Poetry In School Education

Poetry in school education

Introduction

Taking a look at the curriculum, you can see the interest granted to poetry in the different levels of secondary and high school: the knowledge of the different literary genres, the study of the literary history of the Middle Ages to the present. However, the reality in the high school classroom is completeDidactics is risky. However, if we go back until we reach child teaching, language games continue to predominate in class. 

Developing

The little ones love poetry, the tongue twisters, the fables enjoy more than adolescents with poetry because they are not afraid to make a fool of and, above all, because they have no prejudices, they enjoy exploring with the lyric because it is part of our dayconsciously and unconsciously. Currently, adolescents do not dedicate part of their time to read, an undoubted fact that, if added to the education received throughout their academic career, prevents the understanding of poetic texts. Sara Fernández Tarí and Ramón F. Llorens comment on the difficulties of poetic understanding.

Which should not identify it with the lack of sensitivity on the part of the teenage reader who is able to get excited about manifestations that are of interest. This sensitivity is reflected daily in the different forms of speech that they use to communicate and that circulate between them: phrases-people that are written and sent by means of papers or messages on the mobile, statements of affection or displeasure,phrases that have heard and that have moved them, with which they feel identified and that accompany musical manifestations such as rap and pop songs from fashion singers.

The teenager lives surrounded by poetry, but does not recognize her.

Thus, in relation to this, it must be attestTo be part of your life. It is likely that if the methodology used was correct, poetry could become a great enriching source in students’ life, being able to enter it in a timely manner. T. S. Elliot according to poetry and function of criticism talks about the poetic experience in the stage of adolescence: at this stage, the poem, or the poetry of a certain poet.

Young consciousness invades to completely possess it. In reality we do not contemplate it as something that exists outside of us, the same as in our youthful love experiences we do not see as much as the person as we infer the existence of an external object that sets in motion the new and delicious emotions in which we are absorbed. Therefore, the possibility that students do not have a poetic sensitivity is ruled out, since from childhood education the presence of the lyrical genre is observed through some artistic manifestations such as, for example, nanas. This gender continues to cultivate in primary education with the use of riddles.

Tongue twisted, or songs, which in turn alternate in different literary genres and are taught mainly in the form of a story. Lyric is not the main genre in school training, but children are flexible to such a genre due to the great playful load that poetry contains. However, this affinity with poetry fades when they reach adolescence and begin compulsory secondary education. Teenagers feel an absolute rejection that is justified with the difficulty of lyric.

So it is totally understandable that students feel rejection if the teacher himself warns of it. Catalina Ramírez in her study Methodological strategies used by seventh year teachers in teaching the analysis of literary texts points out that the disinterest of students by the lyrical genre has been since it is limited to "measuring verses, getting metric and literary figures". Some researchers on the subject as C. Cerrillo and Luján point out that poetry seems, therefore, marked today as a particularly difficult genre or only for understood. This is a fairly widespread attitude that our students manifest in a palpable way. 

Because of this, it can be seen that the prejudice that exists of poetry in society is not determined by the adolescent public that also, but on numerous occasions it is already warned in the classroom before carrying out any activity related to gender. Therefore, it is not surprising that adolescents associate poetry to something illegible, because they do not find a logic after reading. In this way, it is being ignored that the lyrical genre not only lies in rationTouches us or raises us. 

Rafael Núñez points out that poetry is that genre that "allows the poem to express the inexpressible: human sense". In most high school centers, the exercises proposed by teachers follow the guidelines that mark the textbooks themselves that often disadvantages the interest of students in the subject of Castilian language and literature. Repetitively, the activities proposed on the poems seen in class have to do with the metric and rhythmic analysis. These activities are fundamental for students to understand those formal or linguistic aspects of poetry, but it is not necessary to reduce poetry to these aspects.

Since the rejection of the lyric genre is marked by these types of activities that are constantly repeated in the classrooms. Similarly, it occurs with rhetorical figures, since your teaching is reduced to the identification of metaphors, personifications or hyperboles that can appear in a poem without taking into account their function within the poetic text. In addition, activities referring to the contents of the poem usually stick to the summary, topic and main ideas of the poem and, of course, to relate it to the theoretical content of the unit. The situation of poetry is currently determined by the aforementioned activities.

Fundamental and necessary, but, in turn, cause monotony in students and, consequently, the rejection of poetry. Everything that poetry includes. This is shocking because the lyrical genre is one of the shortest and adolescents do not show passion for reading, so it would not be surprising if it was the favorite genre of a teenager because of its brevity. Now, students prefer any other genre because the language used is simple and their understanding is affordable. 

conclusion

This situation could be solved if teachers tried innovative through the use of different methodologies that make poetry an attractive genre for adolescents. In the words of C. Cerrillo and Luján. If our approach to poetry occurs in good circumstances and with good predisposition, we can realize that poetry is a source of feelings and emotions, ideas, sensations and experiences experienced before by other people and that may result in,On very close occasions for having also lived them, although our vision of them was different until that moment.