Aims and Objectives of Teaching Prose and Poetry

Back to: Pedagogy of English- Unit 5

Introduction

Poetry and Prose is a form of literature that tells a story. It can be the best way to help children gain interest in the beauty of language. Teaching poetry and prose to the children will improve their language ability of the children. It will help the children to write and speak correct English with proper vocabulary. Children should be encouraged to fall in love with the beauty of language for their own benefit.

Poetry, often described as the art of words, has captivated the hearts and minds of readers for centuries. To truly appreciate poetry, one must embark on a journey to understand the objectives of poems and the art of poetry itself. In this comprehensive article, we will explore the significance of learning these objectives and how they contribute to a profound appreciation of this timeless literary form.

Aims of Teaching Poetry and Prose

Love of language

Helps the children to develop a taste in the field of language and appreciate its beauty.

Increase creativity

Helps to increase the creativity level of the children and enhance their imagination power.

Correct speech rhythm

Helps to develop the language speaking ability of children and read with correct rhythm and pronunciation.

Enhance vocabulary

Helps to enrich the writing, reading, speaking, and listening abilities of the children while being able to gain knowledge.

Gain knowledge

Helps children to gain knowledge and gather information on various topics.

Objectives of Teaching Poetry and Prose

1. To make the children familiar with the author’s style of writing.

2. To help the children develop their imagination and creativity power.

3. To understand the meaning behind the story and gain lessons from it.

4. Make the learners aware of the different forms of poetry writing and storytelling.

5. To help the children understand the value of reading good literary works and encourage them to write their own work.

6. Enable children to have a deeper understanding of human relationships and the different types of human emotions.

7. The language ability helps children to use the English language in a proper way without any difficulty.

8. Help in developing the character and personality of the children.

These are the aims and objectives of teaching prose and poetry.

Chapter 1: Understanding Poetry’s Purpose

1.1 Emotional Expression:

The primary purpose of poetry is to serve as a vehicle for emotional expression. Poets use language to convey the most profound human emotions, from love and joy to sorrow and despair. Through the carefully chosen arrangement of words, poets paint vivid emotional landscapes that resonate deeply with readers. When you read a poem, you step into the poet’s world, feeling the emotions they intend to convey.

For instance, Emily Dickinson’s poem “I’m Nobody! Who are you?” expresses the poet’s desire for privacy and independence. The purpose here is to evoke a sense of camaraderie with the reader, inviting them to embrace their uniqueness.

1.2 Message and Communication:

Poetry is a powerful means of conveying messages and ideas. Poets often use their craft to comment on society, politics, morality, or personal beliefs. These messages can be direct or subtle, and they engage readers in reflection and dialogue. Through poetry, poets share their perspectives on the world, inviting readers to consider new viewpoints.

Consider Langston Hughes’ “Dreams,” which explores the importance of holding onto dreams despite life’s challenges. Hughes’ purpose is to inspire hope and determination, encouraging readers to pursue their aspirations.

1.3 Exploration of Themes and Concepts:

Poetry provides a space for exploring complex themes and abstract concepts. Poets delve into philosophical, existential, or metaphysical questions through their work, challenging readers to ponder the nature of existence, reality, and the human condition. These explorations encourage introspection and contemplation.

In T.S. Eliot’s “The Love Song of J. Alfred Prufrock,” the poet delves into the inner thoughts and doubts of the protagonist, leading to a contemplation of self and society. The purpose here is to prompt readers to consider the weighty decisions and uncertainties that characterize the human experience.

Chapter 2: The Organization of Poems

The organization of poems involves the structural and formal elements that poets employ to convey their messages effectively. These elements are the building blocks that create rhythm, flow, and emphasis in poetry.

2.1 Rhyme and Meter:

Rhyme and meter are foundational elements of poetic organization. Rhyme refers to the repetition of sounds at the end of lines, creating a musical quality. Common rhyme schemes include AABB, ABAB, and sonnet forms like Shakespearean or Petrarchan. Meter, on the other hand, pertains to the pattern of stressed and unstressed syllables in a line of verse. Poets may use various meters, such as iambic pentameter or trochaic tetrameter, to establish the poem’s rhythmic structure.

Consider Robert Frost’s “Stopping by Woods on a Snowy Evening.” The poet’s use of a rhyme scheme (ABAAB) and iambic tetrameter creates a mesmerizing, contemplative atmosphere that complements the poem’s content.

2.2 Stanzas and Line Breaks:

The arrangement of stanzas and line breaks is crucial in shaping the flow and structure of a poem. Stanzas serve as analogous units to paragraphs in prose, and their length and organization can significantly impact a poem’s meaning. Line breaks, meanwhile, influence pacing and emphasis within each stanza. The careful placement of line breaks can dramatically affect the reader’s interpretation.

In Walt Whitman’s “Song of Myself,” the absence of traditional stanzas and the use of long, flowing lines contribute to a sense of inclusivity and expansiveness, mirroring the poem’s themes of unity and individuality.

