During this period of remote learning during the pandemic, poet and educator Paola Capó-García decided to reimagine her senior English class into a more immersive and focused eight-week poetry course. Through poems, she thought, perhaps her teenage students could reflect on “the particular chaos of 2020” and begin to process the loss they’d experienced over the year. In a piece at Teachers & Writers Magazine, Capó-García recounts this special time spent with her students, and how she created a safe, quiet space for them to think, to write, and to heal.
Poetry is so often neglected at the high school level, deemed too difficult, too precious, or too esoteric to tackle. And when it is taught, it’s typically filtered through dead white men. But teaching Whitman and Frost does not fit into my politics as a teacher and human, and it certainly does not fit the narrative of the students my school serves. I’m not interested in widening the gap between them and poetry, between them and knowledge. My goal, now and always, has been to make poetry accessible, exciting, and useful to young people. To teach them that the way they speak and live is already poetic. To help them manage the messiness of 21st century youth with 21st century language. And in this extra-messy age of Covid and Zoom and rightful apathy, poetry felt like the perfect way to make sense of it all.
Between a raging pandemic, civil rights unrest, controversial U.S. election, and graduation on the horizon, the students needed a space to explore the enormity of their feelings. To address this, I designed the writing prompts around the concept of loss. The world we’re living in is punctuated by overwhelming loss, and it must be confronted and articulated in cathartic ways.
I value the elegy as a poetic form for teenagers because it invites healing; it’s a way to give grief a name and exit strategy. I believe that one of our most important roles as teachers is to provide authentic opportunities for young people to heal.
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