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Professional Development Activity for “Enhancing the Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”. Teaching & Performing Poetry. February 25, 2005. What is POETRY? How do you define it?

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Teaching performing poetry

Professional Development Activity for “Enhancing the Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Teaching & Performing Poetry

February 25, 2005


Before we start workshop activity 1

What is POETRY? Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

How do you define it?

What do you think of teaching

and learning poetry?

Before We Start: Workshop activity 1


Getting started understanding poetry

Getting started Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”Understanding poetry


Teaching performing poetry

Word music, the dance of language Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

The spontaneous overflow of powerful feelings

Criticism

of life

A.D. Hope

William Wordsworth

Matthew Arnold

Poetry is the lava of the imagination

Lord Byron

Blood, imagination and intellect running together

W.B. Yeats

What is Poetry?


Getting ready to teach understanding poetry

Getting ready to teach Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”Understanding poetry


Understanding the poem
Understanding the poem Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Whatis happening in the poem?

  • What idea and theme does the poet want to deliver?

    Howis it presented by the poet?

  • Techniques : language, sound, imageries, punctuation, pattern on the page

    Whydid the poet write this poem?

  • What is his message or purpose?

  • Why do I teach this poem?


Teaching performing poetry

POETRY Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”


Poetic language

Poetic Language Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Visual imagery

Mental pictures created with words


Teaching performing poetry

  • Explicit Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts” comparison, using ‘like’, ‘as’, ‘similar to’, ‘resembles’

Simile

Metaphor

Personification

Implied comparison

Giving human qualities to an animal, object or abstract idea


Teaching performing poetry

The Wind Is Angry Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

The wind is angry ---

He’s been in a rage all night,

Stamping his feet, bellowing

and finally breaking out.

… … …

Personification


Teaching performing poetry

The Sea Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

The sea is a hungry dog,

Giant and grey.

He rolls on the beach all day.

With his clashing teeth and shaggy jaws

The rumbling, tumbling stones,

And ‘Bones, bones, bones, bones!’

The giant sea-dog moans,

Licking his greasy paws.

… … … James Reeves

Metaphor


Teaching performing poetry

The Laundry Basket Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

My shirtsleeve hangs

Over the rim of the laundry basket

Like a limp human arm

From the jaws of a crocodile.

Chris Hereward

Simile


Poetic language1

Poetic Language Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Sound imagery

Feelings and moods created by sounds


Teaching performing poetry

Alliteration Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Repetition of initial consonant sounds in words

Onomatopoeia

Use of words that sound like

the objects or actions they describe

Around the rugged rock, theragged rascal ran

Glass Breaking

I flung out my arms

Clatter

Clash

Crinkle

Crunch

Now a broom

Swish

Swoosh

Sweep

Swoop


Teaching performing poetry

I r Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”ose and told him of my woe

Assonance

Repetition of vowel sounds

Consonance

Repetition of consonant sounds anywhere in the lines

He gives his harness bells a shake To ask if there issome mistake.

Stopping by Woods on a Snowy Evening

(Robert Frost)


Teaching performing poetry

Stopping by Woods on a Snowy Evening Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Whose woodsthese are I think I know. His house is in the village though; He will not see me stopping here To watch his woods fill up with snow.

My little horse must think it queer To stop without a farmhouse near Between the woodsand frozen lake The darkest evening of the year.

He giveshisharness bellsa shake To ask if there is some mistake. The only other sound's the sweep Of easy wind and downy flake.

The woods are lovely, dark and deep, But I have promises to keep, And miles to go before I sleep. And miles to go before I sleep.

Robert Frost

Consonance

S (32 times)

H (10 times)

W (8 times)

Assonance

long vowels

Alliteration

Effect: soft hissing sound


Have a go
Have a Go! Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Workshop Activity 2


Teaching performing poetry

Study the quotations and Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

identify the visual and

sound imageries


Visual imagery key
Visual Imagery: Key Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

  • Metaphor(world = stage; men & women = players)

  • Personification(night = person creeping)

  • Metaphor(life = dream; soul = sleeping man)

  • Simile (soldiers = wolf; spears = stars)

  • Personification(Autumn and Sun areconspiring friends)

  • Personification(sea = laughing man; cliff = frowning man)


Sound imagery key
Sound Imagery: Key Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

1. Onomatopoeia (choo-choo puff-puff Pull, pull, pull)

2. Consonance([s] sound)

3. Onomatopoeia(boom, crash)

Consonance([r] sound in second line)

  • Alliteration([b] sound)

  • Assonance([ai] sound)

  • Alliteration([r] sound)


Poetic language2

Poetic Language Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Rhythm


Teaching performing poetry

  • Rhythm Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

    • Regular recurrence of stressed and unstressed sounds in the lines

The attributes of rhythm

  • Meaning

  • Metrical patterns (regular alternation of stressed and unstressed syllables)

  • Grammatical structure

  • Punctuation

  • Pitch

  • Pace

  • E.g.

