Affectionately remembers a college professor and his particular approach to poetry reading and discourse. Refers to a Sufi tale regarding teaching and learning to demystify previous philosophical and pedagogical confusion. (JK)

Outlines the differences between mediocre and good poetry, asserting that most objections to poetry are really objection to bad poetry or poetry poorly taught or ignorantly read and concluding that good poetry is a way of knowing and a method of organizing perceptions. (SRT)

Concludes that Plato's success in arguing that philosophy relieves poetry of the task of education makes it possible for us to see that art should not be judged in terms of its success in imparting morals or that morality should be forsaken for art, but that the two can coexist in the same world without the need for censorship. (JDH)

This theme issue, centered around the Kalevala (a collection of primarily lyrical folk poems), includes articles giving the history of the Kalevala and its place in Finnish culture, comparing the Kalevala and the lyric poems of Homer, the Kalevala's influence on modern Finnish culture, the Kalevala in contemporary theatre, and celebrations…

Presents a poetological analysis of the genre of pattern poetry that distinguishes among various forms of picture text composition and classifies the various sorts of carmina figurata typologically while dealing with the question of continuity of figured poems in ancient, medieval, and modern times. (FL)

Suggests that by using the three approaches to writing the first poem--breath-grouping, prosepoetry, and the repeater--students will conceptualize and practice some of the possible forms of contemporary poetry. (EL)

The short biographical sketch focuses upon John Greenleaf Whittier's three-month tenure as a teacher. It cites examples of Whittier's poetry to illustrate that he recognized the value of teachers to individual development, their dedication, their commitment to pupils and their profession, and the lasting bond formed between teacher and learner.…

Analyzes the banquet scene in Blake's poem, arguing that it embodies his dialectic art at its best. (FL)

Discusses how college English teachers can help students develop their faculties so they are capable of a full appreciation of poetry. After students are taught how to read for meaning, they should be taught how to reread for significance. (RM)

The way that the teacher responds to students' writing and talking is most important when developing poetry skills. This article suggests that poetry can not be taught through well-planned lessons but must come from communication and feeling. (DF)

Argues that most anthologies of poetry are discouraging to children and suggests better ways of getting them involved with verse. (HOD)

Examines the teaching of poetry in Australian schools as it has been attempted in the past few decades and questions whether poetry teaching can be more successful even with the new understandings of language development and literary response. (HOD)

A program designed to combine academic instruction with the emotions was implemented in a resource room for elementary learning and/or behavior problem children. Activities focused on the senses and included contributing to a class poem and writing individual poems about emotions. (CL)

Discusses the ways in which interpretive performance of rhymed poetry is significantly aided by an understanding of structured influences of rhyme. (MH)

Presents eight exercises used in teaching freshman composition students to write poetry. (DD)