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Vardell, Sylvia, und Janet Wong. „The Poetry of Science: Lessons Learned“. Science and Children 60, Nr. 4 (März 2023): 11. http://dx.doi.org/10.1080/00368148.2023.12291863.
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Hille, Almut. „Slam Poetry and Poetry Slams im Fremdsprachen- unterricht: Erleben, Analysieren, selbst Verfassen und Präsentieren“. Fremdsprachen Lehren und Lernen 52, Nr. 1 (13.03.2023): 73–87. http://dx.doi.org/10.24053/flul-2023-0006.
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Slam poetry and poetry slams position a performative act at the forefront of the foreign language classroom, and thereby present numerous possibilities for linguistic, cultural and artistic teaching and learning. This allows for a form of applied language to be learned and experimented with that draws attention to the receptive and interpretive possibilities of the utterances as well as to the aesthetic dimensions of texts and the media of their presentation. Slam poetry in the foreign language classroom can enable immediate impressions and interactions, most typically among young slammers, and encourage closer analysis of texts, their performance, and the media involved in their performance. Slam poetry can also encourage students to create and perform their own texts. Such assignments promote basic communicative competencies as well as individual skill sets. This contribution will articulate these aspects on the basis of recent research on slam poetry and poetry slams in the foreign language classroom. It will also cover newer empirical studies of the successes of performative pedagogies, of poetic practice with spoken poems, and of learning to recite poetry in a foreign language. An example of such a praxis will show how learners can compose their own slam poetry and present their poems in (public) poetry slams that they organize themselves or in self-produced poetry videos.
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Seo, Hyowon, und Taesoo Kim. „A Case Study of Korean Language Education Utilizing Poetry Recitation“. Korean Association for Literacy 14, Nr. 5 (31.10.2023): 415–47. http://dx.doi.org/10.37736/kjlr.2023.10.14.5.15.
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This study aims to introduce a case of Korean language education using poetry recitation in literature and examine its educational implications. The study initially establishes that recitation and memorization have been traditional methods in foreign language education in South Korea and subsequently argues for the importance of memorization in Korean language education using literary works. Following the design of an educational program, classes were conducted from June 27th to July 25th, 2023. After completing the classes, the educational effects of using poetry recitation in Korean language education were examined among six participants who agreed to take part in the study. The educational implications of this research are as follows: Firstly, Korean language learners showed a high level of satisfaction in vocabulary, pronunciation, and intonation through the use of poetry recitation in Korean language education. Secondly, learners developed an increased interest in Korean literature and culture. Thirdly, learners experienced emotional stability and healing effects. Fourthly, learners gained confidence in learning the Korean language through this education. Lastly, participating in a ‘poetry recitation competition’ provided learners with an opportunity to showcase their abilities. This study is significant in focusing on the educational implications of poetry recitation in Korean language education using literary works. Furthermore, it differentiates itself by suggesting the potential of a new learning activity, poetry recitation, while most existing activities have been limited to imitation writing activities. Additionally, by providing real classroom examples, it offers immediate applicability in the field of Korean language education. Moreover, it extends beyond classroom education by offering opportunities for learners to apply the educational content they have learned through participation in 'poetry recitation competitions.'
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Janeczko, Paul B. „Eight things I've learned about kids and poetry“. Publishing Research Quarterly 8, Nr. 1 (März 1992): 55–63. http://dx.doi.org/10.1007/bf02680521.
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Rizal, Sarif Syamsu. „Instructional Materials Design and Development of English Poetry Class“. English Focus: Journal of English Language Education 1, Nr. 1 (05.12.2017): 30–31. http://dx.doi.org/10.24905/efj.v1i1.18.
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The inspiring issue to share this paper is to increase teachers’ responsibilities as more than just transferring knowledge, distributing scientific facts, and becoming a useful model for learners but teachers have to be able to design and develop learners through engaging in any learning opportunities, search out and construct meaningful educational experiences that allow them to solve real-world problems and show that they have learned big ideas, powerful skills, and habits of mind also heart that meet educational standards as being stated at ELT Today in Global Community, 2017.This paper entitles “Instructional Materials Design and Development of English Poetry Class” revealing what to prepare and what to conduct, that later on being called as Two-Whats- To-Do, in teaching English poetry. To implement it in learning process; learners are going to recognize and practice how to analyse poetry to develop intellectual skill and how to write poetry to motivate creativity skill. By achieving these skills, the learners are able to apply capabilities; those are literary research and creative writing especially on English poetry.In composing this paper, the writer used qualitative descriptive in what factors have to be prepared in teaching English poetry to learners. The result of the study describes the factors namely planning and conducting in teaching-learning process based on the Revised Bloom’s Taxonomy. To develop and implement the Two-Whats- To-Do in teaching English poetry are expected to be the objectives after finishing the process such as learners understand the importance of literary work for life, learners are interested in poetic interpreting and creative writing in all part of excitement and mystery of learning English poetry, and learners express their thoughts, ideas, questions while attempting to interpret a poem. The benefit of the paper is that the Two-Whats- To-Do in teaching English poetry can be a usefulmodel to English literature teacher, learners, devotees, observers, and translators.
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Samanik, Samanik. „Teaching English Using Poetry: An Alternative to Implement Contextual Teaching and Learning“. Journal of ELT Research 3, Nr. 1 (06.02.2018): 21. http://dx.doi.org/10.22236/jer_vol3issue1pp21-28.
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This paper describes poetry as an alternative to implement Contextual Teaching and Learning (CTL). CTL places learning and learning activities in a real-life context, incorporating not only what is learned but also why students should learn it. Meanwhile, poetry is chosen for its authenticity, in which, all nations have their own record on poetry. The classroom activities which involve poetry are poetry production (writing), poetry performance (reading), and poetry appreciation (speaking). By using poetry, learning processes are expected to meet the seven main components of effective learning: constructivism, questioning, inquiry, learning community, modeling, and authentic assessment. Moreover, the learning process can develop not only language skills but also critical thinking skill.
