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Poetry and economics: Creativity, engagement and learning in the economics classroom

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  • Davis, Mary E.

Abstract

This paper describes a poetry experiment conducted in an economics classroom, where students were randomized across two groups with rotating assignments to write poetry or short answer essay prose during a semester long course in microeconomics. The student experience overall was positive, reporting increased excitement for and engagement with the material. Students also believed that writing poetry improved both their short- and long-term understanding and retention of the concepts. The major criticism of the experiment was the additional time and effort needed to write creatively, although this could also be related to an insufficient time to task writing standard short answer essay responses. Overall, the results suggest that creative writing provides a potentially important tool to enhance learning opportunities and economic literacy among economics students.

Suggested Citation

  • Davis, Mary E., 2019. "Poetry and economics: Creativity, engagement and learning in the economics classroom," International Review of Economics Education, Elsevier, vol. 30(C), pages 1-1.
    • Handle: RePEc:eee:ireced:v:30:y:2019:i:c:15
    DOI: 10.1016/j.iree.2019.100155
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    Cited by:

    1. Morroni, Mario & Soliani, Riccardo, 2022. "Theatrical readings as a means of learning economics," International Review of Economics Education, Elsevier, vol. 39(C).

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