For this week’s module, the two articles that were read discussed the difficulties, benefits, and effective ways to teach poetry. In the first article, “Poetry is Like Directions for Your Imagination” Christine Duthie and Ellie Kubie Zimet discuss the importance and benefits of poetry in a child’s education and the second article, “Poetry Top 10: A Foolproof Formula for Teaching Poetry” by Mara Linaberger talks about the fear that most teachers have about teaching poetry and how to overcome that fear by finding useful, engaging ways to teach it. One things that both articles have in common though is that they both stress the point that by teaching poetry and using it in the classroom, there are many ways for it to build the imagination in the written works of students.
Poetry is not only a thing for people to read and write, but more or less a way for people to express themselves and activate their imaginations. By using poetry in the classroom, students are able to grasp a better, deeper understanding of it while at the same time learning different ways to express their creative ideas and imaginations in ways other than just writing something like an essay or a story. Not even just the words in the poem, but also the meaning and even the look of the poem have so much to do with creativity and imagination. For example, in the first article, the two authors talked about how excited and engaged their students became when they started talking about different aspects of the poem. By the teachers taking the time to talk not only about the poem but also about the fun different shapes poems can have and how the shapes can correlate with the meaning of the poem, it really starts to cause the students to build that creativity and imagination in their own written works.
Another way that one can help is by being confident in their own poetry knowledge and skills so that they can help their students better understand and express their creativity through it. As Linaberger talks about in her article, her dream to become a poet became crushed in high school because she was under the idea that she had to write exactly like the poets she was reading. Later on, once she found her own writing and was confident enough to write and read it to others, she was able to confidently teach her students about poetry saying, “I headed back to my classroom, confident that I could teach kids to write poetry because I could actually write it myself” (Linaberger). By being confident in their own poetry, teachers are able to be a better help in persuading students to dig into their imagination and show creativity in their work by showing students how much poetry has to offer.