Lists, chronologically by century, recordings of English poems which have been set to music, emphasizing those by avant rock performers. (RD)

Examines the style, plot, setting, characterization, theme, and language of "The Hobbit and "The Lord of the Rings trilogy. (SW)

The final half of a lecture delivered upon receipt of the Nobel Prize in literature in 1968.

Paper presented at Annual Convention of National Council of Teachers of English (Milwaukee, Wis., November 29, 1968).

Describes how teachers in Minneapolis, Minnesota, stimulate their students to write creatively using two computer programs: the Word Weaver, which is designed to encourage students to use ordinary words in fresh, new ways, and Image Spinning, which students use to create word combinations to form poems. (MBR)

Commends the practice of learning poetry by heart. (HOD)

To explore the role of cross-modal perception in comprehending synesthetic metaphors, subjects read 15 metaphors relating visual and auditory qualities and set the loudness of a tone and the brightness of a light to the levels suggested by each metaphor. A pervasive cross-modal equivalence between loudness and brightness in the subjects' responses…

Relates the experience of hearing what sounds can achieve to echo, enforce, and enrich meaning in the teaching of poetry. (HOD)

Examines the poetics of Richard Hugo, William Stafford, Donald Hall, and Robert Bly. Proposes that these poets are associated more with European and South American literature than with the poetry previously written in the United States and England. Discusses what these poets tell others about language and about writing poetry. (RL)

Describes a poetry writing assignment that teaches students the importance of place and objects in expressing emotions about a childhood memory. (RL)

Explores the philosophy behind Haiku and discusses 11 characteristics basic to this form of poetry to help teachers better understand it. (HTH)

Recounts a classroom visit by children's poet and illustrator Karla Kuskin, and the flurry of activity and preparation that preceded her visit. (HTH)

Shows how teachers can begin with the sound of a poem in performance as a springboard to a critical understanding of the writer's art. Provides suggestions helpful in staging performances. (GT)