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METHODOLOGY OF TEACHING POETRY WRITING IN THE ELEMENTARY

CLASSROOM

Conference Paper · March 2017

DOI: 10.21125/inted.2017.1165

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 METHODOLOGY OF TEACHING POETRY WRITING IN THE
ELEMENTARY CLASSROOM
Daniela Andonovska-Trajkovska, Dean Iliev, Tatjana Atanasoska
”St. Kliment Ohridski” University – Bitola, Faculty of Education - Bitola (MACEDONIA)

Abstract
Poetry writing in the elementary classroom is an issue that is always challenging to both students and
teachers, because of the creative processes that have to be employed in order to get the final
products. It takes time, and cannot be prompted without putting creative efforts of the teachers
themselves. The aim of this paper is to answer several questions regarding teaching poetry writing in
the classroom and the teaching methodology that need to be practiced in order to do good poetry
writing practices with small children. The sample is purposive and is consisted of elementary
classroom teachers that practice poetry writing activities with the students. In depth interviews are
conducted with the sampled teachers in order to obtain the necessary data for analysis. Discussion
about the results of the research is based on descriptive analytics, and on the qualitative descriptions.
The results show that the teachers use variety of techniques for the purpose of motivating poetry
writing in the classroom, which are presented in the discussion of the results.
Keywords: Poetry writing, elementary classroom, creative writing.

1 INTRODUCTION
Poetry writing in the elementary classroom can be seen as an activity within the frames of the whole
teaching lesson, but also as an activity that takes part of the lesson, i.e. the introductory part or the
ending part of the teaching lesson. It is very important to accentuate the fact that the structure and the
content of the poetry writing lesson cannot be taken as universal model that functions in every time
and everywhere. Poetry as a type of creative writing offers many options regarding the methodological
approach to teaching poetry writing in the elementary classroom. The phases of the poetry writing as
classroom activity are elaborated in the text below.

1.1 Inspiring poetry writing in the elementary classroom

Poetry offers opportunities for research in the language area for the students. The students can
search for the type and the quality of the words that they would be using, the power of the
metaphorical language and the complexity and the subtleness of the meaning [1]. If the students use
free verse, they can focus on the imagination and the meaning, and therefore they can experiment
with various styles of writing. Smutny [1] believes that poetry writing in the classroom can be prompted
by observation of a painting or a picture followed by discussion upon the observed and experienced.
She encourages the teacher to write the children’s words on the black board, after which creative
writing would follow. In addition, the end of the creative writing is marked by the reading of the written
poem. The students will be motivated for poetry writing if they are exposed to various audio-visual
materials such as posters, pictures, movies, music, books, riddles, plays, games, etc. prior to the
poetry writing process. Moreover, poetry writing needs a picture, and a picture needs a poem in the
process of becoming an entity [2].
Xerri [3] stresses the importance of the multimodal approach to poetry, especially to poetry writing
process by putting forward the audial, visual representation of the poem, and hypertext, besides the
usual print representation. The audial representation will come alive by reciting the poems that the
students have written, which leads to new emotional experiences and increased poetry appreciation
and motivation for further writing. The visual representation implies students’ video composing in
accordance with the poetic mood, and hypertext can be used as a tool for grasping students’ attention
to poetry, since the hypertext is the most present type of text in the students’ lives nowadays.
Poetry writing cannot be manifested unless certain preconditions are set up first. The children, i.e. the
students should feel comfortable and safe in the environment that they function in, because the
creative writing process starts with the unconscious mind. In the unconscious state of mind, the
students will be able to produce words that cannot be produced otherwise. Knowing that the words

