Why focus on audio?
Probably because of my BBC background,
I have always enjoyed reading poems
aloud in the process of teaching them
and encouraging students to read poetry
aloud themselves. Voice training means
I speak British English with a relatively
neutral accent. I do my best to ‘perform’ the verses
and stanzas well, while being mindful of conveying
elements such as rhythm, reflection, emotion and
humour.
Many English teachers of course stress the fact that
hearing a poet’s words can really help to convey
structure, poetic techniques and the resonance of
carefully chosen vocabulary. This is potentially an
excellent aid to understanding composers’ ideas and
creativity. It seems that many classroom practitioners
appreciate having a voice which is not familiar to their
students reading a poem. One that can be played
several times and accessed again for revision.
Listening to poems which demonstrate sound
devices such as rhyme, onomatopoeia, alliteration,
sibilance, assonance, character dialogue and tone
can be an opportunity for students to get a proper
‘feeling’ for the poem
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