how to teach them for training? List of the best poems to improve memory

Every per­son at some point has to turn to poet­ry. But not every­one is able to per­ceive poet­ry and keep them in their head.

Poems are eas­i­er to remem­ber than prose because they have their own rhyth­mic pat­tern, rhyme and emo­tion­al back­ground. Mem­o­riz­ing poet­ic lines by heart is rec­om­mend­ed for the devel­op­ment of mem­o­ry. Dur­ing this process, neu­rons are addi­tion­al­ly sup­plied with blood. This helps to reduce the risk of blood clots, improve the qual­i­ty of the walls of blood ves­sels, and increase the sig­nal per­me­abil­i­ty between neu­rons. In brain struc­tures, new con­nec­tions are formed between cells, stim­u­lat­ing cog­ni­tive process­es and oth­er abil­i­ties of the indi­vid­ual.

Rhythm, melody, imagery, emo­tion­al con­tent of poet­ic works allow the brain to quick­ly engage in the process of mem­o­riza­tion and fix in mem­o­ry lines that are nat­u­ral­ly con­nect­ed. This results in the for­ma­tion of the fol­low­ing qual­i­ties:

• devel­op­ment and enrich­ment of speech;
• vocab­u­lary replen­ish­ment;
• expan­sion of eru­di­tion;
• improve­ment of dic­tion;
• stim­u­la­tion of ora­to­ry skills.

Mem­o­riz­ing even a few lines of poet­ry has a pos­i­tive effect on the bio­chem­i­cal process­es of brain struc­tures. Mem­o­riza­tion of vers­es is nec­es­sary for train­ing mem­o­ry in chil­dren and adults. It is nec­es­sary to take into account the indi­vid­ual char­ac­ter­is­tics of the per­cep­tion of each per­son. An indi­vid­ual with a motor mem­o­ry remem­bers poet­ry won­der­ful­ly if it is accom­pa­nied by ges­tures and pan­tomime. A well-devel­oped visu­al mem­o­ry pro­vides for the mem­o­riza­tion of poet­ic mate­r­i­al from a print­ed pub­li­ca­tion. Peo­ple who per­ceive infor­ma­tion well by ear are rec­om­mend­ed to mem­o­rize the text at the time the audio record­ing is played, while it is advis­able to pro­nounce it aloud.

To improve fix­a­tion in the mem­o­ry of poems, mnemon­ics meth­ods are used that acti­vate fig­u­ra­tive think­ing. The main mis­take in mem­o­riz­ing a poet­ic work is focus­ing on words, try­ing to keep them in your mem­o­ry.

In child­hood, under­stand­able rhymed phras­es are easy to remem­ber. Devel­op­ing qua­trains should not con­sist of dif­fi­cult and incom­pre­hen­si­ble words. For the small­est, for quick mem­o­riza­tion, short rhymes with fas­ci­nat­ing con­tent are rec­om­mend­ed. Poems by Agnia Bar­to, Samuil Mar­shak, Ele­na Blagin­i­na, Kor­ney Chukovsky, Sergey Mikhalkov are suit­able for kids. Old­er chil­dren are offered to learn poems about nature. They are offered to play tongue twisters in a cer­tain rhythm so that they resem­ble rhymes.

We give exam­ples of such tongue twisters.

• Vika chews black­ber­ries, mag­pie pecks straw­ber­ries.
• Kostya mows hay in the hay, Senya car­ries hay in the canopy. Senya car­ries hay in the canopy, Senya will sleep on the hay.

In the future, chil­dren get acquaint­ed with more volu­mi­nous vers­es. They are advised to take the works of A.S. Pushkin, M.Yu. Ler­mon­tov, A.T. Tvar­dovsky. For high school stu­dents, a list of poet­ic works by A.S. Pushkin should be expand­ed.

For adults, favorite poems by famous poets are best suit­ed for mem­o­riza­tion. They are usu­al­ly clear to the read­er. The clear rhythm of the poem gives the process of fix­a­tion in mem­o­ry light­ness and joy. Com­plex works train the brain well.

Poet­ry col­lec­tions are pub­lished in suf­fi­cient quan­ti­ties. If nec­es­sary, any vers­es can be found on the Inter­net. For elab­o­ra­tion for each day they offer to choose works by Fyo­dor Tyutchev, Afanasy Fet, Vladimir Mayakovsky.

