>I've never done it myself as teacher, but it occurs to me thatr my own
>learning of a new poem is usually a matter of sussing out how to read
>it--many of the lines will take a few goes. The discoveries is process are
>a lot of the focus and the deeper pleasure. It might be a way to go with
>students--that they read aloud, but with questions about alternative ways
>to read the line/line breaks, to breathe the whole, and what's gained and
>lost. Would work best in a smaller class, I'd think.
>
It's an interesting idea, Mark
although I still have this problem with their mkstakes. On the other hand,
In senior courses on poetry I do have the students do in-class
presentations, readings, really, & so they have to attempt to get at what
the poems sound like & how THAT means.... And when it works, everyone is so
much happier...
Doug
Douglas Barbour
Department of English
University of Alberta
Edmonton Alberta Canada T6G 2E5
(h) [780] 436 3320 (b) [780] 492 0521
http://www.ualberta.ca/~dbarbour/dbhome.htm
How, but thru a monstrous 'specialism', the so-called authority
of erstwhile 'professionals', have we come to leave
_breath_ out of images and _images_ out of breath, anyhow?
Roy Kiyooka
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