Teaching Poetry. Personal response to Walt Whitman’s “Song of Myself”

Authors

  • Oana-Denisa Amariei-Hondrea “Miron Costin” High School, Iași Author

DOI:

https://doi.org/10.69475/

Keywords:

teaching literature, poetry, personal response, democracy, reader’s involvement

Abstract

This article aims to highlight the importance of teaching literature in general and poetry in particular. Teachers should offer authentic texts, a few concepts of literary theory and multiple tasks meant to offer them the opportunity to analyze, to discuss, to identify, to think, to associate, to create, to give personal responses in an attempt to turn students into involved readers. Both students and teachers may have the chance to enjoy the task of giving personal response to a wonderful text like “Song of Myself” written by Walt Whitman.

Author Biography

  • Oana-Denisa Amariei-Hondrea , “Miron Costin” High School, Iași

    Oana Amariei-Hondrea has been teaching English at “Miron Costin” High School from Iași for 21 years. She holds an MA in American Cultural Studies from “Alexandru Ioan Cuza” University. She has coordinated the activities of the Scrabble Club in English  from
    “Miron Costin” High School which she established in 2014 and she has been the coordinator of the project “Eurolexis -  A Multilingual Scrabble Contest for Children” dedicated to secondary and high school children from the county of Iași. The contest has been organized in Săptămâna Altfel for seven years and implies playing scrabble in English, French, Italian, Spanish, German and Romanian.

     

References

Iser, Wolfgang, The Act Of Reading The Theory of Aesthetic Response, Baltimore, Johns Hopkins UP, 1981

Whitman, Walt: Song of Myself, Penguin Books, 1995.

Rosenblatt, Louise: The Reader, the Text, The Poem: The Transactional Theory of the Literary Work, Carbondale, Southern Illinois University Press, 1978.

Published

09-07-2024

How to Cite

Teaching Poetry. Personal response to Walt Whitman’s “Song of Myself”. (2024). RATE Issues, 26(1). https://doi.org/10.69475/