Fifteen teachers report on the literary works they use in their classrooms, as well as the teaching methods used with these works. (RL)

Offers ideas and teaching strategies to reach adolescents through poetry. Includes a complete poetry unit for use in middle or high school. Shows how poetry can be used to broaden the knowledge base and motivate children to learn. Describes how to build interest and motivation, and how to teach rhythm, sound, and imagery. (SR)

The ways in which poetry can offer the French second-language learner insights into French daily "culture" are examined. Aspects of poetry discussed include the creation of atmosphere in physical context, the power of words to evoke emotion, and the use of rhythm. Two poems are presented for illustration, and reading and writing exercises are…

Argues that classroom learning requires teachers who are keenly aware of everything that poetry and art bring to human existence, as well as an environment that is stimulating and peaceful. Describes elements of successful classroom environments. Suggests methods for teaching poetry and for inspiring students to create paintings. (AJL)

Describes the book, "Amazing Grace: An Anthology of Poems about Slavery 1660-1810." Presents poems, written by 250 writers, that focus on slavery during the 150 year period. Provides examples of materials included in this book and how it can enable students to increase their understanding of slavery. (CMK)

Notes the challenge of teaching with multiple perspectives. Explains that studying a poem with two voices shows students how to consider multiple perspectives. Concludes that looking at different perspectives on a topic not only widens students' views, but also deepens their understanding. (PM)

Describes a unit that provides opportunities for students to examine the relationship between poetry and pictures as they select published poems, write their own poetry, and take photographs to accompany the poems in an anthology. Describes lesson one on intellectual property and copyright, and lesson two on appreciation. Includes a unit guide and…

Discusses one Sudanese student's frustration with learning English his second year in the United States. Describes writing assignments used in the seventh grade class. Notes that Simon, the Sudanese student, found poetry to be an easier way to express himself using the English language. (SG)

Describes three educational innovations, examples of art and technology converging: a class at Colorado College where students are composing music on the computer; the University of Advancing Computer Technology's online associate degree in arts and multimedia; and a collaboration between the Institute for Learning Technologies at Columbia…

Illustrates a way social studies teachers can use translation exercises to teach about a geographic region. Uses translations of haiku poetry for this purpose. Students perceive and translate a haiku differently thus experiencing firsthand a fundamental objective of social studies which is understanding differences in perspectives. (GG)

Presents a biographical sketch of educator Agnes Snyder that includes her background, teaching and administrative experiences, philosophies of education and life, and samples of her poetry. (BB)

Discusses ways in which early childhood teachers can write, shape, and present poetry to young children. (BB)

Explores major themes in contemporary American Indian poetry that comprise the Native ethos of cultural resistance and survival. Correlates certain themes of Indian poetry with those of Black spiritual and blues. Discusses Western and Indian world views, political and social conflict, and art as the agent of criticism and change. Contains 28…

Recounts one teacher's use of art in the poetry-writing classroom, and suggests that its success stems from the following elements: schemata for seeing, experience with poetry, individual choice of art and poetic form, an encouraging environment, time to look and think and feel, and a powerful subject. (SR)