Incorporating Poetry Outside of the English Classroom - January 26th

Peterson’s chapter on incorporating poetry in a class that is not English is a notion that I have not frequently encountered within my academic career. Although I believe that it can be a different way to broach certain subjects or introduce new material to students, I do think that reading or writing poetry can be seen as a very daunting experience for many, students and adults alike. However, I do think that if poetry is introduced properly to students, it can be very useful in adding to the subject matter.

I would definitely introduce poetry in the history classroom. I firmly believe that it will add to the subject matter and give students a more well-rounded understanding of the subject matter being introduced to them. As Peterson states in this chapter, poetry uses very specific, precise, and meaningful language, forcing readers to analyse and interpret the poet’s thoughts, world events, and/or historical figures. In a history classroom, I would incorporate poetry when discussing the First and Second World Wars (among other events). The poetry during those times really helped showcase the effects of war on individuals and the destruction of war on society. A perfect example of war poetry to be introduced into a history class would be Wilfred Owen’s “Dulce et Decorum Est”. Owen’s poem depicts the horrors of chemical warfare during the First World War and gives students a better impression of what soldiers felt like during that time. Moreover, it emphasizes the notion that warfare is not beautiful nor honourable. Rather, it is a devastating atrocity, which he makes evident to readers through his use of poetic conventions and language. It offers students a different and more diverse perspective on historical events for students within the classroom.