"Dor de Eminescu/Missing Our National Poet" - Student Portfolio Presentation

In March 2026, as part of the educational project “Dor de Eminescu / Missing Our National Poet”, the 9th grade students enrolled at Liceul Teoretic Radu Vlădescu presented individual portfolios in front of their classmates, focusing on the life and literary creation of Mihai Eminescu. The activity was designed not only as an evaluation method, but also as a formative learning experience that integrated literary knowledge, personal reflection, and oral communication skills.

Each portfolio included a structured overview of Eminescu’s biography, emphasizing essential moments in his life: his childhood in Ipotești, his studies in Vienna and Berlin, his work as a journalist, and his contribution to Romanian Romanticism. The students highlighted the cultural and historical context of the 19th century, underlining how these elements influenced his philosophical depth and poetic vision.

A central section of the portfolios addressed Mihai Eminescu’s main literary themes: nature, love, and time. Nature was presented as a cosmic and protective space, often reflecting inner states of the lyrical self. Love appeared both as an idealized, absolute feeling and as a source of melancholy and existential suffering. Time was interpreted philosophically, especially in poems such as Luceafărul, where eternity contrasts with human fragility. Each student selected a favourite poem, offering a brief literary commentary that demonstrated comprehension of imagery, symbolism, and Romantic motifs.

Another important component was the personal reflection section: “What I like about Eminescu.” Here, the students expressed authentic responses to his sensitivity, musicality of language, and profound meditation on destiny and existence. This encouraged subjective engagement and aesthetic appreciation beyond theoretical analysis.

From a pedagogical perspective, the portfolio presentation generated multiple educational benefits. It fostered autonomous learning, critical thinking, and synthesis of information. The oral presentation developed public speaking competence, argumentative discourse, and self-confidence. Peer listening enhanced collaborative learning and interpretative dialogue. Moreover, the project promoted cultural identity awareness by reconnecting students with a foundational figure of Romanian literature.

Overall, the activity functioned as an integrative pedagogical strategy, combining cognitive, affective, and communicative dimensions in a meaningful literary learning experience.