Proceedings of INTED2017 Conference ISBN: 978-84-617-8491-2

6th-8th March 2017, Valencia, Spain 4995
produced in such a manner are drawn upon the deepest places in the students’ unconscious mind, we
can understand that the conscious mind will be surprised and unprepared during the phase of
consciously observing what the unconscious mind has produced. The students that are in the
conscious state of mind think logically and in the manner that is common for many similar situations
that they have experienced before in the conscious level. Moreover, they will act as organizers of the
thoughts and will do spelling and syntax corrections by making relations between the previously
gained grammatical knowledge, and the semantical structures that their lyrical ”I” would have wanted
to express. Therefore, the brainstorming activity is of great importance for starting and running poetry
writing sessions in the elementary classroom, because it can serve as a tool for shifting from the
conscious to unconscious state of mind [4] [5] [6] [7] [8]. Poetry writing can start with brainstorming
activity on a key word selected by the teacher, after which the objectives of the lesson are presented,
and a lyric poem is introduced to the students. Simple questions about the content of the poem may
follow, and the poetry writing on the side of the students can begin after the first reading [4].
It is very important for the students to be exposed to various poems that may serve either as model-
poems for writing, either for emotional arousal that will lead to inspiration for writing [9] [10]. Students’
growth regarding poetry writing can be obtained by providing rich poetry environment for the
youngsters. Poems from famous poets may decorate the walls of the poetry writing classroom, which
will help students to visualize and read the poem at the same time. Poetry anthologies and poetry
books may be available to students by creating classroom libraries and developing reading habits [9].
According to Brown [11], poetry reading activities in which teachers and students use poems from
famous poets should be organized two times a week. Elmore [12] supports this idea by saying that a
good model for poetry writing is consisted of reading a poem selected by the teacher, discussion,
poetry writing (20-30 min.), and sharing time. Goldberg, Doyle and Vega-Casteneda [5] go even
further by claiming that poetry writing sessions can start with model-poems from poets, teachers or
other students. The model can be followed precisely, or modified depending on the context and on the
students’ needs and interests. Francis Degnan [13] is on the same thought, but she also suggests
memorizing of the model-poem and reciting as part of the preparation for writing. Model-poems can be
derived out of famous poems that children love. Moreover, they can be invented or structured in
accordance with the students’ interests. Kenneth Koch [14] has presented several types of model-
poems that he was using in his own work: Lie poem, Color poem, Wish poem, Dream poem etc.

1.2 Teaching poetry writing in the elementary classroom

Is it possible to teach poetry writing? Many theoreticians and practitioners agree that students have to
become familiar with the poetry elements such as verse, strophe, rhythm, rhyme, and the most
significant figures of speech in order to be able to write poetry. On the contrary, there are such who
claim that students can write poetry without having knowledge of poetry units [15]. Sale [16] presents
an interesting point of view by claiming that poets are born, citing the work of Socrates, but on the
other hand, teachers should teach poetry writing, because that is the way of awakening the muse of a
true poet, and calling for the inspiration to come. He brings up an interesting comparison of Sidney J.
Harris that the children are rather oysters then sausages, meaning that it takes time for the oysters to
produce pearls, which justifies the teaching of poetry writing in the classroom.
Routman [17] says that teaching poetry writing should include mini-lessons about the characteristics of
the poem that has been previously read, because students have to be familiar with the theory of
poetry along with the process of creative poetry writing. She also notes that the teacher is the key
figure in the poetry writing lessons, and thus s/he have to practice poetry writing himself/herself in
order to inspire poetry writing on the side of the students. Therefore, she suggests shared poetry
writing activities prior to the individual students’ writing as a preparatory activity that lasts for
approximately 10 minutes. Individual poetry writing practiced by the students should last for 15-25
minutes, according to Routman.
Carol Leavitt Altieri [8] encourages students to write freely, without any restraints concerning the
grammar during the process of poetry writing, because the aim is to prepare the students to write from
their souls and hearts. Writing from the perspective of the five senses is also a very good idea for
teaching poetry writing, since it encourages the students to write directly from their sensory
perceptions and deeply from their heart [18].
Teaching poetry writing in the classroom is consisted of teaching strategies that put students in a
situation to practice various forms of poetry writing, and to employ various poetry features, as well. It
can be organized as exercises for creating figures of speech such as alliteration, assonance, epithet,
onomatopoeia, anaphor, simile, metaphor, synecdoche, etc. in the poem, exercises that include

4996
writing with rhyme and rhythm, writing with neologisms and inventing words for the purpose of
expanding the vocabulary of the students. There are also fun word games that put students in a
situation to compile words and stanzas, i.e. the whole poem. The exercises could also involve writing
by using various model-poems and patterns for writing that are derived from famous poems or from
students’ poems etc. [19] [20] [21].
Teaching poetry writing may also involve computer-assisted poetry writing [22]. Computer programs
are developed for the purpose of guiding the students in the process of poetry writing. Such programs
help students in creating poems with special form, or they are simply directing students to use
figurative language devices.