  • Iambic --- x / (about)

  • Trochaic --- /x (poem)


Teaching performing poetry

THE SONG OF THE SEA WIND Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Austin Dobson

How it sings, sings, sings,

Blowing sharply from the sea-line,

With an edge of salt that stings;

How it laughs aloud, and passes,

As it cuts the close cliff-grasses;

How it sings again, and whistles

As it shakes the stout sea-thistles --–

How it sings!

How it shrieks, shrieks, shrieks,

In the crannies of the headlands

In the gashes of the creeks;

How it shrieks once more, and catches

Up the yellow foam in patches:

How it whirls it out and over

To the corn-field and the clover –--

How it shrieks!

How it roars, roars, roars,

In the iron under-caverns,

In the hollows of the shores;

How it roars anew, and thunders,

As the strong hull splits and sunders:

And the spent ship, tempest driven,

On the reef lies rent and riven –--

How it roars!

How it wails, wails, wails,

In the tangle of the wreckage,

In the flapping of the sails;

How it sobs away, subsiding,

Like a tired child after chiding;

Sit back and

listen to the rhythm


Poetic language3

Poetic Language Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Rhyme


Teaching performing poetry

Rhyme Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”The matching of final vowel or consonant sounds in two or more words

Rhyming / Rhyme scheme

A pattern of the end rhymes within the poem


What s the rhyming scheme
What’s the rhyming scheme? Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Life is real! Life is earnest!

And the grave is not its goal;

Dust thou art, to dust returnest,

Was not spoken of the soul.

a

b

a

b

Rain, rain, go away

Come again another day

Little children want to play

So rain, rain, go away.

a

a

a

a

Write a poem

About a lion they said,

So from memories

Of lions in my head

I wrote about

Tawny eyes and slashing claws,

Lashing tail and sabred jaws

Twinkle, twinkle little star

How I wonder who you are

Up above the world so high

Like a diamond in the sky.

a

b

c

b

d

e

e

a

a

b

b


Types of poems

Types of poems Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Traditional classification


Teaching performing poetry

Blank verse Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Unrhymed ten-syllable lines

Ballad

A narrative poem written in four-line stanzas, with swift action and direct style

The Highwayman

Free verse

A poem without a regular pattern of metre or rhyme

Ode

A long stately poem in stanzas of varied length, meter and form

Limerick

A five-lined rhymed poem that makes fun

Ode to Autumn

Sonnet

A fourteen-lined lyrical poem that conforms to a set rhyme scheme

Elegy

A poem expressing grief, of subjective or meditative nature

Shall I Compare Thee

to a Summer’s Day?


Types of poem

Types of poem Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Modern classification


Teaching performing poetry

Diamond poem Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

A seven-lined diamond-shaped poem that specifies the part of speech in each line, sometimes with contrasting ideas

Acrostic poem

A poem in which the first letter of each line, when read vertically, spell out a word, which is usually the subject of the poem.

Haiku

A Japanese-style poem of three lines, each with a fixed number of syllables (5,7,5 or 4,8,4) -- mainly about nature and feelings

Shape poem

Words are placed to make the shape of an object or ideas described


Teaching performing poetry

Acrostic poem Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”


Teaching performing poetry

H Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

G

U

H

H

O

S

S

N

F

I

I

O

R

F

O

R

N

O

T

E

F

O

U

V

O

R

O

N

E

D

R

Y

O

N

E

Anonymous

shape poem


Teaching performing poetry

shape poem Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”


Teaching performing poetry

Smelly Tofu Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Yummy!

Spicy, savoury

Delicious, heavenly, mouth-watering

A brown crispy square of deep-fried bean curd

Disgusting, unpleasant, repulsive

Stinky, greasy

Yucky!

Diamond poem


Have a go1
Have a Go! Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

Workshop Activity 3


Teaching performing poetry

Read and identify the form Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

of poem in each item.


Types of poems key
Types of Poems Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”(Key)

A: Shape poem

B: Free verse

C: Diamond poem

D: Acrostic poem

E: Limerick

F: Haiku

G: Prose


Teaching the poem in class

Teaching the Poem Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”in Class


Consider the following
Consider the following… Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

  • Is the poem thematically related to the lesson?

