A Short Guide to Writing about Art

Barrett, Terry; Barnet, Sylvan

doi:10.2307/3192747

Cited by 33 publications

(40 citation statements)

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“…Di dalam bahasa Inggris disebut sebagai poem atau poetry, yang berarti karya seni yang menhibur dan mempunyai fungsi (Barnet, 2003). Puisi berarti pembuatan karya seni yang menghibur, karena dengan menulis puisi berarti telah menciptakan sebuah dunia.…”

Section: Discovery-inquiryunclassified

Pengajaran Puisi dengan Metode Discovery-Inquiry

Tiarina¹

2012

Komposisi

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PENDAHULUANBerbicara soal pengajaran sastra di sekolah maka tujuan yang harus dicapai ada-lah siswa mampu menikmati, menghayati, memahami, dan memanfaatkan karya sastra; untuk mengembangkan kepribadian, memperluas wawasan kehidupan, serta meningkat-kan pengetahuan dan kemampuan berbahasa. Di samping itu, secara khusus, siswa menguasai dan membedakan antara karya sastra berbentuk prosa, naskah drama, dan puisi (Toha, 2008).Namun ada hal menyebabkan tujuan mulia tersebut tidak tercapai. Berdasarkan pengalaman pribadi dan pengalaman teman ditemukan bahwa ada guru bahasa yang tidak mengajarkan sastra, khususnya puisi, pada siswanya. Banyak guru bahasa/sastra yang mengeluh merasa sulit bagaimana mengajarkan puisi kepada siswanya. Guru-guru tersebut tidak tahu bagaimana membuat anak tertarik belajar puisi, dalam hal ini menulis puisi, sebab guru itu sendiri tidak suka dengan puisi. Guru tersebut tidak bisa/tidak pernah menulis puisi. Ataupun jika guru mengajarkan puisi maka langkah yang dilakukan adalah guru menyuruh siswa membaca puisi dengan suara nyaring. Sebagai evaluasinya guru meminta mereka untuk menghafalkan puisi tersebut dan menampilkannya di depan kelas.Dalam pengajaran puisi ada satu hal yang perlu dipertimbangkan, yaitu pendekatan pada pengajaran satra. yang dikaitkan dengan masingmasing siswa. Jadi tidak selalu benar jika dikatakan bahwa guru harus menyukai mata pelajaran puisi supaya siswa tertarik pada puisi. Ada anak-anak yang memiliki bakat bawaan. Ada anak-anak yang tertarik membaca atau menulis puisi. Di sini, guru dapat membantu atau mungkin menghambat ketertarikan siswa pada puisi. Jika guru lebih banyak memberikan teori dan mekanisme dan tidak memberikan kesempatan bagi mereka untuk menulis puisi mereka sendiri maka anak yang tadinya berbakat atau yang mempunyai perhatian pada puisi menjadi tidak tertarik dengan puisi. Apalagi siswa yang masih duduk di bangku sekolah dasar. Mereka akan

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Section: Discovery-inquiryunclassified

Pengajaran Puisi dengan Metode Discovery-Inquiry

Tiarina¹

2012

Komposisi

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“…Barnet (2011) avers that "We write about art in order to clarify and to account for our responses to works that interests or excites or frustrate us." She continues using Picasso's example.…”

Section: Methodsmentioning

confidence: 99%

Africa's Dirge: The Illusion of Solutions to the Nations?

Antwi

2016

JAH

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I S S N 2349-4379V o l u m e : 4 N u m b e r : 2 I n t e r n a t i o n a l J o u r n a l o f A d v a n c e s i n H u m a n i t i e s 431 | P a g e c o u n c i l f o r I n n o v a t i v e R e s e a r c h A p r i l , 2 0 1 6 w w w . c i r w o r l d . c o m AFRICA'S DIRGE: THE ILLUSION OF SOLUTIONS TO THE NATIONS?Antwi, Emmanuel (PhD) ABSTRACTOver the centuries, the theatrical and pretentious activities of African Political leaders have culminated in the evolution of a thick skin of carelessness and indifference guided by fuzzy and visionless eyes that stare hopelessly into the future. It is certainly difficult now to determine what could stair her to realize her precarious situation and act. Time and again African nations have proven unable to solve petty problems, thoughtless of managing weightier matters of the current century, while her keen and expectant citizens behold, distressed with disillusion and frustration. Employing a constructivist paradigm the study focuses on the works of artists whose works reference issues of the continent of Africa, as means to lambast satirize and chastise her to wake up. The work is organised on the basis of Stream-Write, a qualitative method of research through art that share qualities of prose, poetry and drama to benefits from the expressive qualities available in same, and to allow for the liberty needed in exploring the domain of the intuitive, creative and sometimes illogical writing impulse. From all historical indications I submit in conclusion that indeed Africa is gleefully willing and hopeful to embrace an end far worse than her most dreadful past.

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“…The researcher relied heavily on exemplars in writing manuals published in the US and the UK (for example Barnet, 2008;Oregon State University, 1997;Richlin-Klonsky & Strenski, 1994;Rosnow & Rosnow, 1998;Schmidt, 2005), and although some of the essays were good overall examples, not all of them were exemplary in terms of every aspect of the syllabus. In order to address these deficits future interventions could draw on essays written by local students who have successfully completed the intervention.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Evaluating the effectiveness of a cross-disciplinary genre-focused writing intervention

Carstens¹,

Fletcher²

2010

J. Lang. Teach.

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In tertiary education settings it is imperative for students to move confidently between the academic discourses of a variety of disciplines. Thus, it is merited to aim writing interventions at genres that straddle disciplinary boundaries. Following a survey on preferred genres and text types at the University of Pretoria an essay-writing intervention for second-year undergraduate students was designed and developed. The effectiveness of the intervention was evaluated using a pretest-posttest design. On average the scores of the respondents improved by 7%. The largest improvement was on structure and development (15%), followed by the use of source materials (10%) and academic writing style (7%). An interpretation of the findings, combined with feedback from the respondents, suggested that extensive writing should be introduced soon after the commencement of an essay-writing intervention, and that a series of shorter teaching and learning cycles might be more effective than a single cycle. Furthermore, study units dealing with making and supporting claims might focus more strongly on learning from models than on explicit teaching of a variety of disciplinary conventions and preferences.

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A Short Guide to Writing about Art

Cited by 33 publications

References 0 publications

Pengajaran Puisi dengan Metode Discovery-Inquiry

Pengajaran Puisi dengan Metode Discovery-Inquiry

Africa's Dirge: The Illusion of Solutions to the Nations?

Evaluating the effectiveness of a cross-disciplinary genre-focused writing intervention

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