Teaching Of Poetry Research Articles

Ecological Identity and the Meaning in Poetry Education

This study is based on the ecology. It aims to investigate the principle and characteristics of identity in terms of the ecology, and w hat the ecological identity means in poetry education. Until now we have discussed the identity based on the Western Romanticism which focused on the subject of the world egoism. This approach, however, has limits, which is why this study regards the ecological identity as the basic concept. The ecological identity is based on the mutual respect with the subject, the object and the language, and aims to transcend the self by the altruism in the relation ship with these three elements. This study seeks to investigate the principle and meaning of teaching poetry with this perspective.

A Study on the Experience and Affect of Learning Readers in Poetry Education

A Study on the Experience and Affect of Learning Readers in Poetry Education

시 읽기 교육의 인지시학적 접근 - 윤동주의 ‘자화상’과 ‘서시’를 활용하여 -

Teachers should teach learners to become astute observers of proper language use and interactions in second languages and second cultures for good communications(Hall 1999). Second language learners can participant in interactions by analyzing the customary meanings and personal usages in literary works. Poetry education has various meanings such as metaphorical language, active and emergent participation(Shin 2013), and the new semantic construction or emergent structure of these literary expressions can be understood using the process of Conceptual Blending(Fauconnier & Turner 2002). In this study, we try to find a teaching method by using conceptual mappings in the process of understanding Yun’s poems. The learner can read the poetry and understand the meaning through observation and analysis. By learning through the Conceptual Blending using the contextual cues, it becomes possible to understand the creative meaning. Teaching to communicate in appropriate manners for Korean culture is a process of helping learners understand the way of thinking in this language community. (Hankuk University of Foreign Studies)

상호텍스트성에 기반한 시교육의 구체화－텍스트 선정을 중심으로－

상호텍스트성에 기반한 시교육의 구체화－텍스트 선정을 중심으로－

TEACHING POETRY AT THE JUNIOR HIGH SCHOOLS IN GHANA

The importance of poetry in the life of the child cannot be over-emphasized. This has to the necessity of incorporating the teaching of this aspect of literature in the curriculum at the Junior High School level in Ghana. This works looks at the importance of poetry and what it seeks to achieve in the life of the child and then, delves into the pedagogies involved in treating the subject at this level of study. It provides the necessary steps that can guide teachers to do the teaching of poetry with ease and also to stimulate the interest of the pupils at this level of education. Article visualizations:

A Study on the Ancient Greek Physical Education Spirit

Plato and Aristotle examined what the true spirit of physical education is and what kind of relationship it is, from the perspective of dividing into two parts of the body and mind. And the relationship between human body and mind, knowledge and behavior. Plato and Aristotle examined the harmonious combination of body and mind and what is the desirable relationship setting. In Platos soul and body in philosophical centered ideological aspect, human education center emphasizes poetry education, but physical education is recognized as essential education for human education. Platos body contour emphasizes the harmony of soul and body, not the superiority of the body to the mind. In Platos education room, physical education should be preceded and then mental education should be done. I thought that there could be no independent souls without bodies. It is not an independent entity but a unified entity. Because there is a body, there is a soul. There is a soul, so a body exists. Aristotle thought that the body was more important than Plato, and that the body should be preceded by the soul.

TEACHING STUDENTS TO DEVELOP PARAGRAPHS BY POETRY WRITING

The use of literary work such as poetry, prose, or drama in English language teaching is recognized as powerful media to teach English language skills. This is commonly known as creative writing, which has recently become important subject in English language teaching. This study had examined the use of English poetry writing in English language teaching, particularly in teaching English writing skills. There are two main points of discussion in this paper, namely the analysis of the students’ ability to write poetry in English and the effectiveness of that poetry writing in teaching English writing skills. The study was conducted at the third semester students majoring in English Education at the State University of Makassar, Indonesia. To find data about students’ ability in poetry writing, a test was given and the results were analyzed descriptively. To find data about the effectiveness of poetry writing in teaching English writing skills, a quasi-experimental design with a t-test was employed. Findings reveal the students’ good ability in writing poetry in English. Aspects of poetry such as imagery, rhyme, rhythm, and sound devices can be seen in the poetry written by students. Poetry writing also has an effective function in teaching English, particularly in developing students’ writing skills. Poetry made by the students can invite more ideas to write. Students taught to write poetry in English and asked to develop writing based on that written poetry demonstrate better achievement than those who were not taught by poetry writing.Â

A Study on Application Method in the Field of Poetry Education of Young Children with Developmental Delays: With a Special Reference to the Trend of Experimental Research Designs of Early Childhood Poetry Education

