Abstract

AbstractThis study investigates the use of dance and visual arts in poetry education by systematically reviewing peer‐reviewed articles published on the topic from 2000 to 2019. The review focuses on empirical results in studies concerned with using dance and visual arts in poetry education and implications for poetry pedagogy in research and practice. The review encompasses 21 articles that were analysed thematically. The thematic analysis yielded seven themes: expand and deepen understandings of poetry; break curricular boundaries; interaction and collaboration; personal knowledge, reflection and experience; increase interest, motivation and confidence; challenges, limitations and constraints; and disciplinary knowledge. With research on this topic having increased in the 2010s, the findings show the potentials and challenges of using dance and visual arts in different ways in poetry education. Still, the research field is understudied, and many questions remain unanswered. Consequently, this study concludes with suggestions for future research on arts‐based responses in poetry education. The study adds to the dialogue on poetry education and contributes to raising awareness of the possibilities and challenges of using dance and visual arts in the poetry classroom.

Highlights

  • There is a growing interest in researching poetry in educational contexts

  • Adding to previous literature reviews on poetry pedagogy (Cui et al, 2015; Dressman and Faust, 2014; Hanauer, 2001; Sigvardsson, 2017), this study provides an investigation of the use of dance and visual arts in poetry education by systematically aggregating and reviewing previous articles published on the topic during the last 20 years

  • This review demonstrates that there are potentials and challenges of using dance and visual arts in poetry education

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Summary

Introduction

There is a growing interest in researching poetry in educational contexts. This interest emerges from reports indicating that poetry teaching has experienced somewhat of a decline (Creely, 2019) and that poetry seemingly lacks a solid position in education (Dahlbäck et al, 2018; Elster and Hanauer, 2002). Teachers often feel inexperienced as poetry readers (Benton, 2000b; Certo et al, 2012; Delchamps, 2018; Ofsted, 2007; Dahlbäck et al, 2018), and students have perceived poetry as elitist and difficult (Dressman, 2015)

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