A pedagogy of poetry

Enhanced descriptions from Syndetics:

Drawing together commentary, research and his own professional experience, John Gordon explores ways of thinking about poetry with students in mind. He posits the distinctiveness of thinking about teaching poetry rather than considering poetry in isolation as an object of study. The book supports readers in developing their own ethos and pedagogical judgement that is flexible enough to respond to the requirements of particular students and particular texts.

The oeuvre of W.B.Yeats is put to use to address the many issues and learning puzzles that can arise when teaching poetry in the secondary phase of schooling (14+) and at undergraduate level. General principles are identified throughout so readers can consider and teach other poems with these ideas in mind.

A Pedagogy of Poetry synthesizes literary criticism and analysis, considerations of literary pedagogy, the empirical research base and the theoretical frameworks concerning responses to poetry. It sets literary study in the context of the psychology of learning while maintaining a focus on how reflection supports teachers' choices and actions in the classroom.

Table of contents provided by Syndetics

• Acknowledgements (p. vi)
• About the author (p. vii)
• Introduction: What is a pedagogy of poetry? (p. 1)
• 1 Presenting poems: 'The Lake Isle of Innisfree' (p. 12)
• 2 Poems as songs: 'The Song of Wandering Aengus' (p. 24)
• 3 Poetry of place and nature: 'The Wild Swans at Coole' (p. 39)
• 4 Finding a centre: 'The Second Coming' (p. 51)
• 5 Making parallels: 'Sailing to Byzantium' and getting there (p. 62)
• 6 Head and heart: 'No Second Troy' and 'A Prayer for my Daughter' (p. 76)
• 7 Poems of a moment: 'Easter, 1916' (p. 90)
• 8 Complex poems: 'Nineteen Hundred and Nineteen' and 'Meditations in Time of Civil War' (p. 105)
• 9 Poems in sequence: Teaching an anthology (p. 116)
• Last words (p. 127)
• References (p. 131)
• Index (p. 134)