Keywords: Contextual Teaching and Learning (CTL), poetry, components of ideal teaching and learning
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Smith, Andrea. „Listening to Whispered Voices and Heart Melodies“. Language Arts 83, Nr. 5 (01.05.2006): 1–5. http://dx.doi.org/10.58680/la20064899.
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This article describes a first grade study of the poetry of Langston Hughes and creation of poems reflecting the children’s dreams. It details how the project went beyond writing poetry to becoming a community building experience in which the children learned the power of sharing their dreams.
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Dethier, Brock. „Becoming a Beginner Again“. Teaching English in the Two-Year College 29, Nr. 3 (01.03.2002): 273–82. http://dx.doi.org/10.58680/tetyc20022008.
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Describes how a veteran writer and English teacher who only recently began writing poetry encourages others to invigorate their teaching by taking up a new writing genre. Details the lessons he has learned from poetry and passed on to his own students. Outlines six problems he encountered and presents solutions for each.
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Dickson, Randi. „Quiet Times: Ninth Graders Teach Poetry Writing in Nursing Homes“. English Journal 88, Nr. 5 (01.05.1999): 73–80. http://dx.doi.org/10.58680/ej1999447.
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Describes a community project (based on Kenneth Koch’s book “I Never Told Anybody”) in which students in a ninth-grade English class paired up with nursing home residents, making regular visits to encourage them to write poetry. Discusses finding a place, getting ready, working together, and what students learned about writing poetry and about life and aging.
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Azizi, Mahmoud, Neshat Azizi, Elwira Lewandowska, Yulia Nickolaevna Gosteva und Peter Majda. „Cultivating Critical Thinking in Literature Classroom Through Poetry“. Journal of Education Culture and Society 13, Nr. 1 (30.06.2022): 285–98. http://dx.doi.org/10.15503/jecs2022.1.285.298.
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Aim. The development of learners' CT is considered to be one of the most important skills in today’s fast pacing world. It has also been regarded as the mainstay of and an important component of literature teaching. However, this is one of those areas that was overlooked mainly in eastern culture in general and in the EFL classrooms in particular.
Methods. To this end, to foster learners' critical thinking skills, a poetry program was specifically designed to draw learners’ attention towards the significance of CT. Through a case study approach, a poetry program with a focus on culture-specific information was incorporated into the course. Four female students were engaged in a number of tasks in which they gradually learned to think critically through reflecting on and evaluating the assigned poems. A checklist was generated and used to observe and rate students’ CT before and after the intervention through teacher diaries.
Results and conclusion. Analysis of the case study data indicated that students’ CT had improved and they developed good critical habits as a result of their involvement in the intervention. Thus, it was concluded that poetry could be regarded as a useful and effective source for developing critical thinking skills among students.
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Moore, John Noell. „Practicing Poetry: Teaching to Learn and Learning to Teach“. English Journal 91, Nr. 3 (01.01.2002): 44–50. http://dx.doi.org/10.58680/ej2002865.
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Stice, Sarah K. „Columns: The Future Is Now: Lessons in Verse: The Hiddenness of Poetry“. English Journal 112, Nr. 5 (01.05.2023): 95–97. http://dx.doi.org/10.58680/ej202332433.
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Chai, Zachary Farouk, Suyansah Swanto, Wardatul Akmam Din und Irma Wani Othman. „USING WH-QUESTIONS STRATEGY AND POETRY TO IMPROVE WRITING SKILLS AMONG ESL MALAYSIAN PRIMARY SCHOOL LEARNERS DURING POST-PANDEMIC“. International Journal of Education, Psychology and Counseling 7, Nr. 48 (15.12.2022): 359–68. http://dx.doi.org/10.35631/ijepc.748027.
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The COVID-19 pandemic has shifted the teaching and learning of the English language from face-to-face interactions to remote teaching. In my context, most of my students did not engage with remote teaching during school closures due to certain factors such as lack of internet connection and the readiness of their parents. When schools reopened during the post-pandemic, I used the WH-questions strategy and poetry to improve my students' writing skills. WH-questions are considered guiding questions that can direct students to get new ideas in writing a text. Poetry is a form of literature that can help young learners tap into creativity by using words in writing. By using an action research design lens, this study aims to describe the process of using WH-questions strategy and poetry to improve writing skills among Year 5 primary school learners. The process consisted of four steps: planning, acting, observing and reflecting. Data were collected using a multimodal approach, including students' daily journals and structured-interview and the data gained were analysed narratively. Based on the data obtained, it was found out that the intervention used had successfully improved my learners' writing skills, especially in constructing correct simple sentences. I learned how to plan, conduct and evaluate WH-questions strategy as well as how to modify poetry writing to teach writing skills in English language lessons in the post-pandemic times.
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Rizta Kusuma, Emy. „FESTIVAL PUISI RAKYAT NUSANTARA SEBAGAI SALAH SATU MODIFIKASI MODEL PEMBELAJARAN JOYFULL LEARNING DALAM PEMBELAJARAN TEKS PUISI“. Hasta Wiyata 4, Nr. 2 (01.07.2021): 190–97. http://dx.doi.org/10.21776/ub.hastawiyata.2021.004.02.07.
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The learning model of the Festival Puisi Rakyat Nusantara is one of the active and creative literature learning model. This model is also supported by constructivism learning theory which teaches student to construct their own experiences and understandings independently. In addition, Festival Puisi Rakyat Nusantara is a development of the Joyful Learning model. This aims to create a relax and fun learning atmosphere in studying poetry texts. This model is designed to overcome problems in learning literature, especially in poetry. By this model, students are more creative in understanding the learning of poetry texts. In addition, students are also trained to be confident in expressing their opinions when interpreting the contents of the poetry text that have been learned.
