No description available.

The study of poetry has become entrenched in most secondary school English syllabuses, including the English First Language Higher Grade syllabus of the Cape Education Department. This acceptance of poetry as a part of the formal academic programme has, however, been accompanied by a demand that could be considered contrary to the spirit of poetry: that an examination should conclude the study. The problem is exacerbated if this examination is set and controlled by an external body, since the nature and objectives of a standardised, mass examination frequently conflict sharply with the aims of studying poetry. The implications of such control over the examining of poetry go beyond this, however. These include the defining and narrowing of the course of study by means of lists of prescribed poems selected by a committee often far removed from the world of the candidates and the significant combined effect of these lists and the style of questioning adopted by the external examiners on methods of teaching. Furthermore, the influence of the external examination is not restricted to the final year of study; the approach to poetry during the entire senior secondary course (of three years) tends to conform to the pattern laid down by the final examination paper. This domination of the external examination over the study of poetry is acknowledged but not condoned. There is undoubtedly a need for further research into alternative ways of assessing a poetry course. In the face of reality, however, this study seeks to identify and analyse the many features of external control that influence the study of poetry; and to consider ways in which examinations in poetry can be devised, approached and used to the best effect in order to fulfil the aims of studying poetry. The most important of these aims are held to be the pleasure and enjoyment of personal engagement with a poem, where there is a meeting of minds, a generation and deepening of emotion and feeling, extension of awareness and stimulation of imagination.

There are no studies which focus on the instructional practices employed in the teaching of children's poetry at the university level. This project aimed to describe the instructional practices utilized in the teaching of children's poetry at universities across the United States. Limited to the practices of the university professors and adjunct instructors who were members of the Children's Literature Assembly (CLA) of the National Council of Teachers of English (NCTE) at the time of this study, this investigation attempted to ascertain the general perceptions of poetry held by these university professors and adjunct instructors, their in-class instructional practices, and the types of poetry assignments given. Additionally, this study revealed both the poets typically highlighted and the goals held by professors and instructors in courses of children's literature, English, language arts, library science, and reading education. A mixed-methods design provided the framework for the descriptive data gleaned from the Poetry Use Survey. Quantitative data analysis yielded descriptive statistical data (means, standard deviations, ranges, percentages). Qualitative data analysis (manual and computer-assisted techniques) yielded categories and frequencies of response. Major findings included respondents': (a) belief that the teaching of poetry was important, (b) general disagreement for single, "correct" interpretations of poetry and general agreement in support of multiple interpretations, (c) general disagreement whether current curricular demands have prevented or impaired their teaching of poetry, (e) high frequency of reading poetry out loud in class, (f) emphasis on inclusion of award-winning poets in assignments, (g) instructional emphasis on variety and breadth in the selection of poets highlighted in a particular course, (h) goals for inclusion of poetry centered on pedagogical issues (e.g., frequent use, appreciation of craft; writing models; thematic uses) in language arts and across content areas.

No description available.

published_or_final_version / Education / Master / Master of Education

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

Indiana University-Purdue University Indianapolis (IUPUI) / Beyond the boundaries of the classroom, the idea of emancipatory authority is a worldview which encourages the empowerment of the public to embrace different roles of authority, and take action as members of the local, regional, and global community. Within the classroom, emancipatory authority provides students and teachers with opportunities to create an atmosphere where both parties take responsibility for the development of education in one community, as well as creating a diverse environment where voices and ideas blend, and without the traditional classroom hierarchy.

In this multimodal dissertation album, the author utilizes a Hip Hop Research Design framework to explore the youth poetry slam as a site of radical healing that embodies specific Hip Hop aesthetics. The author reflects on his own journey as a poet, musician, and Hip Hop based educator. Part novel, musical album, and collection of poems, this hybrid text employs a multimodal remix poetics. The dissertation extends the current literature on Hip Hop and education by utilizing specific Hip Hop aesthetics and literacies, such as sampling, as a way to critically reimagine Hip Hop pedagogy in K-12 classrooms. The aim of this study is to provide a new methodological framework for doing Hip Hop based research in education while connecting an embodied theory and practice. This innovative methodology is demonstrated through “samples” of personal and educational experiences that are remixed into a narrative exploration of the youth poetry slam as a site where young people practice critical Hip Hop literacies. The retrospective study contains original writing and interviews with four youth poets who participated in local and regional slams while high school students. The data in this study are original music and spoken word compositions created in Ableton Live and Adobe InDesign. This data are derived from poems, interviews, focus groups, field notes, and reflections about the intersections of Hip Hop, spoken word, and critical pedagogy. Finally, through a critical Hip Hop praxis, the author demonstrates how Hip Hop Based Education can be pushed towards a new frontier of activism, healing, and social change. The full multimodal text can be accessed at https://www.brianmooney.com/dissertation

The purpose of this project is to aid the classroom teacher in exposing children to poetry through a curriculum guide with enabling activities which will encourage children to develop an appreciation and understanding of poetry.

Thesis (M. A. (Language Education)) -- University of Limpopo, 2017 / This study investigates the methods of teaching poetry to English First Additional (EFAL) secondary school learners in the Shiluvane Circuit, in order to establish whether their teaching and learning methods equip them as second or additional language poetry teachers at secondary school level. Although English plays a significant role as a language of instruction at the secondary level in South Africa, underperformance at secondary school examinations has generated a continuous debate with many suggesting that the standards of English language competence has declined. Also the role of teachers is usually questioned whenever issues of learners’ performance are raised. The study focuses on the methods of teaching that English first additional language teachers use in poetry to instil the passion for the genre. This study was conducted in rural secondary schools. Forty learners from grade ten classes and their teachers participated. The study used qualitative approaches for gathering information through lesson observations, learners’ focus group interviews and teacher interviews at four secondary schools to evaluate the application of English poetry teaching. A case study design was used using 4 schools. This study is informed by Lev Vygotsky’s constructivist or socio-cultural theory (1978). Literature consulted points to the fact that the Shiluvane Circuit secondary teachers seem to avoid teaching poetry. This reveals that only four out of eleven secondary schools exposed their learners to poetry during their EFAL lessons. The findings also revealed that most respondents lacked interest in English poetry. Instead the learner interacting through cooperative or collaborative group work they competed against each other and believe in witchcraft should they share their learning experiences with fellow learners. The study recommended the use of different methods, such as cooperative learning, to teach poetry. Culturally relevant poems also add to the interest of the learners.