reflection

A while back, after reading a thought-provoking article by Michael Beran, I blogged about poetry memorization:

Certainly, teachers need to foster "active" learning--not just passive acceptance of time-honored screeds--but memorization is a form of sinking-to-swim, being tossed into literacy. Constructivists tip the balance too far in favor of anarchic learning, where the desires of the child form the philosophical center, conflating wants with needs, and forgetting that any form of progress requires an attainable goal--an objective, not subjective, position. While ostensibly in the pursuit of self-empowerment, pure constructivism is self-constricting folly.

Over the last couple days, I've put theory into practice, with mixed success. I tried to satisfy my inner anarchist by letting students have a wide berth, choosing any poem or song of at least twenty lines. Most students chose good poems, but there were a few country songs in there, and some Silverstein. I realized, too late, that I didn't set clear enough limits on subject matter.

The best moments came when previously unrecognized students became stars, giving particularly dramatic or nuanced readings. Amazingly, even some of the country songs didn't sound too bad when read aloud rather than sung over a twanging guitar.

There may be hope for poetry in this world.