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Silvers, Penny. „Professional Reading For Middle Level Educators: Supporting Students Who Fall Behind“. Voices from the Middle 14, Nr. 4 (01.05.2007): 53–54. http://dx.doi.org/10.58680/vm20076152.
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Reviewed are: Why Jane and John Couldn’t Read—and How They Learned: A New Look at Striving Readers by Rosalie Fink, and Living Voices: Multicultural Poetry in the Middle School Classroom by Jaime Wood.
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Dickie, June F. „The Importance of Literary Rhythm When Translating Psalms for Oral Performance (in Zulu)“. Bible Translator 70, Nr. 1 (April 2019): 64–81. http://dx.doi.org/10.1177/2051677018824771.
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Poetry must be heard, and heard in a way that is pleasing and memorable. Much of the beauty and rhetorical power of poetry arises from prosody, that is, patterns of rhythm and sound. Rhythm is composed of four elements that work together to provide aesthetic and emotive strength. It is an important feature of both biblical and Zulu poetry, and thus the translator of psalms (translating into Zulu or any Bantu language) must pay attention to aural components of the source and receptor texts. A recent empirical study invited Zulu youth to participate in translating and performing three praise psalms. They learned the basics of Bible translation and poetics, including rhythm, and their translations show a sensitivity to Zulu poetry and music that makes them highly rhythmic and singable. The underlying understanding of “translating with rhythm” can be applied to other languages and is an essential element of translating biblical poetry.
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Womelsduff, Deborah. „The Paradox of Structure and Freedom: An Experiment in Writing Poetry“. English Journal 94, Nr. 4 (01.03.2005): 23–27. http://dx.doi.org/10.58680/ej20054229.
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Using a traditional African poem as a model, Deborah Womelsduff helps ninth-grade students find their writing voices. She has learned through teaching this poetry project that having a well-defined structure allows students to think and write creatively.
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Li, Donglin. „Mao Zedong’s Poetry Translated by Eugene Eoyang in Sunflower Splendor: A Textual and Cultural Interpretation“. Theory and Practice in Language Studies 13, Nr. 7 (01.07.2023): 1769–76. http://dx.doi.org/10.17507/tpls.1307.21.
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Translating Mao Zedong’s poetry into English has been a significant cause since the founding of New China and aroused great academic attention in China and other countries. In 1975, Eugene Eoyang, a Chinese American scholar, translated eight poems of Mao and published them later in the remarkable poetry anthology Sunflower Splendor, which has made a considerable contribution to the promotion and canonization of Mao’s poetry as well as traditional Chinese poetry in the English world. Eoyang is a scholar translator who knows well about both cultures, the identity, cultural concepts, translation strategies, and other aspects that he demonstrated in his translation are of great reference value compared with other versions home and abroad. By analyzing the textual and cultural features and specific cases in his translation, the translator’s valuable first-hand experience, along with the profound literary and cultural attainments reflected in the translation process, can be learned to guide future translation and promotion of Mao’s poetry in foreign cultures.
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Kulieva, Sheker A., und Nina V. Shchennikova. „Translingual poetry by Rupi Kaur“. Philological Sciences. Scientific Essays of Higher Education, Nr. 6s (November 2022): 115–22. http://dx.doi.org/10.20339/phs.6s-22.115.
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The article is devoted to understanding the problem of translingualism in modern English poetry. Based on the research of domestic and foreign scientists, the authors come to the conclusion that translingualism is not only the practice of switching codes and the ability of the author to create in a language that is learned for him, but also the creation of a special type of narrative, which is built on the basis of the logic of an ethnically primary culture: its patterns, archetypal substrates, key themes and motifs. The material of the article was the works of the modern Canadian writer of Indian origin Rupi Kaur, in particular, the book of poems the sun and her flowers. In the zone of special interest is the chapter “Acceleration”, devoted to the problems of immigration, the search for ontological coordinates, identity and language.
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Wellendorf, Jonas. „No need for mead“. Grammarians, Skalds and Rune Carvers II 69, Nr. 2 (26.09.2016): 130–54. http://dx.doi.org/10.1075/nowele.69.2.02wel.
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This paper will see Bjarni Kolbeinsson as a representative of the new kind of skaldic poetry that had developed around the turn of the thirteenth century. By then, formal skaldic poetry had become an art form cultivated by men who had received schooling and clerical ordination. Skalds such as Bjarni had turned their attention from the praise of kings of the present or the near past towards subjects of the more distant past and religious themes. In Jómsvíkingadrápa, Bjarni brushed aside the Odinic mead hailed by former skalds and preferred to apply techniques of poetic composition that he had learned through the formal study of Latin poetry. A tongue-in-cheek rejection of the traditional exordial topoi and a sensibility for love poetry allowed him to compose a poem that not only rejected the past but also pointed towards the future.
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Li, Xiaotong. „On the Similarities and Differences of Yan Ou's Ci“. Asian Journal of Social Science Studies 6, Nr. 4 (18.11.2021): 8. http://dx.doi.org/10.20849/ajsss.v6i4.951.
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Since the Northern Song Dynasty, Ouyang Xiu's Ci, as the highest achievement in the creation of Ci Poetry in the early Song Dynasty, has always been praised, cited and learned. Their poems have the same atmosphere of graceful poetry, with small images, gentle and delicate language and same feelings. They have many similarities, but they also show their own personality characteristics. They are different in material selection, expression methods and emotions. My work will analyze the similarities and differences between the two from the perspective of knowing people and discussing the world.
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Leung, Doris, und Jennifer Lapum. „A Poetical Journey: The Evolution of a Research Question“. International Journal of Qualitative Methods 4, Nr. 3 (September 2005): 63–82. http://dx.doi.org/10.1177/160940690500400305.
