The senses of the poem

Abstract

This article presents the findings corresponding to the second phase of a study that implemented a didactic strategy based on sensory images and drawing creation, aimed at promoting appreciation for Nicaraguan poetry among university students. After an initial diagnostic evaluation, a didactic intervention was applied, combining poetic reading with the graphic representation of sensations evoked by poems. The methodological approach was qualitative with a phenomenological orientation, using techniques such as focus groups, questionnaires, and analysis of student-created drawings. Data analysis was conducted using thematic coding with the support of ATLAS.ti. The second phase results show a reconfiguration in students’ reading engagement with poetry. Processes of memory evocation, emotional understanding of texts, and deeper aesthetic connection with lyrical language were identified. Drawing proved to be not merely an auxiliary tool, but a powerful mediator between the subjective experience of the reader and the poetic text, enabling emotional and creative interpretation. Transformations were observed in students’ attitudes toward reading, including greater engagement and a more meaningful perception of poetry. It is concluded that incorporating sensory and expressive strategies enhances literary appreciation by activating sensitivity, imagination, and emotional intelligence. This experience shows that poetry, when approached from an aesthetic perspective, becomes a formative tool that resonates with the students’ subjectivity and cultural context.