether it has to rhyme or not, etc. Here different senses of the pupils are stipulated, identifying the items in the package, finding the English word for these items and writing a poem.
Summary of Chapters
1. Introduction: Outlines the current neglected state of poetry in classrooms and proposes re-thinking strategies to make it more engaging for students.
2. A brief outline about poetry and literature in the curriculum: Analyzes the German state curriculum requirements for English literature across different grade levels.
3. Poetry in the classroom – Why?: Explains the pedagogical and psycholinguistic advantages of using poetry, such as improved vocabulary retention and emotional engagement.
4. Poetry in the ‘Unterstufe’: Discusses age-appropriate, productive methods for teaching poetry to students aged ten to thirteen.
4.1. Exercises & Aims: Provides specific examples like gap poems, acrostics, and sensory-based creative writing tasks.
5. Poetry in the ‘Mittelstufe’: Examines how to adapt poetry tasks for older students to increase complexity and analytical depth.
5.1. Exercises & Aims: Details advanced exercises including thematic line analysis, association tasks using media, and poetry slams.
6. Conclusion: Summarizes the benefits of poetry and encourages teachers to move beyond standard readings to create vivid classroom experiences.
7. Literature: Lists the academic sources and digital references utilized throughout the paper.
Keywords
English teaching, poetry, curriculum, Gymnasium, Unterstufe, Mittelstufe, language acquisition, creative writing, poetry slam, classroom activities, pedagogy, literary texts, rhyme, rhythm, empathy.
Frequently Asked Questions
What is the primary focus of this academic paper?
This paper focuses on the pedagogical implementation of poetry in the English classroom within the German 'Gymnasium' system, aiming to move beyond traditional methods.
Which grade levels are specifically targeted?
The work covers both the 'Unterstufe' (years five to seven) and the 'Mittelstufe' (years eight to ten).
What is the core pedagogical objective regarding poetry?
The objective is to shift poetry from a neglected, optional topic to a productive and engaging learning tool that promotes creativity and language proficiency.
Which teaching methods are recommended?
The author recommends diverse methods, including gap-filling, acrostic writing, association games with pictures or music, and staging poetry slams.
How is the main body structured?
The body analyzes curriculum demands first, then explores the 'Why' behind using poetry, followed by specific, age-appropriate practical exercises for different school levels.
What are the key terms that define this work?
Key terms include 'Gymnasium', 'curriculum', 'language acquisition', 'productive level', and 'creative approach'.
Why does the author suggest using 'gap poems'?
Gap poems are suggested because they encourage intensive reading and force students to focus on context, rhythm, and style to complete the text.
How can art and poetry be combined in the classroom?
The author suggests cross-disciplinary cooperation where students find pictures, sketches, or collages that represent their personal associations and emotions triggered by a poem.
- Quote paper
- Annette Jansen (Author), 2011, Poetry in the classroom , Munich, GRIN Verlag, https://www.hausarbeiten.de/document/182325