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Rarely does literature make explicit the lessons learned in the journey to a research question. In this article, the authors demonstrate how they have engaged poetry in the evolution of a research question. Poetry has taken them beyond the traditional limits of knowing and allowed them to conceptualize their research questions by situating and locating their selves within their research. By explicating this journey to a research question, the authors hope that others encounter and reflect on an understanding of what it means to make this process transparent and to support ways of enhancing rigor within their particular and locally conceived research phenomena. As well, they hope to inspire scholarly reflection and critique of poetry as a method in the research process.
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E, Pavalan. „Poet V.V. Murugesa Bhagavatar's Abstinence Anthem: A Sociological View“. International Research Journal of Tamil 4, S-7 (28.07.2022): 114–18. http://dx.doi.org/10.34256/irjt22s717.
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Born in 1887, poet Murugesa Bhagavathar has been fascinated by his mother tongue Tamil since his earliest days and admired for his erudition. He is 14 years older than Bharatiyar. He is also a pioneer in the world of poetry. He is strong in writing conventional poetry. Even the illiterate laymen were accepted by his poetry. So he taught the old people of those days to write poetry when there was time left after family time. So countless people from areas including Willivakkam have come to him and learned poetry properly. Also, Murugesa Bhagavatar's poetry had a fan base in Dharavi, Mumbai. He was close to leaders like Gandhiji and Dr. Ambedkar. Realizing the poetry of Bhagavatar, Mr. V. Kalyana Sundaram and Scholars including C.N. Annadurai also went to Bhagavatar's residence and presented his books with greetings and praises. In poet Murugesa Bhagavatar's works the exaltation of the Tamil language and mother tongue can be widely seen. He has natural musical knowledge. So in his songs mostly rhythm and chantam are scattered in his poetry. Not only that, he saw the misery prevailing in the society at that time and against it caste liberation, women's liberation, social liberation, Indian liberation, nature, etc. are the subjects of his poetry. Similarly, in 1929, he campaigned against alcohol through his poetry at the request of the Congress party, Gandhiji. In that way, this article aims to reveal the history of alcohol prohibition through the poems he wrote.
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Vincent, Adam. „Poet, Teacher, Acadie: Using Poetic Inquiry as a Tool for Unearthing Identity“. Journal of the Canadian Association for Curriculum Studies 18, Nr. 1 (15.07.2020): 64–65. http://dx.doi.org/10.25071/1916-4467.40458.
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Uncovering an authentic version of self-identity is at once difficult and profound. Our self-identity affects how we (re)present ourselves to the outside world and ultimately how we engage as educators. Through more than twenty years of writing experience, and a decade as an educator at the post-secondary level, I have learned that poetry has power. However, it is only recently that I have come to further appreciate its power to explore the links between place and self-identity (Vincent, 2020). Poetry offers a chance to dwell in the depths of self-identity while simultaneously tapping into the liminal spaces that often unconsciously frame who we are. This presentation focuses on my on-going journey of self-discovery as an Acadian Canadian, and explores how poetry, as a tool for textual analysis and self-analysis, has helped me to unearth previously unexamined parts of my identity. This presentation also includes demonstrations of ways that other educators, whether experienced in poetry or not, can use poetry and/or poetic techniques to begin to explore their own identities as educators.
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Rukayah, Rukayah, Abd Hafid und Sitti Jauhar. „Perbandingan Penerapan Media Audiovisual Dan Media Lingkungan Dalam Menulis Puisi Siswa Kelas V SD“. JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 4, Nr. 3 (10.09.2020): 202. http://dx.doi.org/10.26858/jkp.v4i3.14913.
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This study aims to determine the difference in the effect of the application of audiovisual media and environmental media on the learning outcomes of fifth-grade students to write poetry at SDN No. 24 Macanang, Tanete Riattang Barat District, Bone Regency. This type of research is quasi-experimental, and the research design is Nonequevalent Control Group Design. The research data were collected using tests and documentation and analyzed using descriptive statistics and inferential statistics. The results showed that there were differences in the poetry writing skills of students who learned using audiovisual media and environmental media. This is based on the t-test analysis which shows the application of audiovisual media is higher than the application of environmental media. Although environmental media has a greater contribution to students' knowledge of writing poetry, the difference in the contribution is very small. While in the skill aspect, the contribution of audiovisual media is much greater than environmental media in writing poetry
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Raft, Zeb. „The Beginning of Literati Poetry: Four Poems from First-century BCE China“. T'oung Pao 96, Nr. 1 (2010): 74–124. http://dx.doi.org/10.1163/156853210x514568.
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AbstractThis article examines a set of four tetrasyllabic poems from the first century BCE, situating them between the ancient poetry of the Shijing and the medieval poetry that would appear two centuries later. The author outlines the emergence of a learned elite in the latter half of the Western Han and shows how the intellectual and socio-political background of this group is instantiated in the poems. As statements of a classicist mentality ascendant in the late Western Han, the poems stand firmly in their age, but as products of this newly emerging group they bear definite connection to the literati poetry of medieval China. Thus, the poems offer a viewpoint onto both the scholarly culture of the first century BCE and the poetic culture of early medieval China.
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Earl Rinehart, Kerry. „Researchers as Poets: Anonymity and Fidelity in Crafting Participant “Portraits”“. Qualitative Inquiry 25, Nr. 9-10 (12.07.2018): 862–65. http://dx.doi.org/10.1177/1077800418787555.
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Good research poetry evokes what may be learned from a study to audiences. Ethical review boards and approval committees, however, see the preservation of anonymity as a key concern. When poetic forms convey individual portraits of research participants, how might researchers craft a believable yet credible portrait instead of one where the person is recognizable to some audiences? The researcher, then, makes deliberate and intentional decisions regarding representation of research. No matter how “good” the poetry might be, the researcher’s presented work is the connection between audience (the public domain) and their research contribution (the public issue).
