The essay argues that there is an institutional role—and obligation—to teach students to appreciate poetry. In contrast to vertical and intensive models of analysis that treat individual poems or authors as the primary unit of pedagogical value, aesthetic appreciation requires a lateral, extensive, and comparative mode of encounter.
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Aaron Rosenfeld; Wine, Poems, and Song: Lateral Reading and the Pedagogy of Appreciation. Pedagogy 1 April 2017; 17 (2): 203–234. doi: https://doi.org/10.1215/15314200-3770117
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