![]() ![]() On a personal philosophy of teaching and learning Teaching and learning poetry introduce us to a spectrum of poetic (and artistic) voices that challenge us to attend to the pleasures and complexities of ideas, content, form, style, prosody, and imagery, among others. Whether spoken, sung or written, a poem’s rich texture is indicated by how much ‘reading’ was done. ![]() I suggest that teachers emphasise reading before they encourage students to create poetry. In this writing I also share my opinion about the power that ‘reading’ has when creating and teaching poetry. Students and teachers can remind one another about the value of what they remember personally, but also the memories of a people, be it family, community or even this flawed notion of the nation state, in order to unravel questions that might generate interest about the world we live in. Investing in the power of memory is one tool I value in my navigation of the world. I will begin by briefly sharing my teaching philosophy and my opinions about the intersections of teaching and learning. Furthermore, this essay is lodged in the idea that poetry tells emotive and imaginative stories that reflect the human experience – whether one is writing about women, family, music, land, war, or the daring idea of a future. This essay is anchored by the reminder that poetry is connected to everyday life, to everyday things. ![]() Poetry is our every link in the chain of humane attempts. ![]()
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