Mem­o­riz­ing poems dai­ly for 15 min­utes is the pre­ven­tion of mem­o­ry prob­lems. The abil­i­ty to retain the nec­es­sary infor­ma­tion in the head is devel­oped. Old­er peo­ple man­age to main­tain clar­i­ty of mind and a sol­id mem­o­ry.

Eidotech­nics are used to effec­tive­ly mem­o­rize vers­es. It is based on fig­u­ra­tive rep­re­sen­ta­tions with­out the inclu­sion of log­i­cal think­ing. The poem is rec­om­mend­ed to be mem­o­rized line by line. It is nec­es­sary to visu­al­ly turn each line into a bright pic­ture. The cre­at­ed images must obey a cer­tain rhythm.

For exam­ple, let’s try to “revive” the poem F. Tyutchev “Morn­ing in the moun­tains.” First you need to men­tal­ly com­bine the first 2 lines and cre­ate col­or­ful images. The word “azure” is asso­ci­at­ed with the name Lazarus, so you can imag­ine a bib­li­cal char­ac­ter laugh­ing out loud in blue skies. At this point, part of the sky dark­ens. In the black sky, dot­ted with bright stars, there is a dis­charge of light­ning, from which a stream of water wash­es Lazarus.

Then you need to imag­ine the moun­tains. An unusu­al adverb formed from the word “dew” is replaced by the word “racists” for bet­ter mem­o­riza­tion in the imag­i­na­tion. Maybe some­one will imag­ine peo­ple with dif­fer­ent skin col­ors on a zigzag light strip of a val­ley locat­ed between moun­tains. And again the lines are spo­ken in rhythm with the men­tal rep­re­sen­ta­tion of the new­ly cre­at­ed bright pic­ture.

The next qua­train can be visu­al­ized as fol­lows. They imag­ine moun­tains in mag­nif­i­cent dress­es, as if they were in high soci­ety, at an old ball. The ball gown is only half vis­i­ble. Beyond is a huge blan­ket woven from mist. A misty blan­ket hung over a car­ti­lagi­nous fish with a flat body, the name of which coin­cides with the word for a gen­tle descent. In imag­i­na­tion, you can com­bine these two con­cepts and imag­ine a stingray on an inclined sur­face cov­ered with a fog­gy blan­ket.

The last lines are imag­ined in the form of beau­ti­ful medieval choirs, cre­at­ed from frag­men­tary clouds, a kind of air ruins. The brighter the image is cre­at­ed, the eas­i­er the stan­za will be remem­bered.

The option to train mem­o­ry by mem­o­riz­ing vers­es is suit­able for peo­ple of all ages. It is rec­om­mend­ed to start train­ing with 4 lines a day. After a day, they should be repro­duced from mem­o­ry and add one more stan­za to them. It is nec­es­sary to add more and more new lines every day with a dai­ly rep­e­ti­tion of already learned mate­r­i­al. Each sub­se­quent month, the num­ber of learned lines should dou­ble. For mem­o­ry train­ing, it is advised to repeat the stan­zas mem­o­rized in the very first month.

With a sub­se­quent increase in the load, it is not dif­fi­cult to learn vers­es of any com­plex­i­ty, since the abil­i­ty to mem­o­rize and repro­duce a rhymed text is improved. With repeat­ed rep­e­ti­tion, poet­ry is stored in mem­o­ry for a long time. For mem­o­riza­tion, it is nec­es­sary to choose the time of the peak of work­ing capac­i­ty, for exam­ple, the morn­ing hours.

Learn­ing rhyming lines is nec­es­sary for adults. The effec­tive­ness of mem­o­riza­tion is facil­i­tat­ed by their dou­ble read­ing. You need to catch the mean­ing of what you read and retell it in your own words. The whole work is divid­ed into small seman­tic blocks. Log­i­cal con­nec­tions make it pos­si­ble to mem­o­rize the poet­ic text well.

