Poetry teaching should be basically a process of

Concept: In language and literature pedagogy, poetry instruction is treated as an affective, aesthetic experience rather than a purely informational or analytical one. The core pedagogical objective of teaching poetry is to help learners form a joyful, personal connection with rhythm, imagery, and meaning -- not to transmit facts or provoke a single specific negative emotion.

Application: Applying this principle to poetry teaching, the process is designed around recitation, imagery, rhythm, and personal connection so that learners come to enjoy the poem -- this joy-centred engagement is the process poetry teaching is meant to be. A poem's individual content may carry sadness or another emotion as its subject matter, but that is not the same as what the overall teaching process is aiming to build in the learner.

• sadness -- a poem's subject matter may be sorrowful, but the teaching process itself is not organised around making learners feel that specific emotion; it targets appreciation, not sorrow.

• cry -- crying can be an incidental, poem-specific reaction to a moving verse, not the general aim that defines how poetry is taught as a discipline.

• anger -- provoking anger is not an objective of poetry pedagogy; the discipline is not structured to elicit this reaction in learners.

Cross-check: Standard teacher-training frameworks for language pedagogy describe the aim of poetry teaching as cultivating appreciation, enjoyment, and aesthetic sensibility in learners, confirming that the process is centred on that positive engagement rather than any of the negative or momentary reactions listed among the options.