Teaching Poetry To University Students: Strategies For Success

Teaching poetry to university students can be challenging, but also rewarding. It requires patience, confidence, and clear teaching targets. Students may struggle with the vocabulary and dialect in poems, but this can be an opportunity to explore the tension between different words and their standard English counterparts. To engage students, it is important to diversify the anthology of poems, including female poets, poets of colour, and even living poets. Teaching poetry should involve a mix of analysis, discussion, and creative writing. Students can benefit from defining poetry themselves, discussing their interpretations, and using colour-coding to mark up poems. They can also be encouraged to write their own poems, using templates and sensory imagery, and participate in poetry workshops and contests.

Encouraging creative writing and critical thinking

Teaching poetry to university students can be challenging, but also rewarding. It is important to encourage creative writing and critical thinking, and there are several strategies that can be employed to achieve this.

Firstly, it is crucial to recognise that studying poetry is not just an activity, but hard work that requires patience, confidence, and clear teaching targets. Students may feel impatient with poetry's difficulty and may need help to overcome this challenge. One way to do this is by breaking down the poem into complete sentences, printing them, cutting them into strips, and giving each student a sentence. Students can then write about what the sentence brings to mind and share their thoughts in small groups. Only after this should the complete poem be given to the students, and they will be pleased to discover that they have already interpreted much of its meaning.

Secondly, it is important to expose students to a diverse range of poets and poetry styles. This includes teaching poems by female poets, poets of colour, and even lesser-known or living poets. By pairing contemporary and traditional poetry, students can explore the tension between different styles and gain a deeper understanding of the art form. For example, dialect poetry can provide an opportunity to explore the relationship between dialect and standard English, as seen in the work of Jamaican poet Louise Bennett.

Thirdly, students should be encouraged to engage in creative writing exercises. This can include providing students with a list of words and asking them to create a poem, inviting them to write poems in response to their favourite poems or other forms of art, or even encouraging them to write in the voice of someone else, such as a parent or friend. These exercises can help students develop their own poetic voices and think more critically about the craft of poetry.

Finally, it is beneficial to create a supportive environment for students to share and discuss their work. This can be done through poetry workshops, where students can provide constructive feedback to one another, or by creating a school anthology of student poems. Additionally, celebrating National Poetry Month can be a great way to make poetry a more important and visible part of daily life in the university. This can include organising poetry contests, displaying student poems on a poetry wall, or even publishing student poetry in the university newspaper or on a website.

By employing these strategies, educators can effectively encourage creative writing and critical thinking when teaching poetry to university students.

Understanding the poet's intention

One approach to understanding the poet's intention is to focus on the vocabulary and dialect used in the poem. Dialect poetry, for example, can provide an opportunity to explore the tension between dialect and standard English. Students can work through the challenges of "translation" and gain a new appreciation for the poet's use of language. Additionally, professors can encourage students to look beyond the poem itself and consider the cultural, political, and economic context in which it was written. This external information can provide crucial insights into the poet's intentions and the broader themes they may be exploring.

Another strategy is to engage students in close reading and analysis of the poem. This can involve breaking the poem into sentences or lines and examining their meaning individually before putting the pieces back together. By annotating and discussing the poem in small groups, students can uncover its meaning and begin to understand the poet's intentions. Additionally, professors can provide mentor poems for students to rewrite individually or as a class, allowing them to step into the poet's shoes and make their own creative choices.

Finally, it is important to expose students to a diverse range of poets and poetry styles. By including female poets, poets of colour, and lesser-known or living poets in the curriculum, professors can broaden students' perspectives and help them develop a more inclusive understanding of poetry. Pairing contemporary and classic poems or comparing poems by different authors on similar themes can also illuminate the intentions of poets across time and cultural contexts.

Analysing dialect and vocabulary

Understanding Dialect and Vocabulary Choices

University students can benefit from understanding the poet's choices regarding dialect and vocabulary. Encourage students to consider why the poet might have used certain words or phrases and how these choices impact the overall meaning and tone of the poem. Ask questions like, "Why did the poet choose this word? How does it make you feel? What sound does it convey?" This helps students develop their analytical skills and deepen their understanding of the poem.

Navigating Vocabulary Challenges

Poems, especially those in dialect, can contain vocabulary that students may find challenging. Instead of seeing this as a barrier, frame it as an opportunity to explore the tension between the poem's vocabulary and standard English. For example, when teaching the work of Louise Bennett, students can be encouraged to work through the challenges of "translation" and appreciate her ironic and subversive use of "Nation Language." This fosters patience and a deeper engagement with the poem.

Encouraging Critical Thinking

Teaching Diverse Poets

When teaching dialect and vocabulary, it is essential to expose students to a diverse range of poets. Include poets from different backgrounds, genders, and eras. By pairing contemporary and classic poets or including lesser-known and living poets, you offer a broader perspective on poetry and encourage students to explore different voices and styles. This shapes their perception and attitudes towards poetry.

Practicing with Student-Created Poems

In addition to analysing established poets, encourage students to create their own poems. Provide them with a list of words or a theme and ask them to craft poems individually or in groups. They can then present their poems to the class, explaining their vocabulary choices and intended meanings. This exercise reinforces their understanding of how dialect and vocabulary impact a poem.

