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This paper explores the impact of a Spoken Word Education Programme (SWEP hereafter) on young people’s engagement with poetry in a group of schools in London, UK. It does so with reference to the secondary Discourses of school-based learning and the Spoken Word community, an artistic ‘community of practice’ into which they were being inducted. It focuses on what happened when secondary students, already enculturated into school Discourses about learning (in their English lessons especially), learned about new ways of being readers, writers, listeners, and performers through the SWEP Discourse. The paper draws on qualitative data collected during the first three years of programme development to consider how an introduction to the social practices of this artistic community appeared to influence 11–18 year old students’ attitudes to poetry study, discussion, writing, and performance both in school and beyond the parameters of traditional secondary school learning. [ABSTRACT FROM PUBLISHER]

Reading poetry aloud is an extremely useful teaching method for therapists and analysts, one that attunes mind and ear to both self and other. To listen to a poem, one must be open to the experience of physical sensations, affects, silent registers and unknowingness that may take some time to begin to put into words. Becoming conscious of internal resonances coinciding with those of another is the basis for the clinical skills we are hoping to help trainees develop. Being present in an embodied way to the music of what is spoken also develops a heightened sense of effective uses of language in psychoanalytic writing. This paper offers several poems in very different styles in order to think about this process. [ABSTRACT FROM AUTHOR]