Teaching poetry

Stibbs, Andrew

doi:10.1007/bf01147416

Cited by 6 publications

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“…To be able to reason and imagine 'as if' is fundamental to the arts, including poetry. Finally, Fredrik's utterance in turn 194 that the skunk is 'lo-o-o-ng' may be seen as a small example of 'sound enacting sense' (Stibbs, 1981), a principle of poetry that will be focused upon later in the activity.…”

Section: Excerpt 3: How It Is and As Ifmentioning

confidence: 99%

“…This illustrates the exploratory nature of trying and retrying until you get things right. Writing poetry is not a linear process from beginning to end; much reworking and restructuring are often required (Stibbs, 1981;see below). In turn 798, the teacher asks whether something should be 'added' or 'taken away' from the text.…”

Section: Excerpt 6: Negotiation and Distinctionmentioning

confidence: 99%

“…These various ways in which sound and sense may relate are also timely reminders that poetry should be read aloud (cf. Stibbs, 1981;Lishan & Hermsen, 2007;Gordon, 2008). Poetry is not only sense, it is also sound, and sense through sound.…”

Section: Excerpt 6: Negotiation and Distinctionmentioning

confidence: 99%

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The Sound and the Sense: Exploring the Collaborative Construction of Free-Form Poetry in the Six-Year-Old Group

Pramling

2010

Contemporary Issues in Early Childhood

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An exploratory study into the collaborative activity of creating a poem in early years education is reported. A group of 6-year-old children and their teacher making free-form poetry are followed for three consecutive lessons. The analytical interest is wide in scope, from looking at the process in terms of the verbal actions of the children and the teacher, which reveal what difficulties they face and struggle with, to what poetic aspects they cover and try to master. A number of issues and tensions fundamental to learning to make poetry are reported. Finally, some more specific questions for further research are proposed. 157 process empirically. The same could be said about the influential work of Georgia Heard (1987), a practising poet herself working with children and poetry. Still, the influence of Heard will be evident in the present study as well (as will be clarified in the methods section, below). In contrast to the work by these authors, there are voices raised against viewing children's word-creations as poetry (see Sloan, 2001, for an overview of this debate). However, I will not enter into this debate. Instead, I will make an empirical study of what children and teachers do (consider, negotiate, struggle with) when trying to make a collaborative poem (see further, below, in the methods section). This article is structured in the following way. In the next section, I first look at two early views on children and poetic discourse, and then review some more recent research on this issue. This review leads to the present study and why it needs a particular methodological approach, in the form of exploratory research. The methods section of the article consists of three parts. First, I report the background of the present study in terms of the participants, data, and the larger research project on the arts and teachers' in-service education, including Heard's model. Second, I present the theoretical framework for analysing how the activity of poetry-making develops in situ. Third, what is meant by exploratory research is clarified. Then, in the main section of the article, the results are presented in the form of an analysis of excerpts from the empirical data. Finally, in the discussion part, the findings are recapitulated and elaborated, and some questions for further research are suggested. Children and the Poetic Before reviewing recent work on children and poetic discourse, I will discuss the writings of two early scholars with this interest, as a background to this domain of study. Two Early Views on Children and Poetry In his highly influential work on 'Imagination and Creativity in Childhood', Vygotsky ([1930] 2004) considered, among other things, the development of poetic skills. 'Of all the types of creative activity', he argues, 'literary, or verbal, creativity is the most characteristic of school-age children. … Drawing is the typical creative activity in early childhood, especially the preschool period' (p. 42). As the child gets older, drawing is left behind, and its place begins to be take...

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Section: Excerpt 3: How It Is and As Ifmentioning

confidence: 99%

Section: Excerpt 6: Negotiation and Distinctionmentioning

confidence: 99%

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The Sound and the Sense: Exploring the Collaborative Construction of Free-Form Poetry in the Six-Year-Old Group

Pramling

2010

Contemporary Issues in Early Childhood

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Opening the Classroom Door to Children's Literature: A Review of Research

Arizpe¹,

Farrell²,

McAdam³

2013

International Handbook of Research on Children's Literacy, Learning, and Culture

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Literacies in Homes and Communities 11 that are connected to stories, the process of recognition of those practices is more complex. Since home literacies are often embedded within multilingual scripts, craft activities, computer games, television programs, and oral stories it is important to widen the lens through which to recognize home literacy practices. A multidisciplinary lens is required to do that important work. We argue, in this review, for a bringing together of a lens that challenges contemporary 'tropes' of home literacy practices (for example, book sharing) and widens the scope of the ways in which home literacies are recognized so that this potential can be carried into the wider domains of school, workplace and community.

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Language Play: The Development of Linguistic Consciousness and Creative Speech in Early Childhood Education

Pramling

Samuelsson

2013

International Perspectives on Early Childhood Education and Development

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Teaching poetry

Cited by 6 publications

References 0 publications

The Sound and the Sense: Exploring the Collaborative Construction of Free-Form Poetry in the Six-Year-Old Group

The Sound and the Sense: Exploring the Collaborative Construction of Free-Form Poetry in the Six-Year-Old Group

Opening the Classroom Door to Children's Literature: A Review of Research

Language Play: The Development of Linguistic Consciousness and Creative Speech in Early Childhood Education

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