Poetry is an Experience

Poetry is something I have always loved. My father loves poetry and even named my brother Dylan Thomas after his favorite poet. He bought me a collection of Dylan Thomas’ work as well as a Robert Frost collection. My copies quickly became worn down with underlining and comments in the margins. My uncle, another man in my world who loves poetry, gifted me with Emily Dickinson’s complete works when I mentioned an interest in her. In school, the poetry lessons were always my favorite. I would eat up everything I read and always feel so wonderful and full of life afterwards.

I would (and still do) imagine teaching poetry lessons in my own classroom. I have always thought it more than just the pretentious vocabulary that many educators focus on. Yes, these pieces of the poetry do deserve names and recognition, and perhaps knowing what they are can help students when writing their own. But like Christensen in Teaching for Joy and Justice, I believe that there is more to poetry than that. Students have to be able to see themselves in the poetry they are reading in class and then have the opportunity to get creative with their piece. They can have some structure and guidelines with it, but they still should have some space to make it their own.

Poetry should be an experience. It’s more than just a description. Kati Macaluso states, “A poem—because it defies explanation—requires that the writer be keenly present to the experience.” Everyone experiences situations where they cannot properly explain the emotions and uniqueness of that situation to another person. The only way to evoke it properly is through poetry. Students especially should learn how to write it and be aware of themselves and their surroundings enough to be able to evoke their poetry. Poetry builds relationships between people. It helps us express ourselves.

The most important thing about poetry is that not only can anyone appreciate it, but anyone can write it. Jen McConnel ponders, “Perhaps in embracing our own poet-selves, we can model another side of poetry instruction in our courses.” If we open up to our students, then they are more likely to open up to us. Poetry requires opening up. We need to show our students that we are just as vulnerable but ready as they are.