5.1 The place of poetry in the curriculum
Because poetry, like prose, explores and interprets human experience, it is equally as important as prose in the language and literary development of the student. Therefore, it is an essential part of the English curriculum. Basically, as already noted, there are two modes of written English expression - prose and poetry. Although historically the older of the two modes and significantly different in its composition from prose, poetry does, however, use many similar language techniques. In contrast to prose, an idea, scene or feeling can be captured in a single word or phrase in poetry but in prose the writer's effort to convey a similar feeling may take several lines to express and may not have the same emotional impact. The K-6 English syllabus speaks about language being the "core" and its ability to act as "a resource for making meaning."(1999, p.7) when placed in context and text and when structures and features are understood (1999). So to have a complete picture of written language and all its conventions, students must be exposed to both poetry and prose in the English curriculum. An English program that only gives an understanding of prose in its varied complexities and forms does not carry out the total educational aims of the English syllabus. Prose is only half the language story.
Then the teacher in the classroom is faced with the enormous task of fostering the personal, social and moral development of the student.
There are many instruments available to the teacher to achieve the above objective and one of these is poetry. Personal, social and moral development for children and young adults is often perplexing as it seems to be so heavily entwined in their emotions. They have slowly to learn to grapple with and understand and own their feelings, which, at times, they find so bewildering, so forceful towards destructive actions, yet also so rewarding. Having this understanding, the teacher can use poetry as one of the means of assisting the students to cross the hurdle. Poetry, by definition and composition is a natural form of emotional expression which often strikes a chord of recognition in students. It is a direct means for the students to relate the external to the internal.
In his reflections on poetry and its role in the curriculum, Sedgwick (2000) muses on the nature of morality and the teacher's role in helping children to articulate an understanding of a moral life. He maintains that imposition is useless. The student has to be assisted to find out what is "good", not told what is "good". He sees poetry "as an engine in PSME (personal, social, moral education) [which] can help children to deal with their loves and their passions...negative feelings [and] anger." (p.78).
Sedgwick's claim for poetry in the curriculum reflects the Board of Studies' (1999) claim that language learning which includes poetry, is lifelong and leads to the understanding of self. So poetry as part of the curriculum is more than signs and sounds. It is a literary form like drama and prose which produces an effect on those who hear/read it, and, like those counterparts of drama and prose, must be well taught to be an effective means of communication.
In short, teaching poetry well arises out of a teacher's understanding of it and a teacher's ability to formulate a personal meaning. If the teacher can find personal meaning, then the poetry lesson will be for the class an exciting and significant experience.
'Good' poetry is often difficult for young people to understand and for this reason, they may turn against it. On the other hand, if the poetry the teacher presents to students is only of the kind where meaning is always immediately accessible, young people can be denied opportunities for new experiences for personal enrichment.
Further, the role of the teacher can be seen as one of balancing the often conflicting demands of providing enough structure to promote learning, and enough freedom to allow creativity, and to open avenues beyond the individual's necessarily limited experience.
Starting with what has more immediate appeal and including more challenging works later on is one way the teacher can encourage students to explore. A wide variety of poems needs to be given to the students to ensure the rich experience of poetry is opened to them. See the next sections on poetry for primary and secondary students for what possibilities there are for teacher presentation and student exploration.