Teaching Poetry in High School

High school language courses should pay attention to the emotional development of students so that they can begin cultivating conscientiously aesthetic awareness and high aesthetic taste, cultural aesthetic perception, and allow for aesthetic creation. A new curriculum has been proposed that is concerned about the aesthetic quality of students studies and wishes to improve the aesthetic life on the one hand, and to allow the students to complete the organic life of the individual. Aesthetic sensibility is one of the basic requirements for life. Also the successful achievements of students of human nature shows that the study of aesthetics is the best way to help make students highly competitive. The study of aesthetics will greatly contribute to the aesthetic well-being of the students live, studies have shown that this often neglected part of an individuals life can in fact have a great impact on overall success in life.

The new curriculum is a very people-oriented one that takes an individual approach to the student. At present, students fail in examination of the aesthetic sense of being because older teaching methods shielded them from this because of utilitarian and outdated ideas in education. This has made the student’s aesthetic perception and aesthetic imagination poor, weak and slow. In implementing this new curriculum the aesthetic ability of the students should be raised further, and enhance the students’ aesthetic taste.

Adding the teaching of poetry to a curriculum is particularly important not only in forming a greater aesthetic appreciation but studies show that along with the study of music the study of poetry will help students do better in class. Poetry also is an important step in developing an aesthetic appreciation and understanding for the student.

One reason that poetry can improve performance in class is that it improves reading because when one reads poetry the reader experiences a two-way exchange of ideas that is a dynamic process they may otherwise not be experienced in regular studies. Creating literary works of their own besides improving there aesthetic ability offers a release of psychological tension as well.

An improvement in aesthetic ability leads to an increase in perception, imagination, association, emotional understanding, and other psychological factors. Use of poetry along with the Gestalt method will help this new curriculum to greatly improve the full learning experience of the student.

This also will relieve aesthetic tension for the student that has been shown to be directly proportional to the psychological tension. Relieving aesthetic tension will relieve psychological tension. The psychological health of the student will positively or negatively impact the student. By reliving the psychological tension of the student the student is better able to learn and to perform in class.

No extra cost would be incurred in a new curriculum. All that would be required would be a short time period each day to be devoted to poetry reading and or writing. This time can come from other activities that it will help such as replacing a few minutes of English each day with poetry which is a part of English. Writing poetry would also be a part of English writing. With so many advantages to studying poetry there is no reason that students should not begin the study of poetry in school.

References:

Barbe, W. B., & Swassing, R. H., with M. N. Milone. (1979). Teaching through modality strengths: Concepts and practices. Columbus, OH: Zaner-Bloser.

Bruce, V., Green, P. & Georgeson, M. (1996). Visual perception: Physiology, psychology and ecology, 3rd

Scholl, B. J. (2001). Objects and attention: The state of the art. Cognition

Sternberg, Robert, Cognitive Psychology Third Edition, Thomson Wadsworth© 2003.

Władysław Tatarkiewicz, “The Concept of Poetry,” Dialectics and Humanism, vol. II, no. 2 (spring 1975)