No description available.

The purpose of this study is to analyze the history and development of children's poetry, and to present helpful suggestions in subject matter and activities for teaching poetry to children.

狄慧人 = A study on the teaching of Chinese classical poetry / Ti Hwei Jen. / 據手稿本複印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben fu yin. / Includes bibliographical references (leaves 396-437). / Di Huiren = A study on the teaching of Chinese classical poetry / Ti Hwei Jen. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 前言 --- p.伍 / 摘要 --- p.柒 / Chapter 第一章 --- 緒言 / Chapter 第一節 --- 詩歌的定義 --- p.1 / Chapter 第二節 --- 詩歌的特色　　　　　　　 --- p.12 / Chapter 第三節 --- 詩歌的價值　　　　　　　 --- p.34 / Chapter 第一目 --- 詩歌在歷史方面的提供　 --- p.37 / Chapter 第二目 --- 詩歌與德育的配合　　　 --- p.44 / Chapter 第三目 --- 詩歌與美育的關係　　　　　　 --- p.50 / Chapter 第四目 --- 詩歌與語文教學的配合　　　　 --- p.56 / Chapter 第四節 --- 關於詩歌教學的一般研究　　　　 --- p.61 / Chapter 第二章 --- 詩歌的教學目標　 --- p.74 / Chapter 第三章 --- 詩歌的教學原則 --- p.77 / Chapter 第四章 --- 詩歌的教學　 --- p.143 / Chapter 第一節 --- 教材編送　 --- p.155 / Chapter 第二節 --- 教學方案 / Chapter 第一目 --- 教學預備　 --- p.181 / Chapter 第二目 --- 認識背景 --- p.191 / Chapter 第三目 --- 字詞教學 --- p.195 / Chapter 第四目 --- 深究與鑑賞　 --- p.204 / Chapter 第五目 --- 綀習與評鑑　 --- p.237 / Chapter 第三節 --- 教案舉隅 --- p.246 / Chapter 第五章 --- 總´結´ؤؤ兼論教師應備的條件　 --- p.353 / Chapter 附錄一 --- 中學中國語文及文學科教學目標 --- p.376 / Chapter 附錄二 --- 中學中國語文及文學科詩歌教材　　 --- p.377 / Chapter 附錄三 --- 中國語言文學科古典詩歌教材　　　 --- p.384 / Chapter 附錄四 --- 範文教學的適用原則及教法簡表　 --- p.390 / 範文教學實施要領及注意事項簡表　 --- p.391 / Chapter 附錄五 --- 國文教師自我能力檢查表　　　　　 --- p.392 / 參考書目 --- p.396

Poetry often exists as a neglected form within high school English Language Arts classrooms. Whether taught with trepidation or avoided with anxiety, few teachers feel adequately equipped to teach the reading and writing of poetry. This may feel obvious in an era fixed on quantification of one variety or another. How could poetry—that, allegedly, most luxurious of linguistic forms—flourish in the STEM-nutrient-rich soil of contemporary educational priorities? By first charting the historical precedent for today’s poetry pedagogy, then considering why teachers bother to incorporate the form, and, finally, framing the classroom as a site for communal practice and formation, this dissertation works to build a robust sense of poetry’s educational possibilities for student and teacher alike. Relying on qualitative interview conversations with three public high school English Language Arts teachers who lead poetry-rich classrooms, I draw from the fields of English education, practice theory, educational philosophy, and ritual studies to offer a rehabilitated, prismatic conception of the teaching of poetry. Further, this dissertation argues for a definition of poetry teaching as a particular practice that embodies a character of community, quality of inhabitance, and concern with meaning in ways essential for our contemporary educational moment.

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

The problem of this study was to develop a proposal for the teaching of poetry for the purposes of contributing to the student's understanding and enjoyment. Surveys and summaries were made of scholarly writings on the junior college student, existential theories of education, and theories of poetry. A bibliography was constructed for each subject from resources of the North Texas State University library. Conclusions from each survey were derived from the selected resources and used to prepare the proposal for instruction of poetry.

The purpose of this case study was to examine what would happen when poetry writing was incorporated into a technical writing course for engineering students. To make poetry relevant to engineering students and topics of technical writing, a low-stakes assignment of poetry writing as prewriting about a technical object, called Technical Poetry, was designed and paired with a high-stakes assignment of technical description. The study explored with a group of engineering students their experiences of writing technical poetry, how they perceived it, and how it changed their technical writings and perceptions of engineering. The study did not intend to teach the engineering students to become professional poets, but to keep the focus of the study on enhancing technical writing instruction and developing students’ technical writing through a creative, poetic, and expressive pedagogy. The problem that engineering students have, of writing for and communicating through technical documents with a broad range of audiences who vary from high-technical to low-technical and lay readers, demands a broad range of exercises in different writing forms and genres. The Expressive Theory of composition emphasizes the benefits of creative and poetic writing exercises that foster writing from alternative perspectives, such as the poet’s perspective, and eventually improve the students’ writing and communication skills. Furthermore, the Conceptual Metaphor Theory informed the study of the roles metaphors play in language and mind and how they can be applied to writing technical documents and clarifying complex technical and scientific matters for readers. Poetry was used as a creative and expressive pedagogical tool that introduced poetic devices such as metaphors, similes, and analogies to equip engineering students with language techniques for effective technical communication with a broad range of audiences. The practice of writing poetry and creating metaphors also served to familiarize the engineering students with the creative thinking experience used in industrial designing, inventing, and technical problem solving, referred to as biomimicry or biomimetic. A qualitative case study was designed for in-depth case-by-case research. Data were collected from multiple sources including the students’ technical poems, technical descriptions in prose, pre- and post-poetry reflections or questionnaires, and interviews. The study adopted coding and discourse analysis methods to examine the students’ metaphors in communicating complex technical concepts with lay readers, their experiences of technical poetry writing, and their perceptions of engineering through the creative poetic pedagogy. As a result, the vast majority of the students reported positive changes in their perceptions of poetry and engineering and showed more effectiveness in their technical writings. In addition to writing technical poems that embodied metaphors, the students wrote technical descriptions that included numerous metaphors which, in turn, made their technical writings more understandable and relatable to lay readers. Recommendations are offered for ways that technical writing instructors can design and apply poetic, expressive, and creative pedagogies. Poetry was one way to make a change in the way English instructors teach technical writing to engineering students. Further studies can look at the impact of other literary and creative pedagogies.

