Teaching Of Poetry Research Articles

Fostering Cultural Awareness and Academic Engagement through Poetry Analysis in Kazakh Educational Contexts

This study investigated the effects of activity-based and traditional analysis methods on students’ attitudes toward poetry, academic achievement, and cultural identity. A pre-test-post-test control group experimental design—a quantitative research method—was employed. The class using activity-based analysis methods for poetry analysis was designated as the experimental group, while the class following the traditional analysis method served as the control group. Participants were second-year students from the Kazakh Literature Department at a university in Almaty, Kazakhstan. The study spanned eight weeks and involved 18 female and 15 male students in the experimental group, with 17 female and 15 male students in the control group. All students provided informed consent to participate voluntarily. The Scale of Attitude toward Poetry, Poetry Analysis Skills Academic Achievement Test, and Cultural Identity Perception Scale were administered to measure the study variables. The findings revealed that activity-based analysis methods positively impacted students’ attitudes toward poetry, with the experimental group demonstrating a more favorable approach than the control group. Additionally, students in the experimental group achieved higher academic performance in poetry analysis skills than those in the control group. Although both groups showed a general improvement in their cultural identity perception, no significant difference was found between them. These results support the potential of activity-based approaches in poetry education to increase student achievement and attitudes. Consequently, integrating such methods should be actively encouraged in future educational practices.

Examining Teacher and Student Beliefs in Poetry Education: A Systematic Review within TESL Contexts

This systematic review investigates the intersection of teacher and student beliefs in poetry education within TESL (Teaching English as a Second Language) programs. It synthesizes studies examining how these beliefs influence pedagogical practices, student engagement, and overall learning outcomes in poetry instruction. Utilizing the PRISMA methodology, the review identifies and analyzes 32 peer-reviewed articles published between 1982 and 2024. Findings indicate that teachers' beliefs about poetry significantly shape instructional approaches, often impacting students' attitudes toward the genre. Teachers who view poetry as an essential tool for fostering creativity and cultural understanding tend to implement it more actively in their curricula, enhancing student engagement. Conversely, students often perceive poetry as challenging due to its linguistic complexity, leading to anxiety and disengagement. The review also highlights discrepancies between teacher expectations and student experiences, particularly in assessment-driven environments where poetry is seen as secondary to core language skills. The study concludes that a more collaborative approach to poetry education—integrating student perspectives—can foster more positive attitudes and better align teaching practices with student needs. This research contributes to the broader discourse on literature education in TESL, offering insights into how poetry can be effectively integrated into language instruction to improve both educational outcomes and cultural literacy.

Research on the Value of Poetry Teaching for English Majors in Applied Undergraduate Universities Under the Background of the New Liberal Arts

The emphasis of the traditional teaching environment on English instrumentality has resulted in the marginalization of poetry teaching for English majors in applied undergraduate universities. The construction of the new liberal arts affirms the importance of the English literature curriculum and also inspires people to re-evaluate the potential and unique value of English poetry teaching. English poetry is the material for the cultivation of students’ patriotism. Its condensed space contains multi-disciplinary knowledge, its long history makes it bear rich cross-cultural information, its beautiful language helps improve students’ aesthetic and creative ability and its dialectical thinking stimulates students’ critical thinking. English poetry teaching is an effective way to cultivate international compound talents with Chinese feelings required by the new liberal arts construction for applied undergraduate English majors.

Aesthetics and Creativity: A Preliminary Exploration of Modern Poetry Teaching in Primary School Chinese——Taking Ai Qing’s Teaching of “Green” as an Example

Among all literary works, the language of poetry is the most concise, unique, and timeless, and its expression of emotions is particularly rich. Learning poetry can enhance one’s ability to appreciate various literary works. The way to enhance the aesthetic understanding of poetry itself is closely related to quality education in Chinese language teaching. Undoubtedly, it is particularly important for classroom teaching to guide students in creating poetic scenarios, inspiring them to explore the artistic conception of poetry, and guiding them to appreciate the unique expression of poetry. Teaching students the general method of self-reading and self-understanding modern poetry can be seen as a way to make poetry teaching twice the result with half the effort. Based on this, this article takes Ai Qing’s “Green” as an example to explore the teaching path of modern poetry in primary school Chinese for reference.