본 연구는 유아동시교육 연구동향 분석을 통해 동시교육의 경향성을 알아보고, 이를 토대로 발달지체유아의 동시교육 현장 적용방안을 모색하는 연구이다. 총 76편의 유아동시 관련 학위논문을 11개의 기준에 따라 분석하였고, SPSS를 이용하여 빈도와 백분율, 케이스백분율을 산출하였다. 연구 결과 첫째, 유아동시교육 관련연구는 2000년대 초반 활발히 연구되었다가 최근 다시 주목되는 분야이다. 둘째, 유아동시교육 실험연구는 주로 만5세를 대상으로 유치원에서 교사가 주 2회, 6-10주간 실행하는 형태로 설계되었다. 셋째, 동시교육은 대소집단과 자유선택활동시간에 교과통합 형태의 활동이 주로 이루어지며 의사소통영역 관련 목표를 달성하려는 경우가 많았다. 넷째, 동시 선정에 있어 절반가량의 논문에서 참고자료를 확인할 수 없었다. 이를 토대로 한 발달지체 유아의 동시교육 현장 적용 방안으로는 첫째, 최근 다시 주목되고 있는 분야로 발달지체유아의 효과적인 동시교육을 위해 관련 분야에 대한 관심이 필요하다. 둘째, 발달지체 유아의 동시교육 역시 반복적으로 이루어질 때 효과를 기대할 수 있으나 실행에 있어 교수자, 교수환경, 대상에서 다양성이 추구된다. 셋째, 발달지체 유아의 동시교육 역시 통합적인 활동으로 이루어져야 하고, 의사소통 관련 목표 뿐 아니라 동시가 가진 예술성을 공유하는 교육이 필요하다. 넷째, 발달지체 유아를 위한 동시교육 역시 동시를 선정하는데 구체적인 기준이나 참고할 자료가 많이 없으므로 추후 연구가 필요하다. 본 연구는 유아동시교육 관련 선행연구를 분석하고 그 결과를 토대로 발달지체유아의 동시교육의 현장 적용 방안을 모색하여 향후 발달지체유아의 동시교육을 위한 기초자료를 제공하였다는데 그 의의가 있다.This study is a study that examined tendency of poetry education through an analysis of research trend of early childhood poetry education and then searched for application point of a site of poetry education of young children with developmental delays. A total of 78 master’s theses related to early childhood poetry were analyzed depending on 11 standards, and frequency, percentage, and case percentage were calculated by SPSS. As a result, first, the studies related to the field of early childhood poetry education were actively studied in the early 2000s, and has been recently receiving attention again. Second, experimental researches of early childhood poetry education were designed as a form that teachers mostly carried out targeting 5-year-old children during 6-10 weeks twice a week in kindergartens. Third, in poetry education, total curricula were mostly reached in large and small groups, and elective activity time, and there were many cases to accomplish goals related to communication. Fourth, in the selection of poetry, reference could not be confirmed in about half of theses. As a application point of a site of poetry education of young children with developmental delays, first, it is necessary to be concerned about related areas for effective poetry education of young children with developmental delays as an area that receives attention again. Second, when poetry education of young children with developmental delays is repeatedly carried out, an effect can be expected, but diversity of teachers, teaching environment, and object is pursued in practice. Third, poetry education of young children with developmental delays should be also carried out as an integrated activity, and an education sharing not only a goal related to communication but also artistry of children’s poem is needed. Fourth, there is not much detailed standard or reference to select a children’s poem in poetry education for young children with developmental delays, so a follow-up study is needed. It is significant for this study to analyze advanced researches related to early childhood poetry education and then to seek application point of a site of poetry education of young children with developmental delays so to offer basic information for poetry education of young children with developmental delays.

The Effort to Increase the Students’ Achievement in Poetry Mastery through Semiotic Method

The obejectives of this research are to know the improvement of the students’ achievement in poetry mastery and their perception regarding to the semiotic method in teaching and learning poetry in English Education Department, Languages and Art Faculty of State University of Medan. The research method used is the Classroom Action Research (CAR). The subjects of the research are the fifth semester of 37 students of 2013/2014 academic year. The data are collected by test in order to know the students’ achievment in poetry mastery. The students’ perception toward the implementation of the semiotic method for teaching and learning poetry is collected by questionaire. The data are analyzed by descriptive analysis. The result of research shows that (1) the average score of the students’ achievement of poetry mastery is (71.75) or it increases (11,59) point from pre-test (60.16) and (2) in general, the students’ perception toward the semiotic method for teaching and learning poetry are good and positive.

TEKNIK MENARASIKAN PUISI SEBAGAI UPAYA MENINGKATKAN KREATIVITAS SISWA

In the effort of creating a joyful literary teaching, avoiding the boredom of both teachers and students, thus it needs the selection of a proper technique followed by the selection of a proper source too. Based on that statement, this article aimed to share the design of a proper technique and source which can be used in creating a joyful literary teaching. Hopefully it can stimulate the students creativity. In the beginning, this article serves the types of technique in literary teaching, especially for poetry. Then, this article also focused on the technique of poetry teaching which can be used as an effort to increase the students’ creativity, that is narrating a poetry. The technique of narrating a poetry will be served by the supporting source.

