In the Education Commission Report #4 of Hong Kong, three dimensions of learning are noted: cognitive, interpersonal, and aesthetic. In most Hong Kong schools, teaching focuses on the cognitive dimension and to some extent on the interpersonal. The aesthetic dimension is largely ignored, except for the ubiquitous class reader and a handful of schools where literature is included in the teaching program. For example, when poetry (a particularly neglected area) is taught, students are usually so taken up with the literal meaning of the verse and the technical analysis of form, rhyme-scheme, mood, tone, etc., that they miss the affective, emotional, and imaginative aspects of the poem. One way to enhance the intuitive and imaginative side of teaching poetry would be through "deep processing," a strategy used for generating mental pictures, sensations, emotions, and linguistic information about the subject of a thought. When a person thinks about something, he or she usually involves him- or herself in a combination of sensations, thoughts, images, and feelings. Deep processing helps students to experience poetry holistically through exercises that help develop their affective tendencies. It stimulates creative thinking and helps students: (1) expand information; (2) focus on information which has just been presented; (3) think in non-verbal terms; and (4) retrieve information. The poem "Jelly on a Plate" may be used in a lesson that involves primary students in experiencing a poem and miming the movement of jelly. (Contains two figures and copies of the poems used.) (TB)