Poetry Reading at the Elementary School: Response to Basic Elements of Poetic Language

Abstract: The aim of the thesis which this study is based upon was to investigate how 6th-grade students of a Greek primary school responded to basic elements of poetic language. In particular, we focused on comprehending rhythm, metaphors, and poetic imagery through engaging children in activities following the reading of selected poetic texts contained in the teaching scenario “Poetry and Song”. This teaching intervention was designed to meet the new curricula for teaching Literature in the Greek Compulsory Education. Furthermore, by promoting the aesthetic reading of the poems we wanted to investigate the way young readers approach and interpret reading to contribute towards cultural literacy and how they evaluate the experience they had during the program. Also, the reading practices adopted aspired to strengthen dialogue within a community of readers with a central point of reference the students’ personal experiences coming to the surface in a process of “meeting” and “mixing” with the poetic texts.

Key words: poetic language, poetry reading, response, aesthetic reading