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Mamunur Rashid Zaber, Md, und Mussarath Mehedi. „Using Poems in Learning English as a Foreign Language at the Secondary Level of Education in Bangladesh“. Asian Review of Social Sciences 12, Nr. 2 (22.08.2023): 16–21. http://dx.doi.org/10.51983/arss-2023.12.2.3484.
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In Bangladesh, English is a compulsory subject at the secondary level, where it is taught and learned as a foreign language. Literary texts have long been used as a tool for it. Generally, two types of textbooks are used in classrooms at the secondary level: compulsory NCTB textbooks and Grammar books of various authors. The purpose of this research was to investigate the use of poetry in NCTB textbooks and its effects on the language learning process at the secondary level of education. This study also tried to find out the range and usability of the poems that are included in the textbook. For this study, data was collected from both the learners and the instructors of Secondary Level education through a set of questionnaires. Then the data was analyzed to find out the appropriateness, usability, understandability, and effectiveness of poems on the overall language learning process. Finally, this study attempted to explore the way out of the existing and probable obstacles to ensure the intended outcome of using poetry in learning English as a foreign language.
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Krämer, Olav. „Kasuale Lehrgedichte im Kontext der aufklärerischen Gelehrtenrepublik“. Scientia Poetica 22, Nr. 1 (01.12.2018): 53–82. http://dx.doi.org/10.1515/scipo-2018-002.
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Abstract In the early decades of the eighteenth century, a number of German authors published poems that combined features of occasional and didactic poetry. The article examines ›occasional-didactic poems‹ by Johann Christoph Gottsched and Abraham Gotthelf Kastner that were read out loud at academic ceremonies. The study seeks to show that Gottsched and Kastner used this hybrid genre to intervene in, or to comment on, quarrels and controversies within the learned world, in particular controversies involving different faculties and disciplines. Thus, these poems should not be dismissed as mere attempts to upgrade the much-criticized genre of occasional poetry by adding philosophical digressions. Rather, they constitute one of the specific forms of communication developed within the Enlightenment republic of letters. In addition, these poems are instructive with respect to the development of eighteenth-century didactic poetry in general.
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Patton, Simon, und Omid Azadibougar. „Basil Bunting's Versions of Manuchehri Damghani“. Translation and Literature 25, Nr. 3 (November 2016): 339–62. http://dx.doi.org/10.3366/tal.2016.0262.
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Basil Bunting extolled the work of Manuchehri and made versions of four of Manuchehri's poems in five of his own, 1939–49. Little is known about what motivated these translations or how they relate to the Persian source texts because no detailed appraisals of them have appeared to date. A close commentary is provided here on how the content of Bunting's versions compares with that of their sources. Since it has been claimed that Bunting learned techniques from Persian poetry that helped him to refine his own style, the question is also asked what he might have learned from Manuchehri.
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Kaplan, Daniel, und Gary Glazner. „Poetry Brings Out the Best in Us: Structured Poetry-Based Group Activity in Long-Term Care“. Innovation in Aging 4, Supplement_1 (01.12.2020): 692. http://dx.doi.org/10.1093/geroni/igaa057.2423.
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Abstract The Alzheimer’s Poetry Project has a proven track record at over 500 facilities in 35 states and six countries, serving over 50,000 people worldwide, and has the ability to bring high-quality creative arts programming to people living with dementia in long-term care. We describe how volunteers and recreation and care staff can be trained to deliver the intervention, offering direct benefits for participants and indirect benefits when modeled in the presence of providers and family members. Basic validation techniques are easily learned and incorporated into diverse dementia care strategies. As activity programs based in creative arts help to support self-expression among participants and serve as a vehicle for generating feelings of self-efficacy, we explain how such activities are well suited to fostering the person-centered goals of dementia care programming. Clinicians and other transdisciplinary care providers are encouraged to use and teach validation-focused arts interventions with persons living with dementia.
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Zhao, Jianli, und Hyo Jong Lee. „Automatic Generation and Evaluation of Chinese Classical Poetry with Attention-Based Deep Neural Network“. Applied Sciences 12, Nr. 13 (27.06.2022): 6497. http://dx.doi.org/10.3390/app12136497.
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The computer generation of poetry has been studied for more than a decade. Generating poetry on a human level is still a great challenge for the computer-generation process. We present a novel Transformer-XL based on a classical Chinese poetry model that employs a multi-head self-attention mechanism to capture the deeper multiple relationships among Chinese characters. Furthermore, we utilized the segment-level recurrence mechanism to learn longer-term dependency and overcome the context fragmentation problem. To automatically assess the quality of the generated poems, we also built a novel automatic evaluation model that contains a BERT-based module for checking the fluency of sentences and a tone-checker module to evaluate the tone pattern of poems. The poems generated using our model obtained an average score of 9.7 for fluency and 10.0 for tone pattern. Moreover, we visualized the attention mechanism, and it showed that our model learned the tone-pattern rules. All experiment results demonstrate that our poetry generation model can generate high-quality poems.
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Stanley, Nile, Laurel Stanley und Steffani Fletcher. „Maximizing use of Poetry and Art in Public Spaces for Promoting Language Development“. Babylonia Journal of Language Education 3 (23.12.2022): 78–84. http://dx.doi.org/10.55393/babylonia.v3i.207.