Lifting the (Peter) Vaill of Management Education: How to Practice Management Education in the Next 25 Years

We contribute to the Special Issue primarily through the lens of the Journal of Management Education (JME) publications of Peter Vaill, a long-time, distinguished shaper of JME for most of its 50 years. These publications and other works elucidate several themes for the future of Management Education (ME): the scholar practitioner, the subjective frame of the action taker, the use of poetry and other humanities in teaching, moral development, student freedom, critique of the competency movement, and practice. The early years of Management education were incredibly exciting as breakthroughs piled up regularly and schools of management were where the “action” was. Vaill’s writings uniquely center on the experience of the practice or techne of the action takers and emboldening them to act courageously and ethically. Among several examples, the future proposed here would include Management faculty conducting classes that are emergent, so that the professor and students both learn in the moment. They would also practice management to understand and mold this dynamic field that they teach. This would result in far more interactive classes where students have greater appreciation for the “feeling, judgment, sense, proportion, balance, and appropriateness” of management and ideally develop a greater passion for Management.

An Analysis of the Musicality of Yong Liu’s Yulinling: Farewell in Autumn Based on the Perspective of Language Musicology

From the perspective of linguistic musicology, this paper discusses the musical features of Yulinling: Farewell in Autumn, a representative work of Yong Liu, a famous lyricist of the Song Dynasty. Through a systematic analysis of the core elements of the poem, such as rhyme, timbre, key, and rhythm, it reveals the intrinsic connection between poetry and music and proposes a new way of thinking about the modern interpretation of ancient poetic songs. This paper not only enriches the understanding of Yong Liu’s works but also provides new theoretical support for modern music education of classical poetry. In addition, this paper explores the practical application value of poetic musicality analysis in cultural inheritance and modern adaptation of classical poems, providing new insights into the contemporary inheritance of cultural heritage.

The Specific Application of Poetry and Prose in Primary School Chinese Language Teaching

In primary school Chinese language teaching, ancient poetry accounts for a large proportion and is a key focus of Chinese language teaching. However, for elementary school students whose understanding ability is not yet fully mature, the implicit emotions and obscure content in ancient poetry are often difficult to understand, so teaching ancient poetry is also a difficult point in Chinese language teaching. The teaching of ancient poetry bears the responsibility of inheriting and promoting China s excellent traditional culture to a certain extent, so the teaching of ancient poetry should attract the attention and importance of teachers. Based on this, this study discusses the application value of poetry in primary school Chinese language teaching, analyzes the current problems in teaching, and proposes specific methods such as creating scenarios and enriching related activities, in order to provide reference and assistance for the application of poetry in primary school Chinese language teaching.

Foreign Language Teaching under the Guidance of Horace's Art of Poetry

Art of Poetry, also known as Letter to the Pisos, was a collection of Horace's response to Piso's request of poetry teaching to his son. A literary criticism work as it was, Art of Poetry was also a legacy of education. Horace put forward "combination of pleasure and usefulness" in Art of Poetry, which has great influence on literature creation and art value exploration in western world. From the perspective of foreign language teaching in China, the English teachers are supposed to be inspired by returning to the context in Art of Poetry and pay due attention to both pleasure and usefulness of language teaching.

