Concrete poetry: Classroom fluff or solid learning?

Document Type

Article

Journal/Book Title/Conference

Journal of Reading

Publication Date

12-1-1986

Abstract

Many teachers view concrete poetry suspiciously as one of those curricular innovations that found their way into reading programs during the neoprogressive days of the 1960s. As such, it kept company with some carelessly rationalized practices that seemed to be introduced for the sake of novelty or at best for their appeal to students' concept of what was "relevant."

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