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Over time, graffiti has inspired art and poetry exhibits by marginalized youth, once excluded by elite museums, now is surging in popularity, and being curated in public spaces at airports, subways, parks, street corners, and even construction sites. This paper highlights Hope at Hand, Inc., an established North Florida nonprofit provider that uses therapeutic art and poetry exhibitions in public spaces to help incarcerated youth recognize and overcome circumstances that limit their successful participation in society. Also, the paper reviews similar international art exhibitions that re-envision the ways museums can decolonize and support more community engagement and inclusive language learning. The lessons learned will demonstrate the ways in which exhibiting poetry and visual art can engage youth and create spaces for promoting cultural awareness. This holistic intervention framework integrates poetry, museum best practices and the arts for bridging and empowering lives. It fills a critical void in knowledge and practice between the arts, museum studies, public health, and citizenship, by considering place-based research in creating a more kind and inclusive society with the arts.
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Lawson, Kevin E. „Light from the “Dark Ages”: Lessons in Faith Formation from before the Reformation“. Christian Education Journal: Research on Educational Ministry 14, Nr. 2 (November 2017): 328–46. http://dx.doi.org/10.1177/073989131701400206.
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This article explores how parish members in the later medieval era in England learned the Christian faith through a variety of means (e.g., preaching, liturgical calendar, art, music, poetry, drama, confessional instruction, spiritual kinship relationships, catechetical instruction) with an eye on what we might learn from this era that could strengthen the church's educational ministry efforts in the present.
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O'Donoghue, Bernard. „Medievalism and Writing Modern Poetry“. Irish University Review 45, Nr. 2 (November 2015): 229–41. http://dx.doi.org/10.3366/iur.2015.0174.
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Bernard O'Donoghue argues that his choice of specialising in the medieval parts of an English degree may have been unconsciously dictated by the language and culture of an Irish Catholic upbringing and school education. At Umeraboy National School in North Cork he learned the writing and reading of English and Irish simultaneously, giving no particular privilege to the language spoken at home, English. A possible consequence of this was an everyday acceptance of unfamiliar vocabulary, which was reinforced by daily encounters with the Latin-derived language of prayer: words like ‘implored’, ‘intercession’, ‘advocate’, ‘clement’. When he did graduate work in Medieval English, he found that the cultural issues for writers like Chaucer and Dante and the Old English poets were the stock in trade of his childhood, and that the script used by the Anglo-Saxon scribes were the same as the cló gaelach of the National School of his time. Also, while operating in an imperfectly understood vocabulary might be expected to be a disadvantage in grasping the precise senses of words, the compulsion of ‘the half-stated’ or half understood was not out of place in poetry. So he ended up as a medievalist who tried to write poetry.
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Boujdidi, Ali, und Nouzha Khalfaoui. „Poetry Places: Spaces of Intimacy and Loneliness in Examples of the Minor Poetry“. Journal of Umm Al-Qura University for Language Sciences and Literature, SI Arabic Poetry (19.09.2024): 126–46. http://dx.doi.org/10.54940/ll45597942.
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Reflecting on the books of poetry collections and modern anthologies of ancient Arabs' poetry, one can notice a striking presence of marginalized texts that have become nowadays valuable texts. These texts are buzzing with poetry haunted by place and space, expressing love, sadness, and rebellion at the same time. This research project, hence, comes as an attempt to explore the spaces and origins of poetry in the Arabian peninsula, and shed light on those marginalized texts which had not undergone literary analysis, nor had they been quoted from before. The issue of space has not only been the concern of poetry, but it has also infiltrated the real life of humankind who see in space their roots, identity and future. Arabic poetry has, thus, become deeper and more specific than the formal poetic taste, and from the rigorous collective memory which is characterized by standardized rigid aesthetics. Scrutinizing and contemplating the places of familiarity and the places of hybridization, we realized that these places were oppressive, violent, hampering and nightmare-like, obstructing the poet’s journey into the space and making him helplessly lost. We learned that the place played a crucial role in the life of the ancient Arab poet and was an essential factor in the consolidation of his human existence. Place has become a hot issue pervading the life of Arabs at both the geographical and cultural levels. Place is the generator of Arabic poetry, its metaphor creator, its structure builder and the womb of its meaning as long as poetry reflects the Arabs’ condition over time and bears their values and glories.
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Courtney-Smith, Kelly, und Michael Angelotti. „To Search for Enlightenment: Responding to Siddhartha through Paint and Poetry“. English Journal 94, Nr. 6 (01.07.2005): 56–62. http://dx.doi.org/10.58680/ej20054290.
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To encourage creative thinking, high school teacher Kelly Courtney-Smith asked her students for creative responses to Hesse’s novel, using a technique she learned from coauthor Michael Angelotti. Students painted or wrote poems interpreting their reading, then responded to the creations of their classmates. The students found that these “collaborative activities provided insights into the novel, their classmates, and their paintings and poems.”;
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MacKenzie, Sarah K. „Poetic Imag(ination): Finding Praxis Through Haiku“. LEARNing Landscapes 4, Nr. 1 (01.04.2010): 273–90. http://dx.doi.org/10.36510/learnland.v4i1.377.
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I draw on poetic inquiry to explore my experience using and interpreting haiku within the context of a literacy methods course. From this project I learned that poetry, as a pedagogical tool as well as one of inquiry, opens up spaces for (un)imaginable possibilities to be exposed, moving both teacher and students toward a place of praxis and reflexive agency
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Kelly, Patrick, Cari Din, Craig Ginn und Robyn Paul. „Becoming Lyrical: Poems That Depict Our Reflective Journeys In Online Teaching“. Papers on Postsecondary Learning and Teaching 7 (26.06.2024): 1–16. http://dx.doi.org/10.55016/ojs/pplt.v7y2024.77797.
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Online and blended learning over the years have brought great challenges and opportunities. At the beginning of this project, we asked: How do educators reflect on teaching online in particular? And how do we articulate our reflections in creative ways? With these questions in mind, the authors took on the challenge of the artistic expression of writing and reading poetry to reflect critically and creatively on our experiences of teaching online in higher education. By drawing connections between theory and our poetry we provide insight into our lessons learned from teaching online. We conclude with encouragement to use creative writing to foster a collective and reflective environment in higher education and for personal awareness and growth.