Echoes of Tradition: Reclaiming the Oral Art of Poetry in Digital Embedded Courses

This paper investigates the integration of oral traditions with digital technologies in poetry education, proposing a comprehensive framework aimed at enhancing pedagogical effectiveness and cultural enrichment. Through a review of both historical and contemporary teaching methods, this paper emphasizes the distinct advantages of oral recitation in fostering deeper cognitive, emotional, and social engagement, which are qualities that digital tools frequently fail to replicate. Advocating for a balanced approach, the study leverages the sensory richness of oral traditions alongside the accessibility and innovation of digital platforms. The paper presents a pedagogical model rooted in experiential and multimodal learning theories to forge immersive, sensory-rich educational environments that preserve the depth of traditional oral poetry while harnessing modern technological advancements. The paper explores the implications of this hybrid approach for educational practices, cultural preservation, and policy, arguing that such integration not only enhances learning outcomes but also sustains cultural heritage within a digital educational framework. Additionally, it outlines future research directions to validate the framework’s efficacy, broaden its disciplinary applications, and evaluate its long-term educational impacts, contributing to a richer discourse on the harmonization of traditional methods and digital innovation in education.

Amazwi Amasha: New Approaches to Sustainable Poetry Teaching and Learning

At many South African schools poetry is considered to be a “problem genre”, with both teachers and learners viewing it as “difficult” and as a genre that lowers schools’ pass rates in the National Senior Certificate (NSC) (Matric) examination. For this reason, schools tend to shy away from prescribing poetry at the Further Education and Training (FET) level (that is, in Grades 10-12). This article argues that the poems that are prescribed for English First Additional Language (EFAL) classes are difficult for learners to relate to because of having been written in contexts that are temporally and geographically distant from the learners’ life-worlds. In addition, many learners may not understand the particular variety of English that is used in canonical poetry. A new teaching anthology, entitled Amazwi Amasha (New Voices), containing South African post-1994 poetry, is in the process of being compiled to address the problem of learners’ alienation from their prescribed poems. This anthology forms the topic of this article. The theory and methodology underpinning the selection of poems and the design of learning activities to accompany each poem are described, along with the selection of themes that are relevant to young South Africans. The argument concludes that a more multimodal, interactive approach to teaching and learning poetry can help tap into the resources of this capacious and fascinating genre.

Cross-Cultural Poetics: Exploring the Impact of Poetry Teaching Methods on Enhancing Cultural Comprehension in Chinese Language Education in Japan and Korea

This study explores the effectiveness of poetry teaching in enhancing students' cultural understanding within Chinese language education in Japan and South Korea. From the perspective of cross-cultural education, this paper analyzes the teaching methods of poetry, a core element of Chinese language education, in Japanese and Korean classrooms, focusing on phonetic learning methods and historical cultural background teaching methods. By combining qualitative and quantitative research approaches, the study examines the impact of different teaching methods on students' language proficiency and cultural understanding. The research subjects include Chinese language students from Korea University and Kyoto University, with data collected through various methods such as classroom observations, in-depth interviews, and questionnaires. The study concludes that both the historical cultural background poetry teaching method and the phonetic learning method significantly enhance students' cultural understanding within Chinese language education. This research provides new recommendations for poetry teaching in Chinese education in Japan and South Korea, as well as for improving students' literary literacy and aesthetic appreciation abilities

Study on the Current Situation of Poetry Education in China's Compulsory Education Stage

This paper focuses on the current situation of poetry education in China's compulsory education stage. Currently, poetry education in the compulsory education stage faces problems such as uncertainty of teaching content, single teaching method, inapplicability of teaching mode, high difficulty of learning content and students' fear of difficulty. In order to solve these problems, we need to start from several aspects: clarifying the teaching objectives and standards, exploring diversified teaching methods, constructing a student-centered teaching mode, lowering the difficulty of the learning content, and overcoming the students' fear of difficulty.

