The Patriot Post® · Poetry Recitations, Memorization, and Kids

In our modern age, parents, teachers, and children have a unique challenge when it comes to education. We are all participating in the digital age, which has seen the advent of artificial intelligence (AI). When so much information is at our students’ fingertips or simply a click away, the value of learning is decreasing.

Cheating has become so easy for students, and the Internet takes away the necessity for them to store information they are expected to learn for school. It’s an interesting paradox that we see in other aspects of human interactions. If something comes easily, it is quickly taken for granted (this also is true if something is free).

Daily Signal contributor Rachel Alexander Cambre highlights that the Georgia and Arkansas school systems are returning to the practice of poetry recitation. Cambre explains the beating heart of this educational push: “In stark contrast to ideological curriculums that reduce great words and deeds of the past to matters of identity, power, and will, the recitation of great works of poetry will reacquaint students with the existence of truth, goodness, and beauty, teaching them what no ideology can — namely, how to be at leisure.”

This style of teaching and learning really is a rich subject for discussion. This sort of memorization satisfies all the levels of Bloom’s Taxonomy. Bloom’s is largely regarded as the measure for how deeply a student can and should engage with learning. It is also a framework for teachers to deepen their lesson plans.

Here is how poetry recitation satisfies all levels of Bloom’s. At the most basic level is memorization, then understanding as the child reads the words out loud. Next comes application, where the child interprets the work, followed by analysis. Most poems are telling a story or painting a word picture that the child can relate to. Next is evaluation — e.g., what makes a poem good? — then, finally, creation. Creation can be the performance of the recitation, or it can be students making their own poetry inspired by what they memorized. The result is the same: a deepened knowledge and appreciation of words from thinkers and artists.

In the education world, memorization has largely fallen out of favor, and there is now even a stigma attached. Rote memorization is learning information by repeating it over and over. If one is using Bloom’s Taxonomy as a measure, rote memorization is the most basic level. It’s hardly “meaningful learning,” as outlined by Bloom’s. Recitation of poetry has become a victim to this culling of memorizing from the curriculum.

There is a time and a place for rote memorization, such as learning how to spell words or memorizing basic math facts. This type of memorization has been demonized because it doesn’t inspire “meaningful learning,” and, frankly, kids and teachers alike find it boring. Indeed, sometimes the nitty gritty of memorization is boring, but that doesn’t mean it isn’t worthwhile.

With poetry recitation, a student — guided by an informed and intelligent teacher — can implement both rote memorization and meaningful learning skills.

Other forms of memorization with recitation are equally valuable in combating the instant gratification of our digitally fluent kids. Memorizing speeches, plays, and passages in books, all with the goal of guiding the student to the higher levels of Bloom’s, is going to be valuable and will help shape the thinking of our kids.

Another interesting side note is that memorization is biblical. Throughout the Bible, God talks about writing His laws on our hearts. There is a distinct lack of children memorizing, talking about, thinking about, and applying passages from the Bible.

Memorization and recitation are also celebrating an ancient way of passing on knowledge: the oral tradition. It is also a means of passing on our culture to the next generation in a meaningful way.

This type of learning cannot be circumvented by the advent of artificial intelligence. AI, as we are increasingly seeing, is writing papers for students, giving them the answers to their homework, and in essence taking away the satisfaction that comes with the hard work of gaining knowledge. AI and digital learning are increasingly becoming students’ artificial brain. It leaves their own brains unhappy, unsatisfied, and ill-educated.

Perhaps that is part and parcel of our culture losing sight of the purposes of education in general.

The return to an oral learning tradition in Georgia and Arkansas is excellent news and hopefully will bear fruit and a positive change for our students.