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Ukhra, Aura Radhiatul, Trisfayani Trisfayani und Safriandi Safriandi. „The Effect of Nature Learning Method on the Improvement of Poetry Text Writing Skills in Class X Students“. Continuous Education: Journal of Science and Research 5, Nr. 3 (31.12.2024): 213–22. https://doi.org/10.51178/ce.v5i3.2265.
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This study aims to describe the effect of the Nature Learning method in improving the poetry writing skills of 10th grade students at SMAN Modal Bangsa Arun, as well as to determine student participation in poetry learning using this method. This research uses a quantitative method with a pretest-posttest control group design. The research sample consists of two groups: the experimental group, which uses the Nature Learning method, and the control group, which uses conventional learning methods. The data analysis technique involves collecting poetry writing skills data through pretest and posttest writing tests, while data on student participation in the experimental group is collected through a questionnaire. Poetry writing skills data are analyzed using a t-test to see if there are significant differences between the two groups, and student participation data is calculated using a formula to obtain results on student participation after the Nature Learning method is applied. The results show that there was a significant improvement in poetry writing skills in the experimental group compared to the control group. This was obtained from the hypothesis test results using a t-test, with a significance value (2-tailed) of 0.000, which is smaller than the common significance level of 0.05. This indicates that the Nature Learning method has a significant effect on improving poetry writing skills in 10th grade students at SMA Negeri Modal Bangsa Arun. Students who learned through the Nature Learning method showed higher creativity and better sensitivity to the use of language and imagery in poetry.
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Hansson, Stina. „En gruvkarls lott: om upplysningstendenser i 1720- och 1750-talens bröllopsdiktning“. Sjuttonhundratal 8 (01.10.2011): 41. http://dx.doi.org/10.7557/4.2392.
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The article discusses new tendencies in eighteenth-century wedding poetry, tendencies which can briefly be described in terms of a backlash against fantastic storytelling and an orientation towards more realistic descriptions, often coupled with a deliberative rather than demonstrative rhetorical approach. The shift is demonstrated first through a broad survey of themes in Swedish wedding poetry from the seventeenth and eighteenth centuries, and then through analyses focusing on two poems of the new kind which thematize the groom's profession through descriptions of mining work astonishingly ‘realistic' for the time. The main explanation for this is that there were no venerated models to follow when writing about these themes, as well as the fact that the poems were not written for public but for private use. The poems are then compared with other poems from the same mining area, but with learned themes more typical of the wedding poetry of the time. It is then concluded that Swedish poets still had a long way to go to be able to incorporate such ‘realistic' features into the conception of what ‘poetry' was considered to look like.
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O’Connell, Peter A. „Homer and his Legacy in Gregory of Nazianzus’ ‘On his own Affairs’“. Journal of Hellenic Studies 139 (20.09.2019): 147–71. http://dx.doi.org/10.1017/s0075426919000673.
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AbstractThis paper investigates how Gregory of Nazianzus imitates and responds to the Greek literary tradition in the autobiographical poem ‘On his own affairs’ (2.1.1). Through six case studies, it contributes to the ongoing re-evaluation of Gregory’s literary merit. With learning, wit, subtle humour and faith, Gregory adapts and reinvents earlier poetry to express Christian themes. Imitation is at the heart of his poetic technique, but his imitations are never straight-forward. They include imitating both Homer and other poets’ imitations of Homer, learned word-play and combining references to non-Christian literature and the Septuagint. Gregory’s references add nuance to ‘On his own affairs’ and give pleasure to readers trained to judge poetry by comparing it to earlier poetry, especially the Homeric epics. They also demonstrate the breadth of his scholarship, which extends to Homeric variants, Platonic epigrams and the entirety of the New Testament and Septuagint. Above all, Gregory insists that he is a rightful participant in a living poetic tradition. He writes Greek poetry for the fourth century AD, just as Oppian did in the second century and Apollonius and Callimachus did in the Hellenistic period.
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Fitriani, Lilik, Fahrurrozi Fahrurrozi und Nidya Chandra Muji Utami. „Need Analysis of Teaching Materials Development for Writing Poetry Based on Contextual Learning (Ctl) Approach in Elementary School“. Jurnal Syntax Admiration 4, Nr. 6 (24.06.2023): 670–79. http://dx.doi.org/10.46799/jsa.v4i6.599.
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Learning children's literature appreciation in elementary school is very important so that student's language skills, especially receptive skills, can develop well, one of which is poetry writing skills. Learning to write poetry in elementary schools has not been maximized due to limitations in the provision of teaching materials and approaches used by teachers in improving poetry writing skills. Writing skills are one of the most difficult skills of other language skills, therefore an appropriate approach is needed so that the learning objectives can be realized, one of which is the contextual approach because the contextual approach is the way the teacher conducts the learning process by connecting the real world of students with the subject matter to be learned. The purpose of the study was only to analyze and describe the need of developing teaching materials for writing poetry based on the contextual learning (CTL) approach in elementary schools in Bogor Regency so that the data used was qualitative. Various analyses were conducted to determine the need for developing teaching materials for writing poetry based on a comprehensive contextual learning approach based on conditions, curriculum, and the needs of teachers and students. A comprehensive needs analysis is expected and accurate is expected to be developed for teaching materials for writing poetry based on a contextual learning approach in grade IV elementary schools in Bogor Regency based on the needs of the research field.
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Hankins, Jeffery R. „:Learned Queen: The Image of Elizabeth I in Politics and Poetry“. Sixteenth Century Journal 42, Nr. 2 (01.06.2011): 591–92. http://dx.doi.org/10.1086/scj23076876.