TEACHING POETRY IN ENGLISH-MEDIUM-INSTRUCTION UNIVERSITIES IN THE MIDDLE-EAST: A LINGUISTICALLY ORIENTED MODEL

English-medium-instruction (EMI hereafter) Universities pose several challenges to English Language Learners (ELLs hereafter) and language teaching and learning enterprise in the Middle-East. Learning language through poetry is one of them. Poetry can play a significant role in language learning in general and English poems can be used in the language classrooms for effective language learning for ELLs in the Middle East. The review of literature in the field of poetry teaching shows that a comprehensive practical approach to teaching poetry for facilitating language learning is missing and previous scholarship on the subject matter fails to chart out the right course of action in a language classroom for EMI universities in the Middle-East. This paper seeks to explore how contextualizing poetry teaching with a linguistically oriented model, with certain well-defined steps, offers an extensive variety of language learning opportunities to ELLs in the EMI universities in the Middle East.

Jonathan Culler. Theory of the Lyric. Cambridge, Mass.: Harvard University Press, 2015. 391pp.

Jonathan Culler. <i>Theory of the Lyric</i>. Cambridge, Mass.: Harvard University Press, 2015. 391pp.

Anthem for a Burnished Land: What We Leave in this Desert of Work and Words by Shaun T. Griffin

Reviewed by: Anthem for a Burnished Land: What We Leave in this Desert of Work and Words by Shaun T. Griffin Jeffrey Chisum Shaun T. Griffin, Anthem for a Burnished Land: What We Leave in this Desert of Work and Words. Cedar City: Southern Utah UP, 2016. 274 pp. Cloth, $30.95; paper, $17.95. Shaun T. Griffin is one of the luminaries of Nevada’s literary landscape: an inductee into the Nevada Writers Hall of Fame; author of the poetry books Bathing in the River of Ashes (1999) and Wood-smoke, Wind, and the Peregrine (2008), among others; editor of absolutely invaluable poetry collections such as Torn By Light (1993); and translator of Emma Sepulveda’s Muerte al silencio (1997). These literary endeavors alone would be enough to keep most people well occupied, but as Anthem for a Burnished Land demonstrates, Griffin’s contributions to Nevada life extend well beyond the written word. Subtitled “A Desert Memoir,” Anthem details Griffin’s involvement in a number of projects—struggles to found and maintain a community center in Virginia City; teaching poetry to prison inmates; a homeless youth education program. Throughout, daily life carries on: Griffin is married and has two children; we follow him along on a fishing excursion to Pyramid Lake; we watch his sometimes tense interactions with some of Virginia City’s more scurrilous residents. At times, Anthem seems to meander as though it needed a more cohesive narrative, but what eventually emerges is a complexly layered, episodic story about learning to cope with life in the Nevada desert. The opening passage, for example, describes the quality of sunlight on the Comstock: “It has changed everything: the rabbit brush is saffron, the locust seeps yellow, and the Virginia Range has a burnt tint . . . weather will change soon. You must prepare” (9). A later chapter describes the ever-present fear of fire: “Smoke has come into the room like an unwanted bird that has strayed from [End Page 486] its path. . . . This smoke is a terrible smell. No one who lives here has escaped its reach” (223). The natural landscape is both an inspiration for Griffin’s art and a cypher—a force that doesn’t readily supply a clear meaning. In the chapter called “American Flats,” Griffin provides imagery that’s both familiar and startling: “rusted lids, bed springs, bottles, shotgun shells, ceramic beer bottle shards, tin cans, barbed wire,” and while riding towards an aspen canyon, he sees “a rattlesnake [that] had swallowed all but the last of a baby rabbit” (162). “It took me a long time to notice such things,” he continues. The landscape “is a metaphor for the quiet and calm as much as it is for progress and desolation. It is a metaphor for those of us who live with this contradiction” (163). Griffin confronts this with a cheerfulness and enthusiasm that runs through the entire book. Despite moments of ruefulness—the deaths of loved ones, financial setbacks to the work in the community—Griffin maintains an optimism that is infectious. Perhaps the sustaining force in the book is art itself—Griffin’s own art (and there are numerous moments of arresting beauty in Anthem), his friends’, and his students’. In the chapter “Learning from Artists,” he describes the watercolor work of a Silver City painter named Karen Kreyeski, who supplied images for his first poetry book, Snowmelt (1994): The visual images were crisp and sensual. She made this landscape appear as if it were a human figure, a woman’s torso entwined in the snowmelt. The moon was a pale purple, rising in the half-light of dusk. The flanks of the mountains were blue and flecked with red watercolor pencil. She rendered the place of my awakening for the cover of this book. (55) Elsewhere, drawing upon the dual meaning (given the context) of the word “sentence,” Griffin describes the epiphanic reaction of his prisoner students to Ken Brewer’s Whale Song: A Poet’s Journey into Cancer (2007): “This, I imagine, is what Ken Brewer had hoped for: to scramble the alphabet of cancer and save one person from its sentence” (64). In the end, Anthem for a Burnished Land...