1.3 Revising and sharing

In the process of poetry writing, students are focused on their thoughts and the message they want to
convey. In addition, they do not think much of the grammar rules, i.e. the code of the message.
Therefore, they need to put second glimpse on the poem that they have written in order to revise it
and to make corrections if necessary. Some students may find this phase unnecessary, bothering or
unpleasant, since they may think that they have done something wrong and that is the reason why the
teacher makes them to do some corrections, especially if they are very young students and if they
haven’t been used to revising. Therefore, it is advisable for the teacher to obtain practice of rereading,
revising, and improving all kinds of texts that the students produce in order to make them better and
more in line with the message they want to convey to the audience. Even the very young students
need to be aware of the potential readers, and to have in mind the audience in the process of revision
and rereading the previously produced poem. Some authors [6] [7] [10] suggest the phase editing prior
to the phase revising, having in mind the unconscious state of mind of the student in the process of
poetry writing. Editing is the crucial part of the poetry writing activity, because it engages the creative
potential of the students and the students’ knowledge about how the language functions in a symbiotic
manner.
After editing and revising, sharing time comes. Sharing of what the students have written is as much
important phase as poetry writing itself, because the students are presenting themselves as poets to
the broader audience. The students’ self-perceptions and of the poems that they have written is
directly under the influence of the audience’s perceptions and of their reactions to the creative writing
products.

2 METHODOLOGY

2.1 Research questions

The aim of the research was to explore issues regarding the methodology of teaching poetry writing
within the early ages, the obstacles that both the students and the teacher face during the creative
writing process, the educational tools that the teachers use in order to motivate students for poetry
writing, as well as the teachers’ views on the issue of poetry writing as an activity that is not an
obligatory one in the elementary classroom in R. Macedonia (with a reference on the National
Curriculum for Elementary Classroom).

2.2 Research sample

The sample of our research are teachers that practice poetry writing in the elementary classroom in
the Pelagonia region with the center in Bitola (a city in the southwest Macedonia). The purposive
sample was selected upon the results of the survey that we have conducted prior the main research
with randomized sample of teachers (N=207). The survey consisted of closed questions regarding the
practice of poetry writing in the elementary classroom and regarding the importance of poetry writing
that the teachers find in the educational system as a whole and as an activity that accompanies our
everyday lives. Only the teachers that we have found to be dedicated to teaching poetry writing in the
elementary classroom were included in the research sample (N=42). 37 are female and 4 are male,
and they are between 28 and 54 years old (M=42.45238095, SD=6.72890518). They are working in
the urban elementary schools, and they are all practicing life-long learning in various forms such as
attending scientific conferences (as visitors mostly, but also as co-authors), seminars, round tables,
reading articles that are related to their profession. Six of them have master’s degree in education and
management in education.

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2.3 Data collection
In-depth interviews with the teachers taken as a sample were used for the purpose of answering
research questions about what is the best time to start with teaching poetry writing in the elementary
classroom, whether it is justified or not practicing poetry writing in the elementary classroom, what kind
of teaching styles can be used in order to teach poetry writing in the elementary classroom, what kind
of strategies can teacher employ for the purpose of practicing poetry writing in the classroom, what are
the structural elements of the teaching poetry writing lesson, what kind of obstacles do students face
with during poetry writing in the elementary classroom, how do teachers inspire students to write
poetry, and what do teachers understand under the term teaching poetry writing.

3 RESULTS AND DISCUSSION

All of the sampled teachers think that poetry writing should be part of the elementary classroom
curriculum, and this was one of the main criteria for their sampling.
Results have shown that majority of the teachers think that elementary school students should
practice poetry writing in school once in two weeks – 54,76% (N=23).

Fig. 1. How often should elementary classroom students write poetry in the classroom?

42.86% of the teachers (N=18) think that the best time to start with poetry writing activities in the
classroom is when the students are in the second grade, because that is the time when they gain print
literacy, but also there are 40.48% (N=17) of the teachers who claim that poetry writing activites can
be organized even with the first graders, inspite of the fact that they do not know how to read or write.
This group of teachers believe that children at this age respond very positively to the rhythm and
rhyme, and thus they can be guided and motivated for creating rhythmic poems as part of the didactic
games that the teachers organize in order to develop students’ sensory perception and sound
discriminating abilities. The teacher can organize shared poetry writing activities with the whole class.
The teacher can write on the board the verses that the whole class produces with his/her guidance
and support. Only 16.67% (N=7) of the sampled teachers think that the best time for starting poetry
writing is when the students are in the third grade, because this is time when the students are about to
finish the first out of the three cycles of primary education, and that is the time when they gain basic
language arts literacy.
We can see from the fig. 2 that most of the teachers think that poetry writing should be practiced with
students who show interest - 50% (N=21) or with the whole class - 35.71% (N=15).

