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Zusatztext 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. Informationen zum Autor Sue Dymoke is Reader in Education in the School of Education at the University of Leicester, UK, where she is Course Leader of the Secondary PGCE. Andrew Lambirth is Professor of Education at the University of Greenwich, UK. Anthony Wilson is a Lecturer in the Graduate School of Education at the University of Exeter, UK, where he is Subject Leader for Primary English. Klappentext '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; and digital poetry and multimodality. Vorwort Presents cutting edge, international research focusing on poetry pedagogy across the 5 - 19 age range and reflecting on its implications. Zusammenfassung 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 EnglishThroughout, 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. Inhaltsverzeichnis 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, Anth...
