Teaching Poetry Embracing Perspectives

This is a practical guide for teachers of middle-school students that provides clear and fully-developed lesson plans and activities that use the teaching of poetry reading and writing as a vehicle for developing students’ own creativity and appreciation for diversity.

Poetry pushes metaphor to the limit. Consider how many different, dynamic, and interconnected dimensions (e.g., text, rhyme, rhythm, sound, and many more) a poem has, and how they all play a role in the ways (metaphorical) meaning is constructed. There is probably no other genre that relies so much on the creator’s ability to get his or her message across while, at the same time, leaving enough room for the interpreters to find out for themselves what a poem means to them, what emotions and feelings it evokes, and which experiences it conveys. This book uses interviews, questionnaires and think-aloud protocols to investigate the meanings and functions of metaphors from a poet’s perspective and to explore how readers interpret and engage with this poetry. Besides the theoretical contribution to the field of metaphor studies, this monograph presents numerous practical implications for a systematic exploration of metaphors in contemporary poetry and beyond.

UKLA Academic Book Award 2016: Highly Commended Making Poetry Happen provides a valuable resource for trainee and practicing teachers, enabling them to become more confident and creative in teaching what is recognized as a very challenging aspect of the English curriculum. The volume editors draw together a wide-range of perspectives to provide support for development of creative practices across the age phases, drawing on learners' and teachers' perceptions of what poetry teaching is like in all its forms and within a variety of contexts, including: - inspiring young people to write poems - engaging invisible pupils (especially boys) - listening to poetry - performing poetry Throughout, the contributors include practical, tried-and-tested materials, including activities, and draw on case studies. This approach ensures that the theory is clearly linked to practice as they consider teaching and learning poetry to those aged between 5 and 19 from different perspectives, looking at reading; writing; speaking and listening; and transformative poetry cultures. Each of the four parts includes teacher commentaries on how they have adapted and developed the poetry activities for use in their own classroom.

First Published in 1999. Based on the author's experience of teaching poetry to children for more thirty years, this book offers guidance on engaging young children minds in poetry in line with the Literacy Hour.

Making Poetry Matter draws together contributions from leading scholars in the field to offer a variety of perspectives on poetry pedagogy. A wide range of topics are covered including: - 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.

Re-envisioning the role, impact, and goals of teacher education programs, this volume immerses readers in the inner workings of an innovative, field-based teacher preparation program in Chicago. Grounded in sociocultural theory, the book documents how teacher educators, school and community partners, and teacher candidates in the program confront challenges and facilitate their students’ learning, development, and achievement. By successfully and collaboratively developing instructional partnerships and embedding programs in urban schools and communities, the contributors demonstrate that it is possible to break the conventional mold of teacher education and better prepare the next generation of teachers.

The collection features the cutting-edge work of 14 doctoral graduates from the University of the West of England (UWE), exploring the issue of education policy and its impact on professional identities, including changing professional and policy contexts confronting doctoral candidates and their peers.