  • How can you help your students to understand the poem?

  • How can you help students to appreciate some important poetic devices?

  • How can you help students to respond to the poem? What kind of response will you aim for?


Teaching strategies
Teaching strategies Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

  • Use pictures, realia, situations, context etc to help students visualise the meaning of the poem.

  • Use different strategies and activities to

    • encourage students to respond to the poem

      • Commenting on the ideas, themes and events

      • Relating these to their own experience

      • Acting out or writing something related to the poem

  • extend their language learning experience

  • teach about features of poetry

  • Let students hear the poem and follow it

    • Familiarize them with the intonation, stress and inflection patterns


  • Lesson examples
    Lesson Examples Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

    • “The Sound Collector” by Roger McGough

      • onomatopoeia,

      • vocabulary development

      • support understanding

    • “My Friend Through My Eyes” by Amy Poon

      • teaching about metaphor

      • framework for students’ own writing

    • “Dreams” by Langston Hughes(for reference)


    Teaching performing poetry

    The Sound Collector Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

    A stranger called this morning

    Dressed all in black and grey

    Put every sound into a bag

    And carried them away

    The whistling of the kettle

    The turning of the lock

    The purring of the kitten

    The ticking of the clock

    The popping of the toaster

    The crunching of the flakes

    When you spread the marmalade

    The scraping noise it makes

    The hissing of the frying pan

    The ticking of the grill

    The bubbling of the bathtub

    As it starts to fill

    The drumming of the raindrops

    On the window-pane

    When you do the washing up

    The gurgling of the drain

    The crying of the baby

    The squeaking of the chair

    The swishing of the curtain

    The creaking of the chair

    A stranger called this morning

    He didn’t leave his name

    Left us only silence

    Life will never be the same.


    Teaching performing poetry

    • Step One: Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

      • Students match words and pictures

    • Step Two

      • Students listen to sounds and match them with the pictures.

      • They then match the item that makes the sound with the word for that sound

    • Objective:

      • To pre-teach vocabulary


    Sounds

    www.findsounds.com Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”

    Sounds

    • Sound 1

    • Sound 2

    • Sound 3

    • Sound 4



    Teaching performing poetry

    • Step Four: list their favourite sounds

      • Students make poems listing the sounds which they hear in particular locations.

      • They may use the sounds to tell a story if they wish.


    Teaching performing poetry

    MY FRIEND – THROUGH MY EYES list their favourite sounds

    You are a star in the sky,

    Bright and shining,

    Guiding me with your light,

    With you, I know the way.

    You are an umbrella in the rain,

    Loving and protecting,

    You help me so much,

    With you, I know I am safe.

    You are a candle on a dark night,

    Warm and comforting,

    You make me strong,

    With you, I am never alone.

    You are a rainbow after a storm,

    Beautiful and colourful,

    You always give me hope,

    A promise that will last

    Friendship is a precious gift

    A gift to treasure and keep forever.


    Teaching performing poetry

    Step One: students see pictures, some of which are related to the poem. They write down words which they associate with the pictures, including sounds, smells, feelings – not only names of objects


    Teaching performing poetry

    Objectives of this activity to the poem. They write down words which they associate with the pictures, including sounds, smells, feelings – not only names of objects

    to prepare students for reading the poem by pre-teaching some vocabulary

    to introduce the concept of metaphors as “word pictures”

    to generate some ideas for students to use in their own writing


    Teaching performing poetry

    • Step Two: to the poem. They write down words which they associate with the pictures, including sounds, smells, feelings – not only names of objects

      • Students match the verses of the poem with some of the pictures from the first worksheet

    • Objectives:

      • Check comprehension

      • Show how words can also create pictures


    Teaching performing poetry
    Step Three: students write “word pictures” based on the pictures from the powerpoint but not in the poem


    Step four students create poems using their own word pictures or metaphors
    Step Four: students create poems using their own “word pictures” or metaphors

    Weaker classes made badges with

    metaphors on them as gifts for their friends


    Dreams langston hughes

    An alternative poem for teaching about metaphors pictures” or metaphors

    DreamsLangston Hughes

    Hold fast to dreams

    For if dreams die,

    Life is a broken-winged bird

    That cannot fly.

    Hold fast to dreams

    For when dreams go,

    Life is a barren field

    Frozen with snow.

    Please refer to lesson plan


    Your turn
    Your Turn! pictures” or metaphors

    Mini workshop


    Teaching performing poetry

    The pictures” or metaphors

    Headmonster

    • Refer to the poems “The Headmonster” and “Ghosts” (yellow sheets).

