Poetry

Poetry is not a genre, but it is probably the most neglected format in libraries. Some of the reasons why many readers have a bad taste in their mouth regarding poetry is from past experiences of picking apart poems in school. Some people just don’t feel comfortable reading or evaluating poetry, so they shy away from it. However, poetry can sometimes be read not for dissection and analysis, but simply for fun. Writing poetry can also be fun because there are really no rules, which is freeing  (and sometimes very challenging) for students who are used to being told what to do.

Poems can be welcomed and appreciated by people of all ages, but younger students prefer certain criteria in their poetry. A 1974 study by Ann Terry identified these preferences in elementary school-aged children. Based on this study, librarians can evaluate where a poem is suitable for children by determining if the subject matter in the poem is concrete. Remember, young children have a hard time grasping the abstract, so poems that focus on abstract feelings, ideas, and symbols are harder for young students to comprehend.

Students also prefer narrative poetry, which makes sense because they are used to being told stories.

Imagery is a big hit with young readers, so poems that incorporate a lot of imagery to paint pictures for their readers will be popular with students as long as the words used are accessible.

Rhyme, rhythm, and sound are also very important to young readers. A librarian should ask whether the poem includes rhyme, has an easily identifiable beat, and has some elements of sound devices present. Another question to consider is whether or not the poem sounds good being read aloud. On the flip side, the research study found that students did not enjoy free verse and haiku poetry, probably because they often lack rhyme, which young children expect in poetry.

 Young students preferred contemporary poetry that contained more familiar language, and enjoyed poems that were funny, about familiar experiences, or about animals. Like any other reading, students respond to poetry that discusses topics in which students are already interested. Librarians should consider whether a poem is interesting, relatable, age appropriate, and emotionally appropriate for his/her students.

Along with these criteria, Dr. Lesesne and Dr. Perry present some other information on what makes a poem a “keeper.” For one, a good poem is interactive, meaning that students can get involved with sound effects, repetition, or even reader’s theater. A good poem is also one that can be read repeatedly. A repeatedly read poem that also has an interactive nature has the potential to provide even more enjoyment for readers as they become familiar with the words to expect and their responses to them.

Many poetry books have received the now-annual Award for Excellence in Poetry for Children from the NCTE. These pieces are a great resource for librarians looking for a starting place to introduce poetry to students. Some other great (and humorous) poetry books include the limerick book “Grimericks” and the book of concrete poems called “Technically, It’s Not My Fault.”

For more information, watch the following videos by Dr. Lesesne and Dr. Perry:

https://www.youtube.com/watch?v=1AcXSanyPVs&feature=youtu.be

https://www.youtube.com/watch?v=l33qddu25ik