Education of Poetry Reader on the Upper Elementary School

The topic of this thesis is the issue of educating poetry readers at the secondary level of elementary school. The aim was to analyze students' relationship to poetry, its linguistic and intellectual contribution, as well as the effectiveness of methods for working with poetry. This data was obtained through a questionnaire survey of teachers with questions about their relationship to poetry, how they work with poetry in the classroom, and how difficult they perceive teaching poetry to pupils to be. The survey was supplemented by teaching lessons in a 7th grade class. The results show that pupils' relationship to poetry is ambivalent and is influenced by the way poetry was presented to them in primary school and how it is taught in secondary school. While an emphasis on formalism and "dry" interpretation of the text does not promote a positive relationship between pupils and poetry, creative activity, humor, and interdisciplinary connections between the text and other forms of aesthetic expression lead to a positive perception of poetry. The work refutes the hypothesis that poetry does not enrich pupils; on the contrary, it shows it to be an important tool for developing vocabulary, linguistic sensitivity, and abstract thinking. The lessons conducted also confirmed that a playful approach and...