Poetry: Write, Read, Perform, Listen, Teach
My research focuses on poetry writing and other aspects of poetry learning and pedagogy. I particularly enjoy working collaboratively with other poets and educators to explore key questions about our craft which will enable young people to participate in poetry and to enjoy the genre’s rich and diverse forms of expression.
I have been collaborating with Pietro Roversi to write DNA Time, a poetry experiment. The poem adheres to the coding conventions that protein chemists and geneticists have agreed on to describe proteins and DNA. It contains two complementary strands and, like the double helix, follows the rules that translate a DNA sequence into a protein sequence. You will be able to hear us talking about this project on BBC Radio 4 on November 12th 2018. We are now making plans to develop our work further. Watch this space.
Currently I am working with Anthony Wilson from Exeter University to investigate young people’s poetry writing development. We are working together on a grant application which could take our theoretical work further to support young poets. (See Wilson and Dymoke 2017, published in the Journal of Writing Research.) We recently presented our work at BERA conference 2018 as part of a Poetry Writing, Reading, Learning and Teaching symposium within the English in Education SIG. Other presentations were given by by Julie Blake (from her ongoing doctoral research GCSE poetry anthologies), Gary Snapper (on A level students’ experiences of poetry) and Nicola Marlow from University of Ulster (on a SCOTENs funded project on Teacher Confidence and post-16 poetry teaching in the north and south of Ireland). There was a good deal of synergy between the presentations, particularly concerning the social and cultural contexts in which poetry is experienced by young people and how teachers make choices about poetry text selections.