    • Listen to the poems.

    • Work in pairs.

    • Complete the checklist (beige sheet) for one of the poems.

    Ghosts

    A haunted house?


    Let s have a break

    M pictures” or metaphorsinibookdisplay

    Let’s Have a Break


    Sharing and discussion

    Sharing pictures” or metaphorsand Discussion


    Looking at the subject matter

    The Headmonster pictures” or metaphors

    A light-hearted poem about the arrival of a new headmaster at the school

    The speaker is probably a student or group of students.

    The students are afraid of the new headmaster, and a lot of rumours are circulating about him

    Another meaning of the poem is about rumours --- Can we always believe what we hear?

    Ghosts

    Also light-hearted, descriptive poem about a ghosts’ party

    The speaker is a narrator, not a ghost

    The poem describes how the ghosts enjoy themselves at a party

    They are supposed to be scary ghosts – but why do they eat sweets and dance a jig?

    Looking at the subject matter


    Looking at the language and structure

    The Headmonster pictures” or metaphors

    Different senses are used,

    Hearing “stomp, werewolf’s howl”

    Touch “icicle stare, razor-sharp”

    Images are of scary monsters, supernatural evil creatures. The visual element is very strong

    The poem rhymes, and has a strong rhythm, which adds to the light-hearted mood

    There is some alliteration eg “growls like a grizzly bear”

    Ghosts

    Mainly visual and sound images

    Many contrasts feature in the poem, e.g. spooky images at the beginning, but the middle part is quite funny (e.g. a baby sucking its thumb), noise vs. silence at different points, dark outside and noisy action inside the haunted house

    The poem rhymes, and there is a change in the rhythmic pattern which divides description of the setting from the action of the party.

    Alliteration, e.g. “bone all bare”

    Abrupt ending as the ghosts vanish

    Looking at the language and structure


    Teaching implications the headmonster
    Teaching implications: The Headmonster pictures” or metaphors

    • Curriculum link: Halloween or the beginning of term

    • Preparation: brainstorming Halloween context, matching pictures and vocabulary

    • Vocabulary: names of monsters, strong visual element makes it not so difficult to put across new vocabulary by using pictures and actions

    • Language: Introducing reported speech “We’ve heard that…”, “It’s rumoured that…..” in the context of passing on rumours

    • Activities: Matching pictures with verses of the poem, drawing pictures of the “Headmonster”, act out his first lesson or assembly. A parent writes a letter of complaint, etc


    Teaching implications ghosts
    Teaching implications: Ghosts pictures” or metaphors

    • Curriculum link

      • Halloween / Mystery and fantasy

      • Narrative or descriptive writing

    • Preparation

      • Use of sound effects and pictures to create the scene

    • Vocabulary and Language:

      • Many different verbs for movement and sounds

      • Descriptive vocabulary setting the spooky scene

      • A narrative in the present tense

    • Activities:

      • Act out the scene or draw a storyboard

      • Create some spooky food for the ghosts’ party

      • Choral speaking performance

      • Read some scary stories for extensive reading


    Performing poetry

    Performing poetry pictures” or metaphors


    View and discuss

    View pictures” or metaphorsand Discuss


    You are going to watch the performance of two students during their rehearsal
    You are going to watch the performance of two students during their rehearsal

    • While you watch, note the strengths and weaknesses of each performance.

    • As a teacher, what comments / suggestions for improvement would you give to the students?

    • First poem: “One That Got Away”

    • Second poem: “A Psalm of Life”


    Solo choral verse speaking

    Solo & Choral during their rehearsalVerse-speaking

    Getting ready for the rehearsal


    Teacher s preparation
    Teacher’s preparation during their rehearsal

    • Read the poem aloud to yourself ---

      • How would you read it to put across the meaning?

      • Experiment different ways of saying it

      • Decide how you want the students to say it

    • Check pronunciation and meaning of words in context

    • Note

      • any emphasis, stress & intonation pattern

      • the mood of the poem. Which words convey the mood?


