Abstract

Responding to evidence of a steep decline in the reading of poetry, this article advocates a set of broad principles for poetry teaching that address the aesthetic function and materiality of poetry, and argues for a dialectic relationship in the poetry classroom between thoughtful analysis and interpretive freedom.

Journal
Pedagogy
Published
2015-04-01
DOI
10.1215/15314200-2844985
Open Access
Closed

Citation Context

Cited by in this index (2)

  1. College English
  2. Pedagogy

Cites in this index (1)

  1. College English
Also cites 1 work outside this index ↓
  1. What Is Literature? What Is Art? Integrating Essence and History
    Journal of Aesthetic Education  
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