2.3 Form and Style:

Poets often adopt specific forms or styles to enhance the thematic and emotional impact of their work. Traditional forms, like sonnets, villanelles, or haikus, impose strict structural constraints that challenge poets to craft their message within defined parameters. Conversely, free verse liberates poets from such constraints, allowing for more fluid and unconventional forms.

In e.e. cummings’ “anyone lived in a pretty how town,” the poet’s unconventional use of lowercase letters, punctuation, and spacing reflects the poem’s themes of nonconformity and individuality. The form and style serve the purpose of challenging conventional norms.

Chapter 3: Exploring the Elements of Poetry

The elements of poetry encompass the literary devices and figurative language that poets employ to enrich their work. These elements infuse depth, vividness, and layers of meaning into poetry.

3.1 Imagery:

Imagery in poetry involves the use of vivid, sensory-rich language to create mental pictures for readers. It engages the senses and invites readers to visualize, hear, taste, touch, and smell the scenes and emotions described in the poem. Through imagery, poets make their work more immersive and relatable.

In William Wordsworth’s “I Wandered Lonely as a Cloud,” the poet’s description of a “host, of golden daffodils” creates a vibrant mental image, allowing readers to share in the poet’s experience of the natural world.

3.2 Metaphor and Simile:

Metaphors and similes are powerful devices that compare two seemingly unrelated things to highlight shared characteristics or qualities. While similes use “like” or “as” to make comparisons, metaphors assert a direct similarity between the two elements. These devices add depth and layers of meaning to a poem.

In Shakespeare’s Sonnet 18, “Shall I compare thee to a summer’s day?” the comparison of the beloved to a “summer’s day” creates a metaphor that highlights the beloved’s enduring beauty and perfection.

3.3 Symbolism:

Symbolism involves the use of symbols to represent complex ideas, concepts, or themes. These symbols can be objects, characters, colors, or actions that carry deeper, often universal, meanings. Deciphering symbols within a poem is crucial to grasping its thematic significance.

In Nathaniel Hawthorne’s “The Scarlet Letter,” the scarlet letter “A” worn by the protagonist, Hester Prynne, symbolises both her sin and her strength. The symbolism of the scarlet letter underscores the novel’s exploration of guilt.

3.4 Cultural and Historical Insights: 

Poetry is a reflection of the society and time in which it is written. Understanding the historical and cultural context can shed light on the poet’s motivations and the intended message of the work. It allows readers to appreciate the connections between a poem and the world in which it was created.

For instance, Langston Hughes’ poem “The Negro Speaks of Rivers” takes on even greater significance when one considers its context within the Harlem Renaissance, a cultural and artistic movement in the early 20th century that celebrated African American heritage.

4.3 Personal Connection:

The power of poetry lies in its ability to evoke strong emotions and resonate with personal experiences. As readers engage with poems and explore their objectives, they often find personal connections within the verses. These connections can be deeply moving and transformative, as readers see their own thoughts and feelings mirrored in the poet’s words.

Conclusion:

Learning the objectives of poems and poetry is an enriching journey that allows readers to unlock the beauty of language. Poetry is more than just words on a page; it is a gateway to the soul, an exploration of the human experience, and a testament to the enduring power of language and imagination. By delving into the purposes, organisation, elements, and meanings of poems, readers can embark on a lifelong journey of discovery and appreciation for this timeless literary art form. Poetry invites us to explore the depths of our emotions, the complexity of our thoughts, and the boundless possibilities of human expression. So, open your heart and mind to the world of poetry, and you will find that it is a treasure trove of inspiration, insight, and beauty.

Frequently Asked Questions:

Question 1: What is the main objective of teaching a poem?

Answer: Poetry is a form of literature in which thoughts and feelings are expressed through the aesthetic qualities of language. The major aim of teaching poetry is enjoyment and appreciation. Poetic words and phrases are always a source of keen pleasure for the learners to develop a genuine feeling and real enjoyment.

Question 2: Why are poems important in learning oral skills?

Answer: Reading poetry helps children about voice, pitch, volume, and inflection. While these are mainly functions of speech, they’re also incredibly important for children learning to read. Poetry can teach young readers about speech patterns, which can give them cues to the words on a page.

Question 3: What are the three main components of poetry to promote literacy?

Answer: Rhythm, rhyme, and sound are emphasised in poetry—all of which are foundational blocks for reading. Poems also contain important literary elements like characters and narrative structure.

Question 4: What lessons can we learn from poems?

Answer: In poetry, we learn how to put words together to form meaning and context. We learn how to choose the right words to create imagery and effect. When we break poems down into their parts, we learn a lot about how writing comes together. We learn how to follow a pattern and put words in a particular order.

Question 5: What is the role of poems in value education?

Answer: Poetry is a good way to develop language; not only grammatically, but also cognitively. Poetry has through history been a way to express feelings, contemplate moral and social issues and to give words to a situation, real or surreal.