    Teacher s preparation 2
    Teacher’s preparation (2) during their rehearsal

    • Identify and mark in the rhythmic stress pattern ---

      Put special emphasis on:

      • words / phrases that carry special meaning

      • Words that convey the mood

    • Note the end of lines, where to pause and where one line runs on to the next


    Rehearsing with the students
    Rehearsing with the students during their rehearsal

    • Analyse the poem to identify potential problems to the students

    • Ensure students’ good comprehension and visualization of the poem

    • Model the reading

    • Let students experiment reading --- focus on correct and clear pronunciation first

    • Achieve emphasis by varying the

      • volume / pitch / pauses / pace


    Rehearsing with the students 2
    Rehearsing with the students (2) during their rehearsal

    • Ensure that students have mastered the pronunciation before working on the rhythm and intonation

    • Train students to highlight the following through their voice and facial expressions :

      • significant words that need special treatment (sense words, onomatopoeia)

      • the climax / punch line

      • the contrast (fast & slow, hard & soft, staccato & smooth, heavy & light)


    Useful tips
    Useful tips during their rehearsal

    • Teach and ensure understanding of the whole poem, but rehearse section by section

    • Do not use explanation only ---

      Students must visualise and appreciate the poem before they can speak it meaningfully.

    • Never allow premature memorisation ---

      • Memorization of the words without feeling is disastrous

      • It’s difficult to undo any mistakes


    Choral speaking

    Choral Speaking during their rehearsal


    What poems to choose for verse speaking
    What poems to choose for verse-speaking during their rehearsal

    • Poems that you like and have confidence in

    • Poems that students understand and appreciate --- relevant to their experience

      (For choral work)

    • Poems with variety and contrasts

    • Avoid ‘static’ and abstract poems

    • Narrative poems are good as a start

    • Not poems with ‘I’ as the subject


    Techniques for choral speaking

    Techniques for during their rehearsalChoral Speaking


    Techniques 1
    Techniques (1) during their rehearsal

    • Orchestration – Use different voices for special effect:

      Divide poem into

      • choral passages,

      • small groups,

      • solo lines or phrases

    Refer to the examples of

    “The Freight Train”

    & “Ghost”:

    • Use gestures to conduct the speech

    • Listen to the voices ---

      • High or low

      • Rough or smooth

      • Light or dark

      • Melodious or monotonous


    Techniques 2
    Techniques (2) during their rehearsal

    • Achieve extra effects with judicious use of

      • gestures

      • movements

      • sound effects

      • costumes or props

    • All speakers using simultaneous gestures;

    • Individuals / small groups gesticulating on certain words / lines

    • Percussion

      • Vocal effects

      • Use of music


    Techniques 3
    Techniques (3) during their rehearsal

    • Make pleasant grouping for better vocal and visual effects

    • Group according to quality of voices (dark / light)

    • Students speaking together stand together

    • Change grouping to fit changes of mood

    • Shapes can be related to topic

    • All speakers should be seen


    Useful tips1
    Useful tips during their rehearsal

    • It is essential for every speaker to know the whole poem.

      • Never divide the class into groups and give each group different parts of the poem to learn.

    • It is important for learners to show their involvement and enjoyment through facial expressions and eye contact

    • A good blend of voicesandsynchronized movements show good co-ordination

    • Maintain good discipline at all times.


    Let s watch and appreciate

    Let’s watch and appreciate during their rehearsal

    What do you think of the group’s performance?


    Key to success

    Key to success during their rehearsal


    Teaching performing poetry

    SUCCESS ! during their rehearsal

    • Clear speech and accurate pronunciation are of paramount importance

    • A touch of drama is essential

    • Never overdo any extra effects --- they should add to and not distract from the poem

    • It is important that students enjoy the choral work --- know when to stop.

    • Aim not at perfection, but spontaneity. Adapt your expectation and treatment to bring out the best in the students


    Questioning time

    Questioning time during their rehearsal


    Anthologies of poems
    Anthologies of Poems during their rehearsal

    • Brian Pattern (ed.) (1998) The Puffin Book of Utterly Brilliant Poetry. London, Puffin Books

    • Michael Harrison & Christopher Stuart-Clark (Eds.)(1999) The New Oxford Treasury of Children’s Poems. Oxford, Oxford University Press

    • Sadler, Hayllar, Powell (1981) Enjoying Poetry. South Yarra, Macmillan Education Australia Pty Ltd

    • Michael Rosen (ed.) (1985) The Kingfisher Book of Children’s Poetry. London, Kingfisher Publications Plc

    • Helen Ferris (ed.) (1965) Favorite Poems Old and New. USA, Doubleday & Company, Inc.

    • Pappas, Lewis & Middenway (ed.) (1979) Images. Melbourne, Longman Cheshire


    Teaching performing poetry

    Poetry is during their rehearsalfun and enjoyable !

    Happy teaching

    andrehearsal !


    Teaching performing poetry

    Thank you! during their rehearsal