Of the three literary genres, prose, drama and poetry, poetry is the least enjoyed by Nigerian secondary school students (Osisanwo, 1984; Elegbeleye, 1989). One important factor which has contributed to the dislike the students have for poetry is that its teaching in our schools and colleges is not satisfactory. Anyone who is familiar with the literature on poetry teaching in our schools and colleges will readily agree with Lawal (1982) that our poetry teachers emphasize the product of poetry at the expense
of its process. The effect of this emphasis is that our students are drilled to respond cognitively to poetry. Affective responses, which should be the outcome of the lesson, are not emphasized and developed.