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

This article has as focus an environmental education analysis of ten selected poems from the book Skakering (Opperman and Coetzee 1991) to associate the problem of environmental education with the teaching of a humanities subject like Afrikaans, and specifically in the light of the poem as text. It has as its aim the teaching of a genre, to relate in this regard the single text (the poem text) to the environment and environmentally associated problems. In this respect an approach which is aimed at selected texts in Skakering (Opperman and Coetzee 1991) shall possibly accentuate both teachers and pupils' relationship with nature. This article will concentrate on the following: a definition of environmental education as phenomenon which links up the concept ecology, general overview of the important and relevant sources, a theoretical explanation of the concept environmental education, a brief discussion of existing studies that pays attention to the environment and environmental education in the literature, the analysis of the contents of poems that represent certain environmental problems, and an awareness of the pedagogical implications for the teacher. OPSOMMING Hierdie artikel het as fokus 'n ' omgewingsopvoedingsanalise van tien geselekteerde gedigte uit die bundel Skakering (Oppenman en Coetzee 1991 ) om die probleem van omgewingsopvoeding in verband te bring met die onderrig van 'n geesteswetenskaplike vak 5005 Afrikaans. en spesifiek aan die hand van die gedigteks. Oit het as doel die onderrig van 'n genre, om in die verband die enkelteks (die gedigteks) in verband te bring met die omgewing en omgewingsverwante probleme. In hierdie opsig sal 'n benadering wat op geselekteerde tekste in Skakering (Opperman en Coetzee 1991 ) gerig is, beide ondervvysers en leerlinge se verhouding met die natuur aksentueer. In hierdie artikel word op die volgende gekonsentreer: die omskrywing van omgewingsopvoeding as verskynsel wat aansluit by die konsep ekologie, In oorsig van die belangrike en retevante bronne, 'n toeretiese uiteensetting van die konsep omgewingsopvoedingsbenadering, 'n kortlikse bespreking van bestaande studies wat aandag gee aan die omgewing en omgewingsopvoeding in die letterkunde, 'n analise van die inhoud van gedigte wat bepaalde omgewingsopvoedingsprobleme representeer, en 'n bewustheid van die pedagogiese implikasies vir die onderwyser. / Thesis (M.A.)-University of Natal, Durban, 2001.

D.Ed. / The aim of the research study is to design a methodological model for teaching Northern Sotho poetry at Colleges of Education so that teaching poetry will retain a spirit of delightfulness and cultivate a sensitivity of appreciation in pupils. They should grow as persons and learn to expand their imaginations so as to experience aesthetic pleasure. The various components of the syllabus for the Secondary Teachers' Diploma were investigated to determine whether they are relevant to secondary schools for which prospective teachers are being prepared. The opinions of lecturers, teachers and other educationists who are, or were involved in the teaching of Northern Sotho were considered and relevant study sources were used as a basis for the research study. A detailed comparative teaching and learning model for the study of Northern Sotho poetry was developed and a recommended model was designed which does not isolate Northern Sotho poetry teaching from that of classical languages, but identifies Northern Sotho poetry as having its own unique characteristics which, to a certain extent, provide its uniqueness. When analysing and determining the various types of Northern Sotho poetry and their characteristics, the difference between Western poetry and Northern Sotho poetry can be distinguished clearly. The historical development of Northern Sotho poetry, showing the various trends and thematic periods, was traced from as far back as 1935. The thesis provides a background of the types and characteristics of classical poetry and determines a model for the implementation of the teaching of Northern Sotho poetry, seeing that the absence of well-formulated aims and objectives is one of the weaknesses in the current Secondary Teachers' Diploma syllabus. Various pedagogical-didactical approaches are highlighted with emphasis on the communicative approach as a recommended childcentred approach. A model for teaching and evaluating Northern Sotho poetry has been formulated and its practical implementation is recommended. The research study culminates in practical pedagogic-didactical proposed measures which will enhance and improve the quality of teaching and evaluating Northern Sotho poetry. A selection of Northern Sotho poems, available for the various classes, was chosen and analysed in detail. The constitution and function of a Selection Committee and a Reviewing Book Committee was recommended with suggestions for membership. Outstanding poets and their contributions to Northern Sotho, which represent traditional as well as modern poetry, were selected as examples of the various methods used in preparing lesson/s on various poems. The thesis provides detailed information for prospective teachers in Northern Sotho poetry, which should be included in their syllabus, namely aims and objectives, content, teaching and learning methodology, testing and evaluation and also a model for evaluating literature and poetry in general. I sincerely hope that the study will be an incentive to developing a spirit of delight in Northern Sotho poetry as well as provoke critical response from lecturers, teachers and pupils alike, so that the teaching and learning of poetry will become the joy it deserves to be.