Pitching Poetry in Public Schools

For many teachers, it's a time issue -- they are focused on standards and benchmarks, and that's fine, but it's important to remember that these are merely milestones and markers in a deep lush forest. We must not get so fixated on the markers that we miss the journey itself. Sadly, the way writing is taught often bleaches the voice and the feeling and the life out of it.

One of my favorite contemporary poets, Naomi Shihab Nye, asks: "In the midst of public jabber, high-velocity advertising, and shameless television, where is one true word? Where are three? Who will pause long enough to describe something truly and clearly? Where is the burn of speech, the sweet rub of language, the spark that links us?"She answers: "Poetry, poetry! Rearranging right at the heart level, where standardized tests often don't go. I think our frenzied days are hungry for the kind of quietude poetry offers. It doesn't take long to weave it into our lives."

I couldn't agree more fully. In fact, I have become a sort of evangelist for braver approaches to the teaching of writing in our schools...and that includes poetry. Why take the time? Poetry is a way for kids to be heard, a way for them to discover their voices. It provides opportunities to experience the sheer pleasure of language, explore the nuance of word choices, and appreciate the power of "the right words in the right order." It's a way of expressing and connecting, and it's a lifelong gift.

I recently gave a presentation in a public school about this very topic. In the audience were teachers of two often observed categories: the earnest and slightly beleaguered, and the cynical ones who always convey a "been-there-done-that" sort of demeanor. A few in the latter category sat in the back grading papers, but a few in the former category gamely participated, wrote some heartfelt, touching words, and even read them aloud tearfully. Actual tears.

Afterwards, someone asked, "How did you DO that?" But I hadn't done anything except give them an opportunity and format for expressing their emotions in writing, as I hoped they would give to their students.

"As I soothe you I surprise wounds/of my own this long time unmothered..." This line from a poem by Linda McCarriston (called Healing the Mare) came into my mind as I drove home.

And a fragment of one by Adrienne Rich: "because life is short and you too are thirsty."

Santa Barbara's new poet laureate, Perie Longo, who has been very active in bringing poetry into schools, says it this way: "It sometimes feels like the soul has gone out of things. Poetry fills that need."

It isn't even remotely optional.I've written about this in my own book for teachers, How Writers Grow, especially Chapter 2, "The Light in the Language: Looking into Poetry." I'd love to share ideas and hear from others on this.In fact, if you are interested in obtaining a copy of my book, the link is: http://books.heinemann.com/products/E00975.aspx

It is the book I wish I'd had when I first started teaching writing, and for all the times throughout the years when I felt overwhelmed by the enormity and ambiguity of the task. It contains tangible advice, samples of student writing, reflections and encouragement. Take a look -- it's under twenty bucks.A lot of experience went into it, along with my heart.