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 Fig. 2. Teacher should practice poetry writing in the elementary classroom

We can see from fig. 3 that students’ biggest problem regarding poetry writing is to convey the
message with small amount of words, to write about their deepest feelings, to start poetry writing and
to maintain the auditive side of the poem. There are also students who have dificulties in editing,
revising and sharing the poem. 3 teachers only stated that students often have problems to write with
a rhyme. They also added that writing with rhyme is not obligatory, but it is fun in the elementary
classroom.

Fig. 3. Difficulties that the students face with in the process of poetry writing.

All of the interviewed teachers presented several strategies that they are using in order to inspire
poetry writing on the part of the students. Most of the teachers offered similar ways of prompting
poetry writing, and the most used ones are as following: discussion (N=42), publishing (N=42), reading
and discussing a poem from famous author (N=40), photography (N=37), painting (N=36), writing with
model poem or formula poem (N=29), music (N=23), reading and discussing poems written by their
peers (N=16), and shared poetry writing (N=9). Only a few teachers (N=3) mentioned computer as an
assistant in the process of poetry writing, and all of them had in mind different use of the computer
(computer as a tool for writing and editing, educational software that guide students in the process of
poetry writing, and searhing the Internet as a source of inspiration for poetry writing). A movie scene
(N=2) and a poem written by the teacher (N=1) are also among the presented options.
All of the sampled teachers think that individual poetry writing is the best option for practicing poetry
writing in the elementary classroom, but they also presented group work (N=32), tandem work (N=17)

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and shared writing (N=7) as options that may give positive results regarding the motivation for poetry
writing on the part of the students.
The last open question was about the teachers’ understanding of the term teaching poetry writing. The
teachers were asked to give statements about what teaching poetry writing is. Many of them had
similar thoughts, and as a result we have made categories of different statements. Most of the
teachers gave more then one statement, thus we have come up with 29 statements which are
presented in the table below:

Fig.4. What do teachers understand under the term teaching poetry writing?

No. Statement: Teaching poetry writing is… Frequency

1 Teaching students how to use poetry devices such as figurative language, 39
versification features and code of the poem
2 Teaching students to appreciate poetry 12
3 Teaching about the styles of poetry writing 9
4 Teaching about expressing the one's feelings 7
5 Guiding the students in the process of poetry writing 6
6 Creating positive and inspiring environment for poetry writing 6
7 Teaching about the versification elements such as rhyme and meter 4
8 Experimenting with words 3
9 Teaching about not being ashamed for seeing the world from other 2
perspective
10 Teaching about various types and forms of poems 2
11 Exploring the world through poetry 2
12 Teaching about seeing the world with stranger's eyes 1
13 Teaching about seeing the world with children's eyes 1
14 Teaching about the imaginative side of our perception 1
15 Teaching about life 1
16 Teaching about the other side of the words 1
17 Teaching about the uniqueness of the human perception 1
18 Teaching about the importance of our thoughts and feelings 1
19 Teaching about not being ashamed of expressing thoughts and feelings 1
20 Raising awareness of the irrationality of the world we live in 1
21 Teaching about the importance of coding smart messages 1
22 Inventing new forms of writing 1
23 Inventing new words 1
24 Teaching to say the words in different ways 1
25 Encouraging the creative side of the student 1
26 Teaching about discovering the true Self of the student 1
27 Having fun 1
28 Teaching about the theory of communication: the writer-the reader 1
connection
29 Giving freedom to students to express themselves in poetic form 1

