Relates the experiences of a poet visiting and teaching in three Alaskan villages. (RL)

Gives examples of poems (in English) of six writers of Spanish, Latin American, or Latino poetry: Nicanor Parra, Vicente Huidobro, Victor Hernandez Cruz, Gabriela Mistral, Martin Espada, and Ana Castillo. States that all can be used as models for the classroom. (PA)

Relates the experience of the author as a young man struggling to write a chapter of his dissertation called "Why Teach Poetry?". Notes that poet Louis Ginsberg (father of poet Allen Ginsberg) provided him with a two-paragraph answer, as meaningful and pertinent now as it was 50 years ago. (SR)

The purpose of this poetry anthology is to create a positive inspirational yet realistic picture of teachers and the very challenging and complex contexts within which they "weave their magic in students' lives" and make contributions to the world. The anthology aims to show how teachers think and feel about teaching, learning, and their…

Presents an interview with poet and teacher Barbara Juster Esbensen, 1994 recipient of the NCTE Award for Excellence in Poetry for Children. (SR)

This article describes notable cultural, historical, and artistic elements emanating from sculptures originating in ancient Greece. The "blind bard" and its connection to the legendary Greek poet, Homer; Homer's impact on literary history; trends among Roman sculptures; and Roman replication of Greek art are described. Questions to…

Considers poetry for children by the late Ted Hughes, British Poet Laureate. Examines it in its own terms as poetry and in terms of its intended audience. Suggests his poetry was an attempt to create a body of work that remained true to his gift of "caging" the minute within real and imaginary worlds. (SR)

In 1937, teacher and educator Leonard S. Kenworthy wrote an article in which he suggested that poetry was a useful aid in teaching U.S. history. This paper reviews Kenworthy's article, including his rationale for the use of verse in teaching history, methods by which poetry could be incorporated into the curriculum and used in the classroom, and…

Notes the importance of noticing details and the precious, weird little details of neighborhoods. Uses poetry by Latin American poets to teach children and adults how to write their own poetry. Starts with basic techniques--talking, reading, discussing, and notetaking. (PA)

Noted poet and anthologist Naomi Shihab Nye discusses her books of poetry for young people and her work with students to help them find their own poetic voices. Nye's poetry anthologies are appropriate for elementary, middle-school, and high-school students. Fundamental themes are crossing boundaries and making connections to help young readers…

Twenty-six poetic forms are discussed in this paper, with suggested activities for teaching these patterns to students in grades kindergarten through grade twelve. The forms that are discussed include the couplet, quatrain, triplet, limerick, free verse, haiku, cinquain, sijo, septolet, diamante, acrostic, sonnet, parody, dramatic monologue, and…

This booklet is intended for elementary and secondary teachers and administrators interested in participating in a Poets in the Schools program. The first section explains Poets in the Schools and its objectives and answers questions about it. The second section includes responses to the program from students and teachers. The third section lists…

Presents suggestions for ensuring the survival and spread of African American art forms through wide dissemination and use in schools. Emphasizes poetry as one of many aspects of Black creative endeavors. Discusses the effects of the creative fervor of young Black poets of the 1960s on older, more renowned poets. (MK)

Presenting informal interviews, this book opens a window into the writing processes, influences, work habits, and personal backgrounds of 16 poets who write for children and young adults. The interviews in the book provide not only critical discussions of poetry but also ideas about how teachers can help children understand poetry and enjoy…

This book emerged from a Poetry in the Schools program which had two facets: teacher workshops and instruction by poets in elementary and secondary classrooms. Part one, "Poets and Teachers in Dialogue," describes major issues discussed in teacher workshops: keeping the imagination alive, writing as a way of discovery, exploration of…