Making Poetry Matter: International Research on Poetry Pedagogy
Editat de Dr Sue Dymoke, Dr Andrew Lambirth, Dr Anthony Wilsonen Limba Engleză Hardback – 6 iun 2013
- Teacher attitudes to teaching poetry in the urban primary classroom
- Digital poetry and multimodality
- Resistance to poetry in Post-16 English
Throughout, the internationally recognised contributors draw on case studies to ensure that the theory is clearly linked to classroom practice. They consider the teaching and learning challenges that poetry presents for those working with learners aged between 5 and 19 and explore these challenges with reference to reading; writing; speaking and listening and the transformative nature of poetry in different contexts.
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Specificații
ISBN-13: 9781441101471
ISBN-10: 1441101470
Pagini: 240
Dimensiuni: 157 x 234 x 18 mm
Greutate: 0.52 kg
Ediția:New.
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:London, United Kingdom
ISBN-10: 1441101470
Pagini: 240
Dimensiuni: 157 x 234 x 18 mm
Greutate: 0.52 kg
Ediția:New.
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:London, United Kingdom
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Cuprins
Introduction, Sue Dymoke (School of Education, University of Leicester, UK), Andrew Lambirth (School of Education, University of Greenwich, UK) and Anthony Wilson (Graduate School of Education, University of Exeter, UK)
Part I: Speaking and Listening
1. From Page to Performance, Janine L. Certo (Department of Teacher Education, Michigan State University, USA)
2. Listening to the Voice of Poetry, Joy Alexander (School of Education, Queen's University, Belfast)
3. Interpreting Classroom Responses to Heard Poetry, John Gordon (Department of Education and Lifelong Learning, University of East Anglia, UK)
4. Commentary on the Emerging Issues, Julie Blake (Poetry Archive, UK)
Part II: Reading
5. Teachers as Readers of Poetry, Teresa Cremin (Open University, UK)
6. Primary Student Teachers' Attitudes towards Poetry, Fiona Collins (Roehampton University, UK) and Alison Kelly (Roehampton University, UK)
7. Exploring Resistance to Poetry in Advanced English Studies, Gary Snapper (Brunel University, UK, and Cheney School, Oxford, UK)
8. Commentary on the Emerging Issues, David Whitely (Faculty of Education, University of Cambridge, UK)
Part III: Writing
9. Developing Grammar and Metalinguistic Understanding through Poetry Writing, Debra Myhill (College of Social Sciences and International Studies, University of Exeter, UK)
10. Teachers' Metaphors for Poetry Writing Pedagogy, Anthony Wilson (Graduate School of Education, University of Exeter, UK)
11. Ecocritical Approaches to Writing Nature Poetry, Sasha Matthewman (University of Bristol, UK)
12. Leading and Teaching Poetry 5-11, Andrew Lambirth (School of Education, University of Greenwich, UK), Sarah Smith (School of Education, University of Greenwich, UK) and Susanna Steele (School of Education, University of Greenwich, UK)
13. Commentary on the Emerging Issues, Jane Spiro (Oxford Brookes University, UK)
Part IV: Transformative Poetry Cultures
14. Developing Poetry Pedagogy for EAL Learners, Vicky Obied (Department of Educational Studies, Goldsmiths, University of London, UK)
15. Teaching Poetry in New Zealand Secondary Schools at a Time of Curriculum Change, Sue Dymoke (School of Education, University of Leicester, UK)
16. Using Digital Poetry to Provide a Multimodal Literacy Experience, Janette Hughes (Faculty of Education, University of Ontario Institute of Technology, Canada)
17. Commentary on the Emerging Issues, Andrey Rosowsky (School of Education, University of Sheffield, UK)
18. Afterword, Myra Barrs (Centre for Literacy in Primary Education, UK) and Morag Styles (Faculty of Education, University of Cambridge, UK)
Index
Part I: Speaking and Listening
1. From Page to Performance, Janine L. Certo (Department of Teacher Education, Michigan State University, USA)
2. Listening to the Voice of Poetry, Joy Alexander (School of Education, Queen's University, Belfast)
3. Interpreting Classroom Responses to Heard Poetry, John Gordon (Department of Education and Lifelong Learning, University of East Anglia, UK)
4. Commentary on the Emerging Issues, Julie Blake (Poetry Archive, UK)
Part II: Reading