INSIGHTS INTO TEACHING POETRY TRANSLATION: A PLEASURABLE TASK

INSIGHTS INTO TEACHING POETRY TRANSLATION: A PLEASURABLE TASK

Les Activités Ludiques comme Outils favorisant l’Apprentissage de la Compétence Langagière : cas des élèves de 5ème AP

Playful Activities as Tools Promoting Language Learning Competence: Case of 5th primary school pupils&#x0D; The teaching of the French language is regressing more in Algeria and it is an observation that has sufficiently motivated us to approach this subject, with a view precisely to leading to the diagnostic explanation of an aspect of the didactic situation of French in Algeria. We have estimated, following the reading of many research works which encourage the teaching of poetry from an early age that, through poetry, the child simultaneously learns phonetic competence, enriches his lexicon and learns the initiation where the child appreciates stylistic beauty in rhyme and syllabization…etc. In the perspective of proposing an element of response for the didactization of the oral skill, using playful activities such as the poem and the nursery rhyme, we plan to carry out or exploit different supports: a field survey, recitation , public speaking with the aim of constituting an authentic corpus and subsequently identifying qualifying results, which will serve in a global and conclusive sequence as an element of direct intervention in the change-remediation of the problematic situation of French in Algeria. To this end, several questions are imposed on us as an observer and future researcher, which requires, first of all, a rigorous and scientific analysis of the reality of the teaching / learning of French: why the teaching / learning declines further in Algeria? How can poems and nursery rhymes develop and promote the learning of French in an optimal way and improve the competence in terms of oral expression in the Algerian pupil? Such an approach requires a descriptive approach, pinpointing the nature of the disability phonetically and phonetically. In a global sequence, we try to identify a typology of language defects identified from our research in order to propose an operational didactic tool to constitute an answer to our problem. In this article, we are analyzing firstly the playful aspect in schools, then the interest behind it in Teaching and finally the learning of French as a foreign language. The first objective of this aspect is to facilitate access to Foreign Languages, because it has a positive part in the life of the child and plays a primary and crucial role in the linguistic development through the diversity of forms such as: nurseries rhyme, poems, songs and games...etc.

과학 기술 문명의 발전과 문학교육의 대응 : 시선추적장치를 통해 본 지능정보사회 시 교육의 한 가능성

과학 기술 문명의 발전과 문학교육의 대응 : 시선추적장치를 통해 본 지능정보사회 시 교육의 한 가능성

A Study on Knowledge Actualization for Learner in Modern Poetry Education(2) - Focused on an alternative definition of ‘metaphor -

A Study on Knowledge Actualization for Learner in Modern Poetry Education(2) - Focused on an alternative definition of ‘metaphor -

Present Condition and Task for Chinese Classic Poetry Education Evaluation

Present Condition and Task for Chinese Classic Poetry Education Evaluation

‘Poems look like a mathematical equation’: Assessment in poetry education

&lt;p&gt;This article considers the influence that assessment exerts on poetry education. By means of research conducted in a post-16 educational context in Malta, it shows that teachers’ and students’ practices in the poetry lesson are determined by the kind of examinations that candidates sit for. When the mode of assessment is constituted solely by the traditional essay test that excludes students’ personal response, their engagement with poetry might be impaired and teachers’ role becomes highly pronounced. The article demonstrates how assessment plays a key role in governing teachers’ and students’ practices in the classroom. However, it is also argued that other factors are equally responsible for their approach to poetry.&lt;/p&gt;

Teaching Poetry Reading in Secondary Education: Findings From a Systematic Literature Review

ABSTRACTThe aim of this study is to review research on poetry reading pedagogy in secondary education from 1990 to 2015. Today there is little research on poetry teaching in Sweden and thus little guidance for secondary teachers. Therefore, this study thematically analyses peer-reviewed articles from English language international journals. Articles were retrieved through a systematic literature review. The results show that many researchers suggest personal response pedagogies mainly developed from Louise M. Rosenblatt’s work. Further, a progression of poetry interpretations seems to require explicit teaching throughout the years of secondary education. Also, current educational politics, heavily influenced by neoliberalism, impose high-stakes examinations that challenge poetry curricula. Teacher education needs to address this issue. Minor themes found were: ontologies in relation to teaching poetry reading, and poetry reading as identity formation/tool for social critique. These could be possible areas for future research.