A Poetry Pedagogy for Teachers: Reorienting Classroom Literacy Practices

Description

A Poetry Pedagogy for Teachers generates imaginative encounters with poetry and invites educators to practice a range of poetry exercises in order to inform instructional approaches to reading and writing. Guided by pedagogical principles prompted by their readings of Wallace Stevens’ “Thirteen Ways of Looking at a Blackbird,” Maya Pindyck and Ruth Vinz provide critical discussion of prominent literacy practices in secondary classrooms and offer alternative approaches to encountering a text. They do this by way of experimental readings of Wallace Stevens’ poem toward a set of thirteen pedagogical principles that anchor a pedagogy of poetic practices. The book also offers invitational exercises, the authors’ own engagements with poetry practices, as well as student examples, visual modes of theorizing, and a gathering of relevant resources compiled by two classroom teachers. This is a book for secondary English teachers, teaching artists, English educators, college writing professors, readers and writers of poetry – both existing and aspirational – and any educator interested in poetry’s capacities to pedagogically inform their subject matter and/or literacy practices. Half Title Series Page Title Page Copyright Page Dedication Contents Credits Preface Acknowledgments Introduction: Poems as Provocateurs Part I Chapter 1: Let the Poem Do the Teaching Chapter 2: Speaker, Writer, and Reader as Multiplicities Chapter 3: Smallness within the All Chapter 4: We Are All in This Together Chapter 5: The Quiet and Not-So-Quiet in Poems Chapter 6: Tensions and Constraints Chapter 7: On Spaces of Wonder and Bewilderment Chapter 8: Care for the More-Than-Human Chapter 9: Working at the Edges and Peripheries Chapter 10: Tapping Sensation’s Sap Chapter 11: Wrestling with the Mind’s Maybe Chapter 12: Speculative Possibilities Chapter 13: Reorienting Practices Part II: Invitations Part III: Resources for Teachers References Index