This article aims to reflect on a corpus of videopoems, the creative reception of the teachers who viewed the videopoems, and the didactic proposals that emerged. Based on theoretical contributions such as Schaeffer’s aesthetic experience or the postures of aesthetic experience inspired by Housen, we analyzed the responses of the teachers to an open questionnaire exploring different dimensions of their reception (i.e., cognitive, affective, didactic), which influence the “re-creative” posture. By placing teachers in a re-creative posture, we are reflecting on the conditions that make possible an aesthetic experience in school as well as the reconfigurations of teaching poetry.