Patricia Doreen Hendy is a graduate of McGill University, Montreal, Canada (1980). She writes poetry under the pseudonym, Paterika Hengreaves. She has travelled extensively. On her arrival in New Zealand in April of 2004, she was a member of the “Hibiscus Coast Writers” founded in 1993 and whose Patron is Brian Morris (NZIBS). This of writers met once each week at 1.00 p.m. at Red Beach Methodist Church Hall, Whangaparaoa with Dee Evans who was the group’s President at the time.
Patricia was a member of the Lioness Club North of Barbados and held the post of Secretary. Patricia likes gardening, crocheting, travelling and writing. Patricia is a mother and a widow. She has two grown children (Charles and Françoise). Her husband, Edgar Hendy whom she married in September1966 died on June 6, 1995 from complications of diabetes. She has six sister and two brothers. The youngest sister (Angela Barnes) died in Ohio, USA. Patricia is a supporter of the theory that one’s environment is more influential than heredity in determining one’s development.
“Open Door Poetry” offers a frame-work of ideas and interpretations of poems that are written in traditional and non-traditional formats and genres. Traditional form refers to poems that are metered and non-traditional forms refer to poems written in free verse. Free verse poems have a way of discarding all the rules of traditional versification. Comments are provided at the end of each poem bringing into focus the various roles being performed by personas. As such, these poems contain dynamic resource materials for teachers whose students are in the range of 12-16 years in the secondary school or the high school as the case may be. These poems as featured in “Open Door Poetry” are designed to provide resource materials for teachers who use thematic webs and thematic lesson plans. Various kinds of themes can be extracted from reading the poems. As a matter of fact, the way these poems are treated in “Open Door Poetry” places poems beyond the simple borders of reading, writing and performance by providing a conduit for arousing learners’ senses in the learning process that has taken on a global significance, where rote learning is a thing of the past. Poetry is no longer seen as the “Cinderella” on the school’s curriculum because it provides powerful tools in facilitating interdisciplinary teaching approaches in student centered classrooms.