poeticality of particular poems, but coming to some way of agreeing in practice with children as to what a 'poem' should ... Any such extension of the scope of definition beyond intrinsic attributes to social agreement (the partners in ...
Author: Robert Hull
Publisher: Routledge
ISBN: 9781351011044
Category: Education
Page: 282
View: 114
Published in 1988, this book is a teacher’s eye view of how children come to write and rewrite poems, and of how they make aesthetic choices in their writing. Drawing on over twenty years’ experience of teaching poetry in primary and secondary schools, Robert Hull presents a detailed account of the process of writing poetry in the classroom. The reader is invited, almost in confidence, to be witness to a skilled teacher’s planning, recognition, and definition of children’s emergent understanding and expertise. The author adopts a non-behaviourist model which stresses difficulty and uncertainty, rejecting a simplistic assumption of linear progression, predictability of outcome, and short-term results. The many examples of poems written by the children demonstrate in a very vivid and impressive way the value of this approach. All teachers, not just of poetry, will find this a fascinating and informed study, and an inspiration for their own work in the classroom.