I would like to establish that every teacher is a performer and artist without being bound by limitations, especially when teaching a language, the signal to social identity. Language teaching should aim at crossing barriers and boundaries and look forward to cultural enrichment as well.

My specific focus is teaching English Poetry in an Indian Context. Poetry teaching is not an easy task at the advanced level as it no longer confines itself to rhyme and rhythm; nor should it be an imposition of preconceived notions through Teacher Talk. In one of his letters to his friend Reynolds, John Keats talks of poetry surprising the Reader " with a fine excess and not by singularity of vision".

Appreciation of poetic language is complete somewhat when a poem touches the soul of every reader therefore Learner Autonomy plays a vital role where learner response is guided by the teacher to internalise a poem and not listen to readymade interpretations. Now this often becomes a challenge in an ESL situation. It is here that another form of art can come in to enhance teaching and learning. I have cited Robert Frost's popular poem Stopping by Woods on A Snowy Evening for learners at the Tertiary level. The Interpersonal Approach and Emotive Strategy have been employed against a backdrop of Indian Classical Music thus aiming at a blend of the Oxidental and the Oriental. An emotional outburst I believe can help learners in appreciating the grandeur of the English Language in the Indian Context.

A reader of poetry can be trained to be Creative like the Creative Artist, the Poet and the Teacher must be constantly Thinking as to how to bring in Innovative strategies in the Classroom.

Brief, compact Classroom Pedagogy is provided In Absentia:

Objective: Appreciating an English poem in the Indian Context: lnternalizing the message through a Language Awareness aroused by familiar music of the Indian spirit and appreciating " art for art's sake " irrespective of Cultural Boundaries. Poem: Stopping By Woods on a Snowy Evening by Robert Frost.

Materials to be used: 

The Poem / Related audio of Indian Classical Bandish having rhythm and flute / Handouts and task sheets.

The classroom would be Interactive, Working with the poem for 45 minutes.

Stages: 

1. The teacher reads aloud the poem; music is played in an audible low pitch in the background and the learners listen with eyes closed. This is repeated. 
2. The teacher interacts with learners inferring the theme, tone and mood of the poem; the music chosen to match the theme facilitates understanding. This method arouses interest to be involved in Working with the Poem. 
3. Stanzawise interpretation is done, probing into a stylistic analysis with associated music notes; worksheets are provided to learners to analyse the lexical and syntactical patterns to arrive at the semantical platform. Sample questions to think about
   a) Where is the poet and why does he stop?
   b) Why does the horse think it to be queer? Which line or words help you to answer?
   c) How does the horse react? What are the sounds that break the silence of the woods?
   d) Which words show that the poet is engrossed in the beauty of the woods?
   e) What were the promises?
   f) What does sleep mean?
   g). What is the significance of the repetition of the last couplet?
   h) Comment on the style e.g. choice of diction and sentence pattern; dramatic element if any etc.
   i) Similar issues to ponder upon. 
4. The teacher finally gives a brief background after the learners have looked at the poem as a self-contained entity, a work of art. The learners now are guided to write a critical appreciation of the poem.

The rationale for music support:

1. Indian music touches the Indian soul. 
2. Arouse visual and emotional reactions. 
3. The selected notes for this poem permeate the images, the tone and the mood of the poem
4. The learners recreate by realising, internalising and critiquing the creation, they opine and compare with other poems existing even in their own language. 
5. The compass of imagination becomes bigger, taking them beyond time/ place/ tradition and culture; Music can create miracles by its universal language.

Appreciation of the literary piece is complete, reinforcing the view that literature means much more than mere comprehension and question-answer sessions.

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