An Analysis of Poetry Teaching Procedures in Sixth-Grade Basal Manuals

Abstract

THE MANUALS of sixth-grade basal readers were analyzed to determine whether the suggested poetry teaching procedures reflect the pedagogical procedures recommended by expert opinion. Stated objectives for poetry instruction were also examined. In order to initiate the study, first the recommendations of authorities in children's literature and related areas were synthesized into a set of five criteria deemed necessary for effective poetry instruction. An assessment instrument, developed from these criteria, was applied to every poetry lesson in eight sixth-grade basal manuals and served as the basis for a descriptive analysis of the suggested poetry teaching procedures. It was found that objectives for poetry instruction in the manuals reflect a superficial view of what children's experiences with poetry should be. The majority of the objectives are intended to teach cognitive rather than affective response to poetry, with an emphasis on poetic form rather than content. The suggested poetry teaching procedures in general do not reflect the pedagogical procedures recommended by authorities in the field.