Strict obser­vance of into­na­tion and paus­es facil­i­tate mem­o­riza­tion. In the process of mem­o­riza­tion, you can peep into the book, men­tal­ly imag­ine the plot, or try to imag­ine your­self in the place of the hero. The learned mate­r­i­al is record­ed from mem­o­ry on a piece of paper. In the fol­low­ing days, the vers­es are to be played aloud.

In preschool­ers, the brain is active­ly devel­op­ing, so mem­o­riz­ing rhymes brings them great ben­e­fits. It is best to use sim­ple, short rhyming rhymes. If only the kid under­stood the mean­ing of each word. Their mean­ing is rec­om­mend­ed to be explained to the child, oth­er­wise, dur­ing the repro­duc­tion of rhymes, incom­pre­hen­si­ble words will cause hes­i­ta­tions and hitch­es.

For bet­ter mem­o­riza­tion, it is nec­es­sary to select inter­est­ing and mean­ing­ful vers­es with­out com­plex ver­bal con­struc­tions. The intro­duc­tion of game ele­ments devel­ops the cre­ative abil­i­ties of the baby. An effec­tive method of mem­o­riza­tion with a par­al­lel sto­ry on behalf of the ani­mal with the image of its inher­ent move­ments. The child, until the text is ful­ly mem­o­rized, must recite a poem on behalf of a bear, fox, crow, chick­en. Poems must be age appro­pri­ate.

• Chil­dren 3–4 years old offer qua­trains with an abun­dance of nouns and verbs. The kid must under­stand what is at stake. The qua­train is read slow­ly, using col­or­ful into­na­tion and facial expres­sions. Such repro­duc­tion of vers­es facil­i­tates mem­o­riza­tion. The adult begins to pro­nounce the stan­za, the child con­tin­ues it.
• By 4–5 years the kids begin to form the moti­va­tion to mem­o­rize the poem. The kid seeks to learn and tell it in order to demon­strate his skills to adults. In this case, it is rec­om­mend­ed to take more com­plex vers­es. The process of mem­o­riza­tion is facil­i­tat­ed by mem­o­riz­ing the work by roles with play­ing indi­vid­ual scenes. For exam­ple, feed­ing a doll or rock­ing a bear.
• Chil­dren 5–6 years old capa­ble of mas­ter­ing more volu­mi­nous and com­plex vers­es. They can ana­lyze the actions of the char­ac­ters, imag­ine them­selves in their place, recall sim­i­lar life sto­ries and answer ques­tions about the top­ic of the work.
• By 6–7 years log­i­cal think­ing is formed, so chil­dren should be invit­ed to depict the char­ac­ters of the work on a piece of paper them­selves. To con­nect the child’s log­i­cal mem­o­ry, the begin­ning of the poem is read with a request to retell the fur­ther con­tent.

Adults show efforts of will to mem­o­rize vers­es, and chil­dren may resist this process. The child should get used to poet­ic speech and be able to per­ceive it. To work with babies, you need to adhere to the fol­low­ing rec­om­men­da­tions:

• it is nec­es­sary to acquaint with vers­es from infan­cy;
• rhyming works should be repeat­ed dur­ing walks, var­i­ous games;
• you need to recite poems expres­sive­ly, with emo­tion­al inspi­ra­tion;
• the select­ed mate­r­i­al must cor­re­spond to the age of the lit­tle man;
• the baby should under­stand all the words;
• it is desir­able to illus­trate poet­ic texts with draw­ings.

It is rec­om­mend­ed to start mem­o­riz­ing a poem a few days before the required time. It is nec­es­sary to sin­gle out the main char­ac­ters, to be imbued with the feel­ings and emo­tions of the poet. A vivid rep­re­sen­ta­tion of images and events enhances per­cep­tion and mem­o­riza­tion. Effec­tive mem­o­riza­tion is facil­i­tat­ed by rewrit­ing stan­zas on a piece of paper, slow read­ing of rhyming phras­es, mim­ic and ges­ture accom­pa­ni­ment.

Some experts rec­om­mend mak­ing a cheat sheet in which only the first let­ters of all lines are shown in a col­umn. It is pro­posed to use the “snow­ball” prin­ci­ple, when mem­o­riza­tion is car­ried out by increas­ing. First, remem­ber the first line, then 2 ini­tial lines, then 3 and all sub­se­quent lines in the aggre­gate.