LANGUAGE IN INDIA

ON TEACHING POETRY IN INDIAN CONTEXTS
Some Observations and Suggestions
T. Githesh, Ph.D.

INTRODUCTION

Poetry is an expression of aesthetic experience of a poet. At the time it is written, it consists of phrases that have a strong rhythmic beat. But on the printed page we have merely a colourless record of this emotion and music. It is the duty of the teacher to recreate and convey to the student this original musical beauty and emotional intensity; for, the printed words are only symbols, which may or may not arouse the imagination and feelings of the reader to the required degree. Therefore, the teaching methodology of poetry should be simple, natural, and spontaneous, stressing the emotional and sound values of the poem.

In restoring to the poem its original emotional content, we can choose various forms and usages of socio-cultural elements of language in the classroom. It may have some relations to folk songs, play-songs, tongue twisters, proverbs, etc. If we go through all of these, the dialect variations can also be seen. This paper presents a variety of such applications in the classroom.

OBJECTIVES

The objectives of teaching poetry are somewhat different from teaching prose.

In teaching poetry, we focus on the following:

1. Exposure to and familiarization with poetic terminology and devices.
2. Development of the skills necessary to engage with a poem's components and thus come to an initial and then refined understanding of the meaning of that poem.
3. Drafting and revision of the original works of poetry, followed by appropriate written reflection on the creative process, and culminating in a student poetry reading.
4. A formal analytical essay comparing and contrasting the use of figurative language as a medium to establish tone and meaning in at least two poems.
5. Independent, careful reading and reflection on a broad selection of poems.
6. Participation in informed discussions of a select group of poems representing a variety of periods, themes, and techniques.
7. Creation of their writing to show each student's understanding of the reading, understanding, writing, and revision process behind poetry and its meaning.

TEACHING POETRY TO YOUNG CHILDREN

Children have a natural affinity for poetry, which begins with their first exposure to nursery rhymes and stories with repetitive lines such as in Malayalam "Kakke kakke koodevide, Vaa vaa koottinakathaakkaam" (folk song). In preschool and kindergarten, a lot of time is used in the recitation of finger plays such as

Akkuthikkuthaana varampae,
kallaekkuthu karinkuthu
CheeppuveLLam thaaraaveLLam
Thaaramakkadae kayyilundoru vaanku (A folk song).

Interestingly enough this use of rhyme, rhythm, and chant usually takes place at a lower grade level, which requires teachers to find, pick, and choose most of the literature and language experiences brought into the classroom. There is generally no set curriculum at this level. The classroom teacher has a lot of choice in reading daily stories and finding new materials.

EXPLICIT POETRY TEACHING

There are basic poetic conventions, which the students may be able to experience based upon their interests and needs.

LEVELS OF POETRY TEACHING

Poetry should be experienced a three different levels.

Step One: Introduce students to "user friendly poems", such as humorous poems like,

Kunchiyammakkanchu makkalaanae,
Anchaamanomanakkunchuvaanae
Panchaara vittu nadannu kunchu
Panchaara thinnu rasichu kunchu. (A folk song)

(Kunchiyamma does have five children. Among them the fifth son named is Kunchu who sells sugar and he likes to eat sugar.)

Step Two: Have students pick a poem that means something to them: Some aspects of their lives are expressed in the poem. The poem becomes a self-portrait or autobiographical poem, in some way. One famous advertisement in Malayalam has this particular feature.

Mazha mazha kuda kuda
mazha vannaal poppikkuda"(An ad song)

(Rain and rain, umbrella and umbrella! If it rains use the poppy's umbrella!)

We can see that school students also have a peculiar interest to use this poem in their common conversations and playtime.

Step Three: Analyze the poetry. Both stylistic as well as thematic levels should be analyzed. The students will be able to discuss their ideas about what poetry is and who writes poetry.

CLASSROOM SITUATION FOR POETRY TEACHING

Each class does have some activities. Here are some:

1. Read poems in class that students will thoroughly enjoy. I have had some good result in this area. When I rendered rhythmically,
   

   "Ningalude naattilellam Enthu paniyaanu?
   Nhangaludae naattilellam katta thallalaanu,
   Katta thallalenganedi mothirakkurathee,
   Katta thallalanganae pinninganae pinnanganae" (A folk song)

   the students enjoyed its folk rhythm well.
2. Try to find poems that each child can relate to. One very effective way is to match students up with poems based on their personal interests. In a class, students usually come from a variety of family backgrounds, religion, caste, and economic status, etc. So, the teacher should present some common examples that all the students can relate to. As the folk rhymes are simple, repetitive, and easy to reproduce, students do enjoy performing the folk rhyme.
3. Encourage students to read poetry loudly, and recite it from memory. Students need to practice their reading and performance skills. Getting the attention of the whole class after the recitation will work as a psychological reward for each student. Even children who are not good readers also want to recite or sing the song in front of the class.
4. Give the students a chance to get into the act by performing poems interactively. Invite students to make whistling, snapping, snoring sounds-as they come up in the poem. For instance, "oh thithithaaraa thithithai, thithai thaka thai thai thom"(vanchippattu). And ask to students to supply sniffling and sneezing sounds, as needed.
5. Stage a "poetry race." Encourage students to practice reading such as "Kurumulakuruliyilurulalodurulal" or "Thachampaarachhachantha chethithechu", it is a tongue twister.
Give the students a chance to practice their listening and thinking skills by paying
6. close attention to the meaning of poems. In addition, ask the students to tell you the story behind the poem. Let the students take a poem, and condense it in to a story.

CONCLUSION

Teaching poetry in the classroom will give more attention to the language learning process while the goal is very important for the creation of sentences and posting the sentences on a magnetic surface. This will include expressing oneself through visual and sensory imageries of the learners.

CLICK HERE FOR PRINTER-FRIENDLY VERSION.

LANGUAGE IMPAIRMENT IN AUTISM | ON TEACHING POETRY IN INDIAN CONTEXTS - Some Observations and Suggestions | APODDHAARAPADAARTHA - THE PRINCIPLE OF INTELLECTUAL ABSTRACTION | MORPHOLOGICAL PARSING OF 'SANDHI' BASED WORDS IN SANSKRIT TEXT | THE CHINESE LANGUAGES: A NEW LEXICOGRAPHICAL PERSPECTIVE FROM HONG KONG | ENDANGERED LANGUAGES - A UNIQUE PROJECT TO SAVE THEM, A Report from the School of Oriental and African Studies | HOME PAGE | CONTACT EDITOR