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Sleeman, Simon. „A Monk's Journey in Search of God“. Religion and the Arts 12, Nr. 1 (2008): 138–43. http://dx.doi.org/10.1163/156852908x270971.
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AbstractThe author of this essay was raised on a largely rational and scientific diet of educational, religious, and personal formation; it hence took some time for him to recognize that most of the important realities of life required a different attitude and deportment. These he learned from providential introductions to psychotherapy, poetry, and alternative philosophies. A recent visit to India confirmed this adjustment and direction.
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Wewengkang, Nontje Deisye. „PENINGKATAN KEMAMPUAN MENULIS PUISI DENGAN TEKNIK AKROSTIK SISWA SMP KRISTEN EBEN HAEZAR MANADO“. Kadera Bahasa 2, Nr. 2 (29.01.2019): 127–43. http://dx.doi.org/10.47541/kaba.v2i2.58.
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The aim of this research is to develop poetry writing ability on grade 7 students of Eben Haezar 2 Middle School in Manado. The design of this research is Class Action Research. The indicators such as diction, figurative language, rhyme, and image. The objects of this research are the 7 C students of Eben Haezar 2 Middle School which are comprised of 28 students. The data of this research are verbal and non-verbal data. The data were obtained by observing, recording, interview, and documentation. The data are analyzed using a qualitative method, such as classification, reduction, explanation and analyses, and conclusion. The result of this research shown that was ability increasing on poetry writing with acrostic technique including learning planning, implementing and the lesson learned.
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Minas, Steven Aaron. „“The heat of Milton's mind”: Allusion as a Mode of Thinking in Paradise Lost“. Milton Studies 61, Nr. 2 (September 2019): 186–211. http://dx.doi.org/10.5325/miltonstudies.61.2.0186.
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ABSTRACT One of the most contested and arguably misunderstood aspects of Milton's poetry is his use of allusion. The long critical tradition on Paradise Lost, in particular, has spent much of its labor not only identifying the poem's allusions and their significance, but also teasing out the terminological differences between allusion, echo, imitation, topoi, reference, and pun. But rich, insightful, and complex disagreements among readers of Milton's epic poem nevertheless remain. This article suggests that part of the difficulty of Milton's allusions lies in the fact that he did not use allusion in the way most poets do. Rather than deploying allusion as a “learned gesture” intended for readers to recognize, Milton used it as a thinking mechanism, a mode of apprehending and creating poetry.
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Topashov, M. A. „Artistic Features of the Poet's Sagas“. Iasaýı ýnıversıtetіnіń habarshysy 133, Nr. 3 (30.09.2024): 129–36. http://dx.doi.org/10.47526/2024-3/2664-0686.79.
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The article analyzes the artistic values of the sagas of the people's poet Imanzhan Zhylkaidarovich. In this regard, the poet's epics were considered separately, and the specific features of each were systematically studied. The theoretical conclusions of scientists who studied the work of folk poets were guided. The analysis of his thoughts about the unity and integrity of the country in his poems was carried out, and the analysis of Imanzhan's characteristic poetic searches was carried out. A new conclusion was also made regarding the natural foundations of his ongoing creative connection with oral literature. The historical and cognitive significance of the interweaving of thoughts about the integrity of the nation, the independence of the country with the heritage of the zhyrau was explained. In the course of the study, it was found that the features of zhyrau poetry were found in the work of the poet and to what extent he learned from zhyrau poetry. It has been proven that the continuity of such traditions is largely due to the theme of the epics, methods of representation. When considering the epics of the poet imanzhan in continuity with the work of his predecessors and predecessors, in literary continuation, their distinctive features and distinctive features were revealed. In this regard, an analysis of the original features of the poet's epics was carried out, and the intricacies of his artistic searches were revealed.
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Carlson, David. „Procopius’s Old English“. Byzantinische Zeitschrift 110, Nr. 1 (27.01.2017): 1–28. http://dx.doi.org/10.1515/bz-2017-0003.
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AbstractBy the middle of the sixth century, in Byzantine perspective, Britain had so long since ceased to be part of the empire of the Romans as to have become a kind of never-land, some part of the known world, but also the sort of place of which it was possible to credit the fabulous. Information was scarce. Nevertheless, the chief source for the sixth-century east-Roman regime in Constantinople, Procopius (c. 500 -565 CE), met a group of Anglo-Saxons c. 540, who were contemporaries of Beowulf’s king Hygelac; and Procopius may have learned from hoi Angiloi something about the Old English poetry, at a particularly important point in its formation, before the beginning of the conversion of the English to Christianity in 597 CE. Procopius’s English informants told him a tale (of the vengeful Anglo-Saxon bride of a Frisian basileos named Radigis) of a type consonant with later examples of Old English poetry; also, with an historical basis that coincides with the historical milieu to which the earliest Old English heroic poetry also refers, including Beowulf.
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Cornish, Alison. „A Lady Asks: The Gender of Vulgarization in Late Medieval Italy“. PMLA/Publications of the Modern Language Association of America 115, Nr. 2 (März 2000): 166–80. http://dx.doi.org/10.2307/463254.
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Classical texts were extensively translated into the vernacular in Italy during the period when Italian poetry began, and the “mentality” of translation is traceable in this early verse. Vernacularization is gendered female, especially in the conventions of lyric poetry. As exemplified in some thirteenth- and fourteenth-century poems and their prose commentaries, “vulgarization” is often presented as a discourse to women, who are conceived as a superior rather than an inferior audience. Instead of demeaning the Latin original, this kind of vulgarization paradoxically ennobles both the learned or scientific content and the young language in which it is written. This peculiar moment of Italian literary history contrasts with concurrent translation in France, with the subsequent abandonment of vulgarization under the influence of Petrarch, and with modern notions of the politics of translation.