The Harp and the Eagle: teaching Irish Poetry in Mexico

Ireland and Mexico share a long tradition of intercultural relationships. The Latin American nation has received significant influence from the mind-frames and oeuvre of Irish or Irish-descended thinkers, and authors. In the field of literature, the presence of Irish writers in Mexico has been equally relevant. A number of them are constantly referenced in middle- to higher-education institutions as paradigmatic examples of the Anglophone belles lettres. Nevertheless, and with the possible exception of Yeats, limited academic and pedagogic attention has been paid to Irish poetry, almost exclusively in English, until comparatively recent times. As of the mid-2000s, the School of Philosophy and Literature (FFyL) of the National Autonomous University of Mexico (UNAM) has witnessed a surge in academic efforts to promote the verse production of Anglo-Irish poets in the country. With the publication in 2003 of the anthology Una lengua injertada [A Grafted Tongue] and, more recently, with the establishment of the Contemporary Anglo-Irish Literature Research Project, FFyL-UNAM have inaugurated a new era for the study of (Anglo-) Irish verse in Mexico and Spanish-speaking America. This article will explore the critical and pedagogical approaches with which FFyL-UNAM have tackled the teaching of (Anglo) Irish poetry over at least one decade.

Diction in Poetry Anthologies Mengapa Luka Tidak Memaafkan Pisau M Aan Mansyur's Work and Its Use as Poetry Teaching Material in High School

Diction in Poetry Anthologies Mengapa Luka Tidak Memaafkan Pisau M Aan Mansyur's Work and Its Use as Poetry Teaching Material in High School

Teaching Poetry: What is Taught and What Should be Taught? Case Study of Secondary Schools Offering Literature in English at the Advanced Level in Rwanda

Teaching poetry as a literary genre has been a research topic of interest worldwide. However, the gap is observed in teaching poetry in secondary schools in Rwanda, where students are not given the quantity and quality of knowledge and skills they deserve. This descriptive study investigated poetry teaching practices and examined whether teachers are teaching what they should be teaching to equip students with critical thinking, analysis, and language skills. Adopting the descriptive research design and the mixed method approach, the study is built around three objectives: to explore how poetry is taught to students doing literature in English at the advanced level of secondary schools; to investigate the aspects of poetry that are often taught and those that are not; and to assess the challenges that teachers of literature in English face while teaching poetry. The study is guided by New Criticism Theory, Multimodality Approach, and Reader Response Theory. It used both quantitative and qualitative methods. Questionnaires and interviews were used to collect data from 22 teachers of literature in English selected purposefully from 16 schools that offer literature in English as a main subject at the Advanced Level. The study findings revealed that students are highly at risk as teachers of this subject exhibited poor competence in teaching and analysing poetry. Besides, some teachers don’t give poetry a focus, and others don’t teach it at all. The issue becomes more acute when one considers the general lack of adequate resources. The study recommends the University of Rwanda, the College of Education, REB, and their partners set policies for increasing teachers’ competences in the field of literature in general and teaching poetry in particular. Individual teachers of literature in English should feel confident while handling poetry as a literary genre. If an issue arises, instead of simply leaving out the topic, let them consult their colleagues in the nearby schools for a common understanding.

플라톤의 ‘무시케’ 교육과 이성의 관계: ‘시가’의 내용을 중심으로

This study was designed to clarify the relation of ‘mousike’ education in the Republic of Plato and the development of Reason, focusing on the education of poetry. Mousike is composed of works of art, and is considered as the foundation of the development of reason. According to Gadamer, works of art make it possible to possess the truth, in the sense that they bring to light what is otherwise constantly hidden and withdrawn. This gives support of the argument of Plato that Mousike makes foundation of reason. However, in interpreting on the poetry of Homer, Gadamer’s theory of arts is not sufficient to explain mousike education. Plato, criticizing the poetry of Homer, insists that God isn’t the cause of all things but only of good ones. Plato’s sense of good poetry is able to arouse ‘transcendental imagination’. In virtue of it, a learner of a good poetry, instead of obsessing over the particular images in the poetry, conceive of ‘the Good’. Furthermore, a learner of Mousike is able to understand one’s life in the light of the idea of the Good. In virtue of the transcendental imagination, one is able to think of the universal beyond the particulars given by way of sensation as well as acquire the self-understanding which can recognize the ignorance of oneself. Mousike Education makes it possible for a learner to develop reason through transcendental imagination and selfunderstanding.

