Don’t Fear Poetry! Secondary Teachers’ Key Strategies for Engaging Pupils With Poetic Texts

Sigvardsson, Anna

doi:10.1080/00313831.2019.1650823

Cited by 23 publications

(27 citation statements)

References 23 publications

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“…The findings align with those of Ogunnaike and Akinbode (2011) who found that fifty percent of the teachers found teaching poetry boring, while 75 percent found it difficult to comprehend. It further corroborates Sigvardsson (2019), Creely (2018), Daniel, 2013a, Daniel, 2013b, Khatib (2011) and, Akporobaro (2008) who also found that teachers of literature had a strong aversion to teaching poetry.…”

Section: Discussion Of Findingssupporting

confidence: 72%

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Fear of poetry among preservice teachers in Nigeria

Timothy

Obiekezie

2019

Heliyon

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A B S T R A C TLiterature-in-English is a prerequisite for admission into certain programmes in the university in Nigeria. Courses like English and Literary Studies, Linguistics, Law, Theatre and Media Studies require at least a Credit pass in Literature -in -English at the Senior School Certificate Examination (SSCE). Unfortunately, students' performance over the years has been consistently poor, especially in poetry. Therefore, many students' career aspirations have been delayed or truncated. This poor performance is often attributed to teachers' poor attitude to the subject and the consequent poor pedagogy. This study, therefore, examined pre-service teachers' attitude to the teaching of poetry. Participants were sixty-seven (67) pre-service teachers of English in a federal university in South-Eastern Nigeria. Data collection was through a semi-structured questionnaire and an in-depth interview. The result revealed that only four participants (6%) expressed a preference for teaching poetry, while 63 (94%) said they would rather not teach poetry. An in-depth interview revealed that participants' developed the phobia for poetry (metrophobia) from their experiences of learning poetry at the secondary school level and beyond. The study suggests pathways to prevent metrophobia in pre-service teachers and students of Literature-in-English.

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Section: Discussion Of Findingssupporting

confidence: 72%

“…Similarly, Creely (2018) cited earlier research that showed that many teachers are reluctant to teach poetry. Also, Sigvardsson (2019, p.1) acknowledges, “…poetry teaching is something with which many teachers struggle”.…”

Section: Introductionmentioning

confidence: 99%

Fear of poetry among preservice teachers in Nigeria

Timothy

Obiekezie

2019

Heliyon

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“…Scholars (e.g. Creely, 2019; Hennessy et al, 2011; Sigvardsson, 2020) regard such aspects as necessities to reinvigorate poetry education. Still, we see the need for further research on this matter, building a sound body of knowledge in order to further teaching approaches, teacher education and the research field.…”

Section: Discussionmentioning

confidence: 99%

“…Several studies have explored students' and teachers' conceptions of poetry and poetry education (e.g. Dahlbäck et al, 2018; Kelly, 2005; Sigvardsson, 2020), and many scholars have argued that poetry is a pedagogical necessity in regard to its intrinsic value as an art form and its cross‐curricular potential (Hennessy et al, 2011; Kleppe and Sorby, 2018; Lambirth et al, 2012; Locke, 2010). In some poetry classrooms, poetry is alive and thriving (Dymoke, 2017).…”

Section: Introductionmentioning

confidence: 99%

Arts‐based responses to teaching poetry: a literature review of dance and visual arts in poetry education

Jusslin

Höglund

2021

Literacy

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This study investigates the use of dance and visual arts in poetry education by systematically reviewing peer-reviewed articles published on the topic from 2000 to 2019. The review focuses on empirical results in studies concerned with using dance and visual arts in poetry education and implications for poetry pedagogy in research and practice. The review encompasses 21 articles that were analysed thematically. The thematic analysis yielded seven themes: expand and deepen understandings of poetry; break curricular boundaries; interaction and collaboration; personal knowledge, reflection and experience; increase interest, motivation and confidence; challenges, limitations and constraints; and disciplinary knowledge. With research on this topic having increased in the 2010s, the findings show the potentials and challenges of using dance and visual arts in different ways in poetry education. Still, the research field is understudied, and many questions remain unanswered. Consequently, this study concludes with suggestions for future research on arts-based responses in poetry education. The study adds to the dialogue on poetry education and contributes to raising awareness of the possibilities and challenges of using dance and visual arts in the poetry classroom.

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“…Because of this free association-like self emotional disclosure aspect, poetry has been a significant element of many literature curricula around the world. Especially in secondary school, poetry is written and read to help students understand themselves and their surroundings through development of their interpretations and individual voices (Sigvardsson, 2019). Collie and Slater (1987) emphasize how poetry can teach students the essence of humanity; "... they often explore themes of universal concern and embody life experiences, observations and the feelings evoked by them" (226).…”

Section: The Benefits Of Poetry Education In Secondary Schoolmentioning

confidence: 99%

The Poetry Box: A Student Centered Constructivist Approach to Poetry Lessons in Secondary Education

Hahn¹,

Ortolano²,

Trejo³

2021

The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings

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Poetry is often compared to paintings because of its abstract and symbolic nature. Poetry lessons, therefore, tend to be elusive and teacher oriented. As the teacher is expected to present most information about poetry to the students in this conventional teaching style, many problems have been observed. Teachers and students have reported that they were not confident about their preparedness of teaching or studying poetry due to the pressures of having comprehensive knowledge of difficult poems; student engagement level was low; and the education did not lead to authentic learning. In order to counteract this, this research investigated the impact of implementing a constructivist teaching method called the Poetry Box on those three problem areas. This was because constructivist teaching has been known to increase students' role as proactive participants in the learning process and create less stressful lessons. In four ELA/ESL classes in a high school, the participants of the research used the method and reported the implications of the lessons regarding self efficacy, student engagement level, and authentic learning experience. The result of this study indicated that students gained more confidence regardless of their levels of English, began to enjoy writing and reading poems, and developed their English language skills when poetic freedom and creativity were emphasized pedagogically based on constructivism. As students became more active, teachers were less pressured to gain exclusive knowledge of poetry and focused more on their role as facilitators of education, which improved their self efficacy.

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Don’t Fear Poetry! Secondary Teachers’ Key Strategies for Engaging Pupils With Poetic Texts

Cited by 23 publications

References 23 publications

Fear of poetry among preservice teachers in Nigeria

Fear of poetry among preservice teachers in Nigeria

Arts‐based responses to teaching poetry: a literature review of dance and visual arts in poetry education

The Poetry Box: A Student Centered Constructivist Approach to Poetry Lessons in Secondary Education

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