Literature-in-English is an interesting subject and its pedagogies should be treated as such in the classroom but it does not seem to be so. This paper attempts to bring to the fore what is expected of poetry lessons in the 21st century and how these expectations seem to stand in marked contrast to the present classroom realities. This paper also reiterates the need for all-round development of Literature students not being limited to the aspects of formal analysis of literary texts and linguistic development but also affective engagement and aesthetic experience. To bridge the gap between the present classroom realities and expectations of poetry lessons, this paper presents learner-centred innovative strategies; brainstorming techniques and the YouTube as rescue instruments to endear Literature students to the subject and make them see the relevance of poetry in a globalised world
Literature-in-English is an interesting subject and its pedagogies should be treated as such in the classroom but it does not seem to be so. This paper attempts to bring to the fore what is expected of poetry lessons in the 21st century and how these expectations seem to stand in marked contrast to the present classroom realities. This paper also reiterates the need for all-round development of Literature students not being limited to the aspects offormal analysis of literary texts and linguistic development but also affective engagement and aesthetic experience. To bridge the gap between the present classroom realities and expectations of poetry lessons, this paper presents learner-centred innovative strategies; brainstorming techniques and the YouTube as rescue instruments to endear Literature students to the subject and make them see the relevance of poetry in a globalised world.