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We can see now, that most of the teachers (92.86%) see teaching poetry writing as a process of
teaching students how to use poetry devices such as figurative language, versification features and
code of the poem first [19] [20] [21], but they also think that by teaching poetry writing they are
encouraging the creative side of the students by exploring the relationship between the “I” as a subject
and the world as an object. Many of the interviewed teachers see poetry writing as an activity that
motivates students to look for their inner “I”, to think about the message that want to send before
coding, i.e. before poetry writing.
Down below, we are giving some of the teachers’ original statements regarding the teaching of poetry
writing in the elementary classroom, because they throw different light on the role of the teacher in the
process of poetry writing in the classroom.
a) Students need to acknowledge and appreciate the poetry from great poets first, and then to be
asked to write a poem.
b) You cannot ask from a student to write a poem if you cannot write one.
c) Students have to acknowledge poetry devices first in a practical manner by reading various
types of poems and discussing about what they have observed.
d) Discussion is the most exploited method for teaching poetry writing, but only if the students are
the main actors in the discussion. The virtue of the teacher is in his/her ability to pose the right
questions in the right time. If the right questions are put on the table, then magic will happen!
Students will do the rest of the job: planning, writing, editing, revising and sharing.
e) Poetry writing is art, as much as painting, photography and composing music is. You cannot
teach students to write poetry unless you open the door to the imagery side of their perception.
You cannot teach students to write poetry unless you make them see the world from different
perspective.
f) All children are creative. That is what we should have in mind all the time when we are planning
poetry writing lesson.
g) We don’t have to ask children to see the world differently, because they do so, as part of their
nature. They see the world from the child’s perspective. We have to learn from them to see it
like they do! Teaching poetry writing is seeing the world with child’s eyes and having fun!
h) Students have to be familiar with the basic versification elements such as verse, rhyme, meter
and rhythm prior to poetry writing activities. They learn them without too much effort, because
they feel the rhythm and rhyme naturally. In fact, they are all permeated by the musicality and
the auditive elements first, and then they seek for the meaning of a poem.
i) The teacher musn’t insist too much on the motif that the students are expected to write about.
Poetry writing needs space and freedom to decide and to act upon that decision.
j) We have to build alluring and supportive enironment if we want for our students to feel safe
enough to be able to express their feelings in a lyric poem. We shouldn’t make them vulnerable
for expressing their emotions in front of the audience, nor make them feel as they are doing
something that is unpleasant for them. Teaching poetry is teaching the youngsters to be
themselves and to be proud to be different.
k) We have to teach our students to think of the audience that they are addressing, even in the
small ages.

4 CONCLUSION
Poetry writing is not part of the official curriculum in the Republic of Macedonia, but this fact doesn’t
stop elementary school teachers to practice poetry writing with the young students, because they
believe that every child is creative. This kind of practice can be obtained even for the first graders by
shared poetry writing and word games with neologisms and rhymes, but it is also acceptable to start
teaching poetry writing with second graders, because they become literate (they gain print literacy) by
the end of the first semester. It can be practiced once a week with the students who show interest, but
the optimal frequency of practicing poetry writing in the classroom is approximately once in two weeks,
because students may become bored, and poetry writing may become routinized practice.
Students are not very confident while writing poetry, because they lack experience and they don`t
have enough knowledge about the theory of poetic expression. The most difficult things regarding

5001
poetry writing for the students are saying what they want to say by using little words that are related in
a non-expected manner, and to write about their deepest feelings. It is also difficult to start writing the
first verse, which is happening all the time even with the famous poets. Teachers and students don’t
have to worry too much about this, since it is proven that poetry writing is a creative process and it
takes time for the inspiration to come. This leads us to conclude that teachers should pay much more
attention to the preparatory phase in order to create safe and inspiring environment. Teachers should
not neglect the phases that come after the poetry writing, such as editing, revising and sharing [6] [7]
[10], because these phases are very important for the students to become more responsible for their
poems, and to feel the poems as part of their inner “I”, but also to share them with their peers and the
broader audience. We believe that the various forms of publishing will motivate students to write more
poetry and to share more frequently what they have written, because the humans are social beings.
Students will understand that we shouldn’t keep the poem only for ourselves, because it is kind of
selfish act. In addition, we have to share what we have written, because we may help others to
connect with us in an indirect way and to solve their problems eventually.
Inspiring environment, according to the interviewed teachers, can be moulded by organizing
discussion on a topic that is interesting and appealing, reading and discussing poems that are
carefully selected by the teachers, or the students, writing by using model poems and creating visually
appealing environment by the assistance of paintings and photos [1] [2] that the students and the
teacher have chosen or have created.
Teaching poetry writing has to do with teaching students about the poetry devices, such as
versification elements and figures of speech [19] [20] [21], but it has much more to do with the process
of opening ourselves to the world that we see every day and look at it in a different kind of way, like we
are seeing it for the first time. It will help us to feel as children again and it will bring us opportunities
for rewriting and resaying what is already written and said, i.e. to give names to the common and
familiar objects or things, and to define things by using words that have come out of our unconscious
state of mind. It can be very fun, but also very responsible thing to do, since we are acting as creators
and authors of poetic messages. Thus, we cannot put aside the potential audience as users of our
poetry.
This is what teaching poetry is about, and this is what teachers feel about poetry writing practice. Only
the teacher who is courageous enough to start a poetry journey with his/her students and who is
prepared to follow as much as is prepared to lead, will bring inspiration for poetry writing among the
young learners. Only the teacher who is not afraid of making mistakes and who can see the world
from various perspectives will provoke creative students’ thoughts.

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