During three research residencies we explored the potential of, and developed, a methodology for teaching poetic form through movement. We found that the contribution which form makes to meaning was more clearly understood by participants in the process of realising these shapes physically rather than abstractly, and that participants were less likely to prioritise questions of content over form in their writing. The experiments were particularly interesting in regard to negotiating line endings and rhythm, with participants more readily realising where their existing drafts did not 'work'. We also discovered that movement could be a productive starting point for writing.