5. Teachers as Readers of Poetry, Teresa Cremin (Open University, UK)
6. Primary Student Teachers' Attitudes towards Poetry, Fiona Collins (Roehampton University, UK) and Alison Kelly (Roehampton University, UK)
7. Exploring Resistance to Poetry in Advanced English Studies, Gary Snapper (Brunel University, UK, and Cheney School, Oxford, UK)
8. Commentary on the Emerging Issues, David Whitely (Faculty of Education, University of Cambridge, UK)
Part III: Writing
9. Developing Grammar and Metalinguistic Understanding through Poetry Writing, Debra Myhill (College of Social Sciences and International Studies, University of Exeter, UK)
10. Teachers' Metaphors for Poetry Writing Pedagogy, Anthony Wilson (Graduate School of Education, University of Exeter, UK)
11. Ecocritical Approaches to Writing Nature Poetry, Sasha Matthewman (University of Bristol, UK)
12. Leading and Teaching Poetry 5-11, Andrew Lambirth (School of Education, University of Greenwich, UK), Sarah Smith (School of Education, University of Greenwich, UK) and Susanna Steele (School of Education, University of Greenwich, UK)
13. Commentary on the Emerging Issues, Jane Spiro (Oxford Brookes University, UK)
Part IV: Transformative Poetry Cultures
14. Developing Poetry Pedagogy for EAL Learners, Vicky Obied (Department of Educational Studies, Goldsmiths, University of London, UK)
15. Teaching Poetry in New Zealand Secondary Schools at a Time of Curriculum Change, Sue Dymoke (School of Education, University of Leicester, UK)
16. Using Digital Poetry to Provide a Multimodal Literacy Experience, Janette Hughes (Faculty of Education, University of Ontario Institute of Technology, Canada)
17. Commentary on the Emerging Issues, Andrey Rosowsky (School of Education, University of Sheffield, UK)
18. Afterword, Myra Barrs (Centre for Literacy in Primary Education, UK) and Morag Styles (Faculty of Education, University of Cambridge, UK)
Index
Recenzii
A timely and much needed collection of research essays which probe the current teaching of poetry at all stages of schooling.
Both [this book and Making Poetry Happen] offer reassuring and affirming accounts of the innate power of poetry as a means of expressing identity and individuality in the classroom. ... [They] replace fears and anxieties with practical strategies and evidence of how creative and shared approaches to poetry can empower students within the classroom environment and beyond.
This rich and invigorating book provides a much-needed argument for the place of poetry in 21st century english curriculum, and a grounded and practical resource for reading, teaching, writing, analysing, performing and making poetry. Bringing together academics, practicing poets and classroom teachers, it offers a set of nuanced and wide ranging reflections on the pragmatics and possibilities of teaching poetry and timely and sensitive instances of good pedagogy and responsive teaching in current times. It will be warmly welcomed by english and literacy teachers, academics and the profession alike. Most importantly, it provides real opportunities to make a difference; to enhance and open up the experience of literature in young people's lives.
Both [this book and Making Poetry Happen] offer reassuring and affirming accounts of the innate power of poetry as a means of expressing identity and individuality in the classroom. ... [They] replace fears and anxieties with practical strategies and evidence of how creative and shared approaches to poetry can empower students within the classroom environment and beyond.
This rich and invigorating book provides a much-needed argument for the place of poetry in 21st century english curriculum, and a grounded and practical resource for reading, teaching, writing, analysing, performing and making poetry. Bringing together academics, practicing poets and classroom teachers, it offers a set of nuanced and wide ranging reflections on the pragmatics and possibilities of teaching poetry and timely and sensitive instances of good pedagogy and responsive teaching in current times. It will be warmly welcomed by english and literacy teachers, academics and the profession alike. Most importantly, it provides real opportunities to make a difference; to enhance and open up the experience of literature in young people's lives.