Teaching a diverse range of poets

Teaching poetry to university students can be challenging, but it can also be rewarding and enjoyable. Here are some tips for teaching a diverse range of poets in a university setting:

Diversify the Poets You Teach

Firstly, it is important to diversify the anthology of poems and poets you teach. Instead of relying solely on the traditional, "old, white, dead, male cannon", include a range of poets from different backgrounds, cultures, and identities. Teach poems from a variety of geographical locations and historical periods. Include female poets, poets of colour, LGBTQ+ poets, and even some lesser-known or living poets. By doing so, you will expose your students to a wider range of perspectives, themes, and styles, enriching their understanding of poetry and its potential.

Pair Contemporary and Traditional Poetry

One way to introduce diversity is to pair contemporary poets with traditional, classic poets. For example, you could teach Willie Perdomo's "Where I'm From" alongside Carl Sandburg's "Chicago". Both poems are about the poets' urban landscapes, but they approach the topic from different cultural and temporal perspectives. This approach allows students to compare and contrast the poets' styles, themes, and use of language, fostering a deeper understanding of poetry's evolution and its ability to capture specific moments in time.

Explore Dialect Poetry

Dialect poetry can be challenging for students due to its use of non-standard vocabulary and grammar. However, it also provides an opportunity to explore the tension between dialect and standard language. For example, the work of Jamaican poet Louise Bennett may initially frustrate students, but as they work through the challenges of "translation", they can develop an appreciation for her subversive use of "Nation Language" and her biting ironies. Dialect poetry can offer unique insights into specific cultures, communities, and political contexts, enriching students' literary and cultural understanding.

Encourage Creative Exploration

While it is important to cover poetic devices, forms, and analysis, also encourage students to be creative and experiment with their own poetry. Provide simple prompts or challenges, such as "Phenomenal Woman", where students write about what makes them phenomenal. You can also use creative exercises, such as using LEGO pieces to represent syllables and create visual poems, to engage students in a fun and playful way. These activities can foster a love for poetry and help students develop their writing habits and emotional expression.

Foster Critical Thinking and Metacognition

Poetry is an excellent tool for developing critical thinking skills. Encourage students to think about multiple interpretations of a poem and to consider the context, allusion, intertextuality, and critical theory. This metacognitive process will enhance their analytical abilities and their understanding of how authors display intention and leave room for audience interpretation. It will also prepare them for similar thought processes in other subjects, such as political science, sociology, philosophy, and art history.

By following these suggestions, you can create a dynamic and inclusive poetry curriculum that engages university students with a diverse range of poets and helps them develop essential analytical, creative, and critical thinking skills.

Using different teaching tools and resources

Teaching poetry to university students can be a challenging task, but there are several tools and resources that can make it more engaging and effective. Here are some strategies and techniques to consider:

• Set Clear Objectives: Start by defining the goals of the poetry unit or module. Do you want students to focus on a particular genre, such as the Harlem Renaissance or Romanticism? Are you aiming for them to develop their analytical skills, creative writing abilities, or both? Having clear teaching targets will help guide your instruction and ensure a more focused learning experience for your students.
• Diversify the Anthology: Offer a diverse range of poems from different poets, including female poets, poets of colour, and contemporary voices. By exposing students to a global array of poets, you can broaden their perspectives and challenge traditional canons. Pairing contemporary works with classic poems can create interesting comparisons and spark thoughtful discussions.
• Encourage Active Engagement: Instead of passive lectures, design interactive lessons that involve group work, discussions, and annotations. The "Big Six" method, for example, invites students to move around the room, stopping at different stations to discuss and analyse each element of a poem. Voting on the most intriguing elements to explore further can also foster investment and critical thinking.
• Break Down the Poem: Help students tackle complex poems by breaking them down into complete sentences. Provide each student with a sentence (or multiple copies of the same sentence for larger classes) and ask them to write about what it evokes for them. Only after they have analysed and discussed their individual sentences should you reveal the complete poem. This approach can help students feel more confident about understanding and interpreting poetry.
• Rewrite and Recreate: Provide mentor poems for students to rewrite individually or as a whole class. Rewriting exercises strengthen comprehension and give students a taste of the poetic writing process. Choose short poems or stanzas from longer works that lend themselves to student rewrites, and encourage creative interpretations.
• Visual and Multimedia Aids: Utilise visual art, music, and multimedia resources to spark inspiration and provide alternative ways of understanding poetry. For example, play a song that provokes different responses and ask students to re-examine their definitions of poetry. Display paintings or photographs and ask students to write poems inspired by the images.
• Performance and Publication: Encourage students to perform their poems through activities such as poetry slams, readings, or recitals. Performance can help students develop confidence and a deeper connection to their work. Additionally, consider publishing student poems in the school newspaper, magazine, or on a dedicated website. Creating a "living poetry anthology" by posting famous poems and student works around the school can also inspire a sense of community and celebration around poetry.
• Online Resources: Take advantage of online resources such as Poem a Day from the Library of Congress, the Dodge Poetry Festival on Bill Moyers' site, Poetry Out Loud, and recommended poems from the Poetry Foundation. These resources can provide diverse content and perspectives to enhance your lessons.

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