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How to Lose your Fear of Teaching Poetry

Forget staid recitals or silent reflection – poetry is enjoyed and communicated best together, out loud, with passion, as Anna Blewett explains…

Anna Blewett
by Anna Blewett
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When the CLiPPA (Centre for Literacy in Primary Poetry Award) Schools Shadowing Scheme launched in 2017, classes across Britain were encouraged to discuss, interpret and perform the poems shortlisted for this prestigious poetry gong. The result? A new focus on the power of performance to give children ownership of the written word and a new relationship with language…

1. Share the pleasure of words

“I think as adults we can be quite fearful of poetry,” says Naomi Cortes, a professional performer whose poetry programme supporting literacy at John Donne Primary School in Southwark included taking part in the CLiPPA Schools Shadowing Scheme. “But most teachers know how to tell a story and a poem is just that. The first time I bring a new poem to the group I read it to them twice, and they can listen with their eyes shut or open. Then they see copies, so they see the words, and we say it out loud. I say to the kids ‘The words are scrumalicious. Let’s just see what they taste like in the mouth.’ And then we go into the discussion. I might focus on a word that I think will be new to them. Or the topic. Or just the title. But we’re always discussing the language. What does this mean? What does a poet want the audience to feel?”

2. Tailor your delivery

Addressing the individual needs of the child is crucial to excite and engage every pupil. “It’s our responsibility to find out how each child wants to engage with the poetry,” says Naomi. “Working with whole classes I get to know who is very shy and who is outgoing. Some children have English as a second language or trouble with comprehension. But with a performance, if a child finds reading difficult they can just do the actions. If they’re a bit more fearful they can hide themselves in the larger group. I work with a little boy in Year 3 who said to me ‘I think poetry’s really boring. I don’t like it.’ I told him, ‘That’s because you’re not watching me. Watch me and I’ll show you the poem.’ Now he’s putting his hand up and leading the discussion showing wonderful actions to bring to the words. He’s made that journey in half a term. It’s about what hook you can give to each child to engage them, whether that’s visual, the speaking, the actions; there are so many different ways.”

3. Find an audience

Cate Cooper is assistant head and English coordinator at Mandeville Primary School in St Albans, where the ‘Chatterbox’ group of Year 3 and 4 children chose to work on Joseph Coelho’s poem ‘School Today: Excuses For Mum’. “They performed the poem in whole school assembly,” says Cate, “and then had the privilege of performing it at the awards ceremony too. The process helped them develop their ability to engage with an audience, using over-the-top gestures and facial expressions and vocal delivery so that every member of the audience could engage with the poem.”

Valuable lessons about timing, waiting for a cue and responding to others helped the group wow the Shadowing Scheme’s judges and win the chance to perform at the awards ceremony at the National Theatre. “They also realised how fantastic it feels to communicate comedy to an audience,” says Cate. “They loved getting the laughs and learnt about pausing for them. The process has helped them to be more confident in class and lead the way in learning poems off by heart, which is integral to what we do as a school.”

4. Celebrate the results

“Watching the video they sent for the Shadowing Scheme was really beneficial to the group,” says Cate Cooper, “and showed them how much action matters. And how when speaking together everyone needs to be in time! Showing the video in school made them really proud. In the process they learnt how to adapt their performance for different spaces – whether that was the school hall or the stage at the National Theatre – and the importance of really exaggerated expression so that everyone can be involved in the audience. They also learnt that performing on a stage is nerve-wracking so knowing the poem inside out and constant practice really helped.” Naomi Cortes agrees. “Performing to others is such a wonderful way for children to highlight and showcase what they’ve learned. And in a more engaging way than just an examination.”

5. Harness the energy

“At a school I work with in Southwark the governors have told me my poetry programme is having quite an effect on literacy and language skills,” says Naomi, “But I know the teachers find the energy and engagement of kids starts to apply to other lessons too. Poetry’s not a subject on its own; it’s so easily linked to other areas on the curriculum.” And the lasting benefits of performance? “It gives children more ownership of the work. Children are very active, highly imaginative, wonderful conversationalist and great storytellers. Using those performance skills and a more visual language brings an added dynamic to the written word.”

The Centre for Literacy in Primary Education’s free Poetry – We Know What Works guide is available to download at clpe.org.uk

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