Presents an example of an enrichment course that focuses on the linkage of education and practice (in the field of social work) through creative methods involving poetry and music. Notes implications for further application and research. (RS)

Demonstrates poetry's self-explanatory and self-expressive powers in a series of brief narratives. Includes experiences with emotionally disturbed preschoolers, hospitalized schizophrenic children, brain injured and autistic preadolescents, adult schizophrenics, and withdrawn elderly. Notes that the examples of their creative work underscore the…

Suggests that using personas helps students to engage as active learners in their study of William Shakespeare. Describes how students can assume an invisible metaphoric mask in their writing about a play. Argues that the persona approach aids students in recognizing Shakespeare's relevance for their lives. (HB)

To bring more young adults into the Thurmont Branch of the Frederick County (Maryland) Public Library, a children's librarian and the Young Adult Advisory Committee created Teen Poetry Night, at which teens were invited to read their own poetry or the work of a favorite poet. Program planning and implementation are described. (PEN)

Discusses four Romantic themes that are crucial to writing workshop practice (self-expression, liberation from convention, celebration of emotion, and a valuing of folk cultures), explaining how the writing workshop approach embodies these themes; summarizing criticisms of these approaches; sketching a conception of student voice that looks…

Illustrates how children's "poetic voices in action" provide context for the writing of poetry. Describes how the author taped hours of classroom interaction and the talk that surrounded the children's writing, browsing, reading and performance of poetry. Shares examples of reflective voices at play. Examines ways in which teachers can…

Demonstrates that poetry is a valuable tool in individual and couples therapy; specifically, that the Bowen Family Systems Theory and attachment theory are useful paradigms for including poetry. Offers several case examples demonstrating the usefulness of poetry within a therapist's practice model. (SR)

Provides a personal narrative of how one Shakespearean teacher-actor was "remade" through specific experiences. Claims that students must perform at least some Shakespeare in order to experience personal and social enrichment. (NH)

Aims to help teachers find a way to help students enjoy Shakespeare through the process of performance. Provides guidelines gained from personal experience for teachers presenting the plays with secondary students that include the following: (1) audience consideration, (2) actor-ownership of the performance, (3) staging limitations, and (4)…

Offers an interview with poet and teacher Bernadette Mayer about her poem "Sonnet," the sonnet form, and teaching poetry. Discusses her particular use of the sonnet and how it adheres to and breaks the standard rules of that poetry style. (SR)

Relates the author's experiences as a year-long visiting poetry teacher with one third-grade girl in particular, an assertive, determined, and oppositional child. Muses on the author's difficulties working with her. (SR)

Describes how the author, when teaching dream poems and poem writing to older kids, uses Margaret Atwood's "Dreams of the Animals" to extend the discussion about dreaming and have the children think about dreams that have little to do with their own. Includes examples of students' poems about animal dreams. (SR)

Describes the author's experience teaching poetry to a fourth-grade class, and how an inspired moment from one student (improvising a poem about an imagined hairstyle of poet Federico Garcia Lorca) led the entire class on a journey of inspiration. Looks at the route to that place of "inspired rightness." (SR)

Offers recommendations from six different English teachers of novels, short stories, or poems that they recommend or have used successfully in the classroom to discuss issues and dilemmas of peace. (SR)

Discussion of the use of movement in writing classes focuses on a poetry class for eight- to twelve-year-olds that incorporated basketball. Describes listening to the sounds of basketball, recalling memories of basketball, breathing and movement, reading aloud to others, revisions, and public reading for families and friends. (LRW)