Literaturnachweis - Detailanzeige
| Autor/in | Anderson, William |
|---|---|
| Titel | Poetry in the Elementary Classroom. |
| Quelle | 5 (1969) 1, S.39-48 (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Difficulty Level; Discussion (Teaching Technique); Elementary Education; Imagery; Literary Criticism; Literature; Lyric Poetry; Metaphors; Reading Material Selection; Symbols (Literary); Teaching Methods |
| Abstract | The problems of teaching poetry in the elementary classroom are (1) the choice of poems and (2) the way in which the teacher presents the poems. Becuase good poetry can encourage the child's imagination, a teacher should avoid the mediocre "children's poems" generally found in textbooks and should present students with worthwhile poems from other sources that meet the standards of adult poetry. Having students examine two haiku poems, one by Pound and one by a student, can help to create a working definition of poetry and to indicate three possible levels of meaning in a poem--surface, symbolic, and personal. Students who consider these three levels in studying Blake's "Tyger" and Frost's "Stopping by Woods on a Snowy Evening" frequently have less difficulty with the obscurities of the poems (ignoring those they cannot deal with) than do professional scholars. To teach poetry, the teacher must utilize his interpretive ability to discover the metaphorical level and the deeper significance of the work. As a result, the questions he asks in a discussion will be guided by the sense of the metaphorical significances of the poem, known by the teacher but held open for the discoveries of the students. (LH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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