Shows how comparison and contrast of cultures yields poetry from bilingual elementary students. Provides samples of student poems. (RL)

Uses examples of poetry by Australians to show how response to a poem depends on being a good listener; detecting with accuracy the tone of voice that governs the poem. (RL)

Although students did not recognize Canadian poetry to any important extent, those students who made any differentiation between poems favored the Canadian poems. (DD)

Discusses the ways in which Ishmael Reed uses black American folklore, black American language, traditional African religion, and African myths as poetic materials from which he develops artistic forms. (GW)

This paper suggests guidelines for poetry study. Studying unfamiliar vocabulary, allusions and surface and underlying meaning are the general steps, followed by specific questioning regarding poem genre, rhyme, meter, imagery and content, for an overall evaluation. (CHK)

Shows how teachers developed student self-expression and appreciation for poetic rhythm by using blues music and lyrics in the classroom. Provides examples of students' collaborative poems. (RL)

A discussion of the difficulties one experiences in understanding a foreign language in song. The difficulty comes from the rhyme and rhythm, and from the medium, the form of linguistic expression, itself. (AMH)

The study of literature is described as a unique and effective way of understanding a culture and its peculiarities. Examples of American literature are cited and the relationship between literature and social studies is discussed. (LBH)

Describes a committee project for use with any grade or ability level that will help students enjoy poetry and learn how to work together at the same time. (FL)

Describes a project carried out with children in grades one through four for which each grade produced a volume of a book containing fiction, poetry, nonfiction, and picture stories with the help of a writer-in-residence. (SRT)

Discusses method to improve students' sensitivity to poetry. Describes teaching a poem by Neruda through such class activities as reading aloud, student writing imitating the subjective stance of the poem, class discussion about these essays, and further response writing. Views this approach as a kind of translation. (JG)

Describes an exercise to elicit student interpretations of Robert Wallace's poem, "Ungainly Things." (MM)

Contends that students' negative attitudes toward poetry can be modified by using writing as a prereading strategy and by using writing during the process of reading. (MS)

Suggests that teachers attempt to have children write poetry that deals with the senses. Develops lessons to demonstrate to students their own potential for writing poetry. (MS)

Suggests that if students are to become comfortable enough with poetry to freely write about it, they must first discover the poetry in themselves. Offers a composition-poetry method that allows students to experience poetry, analyze their writing processes, and synthesize all the information gained from doing and analyzing. (MS)