Environmental Case Method in Learning Poetry of Students at Senior High School: An Ethnoecological Literature Study

Literature and poetry play a crucial role in education by fostering students' sensitivity and reasoning towards literary works. This study aims to explore and describe practical approaches for teaching poetry using the environmental case method to students at SMA Negeri 1 Palu. This is a qualitative study, with data collected from class XI students during the 2022/2023 academic year through discussions and activities involving the case method. The descriptive qualitative method was employed to address two primary challenges: (1) students' difficulty in writing poetry and (2) students' difficulty in reading poetry. The findings reveal practical strategies to overcome these challenges by integrating environmental cases into the case method model. Specifically, this method helps students improve their poetry writing and reading skills by contextualizing poetry within real-world environmental issues. The implications of this research suggest that employing the environmental case method can enhance poetry teaching strategies broadly, making poetry more accessible and engaging for students. By applying this method, students can develop their poetry writing and reading abilities, thereby enriching their overall literary experience and appreciation.

Inner Structure and Poetry Education: An Analysis on Poems by Malaysian ESL Pre-Service Teachers

Inner Structure and Poetry Education: An Analysis on Poems by Malaysian ESL Pre-Service Teachers

Poetry in Teaching & Learning Qualitative Research

This article stems from a workshop presented at the 15th TQR conference on poetry in teaching and learning qualitative research. Over the last few decades, scholars have argued for the use of poetry and other arts-based techniques in qualitative research. Most of the research, however, focuses on using poetry for data analysis and representation. In this article, we shift the conversation to the use of poetry for teaching and learning qualitative research. Starting with a poem in three voices of educator, student, and researcher, we provide an overview of poetry use in qualitative inquiry. We then offer brief overviews of poetic forms such as found poetry, identity poems, haikus, and free verse poetry. Subsequently, we share examples of how we have used these poetic forms in our own teaching and learning of qualitative research. In sharing the reasoning, guidelines, and examples of poetry use in the qualitative research classroom, we invite others wanting to implement poetry in their work to try one or more of the practices.

Pedagogical Stylistics: Teaching isiXhosa Poetry at Further Education Training Phase Using Text World Theory Approach

This article explores the integration of pedagogical stylistics, specifically text world theory, into the teaching of isiXhosa poetry in the Further Education and Training (FET) phase. IsiXhosa, one of South Africa’s official languages, possesses a rich poetic tradition that is deeply rooted in its culture and history. However, the effective transmission of the cultural significance and literary aesthetics of isiXhosa poetry to FET learners is challenging, because of limited availability of culturally relevant pedagogical methodologies. In this paper, we propose a novel approach, by incorporating pedagogical stylistics, a cross-disciplinary field that combines stylistic analysis and education theory into the teaching of isiXhosa poetry. In particular, the text world theory, developed by Werth, was utilised as an analytical framework, and an IsiXhosa poem was used as a model. The study adopted a qualitative-argumentation approach to analyse Chief Markers’ Reports for the subject IsiXhosa Home Language regarding the performance of Grade 12 learners in the poetry section of this subject. The reports range from 2019 to 2022 and contain both quantitative and qualitative assessments. According to the reports, learners’ scores are low and some fail the poetry section, which makes up 37.5% of the total mark of the literature paper in IsiXhosa Home Language. According to the Chief Markers’ Reports, learners struggle to understand word meanings, context and textual meaning and they lack knowledge of literary and poetic devices. The findings of the study indicate that the text world theory approach can be useful to enhance learners’ engagement with isiXhosa poetry, by encouraging them to participate actively in constructing meaning through their cultural and linguistic experiences. Moreover, the pedagogical stylistics approach facilitates the appreciation of poetic devices, themes and socio cultural contexts, which leads to a deeper understanding and connection with isiXhosa literary heritage.