LSSL 5360 Textbook Chapter 8: Poetry

What did I already know about the topics? 

K: Poetry tends to be in verse, may rhyme, often has a lot of imagery, and emotion. Other common devices that make it recognizable may be repetition and use of stanzas for organization. From analyzing poetry in school, I remember having to keep in mind the mnemonic device "TPCASTT" to remind me to think through the title, to paraphrase the poem, consider connotation, attitude, any shifts, go back to the title, and reflect on theme (in short, a systematic check list that could jerk the joy out of some of the best poems). 

What did I learn after I completed each assignment? 

W: Similar to the criteria considered when looking to evaluate picture books, keeping in mind the audience is again important with poetry for children. One of the articles mentioned an aspect of this, "Does it see childhood in a sentimental or nostalgic way, more likely to appeal to adults than to children," which may be difficult to analyze as an adult reader. I think it will be important when looking at many forms of children's literature to really take a step back and think if I enjoy this work only from my current perspective or if the children I serve will view it differently when exposed to it. 

Another criteria mentioned is if the poem will encourage children to read it more than once; and that is an important aspect as well for literature in general, because if it is not read, it does not matter how informative, creative, or inspirational it may have been. Multiple readings really encourages readers to consider the topics the poem explores and even to simply derive more pleasure from reading it.
The video made me think back to my experiences with poetry in school and I agree that it was not read for enjoyment but to analyze; poems were something cryptic to figure out that secret message the poet was hiding underneath all of those unassuming words. 

 Learning what children prefer can help mend this perspective from dread to enjoyment. Some of the things mentioned that children enjoy were narrative over free verse and haiku and those poems that have rhyme, alliteration, and a rhythm. Humor in poems is enjoyed as well, along with poems that have familiar experiences. Contemporary poems, those with animals, poems with visual images and interactive poems can also be more appealing to children. Again, most of these aspects are fun elements that readers can enjoy while working through a poem! 

 What do I still need to learn? 

L: I still need to practice applying all of this information to the poetry I read and will use with my future students. In addition, I would like to work on being able to effectively communicate this criteria to others who are exploring poetry so that we will be able to have productive conversations over what we read and to make the best selections for the children. 

How will I share this information with others?

S:When thinking about how I will share this information, I immediately consider students, especially those who are nervous around poetry. Poetry can be a scary word to some, one that implies confusion, distant meanings, and no simple answers. I would like to be able to help students truly enjoy poetry and expose them to a variety of poems and a variety of ways to look at them. Lastly, I hope to help children to not be afraid to explore creating their own poems.